1) Earth Science Students took the weathering and erosion exam this week. As review, I set up three stations: a) 30 Regents Review Questions (in plastic sleeves), b) Review Jeopardy and a quick Powerpoint Review presentation with me and the Smartboard, and c) An interactive vocab crossword puzzle/Regents questions on the classroom computers. We also began the final unit of the year: Geologic Time and Earth's History. We began the unit by defining the necessary vocabulary, and then reviewing the history of the Universe (i.e. The Big Bang, red-shift, etc.). We then spend the next two class periods working through the Geologic Timeline on page 8-9 of the Earth Science Reference Tables. I provide Powerpoint notes, and use the document camera to project an image of the timeline chart from the reference tables. A lot has happened on Earth, and therefore the chart contain a lot of information. One of my goals for the unit is for students to develop an appreciation of 'deep' geologic time and an understanding of the amount of time that has elapsed in the formation of Earth's surface features and the evolution of its lifeforms. We talk about Hutton's principle of uniformitarianism (the idea that Earth processes happening today have been occurring in pretty much the same way throughout Earth's history. Mass extinctions are another key idea for the unit, and I have written them down as "permanent notes" on the chalkboard in bright colored chalk. Dinosaurs went extinct 65 million years ago as a result of a meteor impact and then global cooling. Many of the first amphibian and other land animals went extinct 251 million years ago (K-T extinction) as a result of Pangaea and a warmer/dryer climate on the supercontinent. I think my students are getting it. I think. I hope. What do you think? Any other ideas for things that I can do. They need to know that for the first 2 billion years of Earth's history the atmosphere was largely made up of carbon dioxide, methane, and other volcanic masses being released by volcanoes and cooling lava. I also need to stress the importance of the first photosynthetic organisms (stromatolites, algae). Photosynthesis eventually added oxygen to our atmosphere, and this was a real game-changer for the kinds of life that could exist on our terrestrial planet. It allowed for the development of cellular respiration and led to the evolution of sexually-reproducing organisms. I told my students "you can't have sex without oxygen". Perhaps this was a crude way to present the information, but also memorable, I hope. I think.
2. ESF students went outside to sample Furnace Brook (the creek that runs through Elmwood Park). We took samples for chemical analysis, measured stream flow/discharge, and classified the macroinvertebrates inhabiting the stream's subsurface. This activity was done in conjunction with Mat Webber from Project Watershed/Cornell Cooperative Extension. The opportunity has also arisen to work in conjunction with an Elmwood Elementary or Roberts Elementary school teacher to develop an extracurricular activity in which my students would teach these same sampling techniques to younger students. Then, as a culminating event, we would invite parents, community members, and students to Elmwood Park for the first Saturday in June to participate in restoration efforts of the creek (including the removal of invasive species). This should be a very cool opportunity, but we have to start organizing things very quickly.
3. On Thursday (our first 80+ degree day), attendance was very poor for my third block earth science class. This was the class in which I introduced geologic time, and the chart from the reference tables. On Friday, attendance had been restored, and it worked out in such a way that I was able to split the students into pairs, 1 who had been absent, and 1 who had been present for the previous class. I had them work on the same document-based worksheet from Thursday's class. I told them that the worksheet would have to be done in the 'absent' student's hand-writing, but that the student who had been present would need to teach how to use the chart. Kagan would likely consider this a variation of the "sage/scribe" structure, but I did not give it any kind of name. I would like to implement this strategy as a regular structure in my classroom (especially where attendance problems are a recurring issue). I do not wish to condone class absences in any way, but in this case all students were intellectually engaged during Friday's class and benefited from the circumstances. The concepts were effectively re-taught, and all I had to do was float around the classroom to monitor progress.
4. I began after school review for the upcoming regents exam on Thursday, after school. Attendance was disappointing (another likely casualty of the 80 degree temperature). I hope that attendance approves this Thursday. Be there. A-305. 3:15-4:15. Its fun, informative, and refreshing. It's Earth Science review!
5. One of my students will be out of school for the rest of year, as she is soon expecting a child. I will be her homebound mentor. My responsibilities will include collecting work from her teachers, delivering the work to her home, and teaching her the key ideas necessary to complete the assignments. We will also review for the three regents exams that she will need to take in June. She is very bright, and I have no doubt that she will rise to success as a parent and a young adult. She will need to work hard, but she will make the best of the situation.
A quick message to ALL young men: DO NOT engage in unprotected sex unless you are prepared to be a fully responsible parent and adult. The End.
Sunday, May 15, 2011
Sunday, May 8, 2011
Reflection 18: Responses (5/8/11)
Quote of the Week: "the light that we see from distant galaxies left them millions of years ago, and in the case of the most distant object that we have seen, the light left some eight billion years ago. Thus, when we look at the universe, we are seeing it as it was in the past" - Stephen Hawking, A Brief History of Time
I would like to open by welcoming all of my students. Read through the information below, and then leave a comment at the end. Some things to consider: Do you agree with my analysis of the week's lessons? What did you like about classes this week? What could have been done differently in class to improve learning.
Earth Science: I put together a field trip lab in which we went outside to examine the erosional and depositional features around Corcoran's campus. We sketched the unsorted/unstratified sediment of a glacial moraine, and observed a possible glacial erratic (transported boulder). We also observed several stream meanders, and sketched a delta (where Furnace Brook enters the pond, slows down, and deposits sediment). The class also saw several examples of mechanical and physical weathering, including some underlying shale that is crumbling back into clay-sized particles. Finally, we discovered a mini mud boil in the back parking lot. Where silt saturated with water (quick sand) had become pressurized during the recent rain event, and forced itself up through the pavement.
We also used class time to takes notes on glacial erosion, and students successfully completed a quiz on glaciers. Students used ice cubes (with embedded sand grains) to create models of glacial striations by pushing their "glaciers" across a flattened clay surface. In review for the upcoming exam (weathering, erosion, deposition), stations were set up for students: 1) practice regents questions; 2) jeopardy (facilitated by me with the smartboard); 3) interactive vocab crossword puzzle (on the computers). The practice regents questions (depending on how many were answered correctly) will determine how many bonus points each student will receive on the exam.
Students were assigned a castlelearning assignment (25 questions) for homework. Sadly, as has been the case all year, only 20-25% of my students completed the assignment. I welcome any recommendations for how I can encourage more students to complete these homework assignments. I remind them that homework is 15% of their grade, and I give them a full week to complete the assignment, with frequent reminders. What should I do differently? This is your chance to give me some input, so please, help become a better teacher and help me improve my students' results (including yours). Homework is necessary. It's not enough, just to sit through class. You also have to think about and work with the concepts on your own time. That is the only way to really learn something.
ESF Global Environment: Tuesday was kind of a wash because of the IB English exam (only had 3 students in class). On Thursday, we started a lab on phosphorous loading. Students were assigned roles (recorder, researcher, cartographer) in groups of threes. They were given a large print-out map of the Lake Greenville Watershed, and provided with background information about the region's phosphorous problems (including Phase I - Phase 3 summaries). Then, their task was to develop a detailed plan to address the "non-point" sources of phosphorous inputs. The cartographer had to become an expert on the map as well as all local conditions described in the background information. The researchers and recorders had to work together on the classroom computers. The researcher determined ways that phosphorous enters the environment and why it is a problem. The recorder compiled a list of organizations and agencies that regulate phosphorous and may provide funding for mitigation. We have a guest speaker next Monday (how to construct rain gardens), so students will present their phosphorous mitigation proposals on Wednesday. Did you like the way this lab was formatted? Were the three role appropriate for distributing the necessary group tasks? How could this assignment be improved?
Thank you for reading. Now it is time for you to share. I am depending on your input to help improve my instruction. Please be thoughtful in your response. Provide at least three sentences that reflect on what you learned this week. What could have been done differently to improve your learning?
After you have posted your comment, feel free to scroll through some of my older posts from past weeks to view my personal take on the how the school year has progressed.
I would like to open by welcoming all of my students. Read through the information below, and then leave a comment at the end. Some things to consider: Do you agree with my analysis of the week's lessons? What did you like about classes this week? What could have been done differently in class to improve learning.
Earth Science: I put together a field trip lab in which we went outside to examine the erosional and depositional features around Corcoran's campus. We sketched the unsorted/unstratified sediment of a glacial moraine, and observed a possible glacial erratic (transported boulder). We also observed several stream meanders, and sketched a delta (where Furnace Brook enters the pond, slows down, and deposits sediment). The class also saw several examples of mechanical and physical weathering, including some underlying shale that is crumbling back into clay-sized particles. Finally, we discovered a mini mud boil in the back parking lot. Where silt saturated with water (quick sand) had become pressurized during the recent rain event, and forced itself up through the pavement.
We also used class time to takes notes on glacial erosion, and students successfully completed a quiz on glaciers. Students used ice cubes (with embedded sand grains) to create models of glacial striations by pushing their "glaciers" across a flattened clay surface. In review for the upcoming exam (weathering, erosion, deposition), stations were set up for students: 1) practice regents questions; 2) jeopardy (facilitated by me with the smartboard); 3) interactive vocab crossword puzzle (on the computers). The practice regents questions (depending on how many were answered correctly) will determine how many bonus points each student will receive on the exam.
Students were assigned a castlelearning assignment (25 questions) for homework. Sadly, as has been the case all year, only 20-25% of my students completed the assignment. I welcome any recommendations for how I can encourage more students to complete these homework assignments. I remind them that homework is 15% of their grade, and I give them a full week to complete the assignment, with frequent reminders. What should I do differently? This is your chance to give me some input, so please, help become a better teacher and help me improve my students' results (including yours). Homework is necessary. It's not enough, just to sit through class. You also have to think about and work with the concepts on your own time. That is the only way to really learn something.
ESF Global Environment: Tuesday was kind of a wash because of the IB English exam (only had 3 students in class). On Thursday, we started a lab on phosphorous loading. Students were assigned roles (recorder, researcher, cartographer) in groups of threes. They were given a large print-out map of the Lake Greenville Watershed, and provided with background information about the region's phosphorous problems (including Phase I - Phase 3 summaries). Then, their task was to develop a detailed plan to address the "non-point" sources of phosphorous inputs. The cartographer had to become an expert on the map as well as all local conditions described in the background information. The researchers and recorders had to work together on the classroom computers. The researcher determined ways that phosphorous enters the environment and why it is a problem. The recorder compiled a list of organizations and agencies that regulate phosphorous and may provide funding for mitigation. We have a guest speaker next Monday (how to construct rain gardens), so students will present their phosphorous mitigation proposals on Wednesday. Did you like the way this lab was formatted? Were the three role appropriate for distributing the necessary group tasks? How could this assignment be improved?
Thank you for reading. Now it is time for you to share. I am depending on your input to help improve my instruction. Please be thoughtful in your response. Provide at least three sentences that reflect on what you learned this week. What could have been done differently to improve your learning?
After you have posted your comment, feel free to scroll through some of my older posts from past weeks to view my personal take on the how the school year has progressed.
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