Teaching Science 2.0

Required testing in Math and Reading has led to a Nationwide decrease in attention to other subjects, including science.  This is especially true at the elementary level.  Starting last year, NCLB required states to begin testing…but the results are not part of “Annual Yearly Progress” determination. A recent article in the Washington Post had this to say about the “new” science tests.

At least six states, including Maryland, released their first science scores this fall. The first science scores from D.C. schools will be released later this year.

Overall results from the new tests “are not very good,” said Francis Q. Eberle, executive director of the National Science Teachers Association in Arlington. “As a matter of fact, they’re pretty dismal. And it really shouldn’t surprise anybody,” he said, because science as a topic “has really gone off the instructional radar.”

In New Hampshire and Rhode Island, according to news reports, three-quarters of students failed the first science exams.

However, since the tests do not “count,” schools are still incentivized to continue focus on math and reading at the expense of science.  In fact, the article states that the only reason that emphasis on science may increase is because schools (and states) might be embarrassed by low test scores.  This comes at a time when nearly everyone realizes that students will need to be scientifically literate in order participate fully in the opportunities that today’s (and tomorrow’s) society provides. Hopefully, educational policy will catch up to reality soon… while we are waiting for that, educators need stand up and provide kids with authentic and meaningful science experiences.

Here are some great resources for good science teaching:

All Grade Levels:

Science Formative Assessment This book is simply a “must have.” It is the best science teaching book that I have bought in many years.  The first few chapters of the book describe the importance of using formative assessment and describe a constructivist-based teaching model that incorporates formative assessment.  The bulk of the book includes 75 excellent formative assessment techniques.

Preschool:

A Head Start on Science This book contains nearly 90 excellent activities grouped into seven categories: the five senses, weather, physical science, critters, water and water mixture, seeds, and nature walks.

Peep and the Big Wide Wold This isn’t a book, but I can’t resist!  This great cartoon is funded by the National Science Foundation and integrates many age appropriate science concepts.  The website provides online games, video clips, and tons of science activities appropriate for young children.  You can’t go wrong building a preschool science curriculum around these videos and activities! (Free)

Elementary:

Readings in Science Methods, K-8 This book (edited by me) is a compilation of nearly 70 excellent  articles from NSTA’s Science and Children and Science Scope magazines. Articles provide practical tips, suggestions, and activities for teaching elementary and middle level science.

Picture Perfect Science & More Picture Perfect Science These two books provide excellent inquiry-based lessons on a variety of elementary science topics.  Each lesson is connected to at least one children’s book.

Everyday Science Mysteries This book contains a series of mystery stories that can be used to introduce science concepts to students.  Each story is accompanied by a teacher section that provides background information and instructional ideas.

Secondary:

Science as Inquiry in the Secondary Setting This book consists of multiple chapters written by experts.  The introductory chapter describes a sophisticated framework for authentic science inquiry in the classroom.  Other chapters describe inquiry in physics, chemistry, and life / environmental science.  This book is a “must read” for all secondary science teachers. It can be downloaded for free.

Technology in the Secondary Science Classroom This book consists of multiple chapters written by experts.  Each chapter provides theory and practical examples of how to use technology to support science learning in the classroom.  The book can be downloaded for free.

A great quote to think about–

“A teacher that can be replaced by a computer should be.”

— Arthur C. Clarke

Measurement is an important concept and skill in both math and science.  In elementary school, students are expected to be able to measure distances (and length, width, etc.), weight, volume, time, etc.  They are asked to measure in both standards (ie: feet, meters, pounds, etc.) and non-standard (ie: paperclips, straws, pennies, etc) units.  In middle and high school, students are expected to be able to make precise measurements, use a variety of units, and convert between units.

Next time you teach your students about measuring, use the story of the Smoot!

During the debate last night, Senator McCain repeatedly derided Senator Obama for securing an federal earmark (pork) for a $3 million dollar overhead projector.   Do you mean a planetarium projector for the Adler Planetarium?  Perhaps it is fair criticism that federal money shouldn’t be spent this way.  But, to call it an overhead projector seems either dishonest or clueless.

This comment on a New York Times article about the debate seems appropriate-

I am an Associate Professor of Astronomy at the University of Chicago (the University that today has added yet another Nobel Prize winner in the sciences for the US). I would like to comment on Sen. McCain’s statement during the today’s debate that Sen. Obama has earmarked “$3 million for an overhead projector at a planetarium in Chicago, Ill. My friends, do we need to spend that kind of money?”

The way Sen. McCain has phrased it suggests that Sen. Obama approved spending $3 million on an old-fashioned piece of office equipment (overhead projector).
The 3 million is actually for an upgrade of the SkyTheater - a full dome projection system, which is probably the main attraction of the Adler Planetarium and is quite sophisticated and impressive piece of equipment.

I find it appalling that Sen. McCain would call a science education tool for public (largely children) for a historic planetarium with millions of visitors a year a wasteful earmark. The planetarium’s focus, as stated on their website (http://adlerplanetarium.org) is “on inspiring young people, particularly women and minorities, to pursue careers in science.” Is an investment in such public facility at the time when US competitiveness in math and sciences is a constant source of alarm a waste?

“American’s ability to compete in a 21st Century economy rests on our continued investments in math and science education,” said Rep. Brian Baird, Chairman of the Research and Science Education Subcommittee in Congress, after the passage of The 21st Century Competitiveness Act of 2007.

Considering such investments “wasteful earmarks” today, even in the face of the financial crisis, will severely cripple US economic competitiveness in the increasingly high-tech world down the road.
— Andrey Kravtsov, Chicago, IL

I will derive.

Last night I wrote a post about a viral video (popping popcorn with cellphones) and how it reminds us that we need to teach kids to be skeptical consumers of information.  I thought I would follow with an example of how this video could be used in the classroom.  The example uses McCain’s 4D problem solving approach (Define, Design, Do, Debrief). I’m sure this example could be used in many places within an instructional sequence.  Personally, I think it would be a great way to introduce the electromagnetic spectrum.  As in introduction, it would provide a hook, a real-world connection, and fit my ABC philosophy (Activity Before Content).

 Setting the Stage

Show the video  and explain that it has been making its way around the web.  In fact, you (the teacher) were talking with some of your friends about the video.  Alicia is pretty sure it is a fake.  However, Sherri thinks it is true.  She claims, “I’ve heard that cellphone waves can cause brain damage.  I think the video is possible.  Imagine, if you can pop popcorn, what it must be doing to your brain!”

What do you (students) think?

Discuss

Many of your students may have seen the video on YouTube and the ensuing debunking videos.  If students bring this up, tell them that Sherri doesn’t believe the debunkers - she thinks it is a conspiracy by cellphone makers to cover up the dangers.

How can we find out?

Define

At this point, ask your students to come up with a plan to determine if cell phones can pop popcorn.  If you (or students) have access to cell phones, you can try to replicate the video.  However, remind students that it is very difficult to exactly replicate what was done - are you sure you have the exact same phones?  Students need to also do some research.

Provide students with the minimal amount of scaffolding that they need to be successful.  You may want to prompt them with questions like -

• How do you normally cook popcorn?
• Is the video more like cooking popcorn in a microwave or an oven?
• Why does popcorn pop?
• How does a microwave oven work?
• How do cellphones work? (what is “cellphone radiation?”)

Design

At this point, students should determine a plan for how they will obtain the infomation they need.  Student teams should define tasks and timelines for individuals.

Do

Student teams should execute their plain.

Debrief

What did they find?  Is it possible to pop popcorn with a cellphone? Students shoud state their knowledge claim and support it with evidence.  For students that are not comfortable using this, the following template may provide some scaffolding:

Write the following as a paragraph-

• Claim: Cellphones (can / can not) be used to pop popcorn.
• Evidence:  How does popcorn pop?, How do microwaves pop popcorn? What frequency range do microwaves use? What is cellphone radiation? What frequency range do cellphones use?

You can provide an opportunity for students to be creative and use technology in their debriefing.  They could simply write their conclusion or they could create a podcast (even using the classroom phone [updated 6/16]), mashup, poster, or video. It may also be interesting to use Voicethread  to have students attach their conclusion to a screenshot from the video.

 Going Further-

If this is an introduction to electromagnetic radiation, have students explain what they learned about microwaves and cellphone radiation.