Teaching Science 2.0

<Cross Posted at Edutopia>

Connecting your students with scientists and engineers is one way to enage them in science. It also provides sudents with mentors and positive role models. National Lab Day is a national inititive and classroom “matchmaker” launched last year to help facilitate these connections. A National Lab Day project can serve as a cornerstone to project-based learning in your classroom.

As you start the new school year, I hope the following interview with Samantha Israel, National Lab Day Coordinator, inspires you and your students to engage in an authentic science project. I would also like to extend a special thanks to NLD’s Lew Esses, Abraham Faham, and Miro Sutton for their assistance with this interview.

EB: Why NLD (and what is it)?

SI: America is falling behind in STEM (science, technology, engineering, and math) education. NLD aims to reverse this downward trend and inspire students in order to increase general science-based literacy, as well as to stay competitive in the global market.

National Lab Day is more than just a day; it is a nationwide initiative to build local communities of support that will foster ongoing collaborations among volunteers, students, and educators. NLD does this primarily through our online platform (www.nationallabday.org) that connects teachers with STEM professionals, community volunteers, and a variety of other resources - all there to support and help teachers strengthen their STEM programs.

National Lab Day is not just about “labs” as we normally think of them – cookie cutter labs are a major part of the decline in STEM interest. NLD promotes a hands-on learning approach to STEM learning. It is about kids building robots and bridges and learning physics and engineering in those projects; kids testing the water in their schools and the local streams and learning chemistry and biology in the process. Real life application to STEM subjects is essential in stimulating interest.

We encourage teachers to consider hands-on learning projects for their classrooms, and to use our site to connect these projects with local professionals who would like work with them to see the projects come to fruition.

National Lab Day, the day itself, is a capstone day to celebrate the yearlong efforts and collaborations between students, teachers, STEM professionals and community volunteers - all supporting and pursuing fun hands-on learning. National Lab Day was celebrated this year on May 12th, 2010 (for pictures and video from the first annual NLD please see www.nationallabday.org). We will continue to celebrate NLD each year in May.

EB: How does NLD work?

SI: NLD is the ultimate educational matchmaker - think of it as the e-Harmony of STEM education. Teachers can post projects on our website (www.nationallabday.org) that they think would benefit from the help of a STEM professional or community volunteer. Our site will then automatically provide suggestions of local professionals or volunteers who have created accounts on NLD and may be able to help. Teachers can then message suggested “matches” in order to follow up and make an arrangement to work together. Likewise, our system also presents STEM professionals and community volunteers with suggestions for projects they may be able to help with. They too can then message teachers responsible for projects they are interested in, and offer to assist.

Aside from using the automatically generated match suggestions that our system provides, teachers can manually search for their own matches by keyword, state, and location in the “community” tab at nationallabday.org/scientists. STEM professionals can also browse and search all projects in the “projects” tab at nationallabday.org/projects/live.

NLD also features an organization portal to further help teachers and projects. Organizations can post resources, host events, and adopt projects (to help galvanize activity and strengthen results). These organizations are provided with a customizable “MyNLD” page (including a unique co-branded URL) that allows them to showcase all of the work their organization has done to strengthen STEM learning. For a great example of an organization MyNLD page please visit http://my.nationallabday.org/OSLN.

Lastly, teachers can also request financial support for their projects on NLD. This is enabled by our partnership with Donors Choose (www.donorschoose.org).

EB: What is the difference between the “NLD event” in May and what happens during the rest of the year?

SI: As mentioned above, the National Lab Day “Event” simply celebrates all of the work that is ongoing throughout the year, and it also encourages future involvement in our initiative. However, at any time during the year a teacher can post and complete a project through our website.

EB: NLD has been in place for 7-8 months now, what would you say are some of your biggest successes?

SI: In the few months since President Obama launched NLD, thousands of teachers have joined the NLD community and have posted over 1,800 projects. More than 3,500 STEM-based professionals and volunteers have joined the NLD community to date. These individuals are ready to support teachers as well as students in their communities. For example, in the Fort Bend Independent School District 70,000+ students participated in National Lab Day. There are over 200 professional organizations, companies, and foundations that have joined the NLD effort, with a combined membership of over 6 million.

To view some of the press we have received please visit: www.nationallabday.org/press.

EB: What do you hope to see during the 2010-2011 school year?

SI: In the upcoming year, National Lab Day will build on our current success. We want to see the same activity we witnessed last year, but on a larger scale. Our goal is for NLD to continue to expand and become an everyday learning resource. We will also be working on a series of improvements internally on our website to make it an increasingly useful tool for our users.

EB: One of Edutopia’s “core concepts” is to promote project-based learning opportunities. How do you see NLD supporting this approach to teaching?

SI: Project based learning is the heart of the NLD program. In the U.S., STEM education is very textbook-centric. This is problematic in that it can lead to significant disconnect between STEM subjects and real world application. Teachers often want to teach these subjects more dynamically, but many lack the tools or experience to do so.

There are numerous STEM professionals out there who are ready and willing to help spread their knowledge and expertise - all that is needed is a network. The core of the NLD program focuses on bringing together professionals that want to help teachers and serve as a resource that can strengthen their various STEM programs.

In April 2009, President Obama made a nationwide request to STEM professionals: “I want to persuade you to spend time in the classroom, talking and showing young people what it is that your work can mean, and what it means to you … [to] encourage young people to be makers of things, not just consumers of things.” NLD’s primary goal is to meet the president’s challenge.

EB: I heard that there was a goal of forging 10,000 scientist - teacher partnerships last year. Can you give a few examples of what some of these partnerships looked like?

SI: For every completed project on the NLD site, at least one scientist-teacher partnership was created. Each scientist-teacher partnership formed through NLD looked different, simply because the NLD program is designed to match the unique and specific needs of teachers and their classrooms. For example, some of the partnerships were in the form of weekly phone calls to provide advice on science fair projects, while others were class visits to help teachers and students learn how to adapt solar energy in their classrooms.

Here is an expanded example of one particular partnership:

From the “Adopt a Class” project, the teacher writes:

“I posted my sophomore physics Alternative Energy Project on National Lab Day in the fall. I was contacted by a mechanical engineer, Mr. G., who lives in the area. He contributed to our project in several ways. He began by giving a presentation to our students about engineering as a career, which was great exposure for those interested in pursuing engineering. His presentation was extremely engaging for the students, and emphasized many different applications of engineering from bridges to energy efficiency to music video production. He left quite a few very helpful alternative energy books and engineering magazines in our library for the duration of the project which students used in their research. He met with student teams to check in about their research and help to identify areas to work on. He also collaborated with the students in an ongoing way on our class blog. Alternative energy is an area I’m just beginning to learn more about, so it was very helpful for all of us to have Mr. G. as a resource. The students presented their research all this week in class, and Mr. G attended all their presentations, gave feedback, and asked questions about their work. He then gave a presentation of his own for the class about energy efficiency and left us with resources we can use to make our school more energy efficient.”

EB: Many current scientists and engineers cite the Apollo program as their inspiration for pursuing STEM careers. What do you think will be the inspiration for the next generation?

SI: Inspiration is what is missing in the science classroom today. Our hope is that the STEM professionals who have been lucky enough to develop a passion for their subject area will become increasingly driven to share this enthusiasm with the next generation. Therefore we seek to encourage scientists and other STEM professionals everywhere to become the inspiration for future generations.

EB: How can one get involved in NLD?

SI: Getting involved is easy. Simply go to www.nationallabday.org and click “Join now!” you will be led through a quick sign-up process and have the option to choose your role (teacher, STEM professional, volunteer . . .).

Once an account has been created, users have full access to the site. Teachers are encouraged to post as my projects as they would like, and to use the NLD site to connect with local professionals and community volunteers. The site can also be used to find financial support. STEM professionals and volunteers are encouraged to browse current projects and find teachers looking for help. We encourage our users to actively use our platform, and take advantage of this powerful resource.

As a final note, throughout this interview I have differentiated between STEM professionals and community volunteers. The reason for this is that we encourage community members who do not necessarily feel confident referring to themselves as STEM professionals, but still have an interest in supporting STEM learning, to play a role in our initiative. Community volunteers can provide an extra set of hands on a fieldtrip, or help judge a science fair, and much more.

The bottom line: NLD encourages collaboration and excitement towards STEM learning – regardless of your role. If you want to help revive STEM subjects for future generations, join the movement!

Video:
http://www.telegraph.co.uk/science/space/7883459/Space-probe-has-close-encounter-with-giant-asteroid.html

The European Space Agency’s Rosetta comet chasing spacecraft flew within 1,900 miles of the 83 mile wide Lutetia asteroid to obtain a close look at the mysterious object.
Scientists have been puzzled by the composition of Lutetia, which is named after the Latin name for Paris, since it was discovered 150 years ago.

They hope to be able to tell whether Lutetia, which is currently around more than 282 million miles from Earth, is either a primitive form of asteroid made of rock and carbon or a metallic one.
The information gleaned by Rosetta during its fleeting fly-by will provide scientists with new information about what giant asteroids are made of how the solar system formed.

On July 12th, the National Academies of Science released a draft of the Framework for New Science Education Standards. The framework consists of seven chapters and almost 200 pages.  It clearly identifies three “dimensions” of science education that must be woven together into standards, instruction and assessment: 1) Disciplinary core ideas in life science, earth and space sciences, physical sciences, and engineering; 2) Cross Cutting Elements including cross-cutting scientific concepts and topics in science, engineering, technology, and society; and 3) scientific and engineering practices.

Learning progressions are central to the framework.  Learning progressions provide a coherent description of how core ideas in science and engineering build throughout K-12.

The framework embraces the mantra, less is more, and states, “Reduction of the sheer sum of details to be mastered give time for students to engage in scientific investigations and argumentation and to achieve depth of understanding of the material that is included.”

For more details on the development of the framework, click here.

I have provided a summary of the framework in three parts.  The first part explores the premises and guiding principles of the framework document.  The second part explores an example learning progression and the core disciplinary ideas presented in “Dimension 1.”  The final part explores dimensions 2 and 3 and includes an example of a performance expectation for one sub-question of a core idea.

Please add your thoughts to these VoiceThreads!

Part One: Foundations (Make it Big!)

Part Two: Dimension 1 - Disciplinary Core Ideas (Make it Big!)

Part Three: Dimensions 2&3 - Cross-Cutting Elements & Science and Engineering Practices. (Make it Big!)

NOTE: The National Academies of Science has a survey here -available July 14- to submit official feedback

[cross posted at Edutopia.com]

What story do these images tell?  What questions could your students generate about these images?  Could these questions pave the way for independent (or small group) research projects?

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Edutopia’s PBL Bootcamp starts on Monday, and I thought that I would provide some resources to get you thinking…

MESSING ABOUT

Good projects revolve around important questions. However, good questions are not always easy to generate…especially in a vacuum. How many times have students drawn a blank when confronted with the “freedom” to study anything they want for a school project? Often, it is helpful to have students “mess about” with information before you ask them to brainstorm questions.

(Yes, I know that middle school students have their own definition for messing about.)

Many of the resources below can provide a great starting point for short and long term projects.

Infographics

The old saying, “a picture is worth a thousand words,” has a lot of merit.  A good picture can often tell a story, provoke emotions, or generate questions.  The use of images and visual representations is critically important in science. Visual representations can also quickly convey very complicated information.  We are constantly bombarded by inforgraphics that describe scientific information.  How often do we ask our students to analyze or create an infographic?

What could our students do with these complicated infographic?

• http://www.fastcompany.com/1657758/infographic-of-the-day-the-gulf-oil-spill-isnt-the-biggest-but-itll-be-the-costliest-by-far
• http://www.infographicworld.com/system/photos/10/medium/DeepwaterRig_pf_full.jpg
• http://www.infographicworld.com/static/i/DeepwaterRig_full.jpg
• http://www.vizworld.com/2010/05/infographic-biggest-oil-spills/

Other Oil Spill Resources

How Big is the Oil Spill?
The current estimate is 35,000 to 60,000 barrels per day (1 barrel = 42 gallons).

• http://www.pbs.org/newshour/rundown/2010/05/how-much-oil-has-spilled-in-the-gulf-of-mexico.html
• http://www.pbs.org/newshour/rundown/2010/05/newshour-oil-widget-2-including-spillcam.html

Other Oil Spill news:

Where will the Oil go?  [exploring ocean currents]

• http://www.guardian.co.uk/world/2010/jun/16/cuba-braces-bp-oil-spill
• http://www.wired.com/wiredscience/2010/06/oil-spill-in-atlantic-by-october/?utm_source=feedburner&utm_medium=feed&utm_campaign=Feed%3A+wired%2Findex+%28Wired%3A+Index+3+%28Top+Stories+2%29%29

Oil Spill Mapping

• http://www.paulrademacher.com/oilspill/

Long-term impact (includes ecosystem / food web)

• http://www.wired.com/wiredscience/2010/05/gulf-tipping/

Oil Spill News (Methane)

• http://news.yahoo.com/s/ap/us_gulf_oil_spill

To celebrate the beginning of the second week of the “brokenhagen” climate change socialist fest, I thought it would be a good time for me to reinforce the climate denier manifesto.  Taking these 16 statements to heart will serve you well as you join forces with Lord Monckton and Senator Inhofe to obfuscate and vociferate about the greatest hoax ever perpetrated on humankind.

If you doubt the need to join us in this effort, remember Obama’s fascist EPA wants to make it illegal for you to breathe.

A Climate Change Denier Manifesto:

A spectre is haunting the world - the spectre of global warming. All the powers of the world, in the name of a one world government, have entered into an unholy alliance to exorcise this false spectre.

Where is the opposition that has not hurled back the branding reproach of “climate change?”

To this end, wingnuts of various nationalities have assembled in Copenhagen and sketched the following manifesto, to be published in the English, French*, German*, Italian*, Flemish* and Danish* languages.

*Well, not really, since we don’t know them…and everyone should speak English anyway.

Below, we declare our principles and intentions:

1. I will confuse the scientific use of the word ‘theory’ with its casual meaning.
2. I will search the fringes of science for any instances of uncertainty and generalize it to all science.
3. I will ignore multiple sources of evidence in favor of a columnists’ unfounded claims.
4. I will bring up the 1970’s “global cooling” controversy, as proof that scientists are clueless even though more than six times as many research studies predicted warming.
5. I will find a single quote in thousands of pages of text that can be damning when used without context.
6. I will pick my comparison data from wherever I damn well please, even if it happens to be the hottest year ever.
7. I will pretend that scientists have ignored “natural cycles,” because I know the general public doesn’t have the time to read the dozens of studies debunking this claim.
8. I will make up facts and misrepresent data during interviews and op-eds because I know that journalists won’t call me on it.
9. I will deride “qualifications” as elitist.
10. I will repeat fabrications and falsehoods until they become perceived as the truth.
11. I will confound local weather with global climate because, well, it is too darn confusing.
12. When a scientists takes issue with my comments, I will accuse her of being dogmatic and stifling dissent.
13. I will claim that tens of thousands of scientists are in on the hoax so that they can cash in, while hiding my ties to big oil.
14. I will chastise scientists for being  apocalyptic fear mongers while claiming that the solution to the non-problem will destroy life as we know it.
15. I will deny warming on even days and deny human impact on odd days.
16. I will shoot the messenger – He invented climate change AND the Internet.

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For an example of our manifesto in action, please read this, exclusive commentary.  The author should be commended for integrating 13 of our 16 principles.

… The collectivist Left in academia, media and politics got away with imprinting this dogma on the popular mind only because generations of government-school graduates have been successfully stripped of knowledge of history, geology or climate science. There was a time when “science” was a rigorous search for truth that required an open skeptical mind, double-blind studies, multiple repeated experiments, peer-reviewed published data and a strong belief that if you are proven wrong, someone else got it right and the world will benefit. This approach was good enough for Pasteur, Newton and Ben Franklin, but not for today’s crowd.

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…The real story here cannot be so easily buried. Climate-change prophets threaten millions with poverty if their schemes become law. A preview can be seen in the “man-made dust bowl” of Central California where water has been cut off to one of the most fertile and productive agricultural areas on Earth to “protect” a small fish that one judge thinks might be harmed if the water was used to grow food.

Who cares that those small fish are food for the salmon that west coast fishermen rely on?  I’m with the farmers…for whom do you stand?

P.S.  Seriously, Polar Bears?  Is that the best they can do?  Don’t they know that polar bears eat baby seals?

Science, Technology, Engineering and Math (STEM) education has gotten a lot of attention in the press over the past few years.  Quite simply, having a well educated and innovative STEM workforce is critical to the economic security and prosperity of the United States. More importantly, a solid STEM education provides all of our children with a strong foundation to “keep the door open” on many opportunities throughout their lives.

I was recently speaking with a CEO of a company that prioritizes hiring of scientists, mathematicians and economists because they are good problem solvers.  They are creative, yet able to analyze data and trends.  He told me that hiring those types of people is a very competitive process - he may only have a few candidates that are also being recruited by other companies.  On the other hand, he adds, when we hire someone with a business background, we might have 50-100 (or more) applicants for a single position.

Payscale, Inc. released a report that ranked undergraduate college degrees by median starting salary and mid-career salary (w/o graduate degree).  Seven of the top 10 majors were in engineering.  The other three (economics, physics and computer science) all require a significant “STEM” background.  In fact, every career in the top 20 (marketing comes in at 21) requires substantial science, technology, engineering and/or mathematics coursework.

Methodology Annual pay for Bachelors graduates without higher degrees. Typical starting graduates have 2 years of experience; mid-career have 15 years. See full methodology for more.

40% of the top 20 majors are engineering majors (50% if you include computer science and construction management/engineering). I am in the process of sifting through survey data that I collected from about 380 ninth grade students regarding their perceptions of engineering as a profession. The one finding that quickly jumped out was that the average 9th grade student could identify just over one type of engineer. How are our students supposed to be prepared for STEM fields if they don’t even know that they exist!

Oh yeah, and why is it abnormal for high schools to actually have engineering courses (except Massachusetts -standards)?  Engineering isn’t an “emerging” profession - it has been around long enough for schools (and policymakers) to have noticed.

If you are interested in putting more engineering into your teaching, check out:

• American Society for Engineering Educatin’s Engineering K12 Center
• PBS Design Squad
• Boston Museum of Science - National Center for Technological Literacy
• Boston Museum of Science - Engineering is Elementary

Science makes the assumption that the natural world can be understood by using evidence from the natural world.  Scientists create explanations for natural phenomena by interpreting evidence.  The stronger the supporting evidence, the better the explanation!

According to the U.S. National Research Council, the following five features are at the core of teaching through science inquiry:

1. Learners are engaged by scientifically oriented questions.
2. Learners give priority to evidence, which allows them to develop and evaluate explanations that address scientifically oriented questions.
3. Learners formulate explanations from evidence to address scientifically oriented questions.
4. Learners evaluate their explanations in light of alternative explanations, particularly those reflecting scientific understanding.
5. Learners communicate and justify their proposed explanations.

At the core of this, is the creation of evidence-based explanations. These explanations should go beyond a simple conclusion that reports data. Students need to be given frequent opportunities to create evidence-based explanations and evaluate explanations to determine if they are supported by evidence.

The following mini case study is an example of how you can focus students on creating evidence-based explanations.  The case study is Inspired by the Student Self-Test for Chapter 1 of Oxford Big Ideas Science  (ISBN 978 0 19 556715 1, Oxford University Press Australia).

Explanations, Evidence, and Cane Toads

An average cane toad can grow to the size of a softball. Adults have poison glands located behind their eyes and tadpoles are highly poisonous to most animals. Females will lay thousands of eggs. Cane toads have a huge appetite and, unlike most toads, will eat both living and dead matter. Cane toads can recognize their food by smell, but most often identifies prey through motion.  Cane toads’ main diets consists of insects, but they also eat small rodents, amphibians, reptiles, small birds, plants, dog food, and household trash.

The cane toad gets its name because it was commonly used to eliminate pests in sugar cane fields.  Although it is originally from Central America and northern parts of South America, the toad was used in the 1800’s and early 1900’s throughout the Carribean and Australia as a way to control beetles and other pests ravaging farmers’ fields.  Since the skin of adult toads are poisonous to many predators in these areas, they are now considered invasive species.

A Sydney University professor and his student, studying captive cane toads, noticed that they exhibited cannibalistic tendencies.  They observed adults wiggling their toes when around young toads. When the young toads hopped towards them, the adults would eat the youth!  Based on these observations, the scientists developed a laboratory investigation. Adult and young toads were separated by clear glass so they could not eat each other (ethical investigation). They observed that the young toads only approached adult toads that wiggled the middle toe on their hind feet.

Task: There is a lot of information (data) in these three paragraphs.  Scientists go beyond simply reporting observations by creating evidence-based explanations for what they are seeing.

1. Summarize the important data from the text.
2. Write an explanation that explains they scientists’ observations.  Make sure you support your explanation with evidence from your data in #1.  Go beyond a simple reporting!

So, Chris Matthews wanted to know if the Republicans are anti-science.  He invited a Republican and a Democat on his show to discuss.  The Republican did a fantastic job of sowing doubt…by rehashing all of the old, tired and debunked anti-anthropomorphic climate change arguments.  The Democrat and Matthews didn’t have the science background to discuss any of these.  So, why not have a real scientist join in the debate?  A scientist would have cleaned the Republican’s clock.

Watch the full video here.

Dana Rohrabacher’s (R-California) big “science” points and rebuttals.

1. Change in temperature on Mars and Jupiter.

Mars has a very thin atmosphere and has frequent dust storms.  Large dust storms change the albedo of the planet and reduce the reliability of telescope-based temperature measurements.  The empirical data is not conclusive for climate change on Mars.

Heat transfer within Jupiter’s atmosphere is very complicated.  Temperatures are increasing in equitorial regions, but cooling in polar regions.

2. Historical fluctuations in Earth’s temperatue.

No one denies that Earth’s climate fluctuates.  However, the natural causes for climate change have remained relatively stable since the 1970’s.  The change in global temperature that we are seeing is due to human impact on the atmosphere.

3. Temperature has not increased since 1998.

1998 was abnormally warm because of a very strong “El Nino” effect.  Long-term global mean temperatures show a statistically significant increase in temperature over the past decade.

4. It is the Sun.

The correlation between increased sunspots and increasing temperature ended in the late 1970’s or early 1980’s.  Sunspot activity is decreasing, yet temperature continues to increase.

4. Greenland used to be green.

Dana claims that 1000 years ago, Greenland used to be green.  The current ice sheet on Greenland is at least 110,000 years old and Greenland has been ice covered for hundreds of thousands of years.