That’s right, you guessed it! NOAA’s Teacher at Sea program!
I recently received notification from NOAA’s Teacher at Sea program that I have been selected as one of the 26 teachers to head to sea this summer! The program sends teachers to sea on one of NOAA’s ships to conduct scientific research right alongside NOAA’s scientists. This has been a goal of mine for a number of years, and I am ecstatic to participate this summer.
Through my experience with NOAA’s Teacher at Sea program, my students will not only be able to learn first-hand about exciting research projects at sea, they will be witnesses to them, and on some level, participants in them. Making their learning relevant through my own hands-on experiences is vital to getting students excited about science.
As part of this program, I will be keeping a blog detailing my adventures at sea. I have not yet been assigned a ship, but will let students know as soon as I can!
For more details on the program, and to access my blog, go to: http://teacheratsea.noaa.gov.
This simulation will help you to learn about potential and kinetic energy and how both apply to conservation of energy. Run this simulation to experiment with these forms of energy, as well as friction.
Kalimbas and tuning forks and water phones, oh my! That’s right, readers, 3rd graders have been busy studying sound in science. Students have been exploring a variety of instruments to see the different sounds they make, and how they can manipulate their instruments in some exciting sound challenges. For instance, how can you make a kalimba be heard from across the room? Can you adjust the pitch of the waterphone to match the pitch of the xylophone tubes? Students have a blast brainstorming different ways to accomplish their challenges.
That’s right! Today is an important day for an important ecosystem- the wetlands.
To watch a BrainPop video, visit the following website: http://www.brainpop.com
That’s right, our science room has been converted into an anatomy lab for 3rd and 4th grade students this week. In culmination of the vision and circulatory system units, students had the wonderful opportunity to dissect a cow’s eye and a pig’s heart and lungs.
3rd grade students found out quickly how tough the cornea of the eye is. Luckily so, as it is there to protect our eyes from any scratches or cuts. After cutting though it, some students were surprised by a spray of aqueous humor, the fluid right behind the cornea. (Good thing we were wearing goggles!) As students cut apart the eye, they discovered the lens, iris more goop (vitreous humor this time) and even one part unique to animals such as cows and cats- something humans do not have. Do you know what it is?
4th graders had a big treat in store as they not only got a chance to look at the heart and lungs, but also the trachea, esophagus, and for some the liver and gall bladder too! It was neat to see how they all connected. Fully equipped with gloves, students dove into their dissection with 2 hands (most did- a few stayed back as quiet observers). Cutting open the heart revealed the 4 chambers, the thick wall of the ventricles, and various veins and arteries. It was bloody, but well worth the mess!
Welcome back and happy new year! We are ready to start off the new year in the science lab with some exciting science projects!
As a “ringing in the new year” technology activity, students had the opportunity to use their responders in a new and exciting way. Students received a set of directions and activities to follow through responders. In this case, as a few things changed around the room, their task was to draw a map of the room and label various things asked of them on their responders. Students could work through each direction in any order they chose by “navigating” the directions on their responders. They loved being able to work at their own pace, and did an awesome job at following the directions given.
At the end of the lesson, I asked students for some feedback. Did they enjoy doing the activity on responders or would they have preferred me instructing them the whole time?
When asked, “Would you rather have your directions on your responders or on a worksheet?”, 90% of the students selected “responders”.
What were the most common reasons why? “We can save trees”, says Jon, a 3rd grade student. “We can work at our own pace and don’t have to worry about sharing papers,” comments a 6th grade student.
What is the advantage for the teacher? The responders allow me to immediately see what my students are understanding and what they are having trouble with. If they weren’t able to find something, I was able to talk with them almost immediately one-on-one to help them through.
Are we planning more responder activities in the future? You bet!
Yes, you guessed it, 4th grade is having a blast working with circuits, testing insulators and conductors, and learning about resistors. These past couple of weeks they have been busy designing an experiment to test which items will conduct electricity. From writing the procedure to listing the materials they needed, students took full responsibility of conducting their investigation and gathering their data. They enjoyed testing items such as pencil lead, glasses, and stools!
In addition to working with circuits, 4th graders have also been very fortunate to have a visit from Mr. Boyer, an electrical engineer and parent to students at our school. Students learned about careers in electrical engineering, saw the inside of a hard disk drive, and learned what an oscilloscope was. Thanks Mr. Boyer for coming to talk to our classes!
“Do 10 bicep curls. Color the muscle(s) you are using GREEN”. This is an example of just one of the activities 3rd graders participated as they raced to complete this responder relay. Equipped with their science notebooks, colored pencils, and of course, responders, students raced around the room to complete activities, such as bicep curls, tricep dips, push ups and single-leg squats. Not only were they engaging their muscles, they were engaging their brain as they colored and labeled some of the body’s main muscles. Exercise, technology, what a day!
Tarzan is being chased by a herd of elephants, and his only chance of survival is to swing across the canyon on a vine. But BEWARE! Awaiting at the bottom of the canyon is a hungry lion. Tarzan is faced with some difficult decisions. He has 2 vines- a long one and a short one- which one should he take? And should he take his dear friend Cheetah with him?
This is the problem 5th grade scientists were faced with in their activity involving pendulums. Student scientists worked together to design experiments to see which pendulum would cross the “canyon” the fastest. Equipped with meter sticks, string, timers and various “Tarzans” and “Cheetahs”, they began to test their pendulums.
This experiment led to many discussions about number of trials, a “fair” test, variables, and data collection. Students refined their experiments as they were conducting their tests to increase accuracy, and are currently working on ways to display their data.
