The First Word
These are certainly not dull or uneventful times to be a teacher! In the midst of economic constraints, teacher cutbacks, changing teaching assignments, and early retirements, it's increasingly difficult to focus on the purpose of teaching - to enhance student learning. In an attempt to inject one brief moment of distraction, we bring you another issue of INTERACTIONS. Though not as frequent or regular as we would like to be, we offer an opportunity for SciencePlus teachers to communicate with each other on topics relevant to science education.In this issue, you will find a combination of theoretical musings and practical applications. From Earl Morrison comes the third in his series of language development through SciencePlus. Catherine Carlson in Texas sends some suggestions for ways to help students make linkages between the learning that occurs in the classroom and their 'real world' and also some ideas on how to encourage better class discussions. This issue contains examples of work from Kathy Silverstein's students at Elizabeth Sutherland School. And did someone say we're not musical enough? Check Page 2 and you'll find the Worm Squirm from Mike O'Leary's students at A.J. Smeltzer Junior High.
SPTN has been surfing the Internet! (We're learning ... slowly. Note the use of jargon.) Last year, the students at Rockingham School were involved in some interesting activities using Internet. A report from Mike McCormick and Ann Jessome is on Page 2. We're trying to compile a list of SciencePlus teachers who have access to Internet. If that includes you (either through your school or at home) please send an e- mail message to narmour@fox.nstn.ns.ca and we'll make sure you're on the list. : - )
The opening page of this issue contains a short article, Points to Ponder. It explores one of the common myths about science and may stimulate you to think about the nature of science and what science means to you. We'll include more of these in future issues.
We hope the holidays are happy and restful for you and that you remain energized throughout the winter months. Our next issue will appear in early spring....send in your suggestions!
Points to Ponder
How would you describe science? Rational, Creative, Objective, Value-free, All of the above? The one that most people agree on is "value-free". Of course, everyone knows science is value free...or is it? Derek Hodson, from the Ontario Institute for Studies in Education, has written extensively about science as a value free activity. He quotes R. M. Young who states:
"Science is not something in the sky, not a set of eternal truths waiting for discovery. The science that exists is the record of the questions that it has occurred to scientists to ask, the proposals that get funded, the paths that get pursued. Whether or not questions get asked, how far they get pursued, are matters for a given society, its educational system, its patronage system and its funding bodies."
Hodson goes on to say:
"The simple-minded accounts of theory acceptance and rejection presented in school science textbooks are insulting to students and often flatly contradict what they read elsewhere about real scientists. What these accounts omit is people, and their views, attitudes and prejudices. It would be more appropriate for the school curriculum to emphasize the ways in which knowledge is negotiated within the community of scientists by a complex interplay of theoretical argument, experiment and personal opinion, than to try to project the view that science is independent of the society in which it is located. Criteria of judgment include factors outside pure logic and empirical adequacy, including all the social, economic, political, moral and ethical factors that impact on the decision-makers. In other words, science is not value-free and "people-proof".
Does this little tidbit whet your appetite? Does it support what you already know and feel? The excerpt above is taken from a paper called Science Fiction: The Misrepresentation of Science in the Curriculum which was presented at our Summer Institute in Fredericton. Guaranteed to challenge some of your views on science, it can be obtained by contacting:
- Nan Armour, Atlantic Coordinator
- SciencePlus Teachers Network
- 1331 Brenton Street, Halifax, N. S. B3J 2K5
- Phone: (902) 422-5953 Fax: (902) 422-1415 email: narmour@fox.nstn.ns.ca
The Worm Squirm
WHAT DO WORMS, MUSIC AND SCIENCE HAVE IN COMMON?
Grade 7 students in Mike O'Leary's science classes at A. J. Smeltzer
Junior High School, Lower Sackville,
have found the right mix with worms, music, and science. They have created a novel children's interactive
song called The Worm Squirm. The song was written by grade 7 students and is about a group of worms
that get together and start dancing. Near the end of the song, a worm named Vern meets Laverne and they
dance and fall in love....Twenty students sing the song while two giant worms (Vern and Laverne) do the interactive "worm squirm dance". Musical accompaniment is performed on guitar by science/math teacher Mike O'Leary. Already the students have performed the song on the popular ASN Television program, "Breakfast Television" (B.T.). Future plans also include sending a copy to popular children's song recording artists.
During a recent unit on "Living Things", Mike used a teaching technique called synectics to come up with the song. Synectics is a structured approach to creative thinking and problem-solving. This technique incorporates a number of phrases whereby information, in this case on worms, is combined with numerous metaphors and analogies. The final outcome was a creative song about earthworms.
Other special features covered in this unit on worms included Earthworm Olympics and creating a worm farm called Wormville Inn for composting.
Earthworms are one of the most underrated creatures alive. There are 35 different types of earthworms on earth and Canada is the world's largest exporter of worms. A worm dealer near Yarmouth, Nova Scotia, exports over 6 million bloodworms a year to the U. S. for sport fishing.
The Worm Squirm
The worm squirm is a brand new dance.
You can do it, even in France.
All you need is a partner who
will wiggle and squiggle just like you.
Chorus Do the wiggle worm, everyone!
Come on, worms, and join the fun.
Squirm to the left, squirm to the right.
Move those setae with all your might.
The worms came from everywhere,
then matched up and danced in pairs.
Squirmed and wiggled throughout the night,
they danced and danced with all their might.
We met a worm, his name was Vern.
He liked to jump, he liked to turn.
Liked to rock, he liked to roll,
'Times he squiggled right outta' control.
Then one night, he met Laverne;
After the dance, they never returned.
Both squirmed to the beat that night,
then they wiggled right out of sight!
Computers...email...Internet...
Mike McCormick and Ann Jessome sent us the following information about a recent project at their school.
Last year at Rockingham School we entered the world of telecommunications. The Science Department
approached the PTA to purchase a modem for use in our classroom. They bought us a fax modem and we
were on our way. We started small, we used it for e-mail and then we applied for an Internet Account.
This opened a whole new world of opportunity to us as we were invited to join the NNL project. This is
the National Network for Learning and involves eight boards across Canada. Through this project the
students became involved in doing an extensive research project. Along with data collection, which was
done in the lab and in the field, they learned how to use the Internet to access information. They
telecommunicated with professionals, learned how to fax for information and on-line teleconferencing. In
writing up this formal project, they became acquainted with using a scanner, making quick time movies
(to send on-line), and writing HyperCard stacks which were shared with students in the rest of
Canada.In addition to this project we were involved with a world wide "Egg Drop" via America On Line. Access to AOL was gained when we received a PDAF Grant through the NSTU. The students used AOL to gain further access to professionals, students and information not on Internet. This helped them a great deal with their research projects.
Teachers also found good use of the information access. We used it to develop and enhance our curriculum. The day of the solar eclipse, our department set up mirrors reflecting onto screens throughout the school. This meant that all of our students were able to safely view the eclipse. We video taped the image on the screen and sent it on-line across North America so that all could share in our experience.
HyperCard stacks on volcano and earthquake activity were made using satellite images and images taken from the space shuttle. This provided the students with current images and information. All of the studies the students did were from volcanoes which were erupting as they studied them. A engineer in California communicated with the students, answering all of their questions about earthquakes and sending them pictures of the earthquake damage of L.A. from the earthquake which occurred days before the contact.
The above example show how fast the information can be accessed or exchanged.
[Editor's note: Do your students have a project they'd like to share? Send us the information...we'll print it.]
Working Together
Teachers cooperate in many different ways. The following examples of student work resulted form a
cooperative effort of two teachers from Elizabeth Sutherland School in Halifax. Students were learning
about idioms and double meaning for words in their English class with their teacher Bronwyn Wagner.
Their science teacher, Kathy Silverstein, extended this learning by asking students to illustrate the science
meaning and the everyday meaning for the words from the unit "Face-lifting a Planet."An alternative project was to identify a particular word from the unit, write it vertically, and use each letter of the word to begin the line of a poem which related to the word chosen. Science and English concepts are further reinforced by suing science vocabulary for creative writing assignments and target word puzzles in science.
The teachers have found that students "really key in" on concepts when they are introduced in a different context than usual.
[Two graphics to come]
Class Discussions
SciencePlus frequently encourages the use of class discussion. Catherine Carlson, who uses SciencePlus in
Texas, sends the following suggestionsUsing these types of words to lead discussion will encourage students to reach higher cognitive levels. When the time comes for evaluation, you'll find yourself using the same words on your assessment.
Instead of.... saying...... Say
"Let's look at these two pictures." "Let's compare these two
pictures."
"What do you think will happen when....?" "What do you predict will happen
when...?"
"How can you put into groups...." "How can you classify..."
"Let's work on this problem." "Let's analyze this problem."
"What do you think would have happened if.....?""What do you speculate
would have happened if...?"
"What did you think of this story?" "What conclusions can you draw about
this story?"
"How can you explain...?" "What hypotheses do you have that
might explain...?"
"How do you know that's true?" "What evidence do you have to
support...?"
"How else could you use this?" "How could you apply this...?"
Conferences, Conferences, Conferences
SciencePlus Teachers
International Conference
More than 40 North American educators met in Fredericton, from August 9 to 13, to take part in the
combined SciencePlus Teachers International Conference and University of New Brunswick Science
Education Leadership Institute. There were teachers from all Atlantic provinces and from Ontario, while
U. S. participants came from five states, as far away as Texas and Arizona.Plenary sessions dealt with issues in science education. They were led by educators who shared their expertise and experience. Among these leaders were Mozell Lang, Science Supervisor, Michigan State Department of Education, who provided a multicultural perspective as she expressed her views about education for all. As well, Derek Hodson, Professor, Department of Curriculum Studies, Ontario Institute for Studies in Education, who presented in "Science Fiction: The Misrepresentation of Science in the Curriculum", his concerns about how the nature of science is dealt with in the classroom. Working group sessions followed the plenary sessions, for discussion of related sets of issues. The working groups considered: A. Inclusions of females and minorities in science learning; B. Constructivist teaching and student assessment; C. Science-technology-society curricula and teaching the nature of science. On the last day of the conference, the working groups summarized their discussions and described any action plans they were formulating.
Networking was the topic at one of the final sessions. Suggestions were gathered for ways to improve communication among SciencePlus teachers within the Atlantic provinces and in Ontario. Aspects of electronic networking and the need for planned interaction between junior and senior high school science teachers were discussed.
Social events were not neglected. Participators will not soon forget straining their eyes (and necks) watching the night sky for the meteor shower (did someone actually see a 'falling star'?), exploring the village of Gagetown, eating dinner at Steamer's Stop Inn, or singing the ASCP anthem, "Sunshine Mountain", at Chuck and Karen McFadden's farm.
The next SciencePlus Teachers International Conference is to be held in the U. S. in 1996. We can expect that networking will provide us with updates on plans for this event.
* Muriel Smyth
SPTN Summer Institute '94
I attended my first SciencePlus Summer Institute in July and am already looking forward to the one in '95.
This was definitely one of the best workshops I have ever participated in. The materials to take home, the
sharing of "what works - what doesn't", and the workshop presenters were excellent and extremely
practical.The sessions were well organized and specifically suited for the classroom teacher, especially for those of us new to SciencePlus. The handouts, resource materials, trading posts of classroom activities and the social were an added bonus of the Institute. I would highly recommend this workshop to all Science teachers, both new and experienced. The valuable professionals planning this Institute knew what science teachers need and want; they did a super job at providing it. I hope to be there again next year.
* Mary LeBlanc
A Rejuvenating Experience
Are you thinking about attending the summer institute [Summer Science Institute]. THINK AGAIN!
We have all said if we only had the time, we could do....and our imagination flows into many great ideas. We all know that opportunity is knocking when we receive information on the science institute. The chance to converse uninterrupted (maybe) with fellow science teachers from the Atlantic provinces on topics ranging from practical classroom activities to the philosophical meanderings of leadership.The many ideas we have roaming around in our heads, waiting to be explored, now have the opportunity to bear fruit at the institute. No scurrying for bells, no duty that distracts (maybe social events) and no boundaries for our ideas, just our own imagination.
As a teacher with ten years experience, it has provided me with the occasion to participate in sessions and to lead sessions. This is redundant but it does provide an excellent opportunity for new and experienced teachers to explore their limits.
Don't let this chance pass you by! Just do it, second week in July!
P. S. You may meet some great people too.........
* Paula McInnis
SPTN Summer Institute
1995
Another summer, another institute in July, likely the second week as in the past. Plans include a change of
location, hopefully closer to the New Brunswick border, workshops for new and experienced teachers,
action plans, and, of course, the famous lobster party. Specific details are as yet unavailable, but mark the
second week of July in your calendar as an opportunity for a great professional experience. Further details
will be available in the new year, specifying dates and location. Watch your mail!
National Science Teachers
Association
The National Science Teachers Association (NSTA), a professional organization for science teachers in
North America, hosts a conference each year during the latter part of March. Last spring, the conference
was held in Anaheim, California, and four Nova Scotia teachers, subsidized by the SPTN, were among the
18,000 participants. This year, the conference is much closer to home. Scheduled for Philadelphia on
March 23 - 26, it offers an amazing number of workshops and speakers.If you are a member of NSTA or have access to the science journals, Science Teacher or Science Scope, details of the Philadelphia conference should be appearing soon. Registration forms are available from these journals as well.
The number of subsidies provided by SPTN to teachers wishing to attend this conference has not yet been decided. But if you are interested in going to the Philadelphia conference, please contact Nan Armour in January '95 for further information.
The Concept Game
Here's a game that can be used as a review activity for students. It was submitted to us by Mike O'Leary at
A.J. Smeltzer who had modified it from its original source and then we modified it, so now it's an
adaptation of an adaptation of an adaptation!The purpose of the game is for students to illustrate their understandings of science concepts (e.g. buoyancy, density...) using original sketches or cartoons. This is not intended to be a competition of artistic skills. Its purpose is to provide students a forum to express their understanding of science concepts using illustrations rather than words.
In preparation, collect several large sheets of paper and lots of markers or crayons. Through a brainstorming session, make a list of science concepts taught in the unit you've just finished. Print each concept of a separate piece of paper and put these in a 'hat'.
Divide the class into small groups and identify each group with a number or letter. Have a person from each group pick one of the concepts from the 'hat'. Group members then decide how they want to illustrate the concept and are given a predetermined amount of time (10 minutes ?) to draw a picture that represents their understanding of the concept they have chosen. They are not allowed to use letters or numbers.
At the end of the predetermined time, each group posts their illustration with the group number or letter clearly indicated. Each group then examines all the illustrations and decides which concept they think is being depicted by each one. They write their answers on a separate piece of paper which is collected immediately by the teacher.
One by one, a representative from each group identifies their concept and explains the illustration they've prepared. The teacher counts up the number of correct answers from those handed in from each group. This number is written on the illustration. Some illustrations will have been identified correctly by all groups, others will not.
Discussion Question: Why were some concepts more easily identified then others? Was it because the concept was easier to illustrate? because those students were better illustrators? because the students better understood the concept? Remember the purpose of the activity!
What variations might you or your students think of? Write and let us know.
Connecting the Learning
One of the challenges facing teachers is to make connections between science that is taught in the
classroom with the 'real world' of the students. For many students, this linkage is tenuous at best.Catherine Carlson, from Plano Texas, attended this year's Summer Institute in Fredericton. She recently sent us a package of materials that she uses with teachers in her school district, including the suggestion for this interesting student project.
[Insert gif of world]
Science In My World
The purpose of this activity is for students to collect a variety of records that illustrate how the science principles and concepts they learn in class are related to their world. Students could be encouraged to keep these records in a folder or as part of a portfolio. There are some great ideas in this list!
EVERYONE'S TALKING ABOUT SCIENCE!
by Earl Morrison
Everyone's talking about science! Can you imagine this in your classroom? If you can, great! In the traditional classroom, there is a lot of talking about science, but it tends to be one way - from teacher to student, the teacher being information provider, knowledge interpreter and disseminator. When the talking is from student to teacher, it is mostly controlled by closed questions where there is a well-defined expected answer. And if there is student-student talking, it's not likely about science! Perhaps this is too harsh a picture of a traditional classroom. At any rate, science learning that takes place in the open, accepting atmosphere of a cooperative-learning classroom, where students talk, discuss, share with and learn from fellow students, is exciting.SciencePlus works best this way. Talking/ discussion (T/D) activities are integral parts of SciencePlus materials. They are the third prong in the integration of Language across the Curriculum principles with science learning. The first two prongs appeared in previous issues of INTERACTIONS. Take Aim at Reading described reading activities in SciencePlus which make science text more accessible to students and which help to develop reflective reading skills. Exploratory Writing looked at writing tasks where students are invited "to reformulate science knowledge in their own words to promote understanding."
One of the aims of education is to stimulate thinking, reason logically, evaluate alternative points of view, promote decision making, and encourage cooperative enterprise. What better way can these aims be achieved than through talking and discussing in small groups? Small groups are able to remove communication barriers, where each person listens actively and acceptingly, communicates purposefully, and shares responsibility for the accomplishments of the group. Small group discussions are used frequently in SciencePlus and usually centre around tasks which are most often short and achievable. The use of small group discussions is a form of cooperative learning.
You can easily recognize T/D tasks by the instructions. For example, from the unit on Structures & Design:
"Get together with two or three of your friends and answer the questions about structures that have failed." (p. 211)
"In small groups, discuss the following points for each structure that hasn't failed..." (p. 214)
"Team up with one or two friends. Look through the next six pages. Do research on a period of history that interests you, suing the following questions." (p. 244)
"Form a small group, and discuss an overall design approach for Riverwoods." (p. 264)
Note that often the T/D tasks are brief and between two classmates to advance a small step in the development of a concept. Other times, groups of three or four will discuss at greater length more complex situations, such as found in case studies, societal/ environmental issues requiring decision making, and experiments - their planning, performance and interpretation.
There are many designated opportunities for students to work together on T/D activities in SciencePlus. They will enhance the classroom's learning environment. In addition where discussion is not specifically designated in SciencePlus, it still can be used often and effectively. Discussion will occur naturally as students work together on Explorations. Following an experiment, try putting two groups of experimenters together to compare and analyze results, draw conclusions, and answer application questions which often follow the experiment. Always let students help one another! Use the T/D approach when illustrations and photos are to be analyzed, and lists of consolidation/extension problems (don't forget the Brain Teasers!) are to be considered. Students working together is implicit in the more novel situations such as debates, dramas, surveys, projects, games and puzzles.
T/D tasks serve many purposes:
*introducing a new topic and eliciting preconceptions
*developing concepts
*consolidating concepts
*extending concepts
*researching related applications
*experimenting
*doing projects
*novel situations (debates, dramas, etc.)
Tasks from SciencePlus which are clearly designated as T/D are given below, with page number and purpose code. Also some pages where T/D tasks are undesignated but could work well are suggested.
[Chart to come]
Assessment Items
from Grant McAllister at Clayton Park Junior High, Halifax
1. The express train between Halifax and Montreal had to stop suddenly outside Moncton. Passengers tumbled like tenpins, incurring several lawsuits against the railroad. "The stop happened at 9 p.m.", said Mills, the railroad's insurance man, while he discussed the incident with you. Mills related the biggest headache - Ted Sheldon, a passenger who was suing for $100,000. "At 8 p.m.," said Mills, "Sheldon told the porter to make up his berth so that he could lie in bed next to the window and be able to see where he was going". Sheldon told the porter he didn't like to ride backwards. Sheldon now claims he had just retired for the night when the stop occurred. "He says he was so forcefully jerked that his head struck the wall between his pillows. Because of terrific head pains, he says, he left the train at Moncton," concluded Mills. Mills shows you a Moncton doctor's statement that Sheldon had suffered a skull fracture. Mills tells you he thinks Sheldon hurt his head somewhere else but if Mills can't prove it, the company will have to pay. Thinking about the work you did on forces and motion, how would help Mills make his point?2. Which of the balls pictured below has the greatest inertia? Why? The first is a bowling ball, the second is a basketball, and the third is a beach ball.
Using Cartoons
Teachers use cartoons in a variety of ways - as a supplement to a lesson, to illustrate a particular point, or to extend a lesson. They can also be used to encourage students to be creative in expressing ideas and understandings. The Black Line Master on the back page of this issue is intended to be photocopied and distributed to your class. Some suggestions for students are given. You can probably think of some more.
Use Your imagination
In this cartoon, Luann and her friend are talking about science. You can add to their conversation in a number of ways.- Complete the dialogue. What would you like to say in the last 'balloon'?
- Draw a few more boxes to add to this sequence. What else do you think the girls would say?
- Create a new series that is a response to this one. Introduce some new characters. What would you say?
Luann is created by GREG and distributed by North American Syndicate,
Inc. We appreciate their tolerance in this adaptation of their cartoon
for educational purposes.
About Us
The SciencePlus Teachers Network (SPTN) is part of the Atlantic
Science Curriculum Project (ASCP), linking teaching, curriculum
development and research in science education. INTERACTIONS is the
newsletter of the SPTN, produced twice a year.
SPTN Committees are active in nova Scotia and New Brunswick. they
consist of teachers working with members of the ASCP Board of Directors.
Correspondence to:
Nan Armour, Atlantic CoordinatorSciencePlus Teachers Network
1331 Brenton Street
Halifax, Nova Scotia, B3J 2K5
Phone: (902) 422-5953 or 422-1944
FAX: (902) 422-1415
email: narmour@fox.nstn.ns.ca