Sunday, January 25, 2009
A conversation with Jim Greeno
The conversation largely focused on moving educational research from Bohr's quadrant to Pasteur's quadrant. BUT, towards the end our own J-C stole the show with a finely phrased question about another trajectory: moving from the Edison quadrant (this would be us practitioners, teachers) to Pasteur's quadrant. How do we make our daily problem-solving inform theory? (I do appreciate the implication that I am actually solving problems! I am but a generally confused student teacher:)) Can the Bohrs and the Edisons party together? Who is hosting? What do we tell the DJ to play????
Thank you Science Club for letting me take us off track, a bit. Next month we'll get back to the hands on stuff.
Courtney
Thursday, January 8, 2009
Plants turn sunlight into food and provide the planet with oxygen in the process. WHOA.
Inspired to share our enthusiasm for environmental education, as well as what we learned at the Green City Teachers Course (a 5 week workshop offered by the Pennsylvania Horticulture Society) Joanna and I led a science club meeting with the following agenda:
Getting Stoked on Nature: Inquiry
I brought in a collection of leaves, pods, rocks, vines, bulbs, twigs, beans and seeds, and spread everything out on a table before my fellow NSTA members entered the room. Upon arrival people naturally gravitated towards certain objects and were then asked to select one or two that they liked best. Each person had a chance to talk about their object/s, what they liked about it, what they thought it might be, what they were curious about, and as a class we generated a list of terms relevant to the items we were examining. This setting allowed us to manipulate the objects and get a real close look at them; for instance unsure about the name or purpose of a particular spiky object attached to a tree branch, we broke the object open to discover it was filled with small seeds. This discovery guided a discussion about how trees grow and reproduce. Overall, a class could have extremely rich discussions that stem from such a student oriented exploration and inquiry session.
Sun, Soil, Water and Air
Joanna taught Race for the Sun, a game that positions students as water, soil, or air molecules as a means of explaining how they participate in the process of photosynthesis. One player is the sun and another a plant attempting to grow. The water, soil and air molecules are active and link up when the “sun is out” and go dormant in “nighttime hours.” It is possible to introduce a natural predator or environmental change to the game, making it harder for the plant to photosynthesize and grow successfully. The game is extremely interactive and helps students see the order of operations involved in turning sun, soil, water and air into sugar molecules (food) to nurture the plant’s growth. While it is certainly possibly to play this in a classroom, is ideally played outside.
Link instructions - Race for the Sun is credited to the Teva Learning Center, www.tevalearningcenter.org
Green City Teacher Material
We looked at cross curricular ideas for garden based programming. Scroll down to the bottom of the page on the following site to see the awesome list.http://www.growing-minds.org/plans/manual.php#chapter2
Eating Sunlight
We demonstrated how to sprout mung beans...an easy and tasty way to grow food for thought in the classroom.Turn Green into Green
Furthered a discussion of fundraising possibilities for our trip to the NSTA Conference in New Orleans this spring. We determined a hypothetical budget for the entirety of our expenses.
Friday, December 5, 2008
Tuesday, November 11, 2008
moon landingly cool, only mildly relevant
A friend of mine (from the future) just sent me a link to this commercial for the "shazam" application on apple's iphone. Granted, that may have sounded like I was speaking in oobleck, but just check this out.
Saturday, November 8, 2008
Non-Newtonian Fluid Fun
Here are the General Chemistry Online and Wikipedia entries, along with an interesting article about space pens.
Fun on Spanish Language TV:
ACTUAL SCIENTISTS even play with this stuff:
A DIY version of the above experiment using a speaker:
Monday, October 6, 2008
Wednesday, September 24, 2008
GSE request for funds
It seems to me that we have several ideas running here:
technology
museums - including meeting ed staff, etc.
nature related trips
practicing science teaching, seeing, trying more activities
I am happy to help with any of these - certainly I can "teach" additional activities or help you practice them. I can help set up trying these activities with kids. I used to have lots of connections with the major museums when I was in school - but I probably still know a few people who would help accommodate us.
Some of these things would be hard to fit into the two hours every three weeks I asked of you, but my impression is that for most of you joining this group really wasn't about saving the $31.
You are getting my stream of consciousness early morning thoughts here, but I can suggest two interesting trips that are much longer in duration. I am not sure I could go, but I can certainly give you "credit" for them:
Visit Cape May to try to experience the monarch migration
Visit Hawk Mountain where the raptor migration can be viewed