Apologia Biology: Module Three

Two of the kids were out; the two remaining girls drew sketches of a variety of bacteria, protozoans, and other pond life.  They also worked on their book.  The class is creating a children's book on pandas, polar bears, and penguins.  We all took a stab at sketching cartoon animals.  The girls completed the POGIL Prokaryote and Eukaryotes activity packets and reviewed the answers together.  (Here is a copy of an answer key.). All this took time!  The last forty minutes of class, the girls worked on preparing a lesson on infectious diseases using this guide from the CDC.  They are going to create a lesson on their blogs to deliver next week to my Anatomy class.  Fun, right? The kids are selecting interesting diseases to research and teach.  It's another subversive method to get them to instruct themselves.  Oh yes!  I corrected their reports from the 'Swiss Cheese' activity two weeks ago, just to add a little technical writing.  We had a little informal conference regarding corrections.  Isn't great how much you can accomplish when you home-school?

Apologia Young Explorers Human Anatomy: Skeletons, Microscopes, and Probeware! Oh my!

Okay, we aren't setting any records in our class.  Two of the kids were away and we just got two new students.  I decided to review the skeletal system and bring out the microscopes and Pasco probeware.  First, we all cut out and assembled skeletons for Jayanna and Jemilla.  Pita brought a CD with a Bone song she shared while we cut and fastened together until we were over that tune.  Yes, we did review all of the bones again!  Trust me we know them!  I had four microscopes set up with slides of bone, intestine, blood, etc. for the kids.  Lydia, one of my biology students, taught them the parts of the microscope (key).  We reviewed how to carry a microscope.  When I set them up I focused interesting slides, such as the dog flea.  This helps to engage the kids immediately; they aren't spending too much time trying to focus.  They can learn how to focus next week. Incidently, try Goodwill online.  It's a gamble; microscopes are cheap!  (Watch the shipping.  Be sure to register so you can check the shipping!  Goodwill does NOT retain credit information.).

We also spent a good bit of class time with the temperature probes.  I set up four stations using both Pasco and Vernier sensors.  I used two interfaces, Airlink 2 and Sparklink, with my iPad and Kindle Fire and two temperature probes.  I connected my laptop to a Go!Temp probe and free Logger Lite software I'd downloaded.  I attached one more temperature sensor to my TI 84 graphing calculator, preloaded with EasyData software.  We followed the instructions for Pasco's 'Thermoregulation of the Body', available free on their website.  Well to be honest, I showed the kids how to calibrate their temperature sensors.  Once I turned them loose, they had a blast with the probes.  Next week, when Nora and Gavin return, we'll do the lesson properly.  I promised to bring back the microscopes next week, too, for Nora and Gavin.  I plan to do the Muscle Fatigue lab next time, too.  Below is a guide for a host of elementary level experiments using Spark systems, which are similar to Sparkvue.


Elementary Pasco Guide for Spark Systems

More Inquiry-based Ideas for a little Chemistry!

My focus for inquiry-based science instruction is on physical science.  Elementary teachers are typically more comfortable with Life or Earth Science.  Let's start with some chemistry!  How about polymers?  There are loads of simple experiments: Flubber, Slime, Oobleck, (Okay, it's a nonNewtonian fluid.  Close enough.), Instant Snow, Grow beads or spheres, and Super balls.   These activities are easy to perform and usually successful.  I think polymers are a good gateway to Chemistry.  Start with these lesson ideas for growing spheres from Educational Innovations.  These are my 'go to' for outreach events.  I set up rotating stations with the materials and experienced teen helpers.  The teens demo the activity for the kids and let them experiment.  Trust me!  These are all fun! Watch the Instant Snow video for a little inspiration.

Outreach Update

What else did we do at the outreach event?  Technology!  I did an intro to Vernier and Pasco.  I brought a variety of probes to demonstrate.  See Loggerlite above.  And Sparkvue with Pasco below.  Yes, I'm that committed to technology!

More Science Outreach Ideas For Hands-on Instruction

Today, I went to St. Patrick's to do some outreach with the teachers.  I took two photos and got caught up on n the instruction and forgot to take any more pix.  Sorry. We started by polling the teachers' background and expectations for the workshop.  Well, their background included the standard instruction for elementary teachers and they were open to any new ideas.  Great!   We worked through Apple mummies and then did a 'show and tell'.  The next workshop will be more tailored.  So what did we do?  I raided my stash of goodies from Educational Innovations: tornados, UV beads, glow germs, instant snow, and grow spheres.  What else?  Jumping pepper two ways.  Above with static and below with dish soap as a surfactant.

Apologia Biology: Microscopes!

First thing, the kids remitted their reports from Swiss Cheese and finished their food webs.  (Just as a note--keep hard copy or digital records of all activities!)  Today, we did spend time with the microscopes.  (I own two and borrowed two more from a local college.  I have quite a few microscope slides, mostly from eBay or Goodwill.)  We finally looked at cheek cells.  I pulled a ton of slides of protozoan so, particularly those likely to live in ponds.  The kids spent time sketching.  We reviewed the names of the parts of the microscope, too.  The kids collected pond water samples to take home to cultivate.  We broke up early today to help the younger class with the Head Start outreach.  Half of the group is out next week; my plan is to finish some of the microscope work, the POGIL activity, and the microbe lesson then.  I sent the POGIL and microbe lesson home with the kids to finish as a make-up lesson.  So we're more or less in Module 3.

Apologia Young Explorers Human Anatomy: Skeletons

No, we didn't get as far as I might like today.  The kids did host an awesome program for Head Start. The Anatomy class planned the outreach program.  My Biology class ended early to help.  I set up stations early this morning before my Biology class began.  The Head Start kids were due at 11:00.  So the Anatomy class arrived at 10:30 to go over any last minute details.  We read 'Germs Make Me Sick', did a lesson about germs with Glo-germs.  The kids finished Sumi Nagashi or paper marbling and CD spinners.  These three activities took an hour.  Next month we plan to spend just 30 minutes to allow time for recess before lunch.  We had so many activities left, our plans are set for next month.

After we ate lunch and cleaned up, we had class.  First, we reviewed the skeletal system together and individually.  Then we assembled a floor puzzle of the skeletal system.  Wait!  Before you mock this idea, the kids have to know how a skeleton is organized.  We worked on this for twenty minutes.  I read some more from the book and quizzed the kids on paper.  The younger kids did this orally and I spelled the terms for them to copy.  They need handwriting practice.  V.e.t.e.b.r.a.e takes a while to finish.

Apologia Biology: Modules 1, 2, and 3

Yes, I'm using the book.  Well, a little.  The kids are going to work with microscopes this week and finish Experiment 1.2.  Modules 2 and 3 have experiments collecting and culturing pond samples.  One problem I've had with these samples is locating and identifying the critters on a slide.  You can order protozoa, which is expensive.  They move so quickly they're hard to identify.  The solution is a drop or two of quieting solution.  This is adding up.  So, my solution is to have the kids look at prepared slides of protozoans first and live pond samples last.  I use pond life identification sheets.  Tomorrow, the kids are going to do their first POGIL activity: Prokaryotes vs Eukaryotes (and the  answer key).  POGIL activities are thoughtfully constructed to have kids think their way through a lesson.  Ordinarily, you might just have the kids differentiate between prokaryotes and eukaryotes.  These exercises require more processing.  The activities are intended for small groups of students.   I'll let you know how things turn out.  If there's enough time, the kids are going to design a lesson to teach kids about microbes.

Apologia Biology: Ecology

I know, I know!  When are we finishing Ecology. I meant it when I said I do projects, PBL, and integrated loads of activities.  Today, my class spent three hours on an activity called 'Swiss Cheese', an activity on habitat fragmentation.  'Swiss Cheese'was originally developed by the Smithsonian (CRC) as part of a forestry biodiversity program. I've used material from this program with my AP Environmental Science classes; it was designed for all levels of high school students.  The program has large maps and uses bingo chips to represent twelve animals species located in Olympic National Park.  The map is based on real data from the park.  The kids start spread 300 bingo chips of the twelve animal species over the map.  Then they remove species located in regions timbered in 1950 and 1990.  After the kids do the counts and remove impacted species, they calculate Shannon biodiversity indexes, create food webs, and write a brief report using the 'claim, evidence, reasoning' approach.

What might substitute?  I used to have my AP kids calculate and compare biodiversity indexes for the school parking lot.  They can begin with a hypothesis.  Which parking lot is more diverse: the student lot or the teacher lot?  Are they equally diverse?  The kids calculate a diversity index for both and compare the two.  Try 'Quantifying Biodiversity' for more practice.  This habitat simulation has similar objectives to 'Swiss Cheese'.  I like this activity, Sustainable Forestry, which takes more of an economic perspective.

Another habitat resource is 'Finding Common Ground' from the Smithsonian.  The original biodiversity program from the Smithsonian included remote sensing and forest biodiversity. I've used these lessons, such as the field activities described here in class.  (Although I prefer the filed methods from GLOBE.  Next class, the kids are reviewing material from the modules.  Really!

Apologia Young Explorers: Skeletal Systems

We spent all class period learning how to name the bones in the skeletal system.  Last class, the kids had constructed paper skeletons (or this one for younger children).  The kids brought their skeletons to class.  The older children wrote the names of the bones on to post-it notes to label their respective skeletons.  I wrote the names on the board and on the post-it notes for the younger children.  The kids labeled their skeletons and the life-size one.  Then we spent time going over the names--a half hour, in fact.  Then, the kids did some copy work, matching, and crossword. I sent home the post-it notes and paper skeletons for the kids to practice at home.  See how things went!

Young Explorers Human Anatomy: Skeletal System

Our class spent some time Wednesday reviewing several hands-on activities for an upcoming outreach event planned for Head Start.  So, apologies for our abbreviated science class.  I checked their animal cell homework.  The kids worked on egg carton spines and clay models from 'Try That'.  I read to them a section on bones from the book and then quizzed them on their understanding orally. One child out of five has an excellent understanding.

The kids cut out paper versions of a Human skeleton to reassemble with paper fasteners.  I am learning right along with the little ones.  Apart from camps and outreach programs, my experience is mostly with high school students.  I've taught Grades 6-8, too from time to time.  So, I didn't realize youngsters like to sing while they work or how long it takes to cut.  Of course I helped!  The kids took home the paper skeletons to finish as homework.  Next time we're labeling these and the resin skeleton the kids named Larry.

Apologia Biology: PBL and Ecology

This week, after the microscope quiz, the kids are going to learn how to conduct water tests, measure turbidity, check the rate, and catalog benthic macroinvertebrates.  Additionally, we're starting Module 2 and reviewing the cell and organelles.  The kids are making edible cell models.  We're going out to the stream together.  Fun!

Yes, things do seem to be moving slowly.  But, I'm committed to projects; presently, the project or PBL is Watersheds.  The kids did take a microscope quiz which they graded.  I had the kids make edible and class cell models with keys using hard copies of Inside the Cell.  Module 2 has a bacteria diagram; cells are part of Module 6.  I just think the kids should have exposure to cell organelles earlier in the course.

We went to the Creek on the church property to collect water samples.  We made observations, measured turbidity, temperature, and pH at the sight.  We brought water samples back and tested for dissolved oxygen, pH (using a different method), nitrates and phosphates with Lamotte water test kits.  The kids still need to learn how to identify benthic macroinvertebrates and use a microscope next time.  But, my big goal is to enfuse this course with loads of practical exoeriences.

BSCS 5E Instructional Model for Science Lesson Plans

There are loads of models to create lesson plans.  One I especially like is the BSCS 5E Model.  The five 'E's are Engage, Explore, Explain, Extend or Elaborate, and Evaluate.  The Crumpled Paper Watershed lesson uses this model for instruction.  My own lessons are looser.  For example, I borrowed an Enviroscape model to 'engage' the kids and introduce the concept.  Next, I use different activities to both explain and extend: Color Me a Watershed, Dragonfly Pond, Cacapon Institute's Virtual Streams, and Lamotte Water Quality tests.  I use the activities that are part of Cacapon Institute's e-school to elaborate on the watershed concept.  One way to evaluate the kids is to do a stream assessment.  Can the kids identify the benthic macroinvertebrates or test the water successfully?  The kids can take photos and create a slideshow on a blog for assessment.  The class might want to improve the stream site by planting trees or scrubs along the riparian buffer.  Please note that these lessons dovetail well with projects and project-based learning.  5E is just a framework for hands-on instruction.

Outreach program

Our science class is going to do an outreach program with a group of pre-schoolers.  I'm using materials on hand and wanted to share our agenda.  I have a bunch of hands-on activities I've used successfully.  One lesson is Glo-Germs with these lessons.  We have the book, Germs Make Me Sick.  The activity uses glow powder and lotion to show tots where they missed washing their hands.  I make a point to demonstrate the 'germs' and explain they are pretend.  The UV lamp reveals the UV powder remaining on their hands after they wash.  Another fun activity is UV beads.  The little ones will string the UV beads onto pipe cleaners.  When they step outside, the plain beads change color as they absorb UV radiation.  Next we have grow spheres, which expand in water and a little Instant snow, which is another polymer that expands with water.  I have tornado tubes which make a vortex with 2-L bottles.  The children may keep two in their class room.  We'll make CD spinners, like these., a type of optical illusion.  Lastly we are going to make prints using Sumi Nagashi.  The version I like involves shaving cream, paints, and index cards.

PBLs: Make Mine Watersheds

Watersheds are typical of PBLs or Project Based Learning.  My Biology class began a Watershed project I'm integrating along with Ecology into I the curriculum.  I brought an Enviroscape model to class to introduce the concept of a watershed.  (Contact the local conservation district or extension office.  Ask if they have an education specialist trained to deliver a lesson with an .Enviroscape.  Chances are good they'll know someone with a model.)  Subsequently, I've been adding material to the Biology content.  Right now, the class is learning how to test water with Lamotte Water Quality Test kits.  (While you're calling the conservation district, ask them if they have water test kits available, too.  Trouts Unlimited or Audubon might know of an agency with test kits.  My chief skill is working a phone.) Even without many resources, you can go to a stream and do an assessment using a thermometer, tennis ball, meter stick, and ice cube trays.  Start with a visit to Cacapon Institute's virtual stream to learn how to indentify benthic macroinvertebrates. Save our Streams' assessment sheet is useful in the field out at the creek.  This Stream Ecology article explains how to takes several measurements at the stream.  Isn't this cool?  Your kids can do a sophisticated stream assay with very simple equipment.  Below are a few resources related to Watersheds if you're feeling ambitious.


Project Wet Color Me a Watershed has a little math.

Watershed Education Lesson Plans

Crumple Me A Watershed is unusually detailed.

4 H2O Ambassador Program is more my speed.  This 4-H guide is more cryptic and may not have enough to detailed information for a newbie.  I loved the idea in the guide for an Edible Watershed and just did a quick search to locate a version with more description.

NSTA Book Review: Video Games

Here's the link to the review.  Find more at the NSTA site.
Last year, one group of my students explored coding for their science fair project.  I have never seen a group more engaged!  Yes, they performed well at the regional science fair.  Moreover, these girls tried Code Academy, did a mountain of research on passwords or pass phrases, and several experiments.  When Video Games, Design and Code Your Own Adventure  by Kathy Ceceri arrived, I knew from experience, kids would love to design their own video games.  This book is sure to be a hit!

Video Games has a history of computer games and goes in some length to describe the psychology underlying successful games.  There are loads of projects throughout Video Games, such as the Cardboard Arcade Game (p. 8) and my favorite, Build Your Own Mancala Game (p. 23), with an egg carton and beans.  Ms. Ceceri describes the process of designing and developing an original video game in some depth.  The colorful illustrations by Mike Crosier will inspire kids to try to make their own graphics.  Ms. Ceceri makes a point to describe terms germane to video games, such as haptics (p. 96) both in the text and in the glossary (pp. 113-116) and includes several pages of resources at the end of the book.

My Biology class is writing a children’s book together and decided to add a video game to support the book about polar bears, penguins, and pandas.  The class was brain-storming ideas for a game to include habitats, food they eat, fun facts, etc.  In Video Games, the book suggests the web site, Scratch, and includes instructions to create a Memory Game in Scratch (p. 100).  I shared this idea with the class and emailed the link for Scratch to one of the parents to preview.  Video Games has wide appeal.  Librarians should pick up a copy as a resource for an afterschool gaming club.  The project ideas, such as Scratch Cat Dodge Ball (p. 81) and Write a Pseudocode Algorithm (p.84) may be suitable for an elementary computer class to try.  Parents and teachers alike who are interested in STEM or STEAM should pick up a copy.  I can’t wait to see what my Biology class produces.