Linking Teachers With Teachers
Here we are again June and another school year is almost over. Feelings of relief are mixed with those of near panic, all tempered with sheer exhaustion. Isn't teaching fun?
In this issue, we bring you some ideas to use as you wind up the year, or put aside until September There's an article by Earl Morrison to help teachers address the problem that students have in reading the textual passages in SciencePlus. We plan to follow this up with one on exploratory writing. We'd appreciate your comments.
We've included suggestions from two of our American colleagues now using SciencePlus -- Kim Schrey in St. Louis, Missouri and Lowell Wiele in Chariton, Iowa, The authors of SciencePlus attended the National Science Teachers Association conference in Kansas City. It was quite a thrill l to see the enthusiasm with which SP is being received. Remember the days of implementing SciencePlus for the first time? Fortunately, teachers in the U.S. have access to our many years of experience teaching SciencePlus. Collectively, It must add up to thousands of teaching years. Wouldn't it have been great to have had that advantage when we started?
We're looking forward to the ASCP Science Leadership Institute to he held at the N. S. Teachers College, July 11 - 15. Anyone who remembers last year's session at Tatamagouche knows we're in for fun and frolic along with the work. For those who will be attending this year, a package of materials is on its way to you now. See you there.
Have a relaxing summer. Keep healthy and return rejuvenated.
For the second year in a row, SPTN has been invited to make a presentation at the annual conference of Nova Scotia science teachers. To our New Brunswick teachers invite us, we'd love to come to your conference too. This is a sample of the type of thing we can do...
Program
Once again, the SciencePlus Teachers Network will be presenting a full morning of activities for noth experienced and not-so-experienced SciencePlus teachers. There'll be something for everyone! We'll be starting at 9:00 a.m. and continuing until the noon break, thus combining Sessions I and 2 of the Conference. We'd like you to join us for the entire morning but feel free to drop Into our session at any time - we're sure you'll find something of interest.
Setting the Stage (9:00 - 9:45)
One of the greatest resources in science education in Nova Scotia is the large number or experienced SciencePlus teachers who play an important role in the development, implementation and continuous evolution of the program. In this session, several or these seasoned teachers will describe the challenges they've faced, the solutions they've round and the successes they've had in teaching SciencePlus.
'A' Workshops (10:00 -10.50)
Several workshops focusing an specific topics will be presented simultaneously; the presenters will be SciencePlus teachers and authors. Most will be repeated at 11:00 o'clock and therefore you'll be able to attend two sessions; you can choose which ones at a later date. The topics are:
'B' Workshops (11:00 - 11.50)
Most of the topics presented in 'A' will be repeated in 'B.' Detailed information will be available in advance of the Conference; individual choices do not have to be made at this time.
NOTE: For the purpose of Conference registration, please indicate on your registration form that you're interested in attending the special SciencePlus Session. Choice of Individual workshops can be made later.
The SciencePlus Teachers Network (SPTN) is part of the Atlantic Science Curriculum Project (ASCP) linking teaching, curriculum development and research in science education. INTERACTIONS is the newsletter of the SPTN, produced twice a year by teachers working with members of the ASCP Board of Directors.
Teachers Advisory Committee: David DeVan, Ann Jessome, John MacLennan, Frances Wallace, Sharron Willard and Gordon Burton.
ASCP Board members: Nan Armour, John Haysom, Peter Kidd, Elinor Nicoll, and Muriel Smyth.
Correspondence can be directed to
1. Gail LeBlanc of Tantramar High School in Sackville, N.B. suggests the following as an alternative to the sublimation activity in the Particles unit, SP3, Exploration 2 on page 383.
The filter paper will turn brown indicating the production of a gas, but there are no signs of a liquid. After the activity is completed, Gail sets up a 'before' and 'after' view for the students.
Another interesting activity that Paula did recently was to use newspaper articles to relate the Floating and Sinking unit in SP3 to a current issue - the sinking of the oil tanker Braer. An environmental tragedy became a learning opportunity for her students. Newspapers and other media sources covered the incident well and provided lots of useful resource materials including diagrams, charts, tables, photographs and text In this case, Paula's students examined the cause and effect of the sinking, and the implications for the oil industry and tanker transport in Atlantic Canada The issue of safety precautions was also addressed. In this way, the STS component of Floating and Sinking was expanded to include historical, geographical and social components in addition to the obvious science and environmental issues.
3. Mike Hinchey from St Andrew's Jr. High in Antigonish uses an interesting activity with his students to supplement the Diversity unit in SP2. The objective is to determine which types of 'beaks' are best suited to pickup different types of 'food'. Mike collects several 'beaks' such as spoons tweezers, nails, etc., along with a variety of 'food', such as macaroni, cheerios, spaghetti, etc. He uses trays to hold the food. The task for the students is to pick up as many foods as possible in 10 seconds, using one beak at a time. The food is placed in a cup. This procedure is repeated with each of the beaks and the data recorded in a table like the one here.
| Beaks | foam | macaroni | cherios | candles | seeds | spagetti | raisins | orange things | sugar cubes | wood |
| spoon | ||||||||||
| nail | ||||||||||
| tweezer | ||||||||||
| tongs | ||||||||||
| scissors |
Students could do this activity individually, in pairs, or in groups. The more data collected on each type of beak, the more reliable the interpretations.
Possible questions!
Which type of beak would allow a bird to cat the greatest variety of food? Under what environmental conditions would this be an advantage to a bird? Could it he a disadvantage? When? Why?
Which types of beaks are able to pick up only a few types of food? Under what environmental conditions would this be an advantage to a bird? When would It be a disadvantage? Why?
4. As you know, there is new an American edition of SciencePlus and many teachers there are experiencing the program for the first time. They have some very useful suggestions For example, Kim Schrey in St.Louis sends the following information about a computer program she uses.
EVER BEEN TO A RAIN FOREST??
Take your students on a field trip to the tropical rain forest without leaving your classroom or computer lab! The computer program 'A Field Trip to the Rain Forest' by WINGS for learning is a wonderful supplement to the Interactions and Diversity units in SP2. The teacher's guide that accompanies the software contains objectives, suggestions, and ready-to-use worksheets for teaching about food chains, life cycles, diversity of life, classification, and more. The program leaves room for teacher creativity in teaching other concepts as well.
Using this software, students are able to experience rain forest ecology in a concrete, interactive way. The chart on page 9 of Interactions (SciencePlus 2) can be used with the program so that students explore habitats and niches in the rain forest. After reading "Types of Interactions in Communities" on pages 10 and 11, students could go to the rain forest program to look for evidence of the different types of relationships between organisms. "Who Eats Whom" on pages 18 and 19 is about food chains -- a topic covered well in this computer program. Worksheets initiate the search for food chains in the rain forest. The questions on page 23 cart be used with this software with only a few changes of species' names. The program can be used to stimulate ideas for Exploration 2, "Analysis of a Terrestrial Food Web", research characteristics to describe the diversity of organisms, then write riddles about them. Extending the concepts of adaptations for obtaining food, protection, and locomotion is easy and fun with this field trip to the rain forest.
"A Field Trip to the Rain Forest" is not a tutorial on computer. It is an interactive program that allows students to explore the ecology of the rain forest using a format they enjoy. This is a great way to use software as a supplement to the SciencePlus series.
5. Lowell Wiele in Chariton, Iowa, supplemented SciencePlus with an activity based on the Biosphere II project. His ideas could be used with Interactions in SP2 or Life Processes in SP3. Here's what he did.
BIOSPHERE PLUS!
Realizing that the Earth is a self-contained sphere, the students took ownership as they sought to make our science classroom function as independently as they could. The students developed our biosphere out of concern, realizing that we are responsible for the preservation of the Earth. Through brainstorming. the students soon learned that even the Earth doesn't function without factors such as the sun playing a vital role, and they realized that our classroom also couldn't function as a totally independent unit. The students listed topics they wanted to research during the biosphere project. The production of food and oxygen and the disposal of wastes were priorities.
During the next six weeks, the classroom served as a biosphere and research lab. Students did enter and leave, and water was obtained by simply turning on the faucet. But the biosphere concept emerged as the classroom was turned into a living greenhouse. Student research and testing included using seeds, stem-tip cuttings, and the study of plant parts as students searched for the best food source for the biosphere. Decomposition tests were run, wastes were recycled, and methods of obtaining water through condensation and other means were studied.
During the duration of the project, many questions were answered but many more questions arose. Plans are currently being developed to create a more realistic and functional Biosphere II. While my students did publish a newsletter relating their biosphere experiences, the Biosphere II project will be truly multi-disciplinary, as the industrial technology department will assist in the construction of solar panels, the language arts department will be in charge of news releases and daily logs, the math and computer students will monitor the computer link-up and record and chart data, and the home economics and geography departments will be involved in other phases of the project.
Assessment was an on-going process during the entire unit. Students were assessed on active participation, involvement, ability to apply scientific concepts to current and relevant problems, cooperation, and the willingness to put forth time and effort to achieve common goals. I also assessed process skills, conceptual knowledge, creativity, attitude, and the ability to apply concepts. By being assessed in this manner, the students renewed their confidence as they progressed through the unit.
In the last issue of Interactions, we asked you for some suggestions about what you do when a student has been absent from school for an extended period of time, and what you do when a substitute is needed. Linda Pattison of A.J. Smeltzer Jr. High in Lower Sackville sends the following suggestions:
For the substitute:
We want to hear from you! Send us your letters, comments, suggestions and ideas for our columns:
Send us anything you'd like to share with other teachers. It can be in draft form, we'll do the editing and add the finishing touches. Write to:
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Special thanks to the teachers who contributed to this edition of Interactions. We've had ideas sent in from Gail LeBlanc at Tantramar High, Mike Hinchey at St. Andrew's Jr. High, Paula Maclnnis and Sid Archer at Eastern Passage Jr. High, and Linda Pattison at A. J. Smeltzer Jr. High.
Diversity SP2
1. Suppose that a dust layer in the atmosphere has caused a world-wide reduction in the average temperature. In your region, the growing season has been reduced by one-half. That is, there are now only half as many frost-free days to grow tender plants like most vegetables.
Suppose also that this new situation is expected to last for hundreds of years. Use the theory of natural selection to predict some of the changes that would likely occur to the plant and animal life. Mention plants and animals that would be reduced in number. Would other plants and animals take their place? If so, give examples.
2. Suppose that global warming results in a world-wide increase in the average temperature. In your region, there are no longer any days in the year with freezing temperatures. The hottest days are no hotter than at present. Suppose also that this new situation is expected to last for hundreds of years. Also assume that your region remains above sea level (an unlikely assumption for most of the world's people). Use the theory of natural selection to predict some of the changes that would occur to the plant and animal life. Mention plants and animals that would likely increase in number. Whose place would they likely take?
3. a) Sketch an adaptation that would let a seed be carried by the wind.
b) Sketch an adaptation that would enable a plant to withstand high winds.
c) Sketch an adaptation that would enable a small bug to scare away a bird.
Particles SP3
1. Using a large syringe, Nathan removed half of the air from a flask. The particles of air are represented in the drawing on the left by dots. Bach dot represents a very large number of particles. Complete the illustration below by including the dots.
2. Here are statements that are all part of the particle model of matter. For each one, give an observation that would suggest the statement is true:
(a) Particles making up a gas are far apart compared to those making up liquids or solids.
(b) Particles making up matter are in constant motion.
(c) Adding heat to matter causes the particles to move faster.
3. Use the particle model or matter to explain each of the following observations:
(a) The liquid in the thermometer rises as the temperature increases.
(b) The bathroom deodorizer disappears over time.
(c) A balloon filled with helium slowly deflates over time.
(d) Clothes hung on the clothes line dried before noon.
(e) Drink crystals dissolve faster in hot water than in cold water.
"I think you'll find my test results are a pretty good indication of your abilities as a teacher."
Changes in the Land SP1
To test your geological ability, a list of observations is given below. For each one, give one or more possible explanations.
(a) After a period of heavy rain, you observe that the river is brown.
(b) During a visit to a graveyard. you notice that the older sandstone markers are difficult to read, yet the older granite gravestones can still be read clearly.
(c) Rivers in flat countryside usually meander slowly, yet rivers in the mountains are usually swift.
(d) In some areas of Canada, it is common to find rock and boulders that are unrelated to the local geology.
Students often have difficulty identifying and controlling variables in scientific investigations. Most recognize the importance of a 'fair test' but can't as easily identify the conditions that need to be controlled and those that need to be manipulated. It's not an easy concept to teach either.
Learning Science Process Skills (Kendall/Hunt Publishing) is a useful resource, containing suggestions for teaching a variety of basic and integrated science skills. In the chapter on Identifying Variables, it presents several ideas for helping students come to an understanding of variables and their significance in science investigations. The Blackline Master that follows contains a series of tasks relating to variables, progressing from simple to complex. They have been adapted from Learning Science Process Skills. The page could be photocopied and used to introduce the concept of variables, perhaps as a review, or as Paula Maclnnis has done, as a 'worksheet' to be used by a substitute. Use it 'as is' or adapt it to your own needs.
VARIABLES
Things that can change
PART A.
The statements below describe a number or different situations. What things vary or change in each case? Something that can change is called a variable.
1. The higher the temperature of water, the faster an egg will cook.
2. The time it takes to run a kilometre depends on the amount of exercise a person gets.
3. The temperature of water was measured at different depths of a lake.
4. Grass will grow taller if it is watered a great deal and is fertilized.
PART B.
Sometimes a variable Is deliberately changed in a particular experiment. If so, it is called a manipulated variable. Read the statements below and identify the manipulated variable In each case.
5. The amount of pollution produced by cars was measured for cars using gasoline containing different amounts of lead.
6. lemon trees receiving the most water produce the largest lemons.
7. An investigation was performed to see if corn seeds would sprout at different times depending on the temperature of the water in which they were placed.
PART C.
Sometimes a variable changes as a result or a manipulated variable. It is called a responding variable. Identify both the manipulated and responding variable in each of the following situations.
8. More bushels of potatoes will be produced if the Soil is fertilized more.
9. An investigation was carried out to determine if the number of nails picked up by an electromagnet will be increased if more batteries are put in the circuit.
10. Five groups of rats are fed identical diets except each group gets a different amount of Vitamin A. After three weeks on the diet, the rats are weighed.
SOMETHING TO TRY
Design and carry out an investigation to determine (a) if the temperature of water changes when calcium chloride added; and (b) if the amount of calcium chloride added to the water affects temperature change.
Earl S. Morrison
Are you familiar with the use of DARTS - Directed Activities for Reflective Thought? They're designed to help students with difficult-to-read textual passages, to be more reflective in their reading. Students should be encouraged to read the text for themselves, even if it's difficult; this gives them ownership. DARTS will help them. Watch for a gradual progress in their 'reading for meaning'. and an increase in their confidence and enjoyment. Of course, don't tell them that DARTS are there to get them to read! DARTS are also useful in their own right as strategies to develop concepts.
DARTS are used in various ways in SciencePlus. One obvious kind of DART is the questions or tasks provided at the beginning of a reading. Students have something to do or to discover as they read, Consequently. they improve their attending and reflecting skills. For example. in SP1, p. 281 (Changes in the Land), students are given questions to guide their reading about Alfred Wegener and continental drift. In SP2, p.349 (Face Lifting A Planet), a Word Search task initiates the reading about volcanoes. Another example can be found in SP3. p.348 (Sound). You can construct your own DARTS of this type for any reading passage. Make the questions or tasks interesting and specific in order to effectively engage the students.
Another type of DART can he found in SP2, p. 226 (Heat Travel). In this example, students are directed to be newspaper editors and supply headings for a series of paragraphs.You'll find other examples of this type of DART in SP1, p.385 (Excursions); 512, p. 308 (Electric and Magnetic Forces); and in SP3, p.64 (Life Processes), and p. 297 (Sound). Take the opportunity to ask your students to explain why they chose the headings they did.
Besides these two kinds of DARTS, SciencePlus contains Scrambled Paragraphs, Labelling a Diagram, Blanks in a Textual Passage (a modified "Cloze Method"), and many others. Below is a table of examples from SciencePlus. Look them up! Be ready to use them when you come upon them.
DARTS IN SCIENCEFLUS.....
FoIlow-up questions/activities
| SP1 | p. 307, p. 312, p. 236-8 |
| SP2 | p.34. p. 277-83, p.415-9, p. 428 |
Questions/tasks within the reading
| SP1 | p. 36-9, p. 50-2. p. 116-7, p.120, p.188-9 |
Special indicators
| SP1 | p.20-1 |
| SP2 | p. 94, p. 277-82 |
Sort juggled paragraphs
| SP1 | p.332 |
Label a diagram from a description
| SP2 | p.369 |
| SP3 | p. 142-4, p. 332-5 |
Modified Cloze method
| SP2 | p.112 |
| SP3 | p. 170 |
Programmed instruction
| SP2 | p. 158-9, p.190-3 |
| SP3 | p.18l-3 |
Summary puzzles
| SP1 | p. 30-1, p. 154 |
| SP2 | p. 296-7 |
| SP3 | p. 140, p. 236-7 |
Using DARTS is just one of a number of strategies that the Atlantic Science Curriculum Project has used to address the reluctance and inadequacy which many students have in reading their sciencetextbook. Rather than significantly reduce the amount of written material, ASCP has sought to make it more readable, interesting, and accessible. In addition to the use of DARTS, here are some of the ways that is done in SciencePlus:
(1) Finding an optimum balance between the written text and supportive pictures;
(2) Making the text interactive (conversational, personal, relevant, questioning);
(3) Using a form of readings which students will be motivated to read (see below).
Functional Pictures/Text Combinations and Interactive Pages arc practically everywhere in SciencePlus. However, it might be useful to note some of the kinds of Motivational Readings that are employed. The table below provides types and examples.
MOTIVATIONAL READINGS
Stories
| SP1 | p. 69, p.96, p.132 |
| SP2 | p. 103, p. 182, p. 256 |
| SP3 | p.370, p.416 |
Students work - real/imagined
| SP1 | p.89, p. 100 |
| SP2 | p. 57, p. 84, p.127, p.212. p.264 |
| SP3 | p. 82, p.104, p. 385, p.406. p.462 |
Students conversations
| SP1 | p.3, p.173 |
| SP2 | p.91-2, p.104 |
| SP3 | p. 385. p. 428 |
News items - real/imagined
| SP1 | p.12, p. 302, p.326 |
| SP2 | p. 235, p.344, p.386 |
| SP3 | p.81, p.375 |
Historical anecdotes/research
| SP1 | p.36-9, p.146, p.334 |
| SP2 | p.120, p.174, p.176, p.292, p. 331, p. 376 |
Simulations
| SP3 | p. 8, p. 56-9, p. 60, p. 100, p.113, p. 200 p. 231,p.326, p. 386, p. 448 |
Prose/poetry
| SP1 | p.40, p. 288, p.311 |
| SP2 | p. 38, p 347, p.370, p. 394, p.451, p.454 |
| SP3 | p. 117, p.119, p. 206, p. 293, p.432, p.442 |
Game/puzzle contexts
| SP1 | p.42 |
| SP2 | p. 292, p. 349, p. 412, p. 430 |
Novel forms
| SP1 | p. 274 |
| SP2 | p. 460 |
| SP3 | p. 76, p.187 |
Cartoons
| SP1 | p. 104, p. 244, p. 277 |
| SP2 | p. 55, p. 289, p. 306 |
| SP3 | p.88. p.17S, p. 357 |
Interviews
| SP1 | p. 64-5 |
| SP2 | p. 320-3 |
| SP3 | p. 72 |
A Final Word! Although SciencePlus provides many hands-on, minds-on, and creative writing activities to engage students, don't overlook the READING challenges. Allow students complete ownership of SciencePlus!
We'd be pleased to hear from teachers who are putting Reading to work. How it is working for you?