Teaching Science 2.0

[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

TITLE: CAT #24 “Application Cards”

Teacher:

M. Toran

Context:

The topic I based it on was surface area to volume ratio (SA:V), an important concept in Biology which they will see again and again in different units

Background:

The lessons are mainly lecture-based and sometimes feel like a guessing game where students have to complete the teacher’s sentences. . I was observing the lesson when the teacher went over surface are to volume ratio and they had talked about it in several lessons previously, they had also done a practical around the concept, so I knew they had covered it.

Task:

I modified CAT 24 for this class because the teacher warned me that I would probably only get a yes or no answer from them if any, so I tried to make the assessment more approachable for the lower ability student.  Instead of making it completely free-response, I asked them 3 questions, two of which were multiple choice and one open-response item. I wanted to have at least one question they could all answer and gradually increase the level of difficulty so that the higher ability students could also show what they knew (Figure 1 shows the exact CAT questions).

1.     Out of these three, solid, 3D shapes, which has the biggest surface area?   ____

Which has the biggest volume? ____

Which has the biggest surface area to volume ratio? ____

2.     Which of these animals has the biggest surface area to volume ratio?

1Giraffe                  1Elephant                 1Horse                   1Hamster                 1Don’t know

3.     How is the job of the mitochondria improved by having an inner membrane with many folds?

Results:

Most of them did not understand the concept of surface area to volume ratio or they did not know how to apply it. I did a quick tally of the answers and found that only about a third of the class (4/15 students) identified the shape with the greatest surface area correctly (A), about two thirds (9/15 students)  identified the greatest volume (B) and only one third (5/15) the largest SA:V (A). The students seemed the most confident with the idea of volume (probably because they have seen it more often in Math and it’s a more common unit of measurement in general, everyday use), although it was still only 60% of the class that got that question right.

Only 3/15 students (20% of the class) answered the second question correctly (the giraffe being the animal with the greatest SA:V). Around half of the class (7/15 students) thought the elephant had the greatest surface area to volume ratio. I can see why they would think this, because the ears and the trunk do add a lot of surface area to the animal. However, when probed further, they gave the fact that the elephant is bigger than the giraffe as the reason why they picked this answer, which also supports the fact that most of them don’t understand how to apply the concept of SA:V

Only one student in the class answered all the questions correctly

Closing the Loop:

I simply told them that their responses indicated that there was a general lack of understanding of surface area and SA:V and because it is an important concept in Biology we would spend some time going over it. I went over surface area, volume and SA:V using the ball and worm as visual aids.

Reflection:

Overall I felt the assessment went as I had planned. The assessment was somewhat limiting because I had to adapt it given the responses I was told to expect from this group of students. One way I would modify this particular CAT about SA:V I used in the future is by having the students write their definition of surface area, volume and surface area to volume ratio after their multiple choice answers for Question 1. One thing I was reminded of through this CAT, as I mentioned in the Analysis section is the importance of using a wide variety of methods to teach a difficult concept

Source:

Angelo, T.A. & Cross, P.K. (1993). Classroom Assessment Techniques (2nd ed.). San Francisco: Jossey-Bass.

Acknowledgement: The author completed this assessment while a student at Montana State University

Example Presentation:

Cat II A Background Knowledge Probe

Teacher:Cheryl Hudson

Context:

Used for a 10^th grade biology class studying genetics.

Background:

The intent of the questions was to elicit students’ current knowledge related to genetics before beginning a three week unit. The specific teaching goal addressed is TGI Goal 19: Learn concepts and theories in this subject (genetics). The purpose of the probe was to identify the possible underlying genetics misconceptions students harbor in order to be able to address the misconceptions early in the learning cycle. In addition, the student responses served to inform instruction in terms of the level of knowledge related to genetics students have acquired and the necessary sequence of instruction.

Task:

The probe consisted of four open-ended or short response questions that focused on Georgia Performance Standards for Secondary Biology content in genetics.

Question 1: How are biological traits passed on to offspring? (SB2. Students will analyze how biological traits are passed on to successive generations.)

Question 2: What is the structure of a gene and how does a gene function? (SB2 b. Explain the role of DNA in storing and transmitting cellular information.)

Question 3: What are genetic mutations and how are they caused? (SB2 d. Describe the relationship between changes in DNA and potential appearance of new traits.)

Question 4: What role can genetic engineering play in the future? (SB2 f. Examine the use of DNA technology in forensics, medicine, and agriculture.)

Results:

Closing the Loop:

An introduction to the genetics unit at the next class meeting, I will address the Background Knowledge Probe by putting an overhead of the chart that represents the results of the analysis. By modeling and encouraging metacognition, hopefully students will carefully construct learning related to genetics concepts that is founded on sound scientific principles. At the end of each lesson, students in groups will be given a handout with the actual list of responses of the Background Knowledge Probe questions and will discuss and evaluate the statements in terms of whole or part accuracy, no information, and erroneous information.

Reflection:

The results of this Background Knowledge Probe have been profoundly constructive in terms of identifying misconceptions and indicating appropriate adjustments to planned instruction.

Source:

Angelo, A. & K. Cross. 1993. Classroom assessment techniques: A handbook for college teachers. 2^nd Ed.  Jossey-Bass: San Francisco.

Shaw, K., Van Horne, K., Zhang, H., & Boughman,J. 2008. Essay contest reveals misconceptions of high school students in genetics. Genetics. 178: 1157-1169. Downloaded on October 4, 2009 from http://www.genetics.org/cgi/content/abstract/178/3/1157

Acknowledgement: The author completed this assessment while a student at Montana State University

Life Science Assessment Probe: Baby Mice Probe 17

Teacher:

Katherine Theobald

Context:

For the first Performance Assessment Task, I decided to again use both of my Biology classes. Classes were beginning a genetics unit.

Background:

Because they have language based disabilities, they often have trouble with vocabulary and overall understanding of concepts. This [assessment] fit in well into my instruction and teaching goals because it allowed me to assess their foundational knowledge of the complex topic of genetics. This probe was done at the start of a unit on genetics.

Task:

Appendix 1 - Probe 17: Baby Mice (Keeley, Volume 2)

Students were provided the “Baby Mice” probe (Keeley, Volume 2).  In this scenario, a child’s pet mouse had babies.  Five of the babies were back and two were white.  They father mouse was black.  The mother mouse was white.  The children gave different explanations for the differences in colors.  Students were asked to explain which child they thought was the ost correct.

Jerome: Baby mice inherit more traits from their fathers than their mothers.

Alexa: The baby mice got half their traits from their father and half from their mother.

June: Male traits are stronger than female traits.

Seif: Black mice have more traits than white mice.

Fiona: The black baby mice are probably male and the white baby mice are probably female.

Lydia: Parent’s traits like fur color don’t matter - nature decides what something will look like.

Billy: Blood type determines what traits babies will have.

Results:

While many of the students held misconceptions and mistaken ideas about genetics and the mechanisms for inheritance, they were able to use the terminology presented in the previous unit on DNA.

Closing the Loop:

Unlike my previous CATs, I have not actually done the closing the loop portion yet.  For the misconceptions based on previous units, I will address those right away to ensure that their foundational knowledge from past material is strong heading into the genetics unit.  As for the other ideas, I plan to address those misconceptions throughout the unit. I will have the seven possible explanations on the board worded as a general statement and not specific to this scenario.  I will also include a few other correct statements and misconceptions that are prominent in a genetics unit.  Then we will address them as they come up in the unit.

Reflection:

The assessment went smoothly and the students all provided thorough explanations for their choices.  This probe will impact my teaching for this unit because I know have information on the misconceptions and preconceptions that my students have going into the unit.  One thing I would change would be to not allow students to choose more than one answer. I will be sure to tailor my instruction to address all of the ideas that they highlighted.

Source:

Keeley, P., F. Eberle, and L. Farrin. Uncovering Student Ideas in Science Volume 2: 25 More Formative Assessment Probes.  Arlington, Virginia NSTA Press. 2007.

Acknowledgement: The author completed this assessment while a student at Montana State University

Directed Paraphrasing Assessment for Osmosis.

Teacher:

Michelle Hammond

Context:

After spending several days reviewing cell structures and functions we began our discussion of diffusion. This is an extended investigation that takes several days of observations

Background:

I chose my second period advanced class for this PA because these concepts tend to be difficult for middle school students and I felt these students would be able to articulate their ideas better during the interview section of the PA. Data were recorded on a data table designed by the students. At this time I discussed the student’s observations with them. What happened to the egg? Did the mass increase or decrease? What about circumference. Where did the foam come from?

Task:

Data were recorded on a data table designed by the students. At this time I discussed the student’s observations with them. What happened to the egg? Did the mass increase or decrease? What about circumference. Where did the foam come from?

I chose to interview 3 students from this class. I asked them the following questions:

1.    What was the purpose of soaking the eggs in the vinegar?

2.    What was holding the egg together after the shell dissolved?

3.    What did you predict was going to happen to the egg soaked in water? In corn syrup?

4.    What did happen?

5.    What did you learn from doing this experiment?

Results:

Students were surprised that the vinegar removed the egg shell leaving the cell membrane intact. The notion that an egg is a large cell was very confusing to them. I had to dispel many misconceptions such as “it’s melting”!  Students learned that materials do move in and out through a cell membrane. They were able to see it and measure it.

Closing the Loop:

I closed the loop in the short term by having the students write a conclusion addressing their observations and data. All of this information was recorded in their lab reports. They also had to address their hypothesis and whether it was correct or incorrect. Later on we compared data between lab groups to see if the measurements were similar and if the same patterns of mass and circumference were observed by the students.

Reflection:

I learned from this PA how important it is to take the time to make sure ALL students understand the concept being taught. When teaching things with paper and pencil only many students get left behind. I am learning how to incorporate these types of assessments into my lesson so I can individualize instruction but keep everyone busy. I am trying to teach my students how to eliminate down time.

Source:

Angelo, T.A. & Cross, P.K. (1993). Classroom Assessment Techniques (2nd ed.). San Francisco: Jossey-Bass.

Acknowledgement: The author completed this assessment while a student at Montana State University

CAT #2  Background Knowledge Probe

Teacher:

Brandon Fritz

Context:

I used this strategy for three sections of an Earth Science class I am teaching for the second time. This class is new as a result of Iowa’s new Model Core Curriculum implementation that requires all schools to teach a year of Earth Science.

Background:

I discovered during my first year of teaching this course that students lacked a good prior knowledge of how fossils form and the various types of fossils. Last year, I made the mistake of diving into a unit where students were examining index fossils representative of different rock layers and students were asked to determine the Geological era and period of the rock layer. However, students had some difficulty using fossil guides and working with fossils. I also discovered this was partly due to the lack of understanding of fossils, how they form and how scientists use them to arrive at geological dates. This year, I started the unit with a couple of simple journal questions that would serve to provide me with an understanding of how much students understood fossil basics. The two questions were:

Task:

a) How do fossils form?

b) How might scientists use fossils?

Each student was asked to write answers to these questions in his or her lab book. I then had students share ideas with a neighbor before discussing these answers as a whole. I then followed this up with having students examining a cross section of sedimentary rock strata with some patterns of fossils strewn throughout the layers. I asked students what they observed and if any conclusions could be developed.

Results:

Almost all students thought the fossils were still real bone materials in the sedimentary rocks. This was insightful for me because I understood that students did not realize that if this were true, we would not have fossils due to decomposition of organic matter.

My overall conclusion to my data was that students a basic understanding of fossils but lacked a depth of understanding of the processes involved like permineralization.

Closing the Loop:

The next day, I had prepared a power point presentation that explained a dozen different types of fossils with examples. I also included explanations of how scientists use fossils to discover relationships between organisms, evolutionary trends as well as how scientists date rock layers using index fossils. I gave a practice quiz. The results of this practice quiz (and real quiz the next day) indicated the level of understanding students had developed was much better and more in depth than when we started.

Furthermore, I posted six pictures of icons that represented a different decade of time in America (Martin Luther King, Jr., Michael Jordan, Elvis Presley, etc). I asked the students to post these in chronological order. I had groups explain how this could be used to illustrate index fossils. We then discussed the criteria needed for a fossil to be used as an index fossil.

Reflection:

This assessment of probing prior knowledge did go as planned. While I initially was expecting to just give one additional day to develop student understanding of fossils, I ended up spending a total of two and a half days in block scheduling providing students with experiences to develop a good understanding of all the different ways fossils form and how scientists use fossils to understand the past.

Furthermore, I also discovered that this knowledge made the inquiry experience over the three days much more rewarding and successful. Next time, I might start with the diagram first before the two questions.-as homework the night before and give students an open ended question like, “Using the pictures of fossils in the rock layers, how might you explain something you see?” Creating an open ended question may be more revealing about what students already know about fossils. Plus, I have found open ended questions certainly generate more fruitful discussions among students.

Secondly, I would also add the formative assessment of the “exit slip” to see how students’ knowledge or understanding changes at the end of each of the first two days.

Source:

Angelo, T.A. & Cross, P.K. (1993). Classroom Assessment Techniques (2nd ed.). San Francisco: Jossey-Bass.

Acknowledgement: The author completed this assessment while a student at Montana State University