In the experiment on the polar ice caps melting I found that when my ice cubes melted, there was a little overflowing of the cup (but not a lot). After thinking about it a little I believe that this is due to the density of the ice versus that of the water. Since ice is less dense than water it floats, this means it has less mass/unit of volume. When ice melts it takes up a little less room than it did before the phase change. This can be demonstrated by putting a soda into the freezer and letting it freeze. The results are: the can deforms, explodes, and I get to clean the freezer (or as clean as my wife makes me)!
We can think of the question of sea level rising due to global warming as a example of this. There will be a little sea level rise from the glaciers that are already in the water. It is important to note though that the effect of global warming is not just melting ice in the form of glaciers but also ice that is on the continents. Because of this, the experiment can be considered to be understating the effect of melting the polar ice caps.
This experiment paves the way for a whole bunch of questions that will have to be "cleaned up" before the end of the segment. Students should know what causes global warming, what scientists think the effect will be, what levels they are predicted to raise to, and what other effects will global warming have on the environment. Tied to these concepts is the question "What can we do about this and how do we stop it?" It is easy to get the students involved in the topic of global warming, the issue is trying to imact them enough to help do something about it.
Wednesday, January 18, 2012
Sunday, January 15, 2012
Week 2: STEM Strategies Lesson Plan Comments
This week I constructed a science lesson plan for a Marine Science One, honors class that I teach at Riviera Beach Maritime Academy. I am a little concerned over the amount of time that it took to use the lesson plan format given to us by Walden. I am not sure it is very practical to use this on a daily basis. I think it goes into the category of something that I would need to implement over the summer for a class. Several of the techniques that I have learned at Walden seem to fall in this category (like unpacking standards from two classes ago). I really did like the 5Es model in planning, this seems to help layout the class a little better than my current format (a general heading that says "Heading Overview").
The lesson I designed is on the energy flow through the epipelagic system. This invariably will end up in talking and experimenting a lot with plankton. It is often difficult for students to see the life in this area of the ocean (besides the big fish) even though it produces 1/2 of the earth's primary productivity (sugars). This is because the system's autotrophs are small (it is not like taking a walk in a field and asking where the primary producers are). I think the only way for students to understand and learn this concept is by the use of inquiry in a unique task. The attached lesson plan has the students researching, planning, conducting, and reporting the energy flow through the system and the biodiversity (evenness, richness, and dominance). We will then have the groups prepare a multimedia presentation. After the presentations they will compare their results to each other as well as to marine biologists from our county who have accomplished a similar study.
Lesson Plan:
The lesson I designed is on the energy flow through the epipelagic system. This invariably will end up in talking and experimenting a lot with plankton. It is often difficult for students to see the life in this area of the ocean (besides the big fish) even though it produces 1/2 of the earth's primary productivity (sugars). This is because the system's autotrophs are small (it is not like taking a walk in a field and asking where the primary producers are). I think the only way for students to understand and learn this concept is by the use of inquiry in a unique task. The attached lesson plan has the students researching, planning, conducting, and reporting the energy flow through the system and the biodiversity (evenness, richness, and dominance). We will then have the groups prepare a multimedia presentation. After the presentations they will compare their results to each other as well as to marine biologists from our county who have accomplished a similar study.
Lesson Plan:
Instructional Plan Template
Candidate’s Name: David Sellepack Setting/Grade Level: 9-12
Subject(s): Marine Science 1 School: Riviera Beach Maritime Academy
Date: 1/14/2012 Theme/Title: Plankton in the Epipelagic
Composition of Class: Male_14__ Female_12__ ELL_0__ IEP_4__
1. PLANNING | |
Learning Outcomes/Goals What will students learn? | Students will learn about trophic levels in the epipelagic, predation, energy flow (food webs and food chains), and biodiversity (evenness, richness, and dominance). They will also learn that the base of the food chain in the epipelagic is diatoms and dinoflagellates and their importance in this system and the other systems in the ocean. |
Unifying/Common Theme(s) | Which apply: _X__ Scientific Inquiry _X__ Nature of Science _X__ Systems and Energy _X__ Models and Scale ___ Patterns of Change _X__ Form and Function (See course resources.) |
Historical Perspectives | Which apply: ___ Displacing the Earth from the Center of the Universe ___ Uniting the Heavens and Earth _X__ Relating Matter & Energy and Time & Space ___ Extending Time ___ Moving the Continents ___ Understanding Fire ___ Splitting the Atom _X__ Explaining the Diversity of Life ___ Discovering Germs ___ Harnessing Power |
Learning Objectives What will students do? Use data when possible and ensure objectives are measurable. | 1. Students will plan and accomplish an experiment that describes the plankton populations in the Lake Worth Lagoon off the Palm Beach Inlet. 2. Students will communicate their results in the form of a scientific paper and media presentation to their peers. |
Bloom’s Revised Taxonomy Which level(s) of Bloom’s Revised Taxonomy is targeted? | |
Standards Addressed | Which national content standards does this lesson address? NSES (National Science Education Standards) A.1., Abilities necessary to do science inquiry. B.3., Transfer of energy. C.1., Structure and function in living systems. C.4., Populations and ecosystems. C.5., Diversity and adaptations in organisms. F.2., Populations, resources, and environments. G.1. Science as a human endeavor. NSTA (National Science Teachers Association Standards) Science as inquiry. Interdependence of organisms. Matter, energy, and organization in living systems. Energy in the earth system. Science as a human endeavor NBPTS (National Board for Professional Teaching Standards) Fostering Science Inquiry. |
Which state content standards does this lesson address? LA.910.2.2.3: The student will organize information to show understanding or relationships among facts, ideas, and events (e.g., representing key points within text through charting, mapping, paraphrasing, summarizing, comparing, contrasting, or outlining). | |
Lesson Context What real-world contexts are included in the lesson? If not included, please explain why real-world contexts are not appropriate for this lesson. | In this learning experience students will be asked to put themselves in the place of a scientific research group who want to study the epipelagic zone to determine where the system transfers the sun’s energy into sugars, establish a food chain, and determine the biodiversity of the system (evenness, richness, and dominance) in both the zooplankton and phytoplankton. Students will be required to research and conduct experiments to explain the system and then communicate the results to their peers. |
Student Information | Description of Class Including Diverse Populations (cultural, gender, exceptionalities, language, geographical area, special needs issues, etc.) This class is predominantly white, with some black and Hispanic students present (50%, 30%, and 20% respectively). Most students come from a lower socioeconomic background. Nationalities present are US, Jamaican, Cuban, Spanish, and Mexican. There are no ELL students but there are 4 students with an IEP. They need extra time and benefit from collaborative learning. Prerequisite Knowledge Needed Students will need to know that the base of a system has to start with autotrophs. They also need to be able to use all of the laboratory equipment and the format for a scientific paper and experiment. They also need to know the definition of plankton and main categories that exist. Specific Environment Considerations This experiment will be conducted aboard the Trident, a research vessel. All standards of safety must be maintained as well as contingency plans developed for unsafe weather conditions. |
Collaboration Was collaboration with other professionals, families, or community leaders included for this lesson? Describe the collaborative effort. If collaboration was not included, please give a rationale of why it was not needed. | Collaboration with the county’s Environmental Resource Management (ERM) was obtained. The department helped us standardize our tests to be comparable to scientific research completed at the department. This will allow the students to compare their results to scientists who have accomplished the same tests. |
Connection to Developing Scientifically Literate Citizens | How does this lesson help to develop scientifically literate students? This assignment is designed to excite the student in seeing an environment that is in their backyard and trying to figure out how it works (inquiry). The results of the lesson will be to present their results to their peers who have also accomplished the same lesson. This should generate some good discussions while comparing and contrasting results. |
2. METHODOLOGY | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Learning Experience/ Activity List the activities, including how you activate background knowledge and bring closure to the lesson. Please make sure you can demonstrate student engagement throughout the lesson. | Introductory/Anticipatory Set Day one: Students will be introduced to the laboratory equipment necessary to complete the task and will prepare a KWL chart on their knowledge of the topic. They will then be split up into groups and assigned their roles. Students have already been prepped for this class by a series of discussions and a DVD on the epipelagic zone, creatures in the system, and biotic and aboitic limiting factors of the system. Building/Applying Knowledge and Skills by engaging students in their learning Day one: Students will work on preparing a timeline for completion of the project, planning their experiment, and researching any prior data on the system so they can formulate a hypothesis. Extension/Enrichment/Transfer or Generalization of Knowledge that engages students in their learning Day two and three: Students will accomplish their laboratory, record, and interpret the data. And prepare their laboratory journal for a formal write up and presentation. During this period they should be determining the primary base of the food chain and the biodiversity components. Synthesis/Closure Day 4: Students will prepare their laboratory write up and complete their multimedia presentation of their findings. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
LEVEL OF INQUIRY | Choose the level of inquiry associated with this plan. Ensure that it is described in the 5 E’s Section of this instructional plan. ___ Confirmation Inquiry: Students confirm a principle through an activity when the results are known in advance. ___ Structured Inquiry: Students investigate a teacher-presented question through a prescribed procedure. _X__ Guided Inquiry: Students investigate a teacher-presented question using student designed/selected procedures. ___ Open Inquiry: Students investigate questions that are student formulated through student designed/selected procedures. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
5 E’S MODEL PLANNING GUIDE (Instructional Plan description goes here. Complete all relevant sections.) | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Questions | FOCUS FOR INQUIRY Explain the energy flow in the epipelagic system, propose a food chain, and define the plankton in terms of biodiversity. PROMPTS FOR CRITICAL AND CREATIVE THINKING What is the energy flow in the epipelagic system? What is the base of the food chain in the epielagic? How do the rest of the oceans systems rely on the epipelagic functioning properly and why? | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
1-Engagement | BACKGROUND INFORMATION & CONNECTIONS TO PRIOR EXPERIENCES Students will have some background on the epipelagic system and the creatures there. They will also know the difference between a heterotroph and autotroph. Students have been prepped with the assignment and the big idea before the class. PARTICIPATORY SET/INTRODUCTION Students will be presented with the assignment and asked to study the epipelagic zone making sure to find the base of the food chain, energy flow, and biodiversity of the plankton in the system. They will then be split into groups of five: a captain, deckhand, microscopist (2), and a biologist. MISCONCEPTIONS Will be tested for with a KWL chart completed the first day. I will also monitor the groups during the planning phase to ensure that students understand the tasks completely. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
2-Exploration | Building/Applying Knowledge and Skills by engaging students in their learning Students will need to plan their experiment by researching data that is available on the system and formulating their own ideas. They will then need to apply their knowledge by carrying out the experiment. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
3-Explanation | Transfer of Knowledge that engages students in their Learning Students will use the data from their experiment and prepare a laboratory report and presentation that draws the conclusion on what starts the food chain in the epipelgic, biodiversity, and how the energy flows through the system. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
4-Elaboration | Introduction/Participatory Set Students will discuss their results and compare them to results from other groups. They will then discuss their results as a class to the results accomplished by ERM and other marine biologists. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
5-Evaluation | Misconceptions Evidence of learning will be accomplished by a completed KWL Chart, the final scientific paper, and the group presentation. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Instructional Strategies What instructional strategies/methods will you use? |
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Safety Plan Include safety measures put in place including reference to equipment, environment, procedures, space, etc. | Students will be required to post a deckhand on the vessel to maintain a safe distance with other vessels and ensure all safety rules are followed. Students will all follow the USCG operational procedures for safe operation of a vessel. Students have been trained on all safety procedures and will be briefed again before vessel departure from the dock. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
3. MATERIALS | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Materials Used T = FOR TEACHER S = FOR STUDENT |
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4. ASSESSMENT/EVALUATION | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Assessment Options |
Why did you choose this assessment(s)? How will the chosen assessment(s) help you determine if your students met the goals/objectives? Concept Mapping: This assignment was selected to test for misconceptions and describe learning. I chose this assignment as a quick way to see what students already know, their interesting the project, and whether they have developed any misconceptions thoughout the lesson. It is also something that I can monitor easily and reinforce with specific questions to certain groups. Rubric: I chose this method to ensure that students were very aware of their learning goals as well as the expected outcome of the lesson. The scientific paper and presentation also allow students to go into higher learning stages (dive deeper) than normal application exams given to test a wider range of knowledge. How will you use this assessment data to inform your instruction? The concept mapping will allow me to have a pulse on what students know, their misconceptions, and what they need to know to complete their assignment. Evaluation of the current level will allow me to quickly see any issues arising and plan a way to correct the students if they are loosing focus on the topic. The rubric allows me to help accomplish this redirection by asking a few simple questions about the required outcomes. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
5. LEARNERS | |
Differentiation | How will you differentiate curriculum to meet diverse student needs? Differentiation will be accomplished though selection of the groups who will be at different levels. The outcome (scientific paper) rubric will have different expectations of students based on their current level of understanding. An example of this would be students in lower performing groups will be required to provide a conclusion that says whether their hypothesis was met while a higher level group will need to prepare a conclusion that not only says whether their hypothesis met their prediction but also whether their results met current research on the area. How will you differentiate instruction to meet diverse student needs? Instruction can be differentiated by the amount of time that I spend with student groups. More time needs to be spent with the highest and lowest groups, the first to push them to higher learning and the second to assist in learning the concepts. The middle groups should be able to work with less involvement. How will you differentiate assessment to meet diverse student needs? My assessment will be differentiated by the application of the different levels of rubrics given. Higher performing groups will have more in depth and higher level analysis than the lower performing groups. |
Diversity | How will you address the needs of diverse students (e.g., IEP, 504, readiness level, cultural/linguistic background)? In this class there are 4 students with an IEP. They all will benefit from group work and the ability for me to provide examples of the different levels of performance when compared to the rubric. If they need extra time this will be given as well as extra tutoring if necessary. |
Multiple Intelligences and Learning Styles | What multiple intelligences will you address? What learning styles will you address? |
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