My Co-op class is redoing the labs kids missed before Christmas. Do you think my Co-op class is different from yours? Two of the kids are now mikes ahead. Everyone is restarting. I had an idea for A Nervous Experiment. Use a compass instead of a paper clip. Use it gently! You can adjust the compass for different centimeters.
Case Studies can enhance science education. I wish I had more time to add them to my classes. We’re doing Six Landmark Case Studies as part of Module 8 in Advance Biology. The ideal case study acts like a hook or reinforces a lesson. Phineas Gage survived a metal rod through his skull. This type of article engages kids. Like everything else, POGILS, models, concept maps, spreadsheets, etc. I like to sprinkle in a few interesting case studies into my lessons. It really depends on your child. These case studies may be the spark that ignites your kid’s interest in science.
Science for Kiddos: Case Study Archives, and Purdue have case studies for younger students.
Medical and Scientific: hhmi Biointeractive has over 300 case studies, such as Human Skin Color. Whenever I browse HhMi I feel as though I’m doing a mini symposium. They are always excellent; but, when would I have the time to really to do it justice? Anatomy lends itself well to clinical case studies. The problem is the sheer numbers. You could go down that rabbit hole for hours.
Biology: NSTA has loads! Look at Battle of the Blood. The article is fairly brief and there are follow-up questions. This lesson dovetails well with the genetics of blood types. NSTA has case studies for Chemistry and Physics, too.
Chemistry: Some of the ACS Chemmatters Issues have articles, which are similar to case studies, such as Authentic or Not (Art Forgery) or Otzi, The Iceman. (BTWI use Otzi as part of a lesson on isotopes.) Chemistry is already pretty loaded with labs and instruction. I do try to add a few Chemmatters articles to the course.
We do at least four, formal lab reports in each science class. Why? Several, online home-school programs require four lab reports. (Mother of Divine Grace and Kolbe Academy require four lab reports, as a minimum.) However, I assess labs all the time. Here is how.
Sometimes, lab assessment is informal. Let’s say hypothetically, we struggled with the Spinach Leaf Photosynthesis Lab and were frustrated beyond measure trying to get the disks to sink and FINALLY rise in the bicarbonate solution. Arrrgggh. Did everyone make a valiant effort? Were we all on task? Job done. I am not going to torture or test the kids’ patience any more. I do the same thing for a simple lab, such as Reaction in a Bag. I ask each group to explain what happened. If the team did not happen to note the temperature change, they redo the lab. Otherwise, I award points to everyone completing the lab.
One method is CER. Here is a template. For example, we can do Density of Metals lab, comparing volume by displacement and volume by direct measurement. The kids guess which method is more accurate. The teen might claim, ‘Volume by displacement is more accurate than volume measured with a ruler. (Really.) The student completes the lab and compares density values. The data table is evidence. Finally, the reasoning is that measured with a ruler or calipers have a lower percent error. The kid can scratch out his or her original claim and revise it. CER works well for The Specific Heat Capacity of Metals lab, too. The kiddos make a guess claiming which metal has the highest heat capacity. Then they do the lab; the data table supplies evidence. Finally, the reasoning is a statement of which meal has the highest heat capacity. The kids do the lab, collect data, and analyze the results. At this point, we focus on data collection, organization, and how to create spreadsheets.
As often as possible, the data sheet becomes the assessment tool. The kids collect class data and summarize it in a spreadsheet. The lab grade is a completed spread sheet. We work on the lab title. For instance, it’s important to specify which lab, rather than ‘Vincent’s Bio Lab’. We remind kids not to hard code numbers. (If you take an average on a calculator and put the number in a spreadsheet, it’s called hard coding a number. Teens should create formulas, instead.) In all, the spreadsheet represents a significant amount of work and constitutes the lab grade.
Sometimes the lab assessment amounts to calculations—usually in a data sheet. One example is Flinn’s Flame Test lab. Note the data table in the lab. The kids complete data table #2. Once their answers are correct, they earn credit for the lab. Similarly, we do the White Powder Lab. The kids run tests on a dozen known, white powders. Then they use their notes to test twelve unknown white powders—the same powders mixed up. The grade is getting all 12 white powders correct. The lab takes a minimum of two days—loads of work. The grading takes a few minutes. The kids are learning about qualitative analysis. They like that the grade is based on solving a puzzle, which powders are which.
Finally, we write Formal Lab Reports with a lab report rubric. Yes, the rubric is more of a score sheet. I spend the bulk of my time editing the reports. The kids struggle to report materials in complete sentences rather than a list. I insist the report is written in the third person. The kids slip into the imperative, instead. We have long, uncomfortable conversations about what constitutes plagiarism. Kids have trouble writing both a background paragraph and a conclusion. It takes two or three revisions before I accept the lab report as complete. This is one reason I only require four reports. I will combine a few labs into one report. For example, the teens are doing Nerve Experiments. They’ll combine all of the experiments into one big lab. Another example are Dissections; we combined the dissections, sketches, and photos into one big, lab report. You could combine Candy Chromatography and Paper Chromatography into one lab report. Kids like this approach; it feels like less work.
In another life, I did some consulting, regarding inquiry-based instruction. Labs should be inquiry-based as often as possible. Why? Kids do more thinking with inquiry labs. For example, you can follow these DNA Extraction Instructions to the letter. Instead, change a variable. Change the detergent: soft soap, shampoo, different liquid detergent brands, etc. or change the temperature of the alcohol; chill it. Does the change in the variable change the outcome? Does isopropyl of ethanol produce more strands of DNA? Be sure to change ONE variable to make comparisons. (BTW, the key is to use fresh meat tenderizer. Usually Dawn dish detergent works best among detergents.)
We do this a lot. For example, look at Flinn’s Chromatography Challenge. Vary the brands of felt markers. Try water, isopropyl alcohol, and ethanol. Vary the solutions or ratios of water and alcohols. How does each change in variables change the outcome? You can do inquiry science with a standard, paper chromatography lab. Try using plain water and different alcohols, or different concentrations of alcohols with the same brand of black pen. You might use the same alcohol solution and compare different brands of black pens. You’re extending the lab.
Another idea is to modify Photosynthetic Flotation lab; it uses spinach leaves. This version modifies the sodium bicarbonate solution. It also suggests trying Swiss Chard or ivy. If you compare results between spinach leaf disks and Swiss Chard disks, the lab becomes inquiry based. The same is true if you just make a weak solution of citric acid to use instead of the bicarbonate solution.
Try to compare rates of reaction with The Alka-Seltzer Reaction. Instead of using this lab, give the kids the tablets and ask them to think up ways to make the tablets react quickly: break up the tablets, crush vs whole, or change in water temperature. You give the kids the tablets and let them run with it. Then make Alka-Seltzer Rockets. What combination of tablet and temperature works to launch the rocket?
I try to make density, more inquiry based. Here is a standard density of metals lab. We review how to determine density, mass/volume. I demonstrate how to measure volume by displacement. The kids use rulers and calipers to measure cubes. Which method, direct measurement or displacement is more accurate? (The method with calipers produces results closest to the accepted values, the densities in the lab chart. The lab also explains percent deviation, also called percent error.) I give the kids the materials and let them design the lab, ideally with a data table.
Even labs, such as this Activity Series can be more inquiry based. I set out the materials and ask the kids how we could test to see which metal is more reactive. If there is a chemical change, there is a chemical reaction. Sometimes, I show the kids the lab set-up and ask how we can tell which metal is most reactive and which metal is least reactive. Usually, they see they’ll have to set up test tubes with all kinds of combinations of metals and metallic solutions to run tests. The more the kids can think up their own lab designs, the better. Here is a conductivity lab, kids can use to design the experiments.
Whenever, I see an opportunity to change one variable, omit some instructions, or just make the kids think, I use it. Ask the question: ‘What if….?’ When I give them tools with limited instructions, I still take an active role. How are you going to set up your lab? What are you trying to determine? How are you organizing your data? What do you think will happen? Which variable do you think has the most impact? Inquiry labs often mean less time setting up labs and more time getting my teens to think.
CER or Claim-Evidence-Reasoning is part of inquiry-based education. (BTW, BSCS helped develop inquiry-based, science instruction. The older textbooks have great labs!) CER usually starts with a question. I like to pair CER with discrepant events or thinkers. Here are three discrepant events: the poly density bottle, the disappearing beaker, and the shrinking volume. We use a CER Template and begin with a question. Let’s begin with the density bottle. Here is the question: Why do the beads settle in the middle? Next we shake the bottle over and over to allow kids to make observations—the evidence. As you shake the bottle, solids are evident. The kids ask more questions. What is in the bottle apart from the beads? There is alcohol, water, and salt. The other question is ‘Why do the white beads settle on top of the blue beads? Now, the kids state their claims, based on evidence, and site their reasoning. It doesn’t have to be written. I like to do a CER together. The kids will eventually talk about density and determine the fact that the white beads must be made of different material from the blue beads.
What is the point? CER helps kids make sense of experiments and results. Here is another example: the Flame Test Lab. Here is a question: What colors do different salts produce when heated in a flame? (Here is Flinn’s demo with an explanation regarding emission spectra.) If you stick to flame colors, the kids match the salt with its color as it burns. (An even better approach is to use copper chloride and copper sulfate to show that both turn a flame blue-green.) Then the reasoning is that copper compounds produce blue-green flame. Again, if you can use potassium carbonate and potassium chloride, two different potassium compounds, it is easier for the kids to understand that the potassium produces a pale, violet color.
CER doesn’t need to be cut and dry. I use the process to help kids come to a conclusion. Let me take another example, Vanishing Volume. Kids will repeat this demo because they think they did something incorrectly. Here is the question: Why is it 50 mL and 50 mL do not form 100 mL. We use five mL each. The alcohol molecules slop between the water molecules. The claims will vary. Often kids think the alcohol evaporates because some of the volume disappears. It may help to keep a small cup of alcohol out to show it won’t evaporate that quickly. It also may help to mix ping pong balls with marbles to demonstrate what is happening. Do we need to use a template and submit it as an exercise? Hardly.
How do you use this approach in lab? Start with the purpose. What data or observations were made? Draw a conclusion. For example, different metallic salts produce different colors. In the Disappearing Beaker, the conclusion is that light passes through the corn oil in the same manner as it passes though the beaker (made of Pyrex or borosilicate). They have the same index of refraction.
It is hard to find good CER examples. I’ll share what I have: Example #1
Are these liquids the same? No. Make a list of observations to create evidence and summarize or explain your reasoning. Liquids #1 and #4 are the same because they have the same properties: density, melting point, and color.
Below are a couple more CER examples I use.
Here is an example of using CER with historical experiments, which is pretty good. The Biology Corner has some CER examples, which are fine, but not great. These CER Questions (with labs or demos) are okay. Here is a good explanation and with good examples. I use a good examples to teach the process and then get kids to draw their conclusions based on the data in the lab.
We’re resuming Co-op class tomorrow. I have loads of stuff to finish before we really tackle Module 8: make-up labs, lab reports, more brain models, etc. I went over Module 8 again and have a few ideas. First is the Reflex Arcs POGIL. (Both the POGILS and answers are hard to find. Use Somatic Arc, Reflex Arc, and Reflex Arch POGIL Quizlet to help with answers.)
There are many, many, specific terms in Module 8. We started with the parts of the brain and Lobes of the Brain, as we review the bones in the skull and make clay models. We are going to create our own Brain Anatomy Charts.
I want to review Six Landmark Case Studies: Phineas Gage, Louis Victor Leborgne, Henry Molaison, Auguste Deter, Solomon Shereshevsky, and Patient SM, The Fearless Woman. We’re using Neurons and Brain Anatomy, specifically the Legions sections, which has brief discussions of the case studies.
Module 8 is tough—mainly because of the sheer number of terms, regions, lobes, etc. We spend ten to fifteen minutes at the beginning of class just doing a bit of review. The kids do the study guide, coloring, tests, and lab reports outside of class. I hope we can finish Module 8 this month.
What is a hook? It’s an interesting starter to ‘hook’ a kid’s attention. Often hooks are discrepant events. Right now, discrepant events are sold as part of inquiry science. But, teachers have used ‘hooks’ forever. It’s just a great way to teach. They elevate any topic. For example, I use Density Bottle to introduce density, as a concept. I ask my kids to explain what is happening. Now we can tackle the topic—usually with a lab.
For optics or optical illusions, I use The Disappearing Beaker.
For a gas law introduction, I use Can Crush.
Another great discrepant event is a Cartesian Diver. My favorite version is here. Have the kids explain why it sinks.
It helps to have a list of discrepant events to use. Invitations to Inquiry has 486 pages with loads and loads of ideas.
Here are a few great ideas for Chemistry: Discrepant Balloons, Vanishing Volume, and several at Teaching Chemistry as an Experimental Science.
Are you reading the chapter, doing the labs, answering questions, and testing? Try a different approach. My goal is to help make the material comprehensible. Start with a lab, activity, or video. I like to give my Co-op class the big picture. Then we launch different activities: Amoeba Sisters Videos (Bio), Crash Course (Chem), and Physics Video Tutorial from The Physics Classroom. Sometimes, we start with POGIL activities: Prokaryote and Eukaryote Cells (Bio sample), Electron Energy and Light (Chem sample), and Skin and Temperature (Anatomy sample). We make and use loads of models (below). You already know how much I love labs! Look at any lab in the textbook. Could you do it first? Would it work as a way to teach the concept? For example, when I teach Genetics, I start with a Genetic Inventory of Traits. When I introduce gravity, kids drop Balls. How do you introduce this? Tell your teen you’re going to get a better grip on a topic with a video, a lab, a model, or an activity first before you plunge into the lesson at hand.
I know that it appears I have enough ideas for a three-day camp. I know better. Besides, you might want to host a five-day camp. The kids at this camp range in age between six and eleven. I need a variety of fun ideas.
Easy Ideas
1. Light a Paper Lantern. We’ll stick with putting a battery-powder tea light inside the lantern.
2. CD Spinners with more templates or make Penny Spinners. These make start-up projects. The thrift store at church saves DVDs and CDs for me. Have an activity ready to do as the kids drift in. There is always a parent who drops off the kid early. Take a look at Spinning Tops for more ideas. Get Tippe tops which flip upside down as they spin. The wooden ones usually work well, the plastic ones, less so.
3. Pom Pom Poppers is another start-up toy for younger kiddos. It’s simple; but, it does something. Sell it as a marshmallow shooter. This Hero Engine has promise. I also need to make models for all of the activities.
4. STEM Challenges: Straw House, How Strong is Paper?, and 30 Engineering Challenges, all from Frugal Fun. I have attended one too many workshops which insisted on doing a STEM challenge as an opener. My kids tend to view these as school, not fun. My friend, Christine, is better at making STEM challenges seem like fun.
5. Build a Craft Stick Chain Reaction. You’ll have one kid who wants to do these over and over.
Requires a plan:
1. Exploratorium’s Tinkering with Rollers, Tinkering with Balance, and Tinkering Towers have possibilities. Look at the galleries for ideas.
2. This Marble Run with wood planks is simple enough for the youngest kiddos, but still looks fun.
3. How about building an Aldo Leopard Bench? I have done building projects before at Camp. They are a big hit. Kids, just like adults, like practical projects. Several of the teens who help have Work Camp experience and can help with builds. I’m excited! Yes, wood-working is STEM. Aren’t you measuring and planning? This is all part of engineering.
In another life, I taught in private and public schools. Guess what? Only one school provided tremendous resources for science classes. The other schools were underfunded. By underfunded I spent my own money, rigged experiments, or raised money. (Ask me about selling lunches.) I learned how to write grants. In Virginia and West Virginia, there are free summer programs for science teachers. Sometimes, the program pays teachers to attend. Sometimes, the program includes free equipment. At one private school, where I taught for a number of years, one of the biologists at the Smithsonian had his kids enrolled. I took part in Biodiversity and Watershed studies. Federally funded programs want teachers to use their curriculum and may provide training. I baby-sat smart kids as part of the DoD STEM Internship program. There were monthly, teacher workshops to help woe teachers as part of the internship. I did a ton of training. I attended and presented at conferences. (The conference is free if you present.) My main motivation was to learn something new. I tried Project Wet, Project Learning Tree, and Project Wild. I sponsored training sessions at my school. When we got new equipment, I arranged training. In West Virginia, it was a small group of science educators who were interested in training. It was easy to make a few phone calls and arrange a training. These same people were great about training my high school kids. I was open to helping colleagues with programs, such as a Pumpkin Drop. As a result of my tour of underfunded schools and Co-op classes I have a few ideas. I’ve also had to teach an inordinate number of science classes. It wasn’t unusual to teach four or five science classes. I leaned to draw the line at three different science classes. Private schools, in particular, think if you can teach science, you can teach any science. I won’t teach Physics; but, I’ve taught Life Science, Earth Science, Physical Science, Chemistry, Chemistry II, Biology, Human Biology, Advanced Biology, AP Biology, AP Chemistry, AP Environmental Science, and Hands-on Physics. I taught kiddos the Young Explorers Anatomy, helped Rob with Young Explorers Chem and Physics, too. I taught two college, Chemistry courses as an adjunct. See why I have a few ideas? I also sponsored science fair projects for years. Do you know how hard it is to help kids locate a project? You need ideas. I did some consulting. I had to develop some new ideas for Inquiry instruction. The training had a script; teachers want more ideas. Yesterday, my husband, Rob, was developing a lesson for geometry. I had an idea: build a clinometer and measure the height of a tree.
Apologia Physical Science textbooks have a bit of Earth Science; more modules in the older editions than in the newer editions. Kids like to study weather—usually. Below are the resources I use to supplement the experiments in the textbook. Yes, I’ve tackled GLOBE. (In another life, I did a great deal of training and innovative programs.). Mainly, my classes did the protocols which interested them. I tried to maintain and submit data; you need kids who are interested and committed. Below are many of the activities I use for class.
1. Weather Forecasting has a good overview with basic symbols. It has 33 pages of activities. I would stick to the first few pages as an introduction. Here are two weather maps with answer keys to use to practice. Here is a detailed weather map activity if your kiddos like maps.
2. Weather Equipment DIYs and Downloads: Cloud Identification Chart #1, Cloud Identification Chart #2, (has a Cloud Viewer like this one), GLOBE Cloud app, NOAA Cloud Chart, Snow Board (Solid Precipitation Field Guide), Sling Psychrometer, (GLOBE protocol), and Instrument Shelter Plans, in case you want to build your own weather station.
3. Layers of the Atmosphere: Observing Atmospheric Heights (with this NASA Air Activity), Air Collage (Simple), and Layers of the Atmosphere (cut and paste).
4. Make your own weather instruments: Homemade Weather Instruments. This site has all the standards from barometers to anemometers. It includes instructions for a sling psychrometer similar to this one made with two thermometers in a bottle.
5. Make a Cloud in a Jar.
Are your kiddos obsessed with weather? We have close, family friends who love to study the weather. . Try GLOBE. Here is the Weather page at GLOBE. Here is the overview for the Weather unit. Here is the first unit, called a Learning Sequence. The Weather Bundle has GLOBE protocols; these are detailed instructions. Schools and home-schoolers submit data to GLOBE. The protocols, such as Current Temperature, are very strict in order for the data to be compared with other data submitted. Here are the protocol eTraining. Warning! There are several! Start with Clouds and Temperature. Here is the IR Thermometer protocol to measure surface temperature-a student favorite.
