Classroom Activity:
56
Rethinking the Egg Drop
with NGSS Science and
Engineering Practices
Articles
Learning for
1 Evidence-Based
the Student and the Teacher: A
Mutations Capstone Activity
Wilderness Leadership
15 American
School-(AWLS)-Jackson, WY. An
Urban Educator’s Perspective of and
Experience in the Wild, Wild West
20
Informative Curriculum on Antibiotic
Resistance Inspires High School
Biology Students to use Antibiotics
Wisely
22
High School Science
28 Assessing
Students’ Abilities to use Cross
Tips to Save Your Teaching Sanity
Cutting Literacy Skills and Scientific
Center CERR
41 Byron
Rubric 2015BW
Ichythoplankton Batman! ­—
44 Holy
Science Research as a Teacher at Sea
Gender Effect (In the Zone
48 Same
Treatment) In a Mixed Gender
Classroom Part Three: As it Relates
to Superior Content Retention
Classroom Activities
Visibility of Stars, and
54 Seasonal
Visibility of Planets in 2015-2017,
from positionsof planets in their
orbits.
the Egg Drop with
61 Rethinking
NGSS Science and Engineering
Practices
68 Twitter in the NGSS Classroom
analysis: A 5E lesson
70 Seasonal
on Michigan weather and the
“reason for the seasons”
FALL 2015
VOLUME 60.2
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MSTA Journal • FALL 2015
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DMAPT-Jeff Conn
Evidence-Based Learning for
the Student and the Teacher: A
Mutations Capstone Activity
Anne Jeannette LaSovage, Southfield-Lathrup High School
Background
This school year I have been making a
deliberate effort to include more explicit
emphasis on the NGSS science and engineering practices in my 9th grade biology
lessons. While some units afforded very
natural amendment opportunities, the
content of other units seemed more fact- or
process-based and required additional
effort to more obviously include NGSS
elements. One unit in particular that I felt
could benefit from incorporating changes
was the DNA/Protein Synthesis Unit.
Specifically, I wanted students to move
beyond factual recall and demonstrate
a richer understanding of the big ideas,
ideally internalizing the big ideas through
the process. I also wanted to find a way to
incorporate the argumentation and communication skills we had been working on
all year.
The following describes an activity that was
added as a brief capstone to the existing
unit. Prior to implementation of this lesson,
students had completed learning activities
about DNA structure and function and
about protein synthesis, ending with thetopic of mutations. The capstone required
students to construct and defend
evidence-based claims regarding mutations. A specific process goal of this activity was to get students using, talking about,
and evaluating evidence.
Regarding the format of the lesson, my
students have been having good success
utilizing “C-E-R Boards” (large whiteboards
on which they present a team argument
using a claim, evidence and reasoning
format). Students have also developed
skills with structured discussion.
This was initially begun using “Talk
Prompts/Science Talk” and has been
built on throughout the year. (For more
information, see references at the end of
this article.) This activity incorporates the
C-E-R format as a starting point, and then
takes students to the next level as they
use a rubric to evaluate their own use of
evidence and the evidence and arguments
of others.
The Lesson
Day 1: Preparation
At the conclusion of the notes and activities
about mutations (the last topic of protein
synthesis), students were given this task:
END OF CLASS/HOMEWORK:
Answer at least 3 of these questions thoughtfully in your notebook. Use evidence and
examples to support your answers. Questions 1. Which kind of mutation usually messes up the message more: a point mutation or a frame
shift mutation? (Explain!)
3. Is there redundancy in the genetic code? (Can a mutation accidentally code for the same amino acid anyway?) (Give examples!)
4. Does the answer to any of these change if the
location of the mutation changes (e.g. if the mutation occurs at the beginning of a gene vs. the middle or the end of the segment, does it make a difference)? (Explain!)
2. What happens if a mutation makes the code for the STOP codon? (Elaborate!)
Classroom Activities | www.msta-mich.org •
1
portion of the lesson. For homework that
night, students were given 6 strands of
mRNA to translate into amino acid sequences. These were:
This reflection activity gave students an
opportunity to synthesize and apply their
learning about mutations, allowed choice (a
frequent aspect in my class), and began the
thought process needed for the next
Translate these into their amino acid sequences:
STRAND 1: A U G C C C U A U A U A G G C A U U
STRAND 2: A U G C C A U A U A U A G G C A U U
STRAND 3: A U C C A U A U A U A G G C A U U
STRAND 4: A U G G C C C U A U A U A G G C A U U
STRAND 5: A U G C C C U A A A U A G G C A U U
STRAND 6: A U G C C C U A U A U A G G C A U U U
Teacher notes: The differences between
these strands were intentionally chosen to
represent a variety of mutation possibilities.
[Note: This planning information was not
shared with students at this time.]
On the next class day, students began class
with a journal which asked the following:
Strand 1:original strand
Strand 2:early point mutation
with neutral result
Strand 3:early deletion
Strand 4:early insertion
Strand 5:point mutation resulting in a stop codon
Strand 6:late insertion with
neutral result
*Disclosure note: In the initial delivery of
the lesson, I had a typo on the homework,
resulting in two strands being identical. I
fixed this by adding a strand in the journal
for the following day. For clarity purposes, I
am including the corrected strands.
2
Day 2: Construction of C-E-R Boards
• MSTA Journal • fall 2015
“Which of the strands [from the homework]
is the most different from the original strand
(Strand 1)? Explain your reasoning.”
We spent time reviewing the correct answers
to the homework (see below) and discussing students’ different answers to the journal
prompt. Strands and their respective amino
acid sequences were manipulated on the
Smartboard during this discussion. Some
students commented on the differences in
the nitrogen bases between strands, including the number of bases. However most
contrasted the amino acid sequences. Of
those, students were divided into two major
groups: those who thought having a premature STOP codon made a strand most different and those who felt that the total number
of differing amino acids in the sequence
was a more significant measure.
Translations of Strands
STRAND 1: met – pro – tyr – ile –
gly – ile
STRAND 2: met – pro – tyr – ile –
gly - ile
STRAND 3: ile – his – ile – STOP
– (ala)
STRAND 4: met – ala – leu – tyr –
arg – his
STRAND 5: met – pro – STOP –
(ile) – (gly) – (ile)
STRAND 6: met – pro – tyr – ile –
gly – ile
Students, in teams, were then given the
prompt for the C-E-R:
“Which is worse: a point mutation or a
frameshift mutation, and is that always
the case?”
The phrasing of the question was purposefully open. I did not want to influence
students too much by indicating that the
location of a mutation or other factors might
influence its relative impact. [Hopefully
many groups would discover this on their
own, or the concept could be drawn out
during the discussion portion of the lesson.]
However, I did want to leave the door open
to students who were already at that sophistication level, or who are engaged by the
“intrigue” of the implication that the answer
might somehow vary.
Students used the remainder of the hour
for work time on their C-E-Rs. I instructed
teams that the evidence portion of their work
would be the most important part of today’s
assignment and reminded them that evidence is not just a rephrasing of the claim,
but actual data or examples that support it. I
made it explicit that quality evidence would
be the primary evaluation factor on these
boards.
At the end of the hour, I digitally photographed each team’s C-E-R board prior to
erasing in order to capture the data for the
next class period. (As I only have one set
of large boards, this is common practice for
lessons when construction and discussion
occur on separate days.) Sample student
responses are included as an appendix to
this article.
Day 3: Evaluation day
Students began the hour with a journal:
A student makes the CLAIM that a
teacher has entered the wrong grade
into MiStar [our school’s grading
system] for an assignment he has done. Which of the following EVIDENCE
would be most convincing to make the
teacher change the grade? The student
elaborating on what the assignment
is The student showing the teacher
another student’s copy of the assignment
The student getting another student
to confirm his story
The student showing the teacher the
paper with the other grade on it
The student repeating the request
to change the grade every day for a
week
It should be noted that the journal intentionally had an obviously correct answer. The
purpose of this opening activity was to make
it overt that evidence is not just a repeat of
the claim or an explanation of the problem
but must consist of examples or other support that convinces an observer. Each of the
incorrect journal answers reflects a common
tactic I have seen my students use when
attempting to present an “argument.” During
journal discussion, students were able to
identify these real-life examples as ineffective argumentation.
After the journal, each team received a
packet containing numbered images of the
Articles | www.msta-mich.org •
3
C-E-R whiteboards from their class on the
previous day. (These were printed from the
digital images.) Each group also received
one team rubric. (A copy of the rubric is
available at the end of this article.)
As a class, we reviewed the rubric expectations and clarified the purpose and use of
rubrics (setting expectations and ensuring
consistency). Student teams then evaluated
each of the C-E-Rs from their class, including their own. Comments were also required
for each of the whiteboards. Scores and
comments were recorded on the group
rubric. In addition, after reviewing all the
boards, each team was asked to write
one recommendation to improve their own
answer. *Students were allowed to assign
½ points on the rubric scores.
When the class was finished with this task,
we resumed a whole class format. We
reviewed our expectation that if we all used
the same rubric on the same boards, our
scores of each board should be reasonably
close.
To see if this indeed occurred, I projected an
image of the first C-E-R onto the Smartboard
and had students hold up the fingers to
represent the score their team had assigned
this answer. (Finger-holdup is a common
strategy in my classroom. It allows me and
the students to visually get a pulse on the
status of the class.) When student ratings
differed significantly among the teams, I
encouraged intentional discussion. [See
references for more details on strategies for
this.] At the conclusion of the discussion for
each board, I revealed to students how I had
rated that particular board and elaborated
on my rationale as needed.
After reviewing all the boards, I introduced
(for students who had not already come to
this understanding themselves) that location
and character of a mutation do matter. I
then proposed and modeled my own C-ER answer, claiming that while frameshift is
generally a worse type of mutation, there
are circumstances when a point muta-
4
• MSTA Journal • fall 2015
tion is worse. For my evidence, I revisited
the homework strands, highlighting and
contrasting in particular the strand with the
point mutation resulting in a STOP codon
and the strand containing the neutral-result
insertion. During the subsequent discussion, we also contrasted neutral-effect point
mutations (made possible by redundancy
in the genetic code) with point mutations
that result in different amino acids or lead
to inappropriate STOP codons. To close
the hour, students briefly summarized their
own personal answer for themselves. They
also reflected on their successes and areas
for improvement throughout the C-E-R and
rubric process.
Conclusions and Teacher
Reflection
Overall, students indicated that they found
value in the exercise. More importantly for
instructional purposes, the format of this lesson afforded me the opportunity to collect a
great deal of information about my students
and their understanding. For example, I
was not only able to evaluate the whiteboard
responses, but also the team scores and
comments from the rubrics, each team’s
self-assessment, and the quality of individual oral argumentation.
The actual board responses do show some
range of mastery on the subjects, although
few groups, if any, were totally off the mark.
In groups where some details were in error,
there was still evidence of understanding of
broader concepts from the unit.
In looking at the boards individually, I was
able to see areas where students may
still have misconceptions or may not have
mastered material. I may need to revisit or
review content in some classes. For example, in first hour, Team 6 has a correct point
example shown but their intended frameshift is more of a series of transversions
or simply randomized letters. A few other
groups among the classes also discussed
frameshifts, but their examples did not
show shifting. Instead they wrote a random
sequence or a series of point mutations.
This difference between the “spirit” of some
team’s evidence and their actual examples
indicated that the results might benefit from
a little more preparation on definitions. At
least one team had a claim that one mutation type was worse, but all their evidence
referred to the other type of mutation. This
may have been due to a lack of understanding or simply an oversight error. [During the
rubric assessment and discussion, some
teams did notice and acknowldge their own
mistakes like this.]
Team 7 in first hour has appropriate (but unlabeled) examples of each kind of mutation,
but could have been more specific with the
reasoning. (They also included examples
containing multiple point mutations.) They
earned a high mark on the rubric because
the focus of the activity was evidence, not
rationale. However, they could improve
in their skills of explaining and identifying
their evidence. Given that this board was
one with inconsistent scoring, it led to good
discussions. In fact, on at least two boards,
this one included, I reconsidered my initial
assessment after the student discussion.
The range of examples used by the teams
was interesting to me. Examples from all
classes ranged from word sentences and
RNA strands (which had been used in class
previously) to individual variations of class
examples, but also to some unique examples. One team counted the number of
codons in a mutated and nonmutated strand
and included that in their evidence. Another indicated that the DNA proofreading
mechanism might miss a small (e.g. point)
mutation, but would likely catch and fix/discard a significant (e.g. frameshift) mutation,
eliminating the problem.
A small number of teams submitted products that indicate they are still novices at
providing evidence and constructing arguments. Based on the team composition,
I was anticipating this to occur with a few
groups. Having the data helps me identify
strategies to help these particular teams of
students.
Articles | www.msta-mich.org •
5
Besides the whiteboards, I could also make
inferences about my students’ understanding of content from the comments written
on the team rubric sheets. Further, the
comments provided me with evidence of
how well students were using the evaluation
tool. I do see room for improvement in the
sophistication level of their understanding of
the argument, but there is strong evidence
that students were striving to use the rubric
correctly to identify the best evidence.
Examples of student
comments on other
teams’ answers:
“I didn’t fully see how its [sic] worse”
“They said like a definition and in the
reasoning part was an example”
“Flip the R & E and be more specific”
“Say why your evidence is relevant”
“They explained their evidence well and
they also gave a visual that help [sic]
a lot”
“They have explain so its [sic] easy to
understand and they compared and
contrasted the 2 mutations”
“Give examples instead of just facts”
“They left out some info and the reasoning just defines frameshift mutation”
“Could have used a little more table
legs” [refers to class use of a table
model of supporting evidence]
“need examples about frameshift as well”
“Their example didn’t add or delete
anything”
“needs evidence, not just the definition”
“give examples or compare”
“There [sic] evidence is coming along.
Try to explain the example more”
“I’m lost in the evidence”
“The evidence sounds like reasoning”
“really good evidence, confusing reason”
“In the evidence they could have
explain how a frameshift insertion could
be neutral”
“They could have moved most of their
claim to their evidence or reasoning to
create better table legs”
“We had a great example for our evidence and we had sturdy support in our
evidence.”
Examples of student
comments for
improvement on their
own boards
“I could have gave [sic] a visual example.”
“to improve our own data by adding a
reasoning”
“give examples and compare frameshift
mutation to point mutation, so people
can understand how frameshift is worse”
“Add examples and no definitions”
“great evidence and the evidence
matches the claim”
“We could have given one more example to further bring the point across. The
Claim should have been shortened to
what we think, not the explanation”
“Evidence isn’t completely true and
reasoning isn’t finished”
“We could have added more than just an
example to our evidence”
“The evidence does not support claim”
Using the team rubric sheets, I was also
able to compile quantitative data and get
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• MSTA Journal • fall 2015
For boards where peer grading may have
produced inconsistent results, I could use
the data to identify areas where there may
be potential misconceptions or low skills of
constructing an argument or using a rubric.
For example, a team that assigned a majority of scores outside the average range may
need individual assistance from the teacher.
A board that was assigned a range of different scores was looked at for clues about
possible misconception triggers distracting
students.
a formative view of the class as a whole.
Questions like the following were able to be
answered:
• How well did individual team’s scores
relate to the teacher’s score?
• How well did the overall student scores
relate to the teacher’s scores?
• How consistently did students answer as
a class?
• How accurately did teams rate their own
products?
Evaluation of each class’s data also opened
new questions to consider. (See below.)
Table 1: C
ompiled data of student and teacher rubric scores (data is
from 1st hour)
Peer Assigned Scores
by TEAM
White
board #
A
B
C
D
E
F
G
Student
average
score
Teacher
score
1
2
3
4
5
6
7
1.5
1
2
1
3
2.5
2
1
1
1.5
2
2
2
1
1
2
2
1
2
1
0.5
1
1
2
1
3
2
2
1
1.5
2
2
3
2
3
2
2
2
1
2
1
1.5
2
1
2
1
3
3
1
1.3
1.4
1.9
1.3
2.5
1.8
1.7
1
1
2
2
2.5
2.5
3
Stdev
0.418
0.492
0.204
0.516
0.548
0.612
0.876
Student Teacher
Score Diff
0.3
0.4
-0.1
-0.7
0.0
-0.8
-1.3
stdev.p
0.382
0.449
0.186
0.471
0.500
0.559
0.799
*Bold indicates this is the team's own board
Questions for Instructor to consider
(based on table information):
• Why was not picked up on in #4/Why was
#4 scored low by students? (Also #6)
• Why was there such variation in #7?
• Why were scores on #3 so consistent?
• Why did Team C and F seem to have
several boards marked much lower/higher
than the average?
Modifications:
For my last hour of the day, I had students
view the whiteboards directly since the
boards did not have to be erased for use by
the next class period. For this class hour,
instead of receiving a packet of images,
the boards were spaced around the room.
Teams were assigned a board to start with
and rotated around the room to view each
board. For management purposes, I set a
timer to keep track of the duration at each station so all groups moved at the same time.
For groups with special education students
or those who were otherwise struggling, I
suggested that they could use some or all of
the strand examples from the homework as
evidence for their claim. This scaffolding
gave struggling groups a starting point, yet
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7
still required that they select appropriate
strands for their examples.
Summary
All in all, I would repeat this lesson. In a
future class, I might consider assessing the
mutations fact-level knowledge (definitions/
examples) prior to the lesson to ensure
that a gap there does not interfere with the
higher level activity. For a first time lesson,
however, I was pleased with my results. The
lesson did offer the engagement and opportunities to construct and defend arguments
that I was looking for. I also got a lot of data
about my students to use in crafting the next
series of learning opportunities.
References (with
annotations)
Talk Science Primer (Inspiration for my “Science
Talk Prompts”) http://inquiryproject.terc.edu/
shared/pd/TalkScience_Primer.pdf
The Inquiry Project (source site for the Talk
Science Primer) http://inquiryproject.terc.edu/
NGSS Appendix F (A pdf file is available
by clicking from left tab of the link below;
8
• MSTA Journal • fall 2015
describes the Science and Engineering
Practices) http://www.nextgenscience.org/nextgeneration-science-standards
A Framework for K-12 Science Education:
Practices, Crosscutting Concepts, and Core
Ideas (2012) (digital access, describes rationale
of NGSS Science and Engineering Practices)
http://www.nap.edu/openbook.php?record_
id=13165&page=42 !!
References (formal style)
Michaels, Sarah and O’Conner, Cathy. (2012).
TERC. Talk Science Primer. Retrieved from:
http://inquiryproject.terc.edu/shared/pd/
TalkScience_Primer.pdf !
The National Academies Press. (2015). A
Framework for K-12 Science Education:
Practices,
Crosscutting Concepts, and Core Ideas (2012)
http://www.nap.edu/openbook.php?record_
id=13165&page=42 !
NGSS Lead States. Next Generation Science
Standards: For States, By States (Appendix F).
Apendix 2 Student whiteboard responses from first hour, and
additional examples
Teacher comments and examples of student discussion points
Team 1 is repetitive through the claim and evidence. They are one of only a few groups to
refer to effects on amino acids, but they lack actual evidence or examples.
Team 2’s response indicates knowledge of protein’s importance and that mutation can affect proteins, but like Group 1, there is no tangible evidence relating to the claim.
Team 3 appears to have good evidence, but their example is not a frameshift.
Team 4 shows the before and after of an insertion. This example is counted as evidence.
However, they did not connect the mutation to a negative consequence to explain it.
Articles | www.msta-mich.org •
9
Additional student answers from
first hour
Students show varying mastery of
definitions of mutations by their selected
examples. Some groups demonstrate
understanding of consequences but not
corresponding examples.
Team 5 uses strands similar to class examples, and shows both types of mutation.
They also mention the idea of amino acids.
Including a translation of the strands would
have strongly linked the two concepts and
made a complete argument. As is, the link
must be inferred by the reader
Team 6 has a point example shown but due
to labeling, it might seem to indicate that it
is a frameshift. Their intended frameshift
example is more of a series of transversions
or randomization. From conversations with
the team, they expressed they needed more
time to elaborate and include their reasoning. This was one of the few teams among
all hours who indicated in their claim that the
answer might vary based on conditions, but
they did not elaborate on that point.
Team 7 has appropriate (but unlabeled)
examples of each kind of mutation, but
could have been more specific with the
reasoning. They earned the high score
because the focus of this particular rubric
was evidence. A case could be made for a
deduction for lack of labeling or for having
multiple point mutations in a single strand.
In terms of their progress with constructing
an argument, conversations with this group
focused on connecting the reasoning with
the example as in their current state they do
not easily connect.
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• MSTA Journal • fall 2015
Sample responses from other classes
In board labeled #4 (top left), many evaluating teams did not identify an example when
scoring. However, on closer evaluation, the authors of this board do refer to a specific
action (“insert and delete bases”) and a location on the gene (“especially earlier on”) which
I considered an example. Although it did not look like other examples, it was specific. The
board immediately below it (lower left) also indications a deletion “in the middle” which
demonstrates understanding of the process even though no sample strand is written.
On board labeled #1 (top right), it looks like there is an example, but what is listed as an
example has no relevance to the claim. There is no indication that the strand contains a
mutation.
The lower right board on this page is another example of a team with correct logic but
incorrect example of a frameshift. They understand that location matters, but did not correlate with a correct example. Even though they show a gap in knowledge, the larger idea
has come across.
Articles | www.msta-mich.org •
11
First board on this page (upper left): claim
indicates not always the case, but no
evidence included to support that. Team
shows very novice ability at developing an
argument.
Top right board: “hanour vs. hangout” is
an example of a point mutation. This team
understands that mutations mess up the
message, but does not distinguish between
the two types discussed in the day’s lesson.
They do understand that evidence involves
examples. On the day of this activity, it
might be noted that all members of this
group were special education students.
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• MSTA Journal • fall 2015
Lower left: A unique reasoning: Point
mutation is a small change and less likely
to be caught and fixed during DNA proofingreading. The evidence and reasoning
cover more than one point and could be
more cohesive, but I was impressed with
the novel answer from this team.
Lower right: Another possible misconception about frameshift definition; example
seems like missing bases instead of moving over; reasoning does not dismiss this
interpretation.
Upper left: This team referred to the HW
strands, and included both the RNA and the
corresponding amino acid sequence.
Upper right: This team also referred to
the HW strands, however, they included
a change in number of bases/codons as
evidence. The consequence could be
elaborated on, but the team does understand the concept of a frameshift.
Bottom: refers to neutral mutations, though
does not explain frameshift. They got commendation for thorough examples of one
aspect, but suggestions to elaborate on the
frameshift portion of the answer.
Articles | www.msta-mich.org •
13
Strength of Evidence Ranking Activity
Team member names:
Date: Hour:
Part 1: Use this chart to rank the use of EVIDENCE by groups on yesterday’s C-E-R
whiteboards. Be fair and keep to the rubric. It is acceptable to give a score that is half way
between two levels. Remember: We want to be convinced because the evidence says so,
not because the student says so!
Level 1
Level 2
Level 3
Evidence written on board is
only words WITHOUT specific
examples. Evidence is simply a
restatement or elaboration of the
claim with no additional support.
Note: Definitions of mutations are
NOT examples.
Evidence includes a specific
example (e.g. an RNA strand,
a sentence with and without a
mutation) but may not elaborate
on why the example is relevant,
OR may show a change but not
the effect of the change. May
indicate a change is bad but not
fully elaborate on why. May start
a line of reasoning but not finish.
Information in evidence and
reasoning supports claim.
Evidence includes a specific
example (e.g. an RNA strand, a
sentence with and without a mutation) AND elaborates on why
the example is relevant. Shows
a change AND the effect of the
change. Indicates a change is
bad AND why; explains a negative outcome or consequence
beyond simply the error itself.
Information in evidence and
reasoning supports claim.
Information in evidence and
reasoning may or may not obviously support claim.
Whiteboard #
1
2
3
4
5
6
7
Evidence Score
(use above ranking
system)
Comments
Part 2: Look at your own team’s whiteboard response from yesterday. What could you do
to improve your response?
14
• MSTA Journal • fall 2015
American Wilderness Leadership
School-(AWLS)-Jackson, WY.
An Urban Educator’s Perspective of and Experience in
the Wild, Wild West.
By Zakiya A. Jackson, Special Education Teacher, Ralph J. Bunche Preparatory Academy, Detroit Public Schools
What is AWLS?
American Wilderness Leadership School
is a phenomenal learning experience for
educators that takes place in the BridgerTeton National Forest located in Jackson,
Wyoming. Established and sponsored by
the Safari Club International Foundation, the
American Wilderness Leadership School
provides educators with activities and
lessons that can be brought back to their
local schools and enhance the learning
experiences for their students. AWLS is the
perfect opportunity for teachers to receive
a hands-on learning experience that will
enhance their various science, math, social
studies and reading curriculums. AWLS is
an eight-day professional development that
addresses wildlife ecology, outdoor survival,
stream ecology, hunting ethics, conservation
education, landscape plant life, and the list
goes on. Todd Roggenkamp is the Deputy
Director of Education for SCI FoundationAWLS. He and his staff do an outstanding
job at presenting and training educators
on the best practices in outdoor education.
The versatility of the staff to teach and flow
throughout the many different activities is
amazing! AWLS camp grounds are inviting
and engaging comprised of the professional, hospitable and welcoming staff that
is second to none. From the friendly service
of AWLS Clerk Marj Barter to the delicious
cuisine and accommodating kitchen staff
(Aaron Widom, DeAnn Roggenkamp and
Bailee Roggenkamp) you will know that the
entire AWLS staff are passionate about the
advancement of our students through the
dynamics of training & equipping educators
to bring the ideals of conservation education
to the many students that we reach daily in
our classrooms.
My Opportunity to Attend
As an educator, I am always looking for
opportunities to grow as a professional. I
actively seek out professional developments
and trainings that will enrich lessons for
students with special needs. A number of
my recent workshop opportunities have been
learning of ways to expose inner city students
to the outdoors. Since 2012, I have incorporated the outdoors as a classroom. Tree
identification, stream clean-up, gardening at
school, bird watching, water investigations
and insect life cycles are just a few activities
that my students have been exposed to. As
AWLS 2015 Workshop Session #6 Class Photo
Articles | www.msta-mich.org •
15
a teacher, I realize that I am always a lifelong learner. When I continue to learn and
grow, I will always have new information to
teach my students. My growth means my
students growth!! One aspect that I believed
has changed in my thinking is that if I had so
much fun learning through the engaging, enriching and enjoyable activities that we did at
AWLS…..then my students would enjoy them
more. I have found that outdoor education
awakens a spirit of curiosity, exploration and
desire for discovery in students. Learning
should challenge you to go beyond your
present level. Learning should be engaging, enriching and fun. Learning should be
relevant. Learning should be a memorable
experience. Learning should leave you
wanting to know more. Learning should
be impactful. Instruction that inspires and
innovates the mind’s creativity and awakens
the gifts, talents and abilities in a pupil will set
the course for their lives. As a teacher, I feel
that I have a part to play in that process. I
have the honor of helping to shape the lives
of the next generation. These are things that
I desire to accomplish as an educator. My
week at AWLS allowed me to be a kid at
heart again. It allowed me to put myself
in my student’s shoes. Going through the
lessons, playing the outdoor games and
teaching each other helped me to think of
how my students would benefit from the
activities we did. As a special education
teacher, I am always asking myself, how do
I differentiate instruction and provide the
adaptations, accommodations and modified
lessons needed to meet the individual needs
& learning styles of my students? This can
be a very challenging task. However, when
I can incorporate movement, manipulatives,
singing and other hands-on procedures into
a lesson my students will learn and remain
engaged. AWLS gave me a fresh perspective on ways that I can meet those needs for
my students
To a city girl, born and raised in Detroit….
Jackson, Wyoming was a whole new world.
I was pleasantly awed by the grandeur of
the mountains. Jackson, Wyoming’s trees,
plants & wildlife presented nature at its
finest and did I mention the grandeur of the
mountains!! Wildlife, including moose, mule
deer, pronghorn antelope, bison, beavers,
short-tailed weasel, sandhill cranes, bald
eagles, osprey, hummingbirds are some
of the animals that you are bound to see.
The wilderness was a refreshing get away
from the busyness of city life. In addition to
learning and gaining all the new skills, being
White Water Rafting on the Snake River in Jackson, Wyoming
16
• MSTA Journal • fall 2015
in Jackson, Wyoming at AWLS presented
the blessing of just breathing fresh air and
rejuvenating the sense of why I do what I do
every day. I am excited about taking all that
I have learned back to Detroit and expose
my students to the great outdoors. The outdoors presents the wonders of wildlife, trees,
insects and so much more. It is my hope
that my students will develop an interest is
in the STEM activities presented to them
and ultimately consider pursuing careers in
STEM related fields.
Why you should attend:
Top Five reasons
1. Receive Continuing Education Units or College Credit in Conservation Education
At AWLS, you will learn from the best
of the best! AWLS presents a dynamic
group of instructors and staff, all of whom
are experts in their various fields of expertise. Educators who attend will receive
a wealth of knowledge and resources
needed to begin, build upon or sustain an
outdoor education curriculum. Each day
got better and better!
2. Obtain STEM curriculum and Activities• Outdoor survival skills Gary Gearhart
& George Oberstadt taught us survival
techniques for being safe in the wilderness. We learned about the reasons why
animals attack and ways to protect yourself from animal attacks were reviewed.
• Conservation Information Todd
Roggenkamp, Dr. Fidel Hernandez,
George Oberstadt and Gary Gearheart
reviewed national and state rules and
regulations for hunting. Hunting responsibilities and ethics were addressed
during this teaching. Educators learned
about the sportsmen code and ethical
dilemmas in hunting.
• Fly Tying Dave Brackets & Dr. Fidel
Hernandez were the instructors showing
us how to use fly tying to mimic insects.
Learning how to make the cadis fly-dry
and the wooly bugger-wetfly was a
phenomenal hands on activity.
• Stream Ecology John Valley was an
awesome instructor that explained to us
how to conduct water investigations. Our
water investigations were conducted in
Granite Creek located right on the AWLS
campgrounds. Mr. Valley presented an
excellent lesson on how to determine the
rate of speed and flow of the waterway.
During our hands on lesson, educators
were also able to locate macroinvertebrates in the creek to determine the
health of Granite Creek.
3. Firearm Safety, Shooting Sports and
Archery
4. Exciting Field Trips
• Teton Park Visiting Center Interpretive
displays of Jackson, Wyoming wildlife
with pellets for touching to feel the different furs of different animals. A wonderful
place to explore and connect wildlife to
the information about them.
• Pinedale Learn about the gas fields
located there, the conservation issues
of the area, the animals that live in this
habitat (including the sage-grouse) and
what is being done to sustain their way
of living.
• National Elk Refuge Maintained and
preserved by the U.S. Fish and Wildlife
Service, the National Elk Refuge is a
beautiful space of land set aside for
preservation of the elk population.
Learn about elk and why they are of
public interest. Learn about their migratory patterns and how the collection of
their antlers each year by the local boy
scouts is a big event.
• An evening in town (Jackson, Wyoming) Shopping, phenomenal sights, a
mock shoot out, good food and good fun!!
• White water rafting on Snake RiverWhite water rafting on the Snake River
was one of the most thrilling and exhilarating experiences of the week. It was an
outstanding closure to a week filled with
so many other wonderful experiences.
Articles | www.msta-mich.org •
17
Bunche Academy teachers at AWLS: Zakiya A. Jackson (left) and Diana Koss (right)
5. Expand your Professional Learning
Community
Attendees at the AWLS Workshop Session
#6 were diverse. Attendees included educators and various pastors, staff/personnel from
The Salvation Army from all over the country.
Building a professional learning community
as educators can inspire us to make positive
changes in our teaching styles and methods.
It often is beneficial to hear about and see
what other teachers are doing effectively in
their classrooms that have warranted them
success. I greatly cherished the collaboration of the educators, the AWLS staff and
pastors/staff from the Salvation Army. There
was unity and a sense of community among
us. The fellowship was inspiring. We all
laughed together, broke bread together,
helped each other, played games together,
encouraged one another, cheered for each
other, enjoyed each other’s company and
shared ideas. By the end of the week. We
were all one big family!! We continue to be
in contact with each other to share ideas
and keep each other informed about the
changes in education.
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• MSTA Journal • fall 2015
My introduction to the Wild, Wild West at
AWLS was phenomenal! Life-changing,
engaging, enriching and impactful are a few
words that come to mind. I left Jackson,
Wyoming with a fresh fire burning in me for
my love of outdoor education and teaching
stewardship of the earth. AWLS delivered its
promise to renew an educator’s energy and
enthusiasm for teaching! As I think back on
what this experience meant to me…it was
a defining moment in my life not only as an
educator but also as a person. AWLS was
more than just a professional development
opportunity. Participating in AWLS helped me
to step out of many personal comfort zones,
dispel limitations that I’d placed on myself and
move forward by faith to becoming a better
educator. The program helped me to stretch
myself to grow as a person. Participating in
AWLS was life-changing. My horizons has
been expanded and I have reached new
heights in understanding about life, personal
growth, enhancing the learning experience
and the joys of outdoor education.
My heart is filled with joy & gratitude for
being afforded this awesome opportunity. I
AWLS Summer Workshop Dates for 2016
have been scheduled
June 9 – June 16 Educator Workshop 1
June 19 – June 26 Educator Workshop 2
June 29 – July 5 Student Session – High School-For ages 16-18 (Limited to 30)
July 8 – July 15 Educator Workshop 3
July 21 – July 28 Educator Workshop 4
July 31 – August 7 Educator Workshop 5
August 10 – August 17 Educator Workshop 6
am tremendously blessed to have been
sponsored to participate in this most amazing experience. I am humble and honored
to have been chosen to attend. I know that
many people have donated time, money
and valuable resources to provide educators like myself this opportunity. My greatest
repayment will be pouring all that I have
received & learned into the lives of my students. I have so many new skills and knowledge to impart unto them. Thank you Safari
Club International, SCIF Education Sables,
the AWLS staff and every organization who
donated towards making all this possible. AWLS was life-changing!! AWLS was
impactful!!! I have left this experience with a
fresh fire burning in me for my love of outdoor education and teaching stewardship
of the earth. This experience has inspired
me to seek out new avenues to engage
my students in new outdoor activities. This
experience has also presented me with the
wonderful opportunity to collaborate with
other educators across the country. My professional learning community has expanded
tremendously because of AWLS. The
instructors at AWLS were knowledgeable
& enthusiastic experts in their various fields
that desired to impart all that they knew to
help us to be successful in educating our
students. I have no doubt that after my
AWLS experience I am going to be a more
effective, efficient and excellent teacher
Educators!!! If you have not taken advantage of this wonderful opportunity, I highly
encourage you to step out of your comfort
zone and discover the beauty of Jackson,
Wyoming. American Wilderness Leadership School is all it promises to be and so
much more!! You will be most proud of the
credentials that you will attain. The credentials will be proof that you have enhanced
yourself as an educator. Your students will
benefit from the new lessons and skills that
you will learn at AWLS. AWLS is the greatest professional development opportunity
provided to help enhance your classroom
being outdoors.
To access an application please visit:
http://safariclubfoundation.org/education/
american-wilderness-school
Scan and Email completed applications and
educational background statement to:
Karen Crehan KCrehan@safariclub.org
Articles | www.msta-mich.org •
19
INFORMATIVE CURRICULUM
ON ANTIBIOTIC RESISTANCE
INSPIRES HIGH SCHOOL BIOLOGY
STUDENTS TO USE ANTIBIOTICS
WISELY
Elaine M. Bailey, PharmD, MARR Coalition Advisory Council
Antibiotic resistance may be the most important infectious disease threat of our time.
Are we losing our battle against resistant
bacteria? In 2013, the Center for Disease
Control (CDC) issued a report that summarized the health and economic threats
related to antibiotic resistance. Among the
data that were quoted, it was estimated that
every year more than 2 million people in the
U.S. get infections that are resistant to antibiotics resulting in at least 23,000 deaths. The
costs associated with antibiotic resistance is
staggering with annual US expenditures including loss of worker productivity estimated
at approximately $35 billion.
For nearly two decades, the mission of the
Michigan Antibiotic Resistance Reduction
Coalition (MARR), which has been mainly
supported by a competitive grant from the
CDC, has been to promote appropriate
antibiotic use through educational programs
with an ultimate goal to reduce antibiotic resistance. In 2003, MARR received an award
for Excellence in Community Education for
a curriculum called “Antibiotics & You” that
has been used to educate thousands of elementary students and adults. Recognizing
a need to inspire high school students to be
ambassadors of appropriate antibiotic use,
in 2013 MARR collaborated with their counterparts in Oregon to develop a two-day
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• MSTA Journal • fall 2015
The MARR curriculum
on bacteria, viruses,
antibiotics and bacterial
resistance to antibiotics
is available for FREE on
the MARR website (mimarr.org)
curriculum for high school students. Excellent support was provided by Susan Codere
and Kevin Richard, Science Consultants of
the Michigan Department of Education, as
well as Cheryl Hach of the Kalamazoo Math
and Science Center to insure that the curriculum met the Michigan Science content
standards and expectations for Biology in
four of the five main areas.
This past May, Juliane Cody at Regina
High School in Warren, MI presented the
curriculum to her 11th grade students and
shared the feedback she received from her
students directly with one of the content
developers, Dr. Stephen Lerner, Professor of
Medicine at Wayne State University. The student evaluations uniformly commended the
content for being very informative. Since her
students were looking for additional interactive content, Ms. Cody found a number of
Youtube videos and an exercise from Flinn
Scientific that simulated the development
of antibiotic resistance. Ms. Cody appreciated all the resources that MARR provided
and emphasized the utility of the student
worksheets. The scores on the posttests
reflected that the students grasped the material content. Ms. Cody felt that she needed
at least 3 days to present the curriculum,
partially to incorporate the additional content
outside of the packaged materials provided
by MARR.
MARR encourages teachers to visit mi-marr.
org to learn more about antibiotic resistance.
In addition to the high school curriculum, the
“Antibiotics & You” curriculum can also be
downloaded for presentation to community
groups or elementary students. High school
students might enjoy presenting the “Antibiotics & You” program to younger students
as a volunteer opportunity or teachers
could consider giving students extra credit
if they were to present the program to a
lay audience. A great time to do this would
be during Get Smart About Antibiotics
Week November 16-20, 2015! This annual
observance is a key component of CDC’s
efforts to increase awareness of the threat of
antibiotic resistance and the importance of
appropriate antibiotic prescribing and use.
Again, more information on Get Smart Week
and links to the CDC can be found in the
MARR website.
Together we can win the battle against
antibiotic resistance!!
Curriculum Ideas:
What does MARR hope to achieve through their curriculum? MARR’s goal is to provide
an applicable knowledge for students about the seriousness of antibiotic resistance
that answers these questions:
• *What are microbes and what are
the differences between viruses and
bacteria?
• The MARR curriculum for High School
students includes the following materials:
• *How do bacteria and humans interact? When is bacterial colonization
beneficial to the human host?
• *Instructional video for teachers
• *Why were antibiotics developed?
• *How do antibiotics work against
bacteria and how do bacteria become
resistant?
• *What are some strategies for overcoming antibiotic resistance in the
future?
• *PowerPoint presentations for students
• *Pre and posttest for students
• *Worksheet for students
• *Resource information for interactive
activities
• *Report/evaluation
Articles | www.msta-mich.org •
21
Tips to Save Your Teaching
Sanity
Laura Kaye Harris, Faculty, Science Laboratory Coordinator, Davenport
University
Abstract
Teaching can be stressful. Tight deadlines, frustrated students, and curriculum that is not
completely functioning can turn a passion for teaching into a desire to quit. Any tips to
reduce instructor stress results in more productive and happier students and teachers
alike. This article provides techniques to reduce stress from grading through the use of
answer keys and grading rubrics to analyze student works efficiently along with several
other tips to improve grading and classroom management when challenges arise.
Having one of those stressful semesters
filled with challenges? You are not alone.
In April 2015, Irwin Horwitz, a Strategic
Management professor of 20 years at
Texas A&M in Galveston attempted to fail
his entire class after reaching a “breaking
point” (Fearnow, 2015). Dr. Horwitz claimed
this class was a unique group of students
that displayed a “complete lack of maturity
and general incompetence,” though it is
clear that stress contributed to his reaction
to these common teaching challenges.
Besides teaching, instructors at all levels
have growing additional job responsibilities.
According to Washington Post author Francie Alexander, in 2012 the average teacher
worked 53 hours per week, including 95
minutes at home preparing classroom activities, grading, and doing other job-related
duties (Alexander, 2012). With the implementation of major curriculum changes,
such as common core, teachers are spending even more time making things work in
the classroom, thus increasing their stress
levels. This increases teacher burnout rates,
which already show that 40 – 50% of new
teachers quit teaching within their first five
years (Seidel, 2014). Reducing instructor
stress and time spent on administrative
tasks such as grading is important to happy
productive students and teachers.
22
• MSTA Journal • fall 2015
Answer Keys
For the past couple years, I taught highly
grade-motivated students in a competitive
undergraduate nursing program. My courses ran concurrently with nursing courses
such as pharmacology and mental health
that had a reputation for lowering grade
point averages. Students anxiously awaited
feedback on all grade-bearing assignments,
especially exams, and the faster you could
get grades to them, the happier they were
with you.
The nursing department had a scantron
machine, which several faculty members
shared. Being from another department
and unable to use it, I was jealous. It
seemed like it would save grading time.
From my office next door, I could hear
nursing faculty trying to figure out how to
use, maintain, and fix various errors from the
machine. They also dealt with stray marks
causing false answers and thinner scantron
sheets causing jams and tears leading the
instructors to fill out new sheets for already
existing exams.
I, on the other hand, had a paper printed
answer key with no line of faculty members
to wait through and no technical difficulties.
My exams were typically 40 – 50 multiple-
choice questions with two-to-five short
answers covering several weeks of material
while most nursing exams were 20 – 30
multiple-choice questions only covering that
week’s content. My answer key would also
include bullets of what details I awarded
for what points in the short answer. I would
start grading exams immediately upon
receipt and as they piled up, I formed an
assembly line of sorts. I would stall earlier
exams, left turned to the page I last completed, and put them in respective piles based
on the degree of completion. Then I would
line up to four exams with my answer key on
top and grade them, circling only incorrect
answers. At the bottom of each page, I
would put the total number of points missed
on that page. As I reached exams already
in progress, I incorporated them into the
larger pile until all exams were completed.
A quick tally of the points at the bottom of
each page gave me the final grade. The
entire process took about 30 minutes for a
class of 12 students and students frequently
got their grades back after a 15-minute
break starting when the last student completed their exam. For my largest classes
of 30 students, I needed a couple hours to
return exam grades via electronic media,
which I did from a spectator’s seat at my
kid’s dojo during their practices.
Within the first month of each new term, students commented on my speed in returning
exam grades. I was faster than the nursing
faculty’s scantron machine! Students were
also able to look at the questions with their
individual testing notes and answers in one
document. This facilitated better discussion on missed points. Students also did
not have to worry about having the proper
pencil, erroneous marks, or proper answer
alignment on scantron sheets, reducing their
stress level during the tests and increasing their confidence. Even though it would
seem the scantron machine would be a
more efficient approach, old-fashioned
paper answer keys have led to less student
frustrations and overall stress for me.
No Answer Keys? Use Top
Student Papers!
When I started teaching as full-time science
faculty at a university, I taught 16 credit
hours in six courses at one time, three of
these were laboratory courses I had not
taught before. The weekly assignments,
taken from the course textbook, were comprised of mostly fill in the blank or matching
questions averaging five pages long. I had
no answer keys from the textbook publisher
and quickly found myself overwhelmed with
weekly lab assignments to grade. At first, I
would generate an answer key by attempting
to answer the homework questions myself. I
would then go back and verify the answers
to any questions that did not match most of
the students’ answers. This process, in addition to actually grading their assignments,
took hours and I was going crazy trying
to keep up! Fortunately, the top students
separate themselves from the rest of the
class within the first few weeks of any class,
and if the instructor is observant, those top
students can be identified early in the grading period. After a couple weeks, I identified
three students whose work was always high
quality and who provided intelligent questions and answers during class. For the rest
of the term, I would fish out the assignments
from those three students and compare
them to each other. If they agreed on a
particular question, that was the answer that
went on my answer key. If they disagreed,
I would examine the question further. They
rarely disagreed. This allowed me to save
time developing answer keys.
There are some challenges to using this
approach. Students naturally form study
groups and those study groups can stay
intact throughout the academic career of
those students. This is beneficial to the
learning process, and collaborative learning
increases student retention, learning, and
graduation rates (Carnegie Mellon, 2015).
However, if your three top students are from
the same study group, they may reflect the
Articles | www.msta-mich.org •
23
same content misconceptions, thus throwing some incorrect answers into your answer
key. There are two ways to avoid this issue, 1) use top students that do not study
together or 2) review the newly created
answer key against the rest of the class and
pay particular attention to questions where
more answers were wrong than right. The
latter solution involves more time on behalf
of the instructor, but may be best if class
sizes are small.
Selective Grading
While I was struggling to keep up with a
heavy course load without textbook provided answer keys, a colleague recommended
an alternative solution: selective grading.
Rather than use top student works as answer keys, grade only a subset of the assignment questions that I felt best reflected
the main content points of the assignment.
This idea of selective grading invoked an
initial feeling of disgust. After all, do not
all questions asked fill this requirement? I
remembered when I started teaching and
received a test bank of multiple-choice
questions from a textbook publisher to write
my class exams. The recommendation was
that assignments and exams be comprised
of 60 – 70% memory recall, 20 – 30%
mid-level analyses, and 10 – 15% high-level
analyses questions. If I focused my attention on the questions that were not memory
recall, I was more effective in my use of
this technique of selective grading. I also
quickly found myself using this technique to
ignore textbook questions in assignments
that I did not immediately know the answer
to and did not have time to figure out.
There are some issues with this approach.
The instructor does not evaluate 100% of
the work; ergo it is possible for a student to
earn full credit for work containing wrong
answers. This would cause inaccurate
grades. Furthermore, content misconceptions likely generated those wrong answers.
Those uncorrected misconceptions lead to
compounded misconceptions in later, more
difficult material. Students will also catch
24
• MSTA Journal • fall 2015
on that you are not reviewing their assignments entirely and tend to lose confidence
in your teaching relationship. I would not
recommend using this technique for grading
high point value works, such as exams, but
for regular textbook work, this technique is
handy in a pinch.
Grading Rubrics
Grading rubrics are excellent for evaluating
student performance on a piece of work
clearly and consistently. While generally
used at universities to standardize scores
among several graders, there are grading
rubrics for a wide variety of assignments
including papers, presentations, and
individual and group projects. The use
of grading rubrics has increased student
retention, particularly for high dropout risk
students such as minority, first generation,
and/or non-native English speaking students
(Stevens & Levi, 2005). Since rubrics spell
out explicit expectations for the assignment,
they carefully describe hidden and unspoken assumptions of academic culture such
as proper punctuality and use of citations,
which helps high dropout risk students significantly (Stevens & Levi, 2005). I give my
grading rubrics alongside the assignment
directions so students have no confusion
about criteria, level of quality, and number of
points for each work.
So what makes a good grading rubric?
Having served on several course development committees the consensus is that
content related to the questions asked
comprise 60 – 70% of the overall grade with
10 – 20% for grammar and references, and
10 – 20% for assignment specific for format
(i.e. sentence and paragraph structure for
papers, heading or bullet format on slides or
eye contact with audience for presentations,
etc.). Using succinct labels for each evaluation criterion and keeping criteria specific
and measurable are grading rubric best
practices according to Blackboard Customer Success Advocates, Connie Weber
and Amber Goularte (Weber & Goularte,
2015). Since all of the rubric’s evaluative
criteria must be included in the assignment
instructions, I find it easiest to develop a
grading rubric after writing the assignment
instructions. In return, developing a grading
rubric is helpful in evaluating the clarity and
detail of assignment directions. Detailed
assignment directions leads to detailed
grading rubrics and less grade complaints
and audits.
The design of a grading rubric is personal.
I was frequently annoyed working as an
adjunct using prepared rubrics with vague
descriptions or several evaluative criteria
lumped under one large point allocation
with a large comment box. While this style
of grading rubric made grading faster since
only a couple comments were needed to
justify loss of significant points toward the
overall grade, I always felt that more detail
on how many points would be earned
for each specific evaluative criterion was
important. I would frequently redesign the
prepared rubrics to fit my level of detail.
According to Weber and Goularte, matching the length of the rubric to your personal
tolerance for detail is another best practice
(Weber & Goularte, 2015).
Carnegie Mellon’s Eberly Center has great
examples of grading rubrics for paper assignments, projects, oral presentations, and
class participation/contributions at https://
www.cmu.edu/teaching/designteach/teach/
rubrics.html.
Teach to the Test
Not all teaching lessons are learned in the
classroom. My two grade-school aged girls
and I are into the Korean martial art of tae
kwon do. As we grew, so did our physical
requirements to reach the next belt level and
I soon found myself working with a personal
trainer outside of the dojo to reach my goals.
One of my biggest challenges was pushups, of which I had to complete 30 to pass a
newly required fitness test scheduled at the
next belt testing in 6 weeks. Immediately, I
went to my personal trainer and explained
the new requirement. He instantly re-wrote
my training plan to focus solely on my upper
back and arms. He called it “teaching to the
test”, a strategy that his old college football
coaches employed. It worked as I doubled
my pushing power within those 6 weeks and
passed my fitness test!
The following semester I taught my first
pathophysiology course. Like most universities with a high adjunct teacher pool, I
got a prepared course complete with assignments, exams, grading rubrics, study
guides, syllabus, and textbook publisher
generated PowerPoint presentations. Feeling confident in what I had without spending
enough time evaluating everything, I modified the syllabus with my personal information, posted the presentations and rubrics,
and focused on reading the textbook since
this was not a topic I was fluent in. It was not
until the first exam loomed that I realized that
the study guides covered more textbook
chapters than the syllabus stated or that
we had covered in class. Fortunately, the
study guides matched the exams, and I did
not feel comfortable changing the exams
based on my limited content knowledge.
To complicate matters further, I was unable
to get the presentations for the missing
chapters due to a recent textbook edition
change. I walked into the class, explained
what happened, and began to cover the
missing chapters on the whiteboard. We
then threw out the syllabus schedule and
ran every class period by going through the
study guides. If I had the presentations, we
went through them and if no presentations
were available, I whiteboard lectured. Exams and assignments remained the same
and “teaching to the test,” allowed the class
to get the material and grades students
needed with less stress.
The biggest issue with this approach is that
students focus solely on the material that the
exam requires, often over-looking broader
concepts or other details of interest they
would have otherwise attempted to master.
Furthermore, as I learned from student
evaluation comments, mastery-oriented
Articles | www.msta-mich.org •
25
students do not appreciate this approach
as it limits students’ creative thinking. While
this is not the ideal teaching strategy, this
approach is handy in some situations such
as standardized testing.
In an ideal teaching environment, instructors
would have small class sizes, standardized
and functioning curriculum, ample time for
grading and other classroom-preparation
activities, and a relaxed attitude. Unfortunately, instructors have far from ideal teaching conditions and have to make do with the
time and physical resources available. This
causes teachers and students much stress.
I hope that these techniques will help you
avoid a breaking point when stressed
against tight deadlines, frustrated students,
and other teaching challenges.
References
Alexander, Francie. Survey: Teachers work 53
hours per week on average. Washington Post
The Answer Sheet. March 16, 2012. http://www.
washingtonpost.com/blogs/answer-sheet/post/
survey-teachers-work-53-hours-per-week-onaverage/2012/03/16/gIQAqGxYGS_blog.html
Brown University. Grading Criteria & Rubrics.
2015. http://www.brown.edu/about/
administration/sheridan-center/teachinglearning/assessing-student-learning/gradingcriteria-rubrics
26
• MSTA Journal • fall 2015
Carnegie Mellon Eberly Center. Grading and
Performance Rubrics. 2015. https://www.cmu.
edu/teaching/designteach/teach/rubrics.html
Carnegie Mellon Eberly Center. What are the
benefits of group work?. 2015. https://www.
cmu.edu/teaching/designteach/design/
instructionalstrategies/groupprojects/benefits.
html
Fearnow, Benjamin. Texas A&M Galveston
Professor Hits “Breaking Point,” Fails Entire
Class. CBS Houston News. April 27, 2015.
http://houston.cbslocal.com/2015/04/27/texasam-galveston-professor-hits-breaking-pointfails-entire-class/
Seidel, Aly. The Teacher Dropout Crisis.
NPREd. July 18, 2014. http://www.npr.org/
blogs/ed/2014/07/18/332343240/the-teacherdropout-crisis
Stevens, Dannelle D., Levi, Antonia. Leveling the
Field: Using Rubrics to Achieve Greater Equity
in Teaching and Grading. The Professional &
Organizational Development Network in Higher
Education Essays on Teaching Excellence.
2005-06. http://podnetwork.org/content/
uploads/V17-N1-Stevens_Levi.pdf
Weber, Connie, Goularte, Amber. Grading,
Rubrics, and Retention. Blackboard Inc. 2015.
http://huteachinglearningcenter.weebly.com/
uploads/1/8/3/0/18308719/_herzing_grading_
rubrics_retention.pdf
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Articles | www.msta-mich.org •
27
Assessing High School Science
Students’ Abilities to Use Cross
Cutting Literacy Skills and
Scientific Argumentative
Writing Skills in a Michigan
School District
Ellen M. Karel, Ed.S., Western Michigan University, 2015
The following information is the result of a
study conducted in 2013-2014 which sought
to determine to what extent a centrally
focused initiative concentrated on how to
teach students to not just write, but how
to think, read, and speak about real world
problems in a persuasive manner based on
multiple sets of data related to science concepts, increased scientific argumentative
writing proficiencies among high school students. A secondary area this study attempted to explore was the correlation between
the implemented processes in the initiative
and high school students’ scientific argumentative writing proficiencies. The study
was conducted in a Michigan high school,
population 1,088, with a select group of
students in 9th grade chemistry-physics N
= 98. The students experienced evidencebased cross cutting literacy strategies and
scientific argumentative writing strategies
over the course of one academic year. The
quasi-experimental, empirical study was
designed to see if there was any significant
difference in students argumentative writing
proficiency based on the analysis of preand post-assessment scores. The descriptive measures used in the study measured
the correlations between the results and the
initiative. Findings in this study suggest that
the strategies implemented caused student
scientific argumentative writing to increase
significantly at a 95% confidence level.
The outcome of this study shows promise
that evidence-based skills can be trans-
28
• MSTA Journal • fall 2015
ferred to more advanced science classes
and increase student proficiency on state
science assessments.
An example of anecdotal evidence occurred at the end of the 2014-2015, school
year, one-year beyond the analytical study.
Two teachers were standing in the hallway
reflecting about the year. One teacher, a
chemistry and 9th grade science teacher
said to the other “Wow! I can’t believe
how much my students thinking and writing have improved since the beginning of
the year!” “You were right, all of this does
work!” The evidence-based skills that were
used during the research study continued
to be implemented in all of the 9th grade
science courses. Over the school year the
two teachers would reflect during PLC’s.
Routinely open and honest communication
occurred abou what to do, how to do it, and
how the students were or were not improving, relative to the practices implemented
in the study the previous year. At times the
teachers would express their frustration
as some students would regress or other
students simply wouldn’t try. However, at the
end of the school year, students’ thinking
was transformed equally or more so, than
students had the previous year. To hear a
somewhat skeptical teacher express with
enthusiasm how transformational the work
is as one is walking out for summer break
is refreshing and motivating to continue the
hard work.
Why conduct the study?
Problem Statement
As mentioned, this study explored to what
extent and in what ways a centrally focused
program concentrated on how to teach
students to not just write, but how to read,
write, and speak about real world problems
in a persuasive manner based on multiple
sets of data related to science concepts
increased student scientific argumentative writing proficiencies. The Michigan
high school implementing the program
was experiencing a reoccurring problem
where the number of students who score
at the proficient level in science dropped
significantly once MME cut scores were
changed to reflect college readiness standards. The long-term desired outcome of
this program is an overall increase in student
proficiencies on the MME and future science
performance assessments (such as SAT);
however, results on these assessments
cannot be measured immediately. Consequently to address the problem, Pre- and
post-assessments, were used to measure a
student’s ability to analyze data and answer
an essential question through the use of
scientific argumentative writing.
What Are Contributing
Factors to the Problem?
The factors that were addressed are specific to the Michigan high school, specifically 9th grade; however, the researcher
notes the problem is a systems problem,
K-12. There are many developmental issues
that that may contribute to the problem in
9th grade science, and these factors should
be considered for further study, especially
in the areas of curriculum, instruction, and
assessment.
That said, over the course of several
journal articles the factors that will be addressed are: (1) the need for change due
to legislated policy in the form of the new
cross-cutting Common Core standards,
state assessments (e.g., SAT + writing, the
proposed NGSS, and other proposed state
assessments such as M-STEP), (2) the
sheer difference between the philosophy
that literacy skills inclusive of reading, writing, speaking, listening, and viewing are to
be embedded into all science courses, and
actual practice in the science classroom;
(3) weak instructional plans and practice
concerning how to teach students literacy
skills; (4) limited use of formative data to
change instructional practices for literacy
and data analysis skills in the classroom; (5)
the lack of student reflection and metacognition about scientific concepts and how they
demonstrate their understanding to real
world problems through the use of argumentative writing; (6) the lack of professional
development for how to integrate literacy
skills, specifically argumentative writing, in
the context of curriculum and how to plan for
the shift in the curriculum. These six factors
are impediments in the learning environment, and when occurring simultaneously,
exacerbate the problem in this study, making its resolution much more difficult.
Common Core, NGSS,
and State Assessment
Standards
The first factor that contributes to the problem in this study is the need for change due
to legislated policy in the form of new Common Core standards, the proposed NGSS,
new state assessments (i.e., SAT + Writing
and SAT), and M-STEP. The Common Core
standards, and the cross cutting skills proposed in the NGSS emphasize the need for
deep thinking, analysis of data, analysis of
argumentative writing, and the ability to write
a persuasive/argumentative piece. Students are required to explore problems that
require scientific understanding, as well as
understanding about how engineers would
respond to the same problem to obtain
scientific results. Also, students are required
to develop and use models or simulations in
science to predict and test the outcomes, all
while they learn how engineers use models
and simulations to test solutions based on
strengths and limitations. Students must
analyze and interpret scientific data to
Articles | www.msta-mich.org •
29
30
• MSTA Journal • fall 2015
derive meaning in a given problem. Moreover, students must demonstrate how to
use statistical models to identify significant
features and patterns. Finally, students must
respond to questions or problems as a scientist would by looking for sources of error.
Additionally, students must respond to the
same question or problem as an engineer
to determine the strength and constraints of
solutions (Bybee, 2011, p. 18).
The new learning expectations set forth by
the Common Core and NGSS standards
are not just content related, but also focused on literacy skills. Specifically, they
are based on the premise that “…science
cannot advance if scientists are unable
to communicate their findings clearly and
persuasively or learn about the findings of
others” (Bybee, 2011). Scientific reasoning
and argument are essential for clarifying and
communicating strengths and weaknesses,
and require analytical literacy strategies.
Students, therefore, must (a) be able to
formulate explanations based on evidence,
(b) examine their understanding in light of
the evidence and comments by others, and
(c) collaborate with peers while searching for
the best explanation for the outcome of an
investigation. Moreover, students must use
careful analysis to draw conclusions and
determine the best solution to a problem
(which may lead to revision of the original
design and a better solution) (Bybee, 2011,
p. 20). The discourse that occurs as part of
this type of reasoning helps students derive
the best solution to a problem by using
thought processes similar to those of an
engineer.
In a practical sense, the science portion
of the ACT or SAT is as much of a reading
test as it is a science test, as it measures a
student’s ability to read and to comprehend
select scientific passages and data sets either in tables or graphic forms. This implies
that students need highly developed literacy
skills in order to pass the test. Moreover,
the SAT science test is designed to distract
students with data that is not relevant to
the question; thus students must be able
to quickly decipher what is significant and
what is not significant based on multiple
data sets, all while using graph-reading
skills along with solid comprehension skills
based on a foundation of good scientific
vocabulary (QuotEd, 2014).
Teachers consider future performance assessments based on student sample exemplar models. The parts of exemplar models
include a writing prompt, student scientific
knowledge text to build background understanding, a rubric, and an explanation about
the type of writing to be submitted by the
student. The writing is defined as having a
claim with a citation from the text, evidence
with a citation from the data, reasoning with
a citation from the text, and personal connections (Smarter Balanced Assessment
Consortium, 2013). These exemplars help
teachers frame their own writing prompts to
include close reading and argumentative
writing skills based on analytical literacy.
Instrumentation
and Results
Based on the known features of the ACT +
writing (similar to the SAT) The researcher
created two assessments that were similar in
nature to questions that might be on a state
or national science assessment. Again the
research group was 9th grade students so
the complexity of the writing prompts were
developed with the students ability in mind.
The assessment tools included two different
writing prompts with different complexities.
The pre-assessment was less complex than
the post-assessment based on the amount
of evidence provided to students for
analysis.
Pre-Assessment
The pre-assessment was given to students
in 9th grade science in the first full week
of school, September 2013. The content
related to this writing prompt was taught
in both 7th and 8th grade; therefore, no
review of the content was given prior to the
pre-assessment. The prompt was, “Write
Articles | www.msta-mich.org •
31
a scientific explanation that states whether
any of the liquids are the same substance.
The writing should be at least a paragraph
in length.” Students were given only one set
of multi-column data as evidence to answer
the question. The writing prompt and student examples are in Appendix I. Students
were given as much class-time as they
needed to answer the question and encouraged to put forth their best effort. Students
were also given the following rationale for
demonstrating their best effort: “If you can
prove that you can analyze data and write in
an argumentative way, we will modify the instruction of the course so that we can focus
on other skills. If you prove that you are not
proficient with these skills, we will help you
develop the skills throughout the course.”
Most student answers to the prompt were
only one to two sentences in length. The
average number of words was approximately 21, and the writing was completed,
on average, in less than 10 minutes. In
general, the answers rarely explained
whether any of the liquids were the same
substance. If the students would have
explained if any of the liquids were the same
substance, they would have demonstrated
reasoning; however, this was lacking in most
writing samples. Most students listed two
substances. Some used one number as
evidence from the data table. Rarely were
the answers correct.
Post-Assessment
The post-assessment was given to 9th
grade science students during the last full
week of school in May 2014. Most of the
content related to this assessment’s writing
prompt, “What affects the speed of a wave?”
was taught in the previous semester; the
content related to waves was taught three
weeks prior to the post-assessment. On
the post-assessment, students were given a
much more complex set of evidence, which
included three sets of multi-column data to
analyze. The writing prompt and data with
32
• MSTA Journal • fall 2015
student writing samples can be found in
Appendix I. Students were given sufficient
time to complete the writing assignment; 45
minutes were given in class and if needed
students could finish the writing outside
of school. The assignment was given on
Friday and was due on Monday if additional
time was necessary. Students were encouraged to put forth their best effort and given
the following rationale for demonstrating
their best effort: “This writing is evidence to
prove that you can analyze data and write
in an argumentative way, as we have been
working on these skills for a full year.”
Most student answers to the writing prompt
were at least two paragraphs long. At
least 35 students of the 98 wrote multiple
pages of argumentative writing to address the complex problem presented to
them. The average number of words was
approximately 1,200. In general, most
students made sure they had a claim, used
the evidence provided, and used reasons
associated with both the current learning
and learning from the semester. Most of the
writing demonstrated that students could
answer the question correctly. This question
was chosen because it was complex, data
rich, required much reasoning, and was not
something directly taught to students.
In the appendix are both of the pre and
post assessments with random samples
of student work. An updated rubric used
to evaluate student work is also attached.
Since the study the rubric has been modified. The modified rubric has been included
because students found it more understandable as feedback was provided many times
throughout the year. The original rubric only
included claim, evidence, reasons, and
conventions. Because students writing has
improved greatly the highschool teachers
involved in the study continue to stretch the
9th grade science students analytical writing
ability by incorporating additional writing
skills as seen in the rubric attached.
Final Conclusion
As one considers the findings that have
been studied for the two-fold problem faced
by science educators at the Michigan high
school in this study in relationship to analytical, thinking, reading, speaking, and writing
skills, in conjunction with the initiative implemented and the significant findings related
to the difference between the pre- and postargumentative writing assessment, one can
conclude that the initiative as implemented
has made a significant difference in student
proficiency. The initiative design focused on
the six research-based contributing factors
of the problem. The first contributing factor
identified the need to change due to legislative policy in the form of the new Common
Core, cross cutting standards, state assessments, the proposed NGSS, and proposed
new state assessments for science. Understanding that there is a problem and a need
to change helped to initiate a solution to the
problem. The second focus of the initiative
was to change current analytical literacy philosophy into evidence-based best practice.
Most of this was done through conversation
during PLCs and through ongoing conversations about what is the best way to help
students learn. The third factor focused on
during the initiative was to determine how
to implement these strategies in the science classroom. This took time, feedback,
conversation, review, research, in an ongoing systematic manner. There were times
where students did not seem to be making
improvements, and yet the teachers were
persistent—developing and implementing
instructional plans based on evidencebased literacy strategies to help all students
close their learning gaps.
Once the instructional practices were implemented, the use of formative data caused
the teachers to realize that additional time
and skill development was necessary to
have a direct impact on argumentative
thinking and writing. Use of formative data
was minimal prior to the initiative; thus, it
was the fourth contributing factor. There
was a risk involved in taking more time to
develop the skill because it left less time to
focus on content; however, the evidence
has proven thus far, that the impact has
not been negative, rather only positive.
Meanwhile, to address the fifth contributing
factor, students were provided opportunities
to reflect on their own understanding and
learning related to scientific concepts, and
how they demonstrate their understanding
to real world problems through the use of
argumentative writing. This metacognitive
practice allowed for student-based ownership of the cross cutting analytical skills,
and deepened the desire to continue to
improve their scientific thinking and writing.
Lastly, teachers were given opportunities to
use professional learning time and outside
professional development to enhance their
own understanding and to enhance their
own pedagogical skills in analytical thinking and writing. This professional learning
allowed the sixth contributing factor to be
addressed.
Subsequent articles will address how these
contributing factors were addressed. Work
samples, student samples, and process
steps will be used to help illustrate the
importance of “how to” make changes in the
science classroom that effectively improve
student writing proficiencies.
Articles | www.msta-mich.org •
33
21
!
!
Pre-Assessment:
September 2013
Pre-Assessment: September
2013
Examine the following data table:
Density
Liquid 1
Liquid 2
Liquid 3
Liquid 4
!
0.93 g/cm
0.79 g/cm
13.6 g/cm
0.93 g/cm
Color
Mass
Melting Point
no color
38 g
-98 °C
no color
38 g
26 °C
Silver
21 g
-39 °C
no color
16 g
-98 °C
Write aWrite
Scientific
explanation
whether
ofliquids
the liquids
a scientific
explanationthat
that states
states whether
anyany
of the
are theare
samethe same
substance.
TheThe
writing
should
atleast
least
a paragraph
in length.
substance.
writing
should be
be at
a paragraph
in length.
Random examples
!
!
!
!
!
!
!
!
!
!
!
On the left, the two
samples are both scored
at 2four
outsamples
of 16 to the
The
left are all scored at 1
out of 16
On the left, the two samples
are scored
5 out of 16 (Top)
3 out of 16 (Bottom)
34
• MSTA Journal • fall 2015
Post-Assessment: May 2014
23
!
What affects the speed of a wave? 23
Post-Assessment:
May
This writing is your final writing for the
year. Be sure
to 2014
make a clear claim, use the evidence
What
affects
the
speed
of
a
wave?
provided below and then be sure you include reasons that make connections to states of
matter, speed-motion,
waves,
energy. your
reasoning
bethe
sure to state
This writing is your
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to make
a clear
claim, use
Post-Assessment:
May
2014
evidenceword,
provided
below
then
be sure
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include
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your vocabulary
define
it,and
and
then
make
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you write your reasoning be
This writingto should
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!
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evidence
thenshould
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speed-motion,
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When you
write your reasoning be
Speed
- Sample Data
for Tension,
Frequency,
Wavelength
sure to state your vocabulary word, define it, and then make the connection. (say it,
define it, and use Tension
it) This writing should
be at least 2 paragraphs
long.
Frequency
Wavelength
Speed
Speed
of a Wave Lab
Tension, Frequency, Wavelength
Trial
(N)- Sample Data for
(Hz)
(m)
(m/s)
1
2.0
Tension
4.05
Frequency
4.00
Wavelength
16.2
Speed
Trial
2
(N)
2.0
(Hz)
8.03
(m)
2.00
(m/s)
16.1
13
2.0
4.05
12.30
4.00
1.33
16.2
16.4
24
2.0
8.03
16.2
2.00
1.00
16.1
16.2
35
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1.33
0.800
16.4
16.2
46
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5.0
16.2
12.8
1.00
2.00
16.2
25.6
57
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19.3
0.800
1.33
16.2
25.7
68
5.0
12.8
25.5
2.00
1.00
25.6
25.5
5.0- Sample Data for
19.3
1.33Coil Thickness 25.7
Speed7 of a Wave Lab
Different Mediums and
8
Medium
5.0 Wavelength
25.5
Frequency
1.00
Speed
25.5
Speed of a Wave Lab - Sample Data for Different Mediums and Coil Thickness
Speed
a Wave
and Coil3.49
Thickness
Zinc 1ofinch
coil Lab - Sample
1.74 m Data for Different
2.01Mediums
Hz
m/s
Medium
Zinc 1 inch coil
Wavelength
0.90 m
Frequency
3.9 Hz
Speed
3.51 m/s
Zinc
1 inch
coilcoil
Copper
1 inch
1.74
1.19 m
2.01
2.11 Hz
3.49
2.51 m/s
Zinc
1 inch
coilcoil
Copper
1 inch
0.90
0.60 m
3.9
4.18Hz
Hz
3.51
2.50 m/s
Copper
1 inch
Zinc 3 inch
coilcoil
1.19
1.82 m
2.11
Hz
2.2 Hz
2.51
4.004m/s
m/s
Copper
1 inch
Zinc 3 inch
coilcoil
0.60
0.96 m
4.18
4.17 Hz
2.50
4.003m/s
m/s
Zinc 3 inch coil
1.82 m
2.2 Hz
4.004 m/s
0.96 m
4.17 Hz
4.003 m/s
!Zinc 3 inch coil
!
!
!
Articles | www.msta-mich.org •
35
!
!
Speed
of a Sound in Various Subtances CRC handbook
25
!
Example 15.5/16 ELL Student 6 months in USA
Example 4/16 At Risk Student, New to Michigan High School
A wave moves along a medium from one end to another, if you watch a lake wave
move along a medium (the lake water), you canExample
see the crest
of the wave moves from one
8/16
Example
15.5/16 ELL
location to another. A crest is seen to cover distance,
the
speed
of reason
a wave for
or object
goes
The medium is the
the effect
on
Student
6 months in USA
back to how fast a wave or object is going and wave
is expressed
as
distance
traveled
per
timed
speed. The medium could be anything
travel. Speed
traveledNew
by atogiven point
on aelectromagnetic
wave. So we come
back toIf what
(for the
spectrum).
the
Example
4/16 is
Atdistance
Risk Student,
electromagnetic
waves
are
traveling
through
affects theHigh
speedSchool
of a wave? Frequency or wavelength of a wave could affect its speed?
Michigan
empty
space,
then it The
can go
at top
speeds
A
wave
moves
frombyone
The
speed
of aalong
wave aismedium
unaffected
the changes
in the
frequency.
wave
speed
of
300,000,000m/s.
But
if
going
through
end
to
another,
if
you
watch
a
lake
wave
depends upon the medium through which the wave is moving. Only an alteration in the
like water, it would take longer
move
alongofa the
medium
(thewill
lakecause
water),and
youchangesomething
properties
medium
in the speed.
because then the waves (energy) would now
can
see
the
crest
of
the
wave
moves
from
Site source: http://www.physicsclassroom.com/class/waves/Lesson-2/The-Speed-of-ahave to pass through each molecule like a
one location to another. A crest is seen to
Wave
mechanical wave.
!
cover distance, the speed of a wave or
object goes back to how fast a wave or
Example
8/16 and is expressed as distance When waves are traveling through a meobject
is going
dium,
different
have
The
medium
is thetravel.
reason
for the
effect on wave
speed.
Themediums
medium can
could
be different
anything
traveled per timed
Speed
is distance
tensions and densities,
liketraveling
Zinc coilsthrough
vs.
traveled
a given point onspectrum).
a wave. So
(for the by
electromagnetic
If the electromagnetic
waves are
Copper,
the
Zinc
less
dense,
so
the
energy
we
come
back then
to what
empty
space,
it affects
can gothe
at speed
top speeds of 300,000,000m/s. But if going through
has a harder time going from one molecule
of
a
wave?
Frequency
or
wavelength
a
something like water, it would take oflonger
because
thendue
the to
waves
(energy)
to another
the spacing
of would
the mol-now
wave
could
its speed?
The speed
have to
passaffect
through
each molecule
likeofa mechanical
wave.the copper molecules are right
ecules
while
a wave is unaffected by the changes in the
next to each other, so the energy can flow
frequency. The wave speed depends upon
through
the copper
easier,
it would
take
When
waves
are
traveling
through
a
medium,
different
mediums
canbuthave
different
the medium through which the wave is movlonger
due
to
the
fact
that
the
energy
would
tensions
and
densities,
like
Zinc
coils
vs.
Copper,
the
Zinc
less
dense,
so
the
energy
has
a
ing. Only an alteration in the properties of the
have due
to pass
through
moreofmolecules
than
harder time
goingand
from
one molecule
to another
to the
spacing
the molecules
medium
will cause
change
in the speed.
the energy
to for
Zinc.
while the copper molecules are right next to each
other, would
so the have
energy
canthe
flow
through
!
Site
the source:
copper http://www.physicsclassroom.com/
easier, but it would take longer due(https://www.schoology.com/assignment/
to the fact that the energy would have
115369845/info)
class/waves/Lesson-2/The-Speed-of-a-Wave
pass through more molecules than the energy would
have to for the Zinc.
!
Zinc 1 inch coil
0.90 m
3.9 Hz
3.51 m/s
Copper 1 inch coil
1.19 m
2.11 Hz
2.51 m/s
to
!
(https://www.schoology.com/assignment/115369845/info)
(https://www.schoology.com/assignment/115369845/info)
While the mediums density has an effect, but on the other hand tension can play a big
• MSTA Journal • fall 2015
36
role in a way that when the tension is more loose, the speed is down, and when the
tension is high, the speed is faster; but why? When the tension is looser the energy has to
While the mediums density has an effect,
but on the other hand tension can play a
big role in a way that when the tension is
more loose, the speed is down, and when
the tension is high, the speed is faster; but
why? When the tension is looser the energy
has to flow through a longer distance, when
the displacement could be under a half of
what the energy did not need to flow. When
the tension is high, so is the Amplitude (the
height of the crest or trough from the origin).
Example Special Education
Student 8/16
The medium in which a wave travels through
changes the speed of the wave. When a
wave travels through different mediums
weather it’s a gas, liquid or a solid. For example the speed of sound goes through different thing and it takes longer to go through
some object or substance compared to
others. The speed of sound in Carbon Dioxide is 259m/s and the speed of sound in
Hydrogen is 1284m/s. The speed of a wave
even travels faster in different types of water
(sea water and regular water). The speed of
sound in water is 1493m/s and seawater is
1535m/s. The speed of sound is 5969m/s in
Iron and 3240m/s in Gold. Speed can travel
through any thing and its speed it’s different
for each thing, there for the medium is the
resin the speed changes.
Example 15.5 ELL student 6
months in the USA
One of the things that affects the speed of a
wave is the density of a wave. The density of
an object affects the speed of a wave. How
close the particles are like a how close the
particle are in a solid object compared to a
liquid. In a solid object the wave or energy
moves faster and according to the graph
the highest speed was about 120,000 and
in a liquid it moves slower but its not the
slowest through because its fastest speed
was about 1,904. On the other hand in a
gas the speed of the wave is the slowest
and its fastest speed is about 1,284. The
farther apart the particles the less speed
there is and the less spread out the faster
the speed of the wave. In the chart in the
solid part of it the speed was faster than
the liquid or gas. For example Diamond
and Glycerol Diamond has a sound speed,
according to the graph, is 12,000, and the
Glycerol has a sound speed of 1,904. Or
another example would be s liquid and a
gas like Water and Helium, the water has the
sound speed of about 1493m/s and the Helium has the sound speed of about 965m/s.
The particles in a solid are closer together
making it the speed easier to move. This
shows that density is an important factor for
the speed of a wave.
The tension of a wave affects the speed of
the wave also. In the chart 1 it shows that
when the tension goes up the speed of the
wave’s speed goes up as well. For example when the tension was at 2N then the
speed was at 16.2m/s and to all for tiles the
speed stays somewhat constant the speed
increase a little but they are no significant
changes, but when the tension increased at
5.0N the speed of the wave also increased to
about 25m/s and the same happen it stayed
constant to all the rest of the tiles, the speed
did change a little but they where no significant changes as well. Therefore you could
conclude that when the tension is higher the
speed is higher as well. This also shows you
that tension those affect a waves speed.
Another important factor that changes the
waves speed is the medium of the wave.
The medium of the wave is the most important factor of them all because it’s the one
that changes the waves speed the most.
For example in the second graph they are
four factors of a wave Medium, Frequency,
Wavelength and the Wave’s Speed. And
the Medium of the first two tiles are about
Zinc one-inch coil and on both of the tiles
the waves speed is about 3.49m/s-3.51m/s
therefore they stayed constant when the
medium stayed constant, however when
the medium decreases to Copper one-inch
coil the Speed of the Wave decreases as
well, the speed decreases to about 2.51m/s-
Articles | www.msta-mich.org •
37
2.50m/s, but when you use wavelength at
the first tile the Wavelength is only about
1.74m and the speed is 3.49, but when the
wavelength decreases significantly to about
0.90m the speed only changes to 3.51m/s
which it is actually an increase therefore
according to this graph the wavelength has
absolutely no effect on the waves speed.
However the Frequency in the third tile is
about 2.11Hz and the waves speed is about
2.51m/s, but in the forth tile the tile increases
significantly to about 4.18Hz and the speed
only increases to about 2.50m/s, therefore
frequency doesn’t change the waves speed
either. This proofs that the Medium of the
wave significantly affects the wave’s speed.
This is why the Medium, Tension, and Density are most important factors that affect the
wave’s speed.
Example 16/16
The previous data sets connect back to the
states of matter, speed/motion, waves, and
energy. They first relate back to the states
of matter because the speed through each
matter will be close to constant. For example, the speed of sound is about 340.29
m/s. Sound obviously travels through air, but
also travels through solids and liquids. The
speed of light differs because this travels
through air most easily. The speed of light is
much faster than sound, and is 300,000,000
m/s. The data sets also connect back to
energy because the Law of Conservations
state that energy cannot be created or
destroyed only transferred. This supports
the statement that only the medium and tension affect the wave speed. A person might
say that the amount of energy imputed into a
wave will determine the speed of the wave.
This is not true because the person is never
creating more energy, only transferring. The
Law of Conservations also comes true on
the subject that if the medium changes,
then the speed is able to change. As looked
at in the data, you could have slight differences in the wave speed between two
sets of data in the same medium. But this is
not a drastic change, and this is because
38
• MSTA Journal • fall 2015
energy cannot be created. The data also
relates back to speed/motion because as
states in the opening paragraph, speed
refers to wavelength x frequency. If you
are calculating two sets of speed in the
same medium, the wavelength and the
frequency will only change at the slightest
because they are the same medium. This
is also because frequency and wavelength
are inverse properties, which means that if
frequency is high then the wavelength is low,
and vise versa. Lastly, the data refers back
to waves. This is quite obvious because
energy is transferred through molecules in
a wave. A wave can either be transverse or
longitudinal. For the case of sound waves,
the wave will be longitudinal, meaning the
particles are displaced parallel to where the
energy is first imputed. As one individual
particle is disturbed, it transfers to the next
particle, and the disturbance continues.
This rate at which the particles are disturbed
relates back to speed, and also proves why
in a constant medium, the speed of that
wave will be the same. Through looking at
data and referring the data back to states of
matter, speed/motion, waves, and energy,
one is able to determine that the only thing
that affects wave speed is the medium in
which the wave is traveling through, and the
tension of that wave.
Example 16/16
The only thing that varies speed is the medium in which the waves are traveling through,
and the medium’s tension. Prior to the
assignment, the concept was brought to us
in the examples that ask “if two Slinkys are
attached to a wall and each person moves
the slinky at a different amplitude, which of
the two pulses would take a shorter amount
of time to reach the wall?” The answer was
always neither. Neither would get there
faster because in this problem the tension
did not vary and the medium that they are
traveling through is a plastic slinky for both,
so they are constant. Speed = wavelength x
frequency. Wavelength being one complete
wave cycle, and frequency being how often
that wave occurs. The previous statements
can be proved through looking at examples
of data, and connecting the data back to
states of matter, speed/motion, waves, and
energy.
In the first set of data, the first five trials
were constant, and the tension was set to
2.0 n. Out of the first five trials, the speed
varied at the slightest amount ((16.2, 16.1,
16.4, 16.2, 16.2 (m/s)). The sixth trail’s tension was then changed to 5.0n. The speed
of this wave was 25.6 m/s. The 7th and 8th
trail’s were both set at a tension of 5.0 n, and
both of their speeds were quite similar to the
first, being 25.7 and 25.5 m/s. The next set
of data shows “different mediums and coil
thickness”. This isn’t so much tension that
varies, as it is a different medium in which
the waves are traveling through. A medium
is simply the substance or material that carries the wave. For example, the first medium
that is shown is Zinc. Zinc’s mediums in this
case are a 1-inch coil, another 1-inch coil,
a 3-inch coil, and another 3-inch coil. For
the 1-inch coil, the first set’s speed is 3.49
m/s. The next set’s is 3.51 m/s. This is a very
small difference. This is also shown in the
3-inch coil, the first set is 4.004 m/s, and
the second is 4.003 m/s. And finally, this is
shown through both of the medium Copper
1-inch coil. The first set is 2.51 m/s, and the
second is 2.50 m/s. Again, this is the slightest difference. Although there is a slight
difference between each set, the difference
shown here is the medium in which the wave
is traveling through. The last set of data
shows the “speed of sound in various substances”. To compare what this is getting at,
imagine hitting a plate with a fork, and then
imagine hitting a piece of Jell-O with a fork.
The speed of sound in an object depends
on the medium in which the waves are
traveling through. For example, in the data
set it is shown that the speed of sound in air
that’s 20*C is 344 m/s. It is then shown that
the speed of sound in air at 0*C is 331 m/s.
These are very close numbers concluding
that the medium changes the wave speed,
and other factors have very slight impacts.
Now, comparing the speed of sound in air
to the speed of sound in a solid. The speed
of sound in a diamond is 12,000 m/s. This
is a giant change compared to the speed
of sound in that of a gas. The difference
between a gas and a solid is the density. It
is more difficult for a wave to travel through
a gas and this is due to the closeness of
the particles. For example, in a solid, the
particles are very crystalized, and compact.
Because of the closeness of the particles,
molecules can be transferred through a
solid more easily because the energy does
not need to travel very far to be transferred.
This differs from a gas’s case because the
greater the density of the particles of a medium, “the less responsive they will be to the
interactions between neighboring particles
and the slower that the wave will be” (“The
Speed of Sound.” The Speed of Sound, n.d.
Web. 01 June 2014).
Articles | www.msta-mich.org •
39
REFERENCES
ACT. Science test description. (2015). Retrieved
from http://www.actstudent.org/testprep/
descriptions/scidescript.html
Ary, D., Jacobs, L., & Razavieh, A. (1990).
Introduction to research in education (4th ed.).
Fort Worth, TX: Holt, Rinehart and Winston, Inc.
Boston Public Schools. (2010). Common writing
assignment: Science rubric. Boston, MA:
Author.
Bybee, R. W. (2011). Writing in science: Scientific
and engineering practices in K-12 classrooms:
Understanding a framework for K-12 science
education. NSTA’s Journal. Retrieved
from http://nstahosted.org/pdfs/ngss/
resources/201112_Framework-Bybee.pdf
Common Core State Standards (n.d.).
English language arts & literacy in history/
social studies, science, and technical
subjects. Appendix B: Text exemplars and
sample performance tasks. Retrieved from
https://docs.google.com/a/bcpsk12.net/
viewer?url=http://www.corestandards.org/
assets/Appendix_B.pdf&chrome=true
Dimitrov, D., & Rumrill, P. (2003). Pretest-posttest
designs and measurement of change.
Retrieved from http://www.phys.lsu.edu/faculty/
browne/MNS_Seminar/JournalArticles/Pretestposttest_design.pdf
ELA common core state standards resource
packet. (2014). Retrieved from http://
commoncore2012.homestead.com/
Grade_Level_Files/First/Reading/ELA_Page/
Michigan_Units/Unit_7_Writing_Like_a_
Scientist_Resources.pdf
40
• MSTA Journal • fall 2015
Elliott, P. (2013). AP: The big story. Retrieved from
http://bigstory.ap.org/article/act-only-quartergrads-ready-all-subjects
McNeill, K. L., & Krajcik, J. (2012). Base rubric for
claim, evidence, reasoning, rebuttal (CERR)
SEPA Science Education Partnership Award
Project Neuron.
Nicolette, J. (2013). Help! How do I teach the next
generation science standards? Grand Rapids,
MI: Van Andel Education Institute.
QuotEd. (2014). 3 types of ACT science
strugglers. Retrieved from
http://www.quotedapps.com/2014/03/16/3types-of-act-science-strugglers/
Regents of the University of California. (n.d.).
Relevant-supporting evidence description.
Retrieved from http://sciencearguments.
weebly.com/uploads/2/6/4/3/26438648/
rse_description_v1.pdf
Smarter Balanced Assessment Consortium.
(2013). Grade 11-performance task. Retrieved
from http://www.smarterbalanced.org/
wordpress/wp-content/uploads/2012/09/
performance-tasks/nuclear.pdf
­ Choice of evidence is relevant
(appropriate), accurate and
sufficient to support the claim
and to connect to the reasons
­ Quantitative evidence includes:
extremes, patterns, and other
data pairs that are reliable, and
relevant
­ Qualitative evidence is
descriptive and clearly
enhances the argument.
­ All evidence (Cause and Effect)
is clearly mentioned as ordered
pairs.
Evidence
Scientific data or
information that supports
the claim. The
Scientific
data/information needs to
be relevant (appropriate),
accurate and sufficient to
support the claim. (Cause
and Effect are logically
related)
­ Choice of evidence is mostly
relevant (appropriate), mostly
accurate and mostly sufficient to
support the claim and/or to
connect to the reasons
­ Most of the quantitative evidence
includes: extremes, patterns, and
other data pairs that are reliable,
relevant
­ Qualitative evidence is descriptive
and mostly enhances the
argument.
­ Most evidence (Cause and Effect)
is clearly mentioned as ordered
pairs.
­ Clear scientifically accurate
­ Scientifically accurate claim (The
claim that is placed correctly in
sentence structure is simple and
the context of the answer
clear.
­ There is complexity to the
­ The variables are identifiable.
sentence structure and thought.
(Cause and effect are clear)
­ The variables are easily
­ The answer can be linked to most
identified. (Cause and effect
of the evidence, reason, and/or
are clear)
counter argument.
­ The answer can be linked to all
of the evidence, reason, and
counter argument.
3: Good
B
Claim: A statement or
conclusion that answers
the original question or
problem. A cause and
effect are included
(ordered pairs).
4: Excellent
A
­ Claim reveals partial
understanding and includes both
accurate and inaccurate details or
omits important details
­ The sentence structure is simple
or somewhat clear.
­ The variables (cause or effect) are
not clear (Cause and effect are
missing in most cases)
­ The answer can be linked to some
of the following evidence, reason,
or counter argument but not all.
­ Choice of evidence is somewhat
relevant (appropriate), some what
in accurate and/or somewhat
sufficient to support the claim
and/or to connect to the reasons
­ Or: There is enough evidence
provided, but it contains both
accurate and inaccurate
statements and has limited
connection to the claim/reasons
­ Or: some evidence is used
inaccurately because there is no
cause and effect relationship
(cause and effect are missing in
most cases)
­ Some of the quantitative evidence
includes: extremes, patterns, and
other data pairs that are reliable,
relevant
­ Only qualitative evidence is used
to enhance the argument with
some connections to the
claim/reasons
2: Satisfactory
C
­ No Claim,
­ There is no
clear answer to
the question to
begin the
scientific
argument.
0: No evidence
­ No qualitative or
­ Choice of evidence is
quantitative
not relevant
evidence is
(appropriate), not
provided
accurate and not
sufficient to support the
claim and/or to connect
to the reasons
­ Or: evidence is used
inaccurately because
there is no cause and
effect relationship (No
ordered pair of
evidence)
­ Only qualitative
evidence is used to
enhance the argument
with no connections to
the claim/reasons
­ The claim is inaccurate
or the claim is off topic.
­ The claim does not
answer the question in
a scientific way because
no variables are
considered. (no cause
or effect or inaccurate
use of variables)
1: Needs Improvement
D
Claims Evidence Reasoning Rubic
Articles | www.msta-mich.org •
41
42
• MSTA Journal • fall 2015
­
­
­
­
­ An explicit counter
argument(s) or alternative
explanation(s) is provided that
includes relevant, accurate,
and sufficient (counter)
evidence and reasoning.
­ Provides multiple connections
to the claim and evidence used
in the argument
­ Continues to use evidence as
an ordered pair
­ Provokes thoughts about how
others may view the same
evidence
Counter Argument:
Recognizes and describes
alternative explanations
(using the same evidence or
by providing counter
evidence) and the reasoning
for why the alternative
explanation is not
appropriate.
­ Some connections are in the
reasons to show how some of the
evidence or why some of the
evidence supports the claim.
­ The reasoning does not link all
relevant evidence to the claim
­ An appropriate scientific
principle/term/vocabulary is
described or defined and then is
used to justify why some of the
data/information counts as
evidence.
­ The appropriate scientific
principles are not fully described
or accurately used to justify why
the data/information counts as
evidence.
­ The reasons are inaccurate due to
errors or lack of connections.
­ Basically, there is no logical
cause/effect relationship
described.
There is a clear counter argument ­ There is a counter argument or
alternative explanation that
or alternative explanation that
includes some relevant, accurate,
includes mostly relevant,
and sufficient evidence and
accurate, and sufficient evidence
reasoning (insufficient with
and reasoning
Or introduces counter evidence
inaccuracy)
­ Provides a connection to the
and reasoning
claim or reasons but not both
Provides some connection to the
­ Uses some of the evidence as an
claim and/or reasons
ordered pair or include only one
Uses most of the evidence as an
ordered pair
cause or effect.
­ Or there is both accurate and
inaccurate logic used
­ A clear connection is maintained
throughout the reasons to show
how most of the evidence or why
most of the evidence supports the
claim.
­ Most of the appropriate scientific
principles/terms/vocabulary are
described or defined and then
are used to justify why most of
the data/information counts as
evidence.
­ And/or relevant and accurate
prior knowledge/life experience(s)
are used to support how/why the
evidence supports the claim
Reasoning: A justification
­ Explicit accurate, relevant,
that links the claim and
and sufficient reasoning is
evidence through the logical
provided that connects all
application of cause and
evidence to the claim.
effect. It shows why the data ­ All of the appropriate
and information counts as
scientific
evidence by using relevant,
principles/terms/vocabulary
accurate and sufficient
are described or defined and
scientific principles.
are used to justify why the
data/information counts as
evidence.
­ The response describes an
application of the scientific
principles beyond the context
of the prompt. (Additional
research and connections
were made to outside
sources/real world context)
­ There is a counter
argument or alternative
explanation that
includes inaccurate
evidence, logic which
makes the argument
irrelevant,
­ Or the counter
argument or alternative
explanation is off topic
­ Does not
recognize that
alternative
explanations
exist
­ The reasoning does not ­ No reasoning is
support the claim
provided
And/or
­ The reasons may be off
topic
And/or
­ The reasons may be
lacking connections to
the evidence
And/or
­ The reasoning is flawed
with many errors
because the reasons are
NOT relevant, accurate,
or sufficient
And/or
­ No attempt was made to
include any scientific
principle/term/vocabular
y to support the reasons
Claims Evidence Reasoning Rubic
Articles | www.msta-mich.org •
Score 24
Overall comments
***In the study FCA’s and
Conclusion were in the
same category.
FCA’s -Conventions: The
overall flow and grammar of
the paper
tth
***Anything in bold print
was not used in the study
but will be incorporated in
the 4 year of
implementation. Academic
year 2015-2016
Conclusion: A summary of
the scientific argument that
highlights the key points
and draws and end to the
argument in a clear and
concise manner.
­ Control of sentence structure,
grammar and usage, and
mechanics
­ Choice of signal words
increases the integrity of the
argument
­ Length and complexity of
response provides opportunity
for student to show control of
standard English conventions
­ The paragraph flows because
the claim, evidence, reasons
and counter argument are
logically connected.
­ Includes
o confidence level about
the findings, and
o provides suggestions for
further research, and
o explains how errors may
impact the findings
sighted in the scientific
argument.
­ Concluding statement
emphasizes the most
significant, relevant, and
accurate evidence and reasons
and/or counter argument that
support the claim.
­ Strong and appropriate signal
words are used
­ A clear, concise and
appropriate concluding
statement ends the paragraph
­
­
­ Errors do not interfere with
communication and/or clarity
­ Or few errors relative to length of
response or complexity of
sentence structure, grammar and
usage, and mechanics,
­ Signal words are used
­ The paragraph flows most of the
time because the claim, evidence,
reasons and counter argument
are logically connected.
.
­ Includes most of the following
o confidence level about the
findings, and
o provides suggestions for
further research, and
o explains how errors may
impact the findings sighted
in the scientific argument.
­ Concluding statement
emphasizes the significant,
relevant, and accurate evidence
and reasons and/or counter
argument that support the claim
­ Appropriate signal words are
used
­ An appropriate concluding
statement ends the paragraph
­
­
­ Errors interfere somewhat with
communication and/or clarity
­ Or too many errors relative to the
length of the response or
complexity of sentence structure,
grammar and mechanics
­ Or lacking appropriate signal
words
­ Or not written as a paragraph,
lacks paragraph integrity and
complexity (separate claim,
evidence, reason)
­
­
­ Errors seriously
interfere with
communication AND
clarity
­ Or little control of
sentence structure,
grammar and usage, and
mechanics
­ Or there is an attempt to
make an argument
however it is not a
sufficient writing sample
to evaluate CERCC
If you wrote
something you
earn at least a
“D” in the
conventions
category
­ No signal words are
­ No concluding
used and a somewhat
statement
appropriate concluding
statement ends the
paragraph
­ Concluding statement
­ Concluding statement emphasizes
does not emphasize
evidence or reasons or
evidence and reasons and/or
counter argument
counter argument that support
the claim. (not always relevant,
significant, or accurate)
­ Includes one of the
following
o confidence level
­ Includes some of the following
about the findings,
o confidence level about the
and
findings, and
o provides
o provides suggestions for
suggestions for
further research, and
further research,
o explains how errors may
and
impact the findings sighted
o explains how errors
in the scientific argument.
may impact the
findings sighted in
the scientific
argument.
­ Some signal words are used that
are appropriate or inappropriate
­ A somewhat appropriate
concluding statement ends the
paragraph
Claims Evidence Reasoning Rubic
43
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• MSTA Journal • fall 2015
Holy Ichythoplankton Batman!
— Science Research as a Teacher
at sea
June Teisan, Education Outreach and Program Specialist National
Oceanic and Atmospheric Administration NOAA
How do STEM educators
stay abreast of cutting edge
practices and programs? In
what ways can they renew
and refresh skills that go
beyond pedagogy and
instead ground them in reallife research in their primary
STEM major? I have found
that sending myself to ‘science teacher boot camps’
each summer has done
exactly that for me. Whether
it was spending a week
studying zoonosis at the
Centers for Disease Control
in Atlanta, a stint focused on
the science of food safety
with the US Department of
Agriculture in Washington, D.C., or time on
Lake Superior with scientists from the Environmental Protection Agency investigating
water quality, I flourished as a biologist in
these immersive science settings and was
then able to transform the experience into
deeper learning for my students.
So imagine my excitement when an email
in early 2015 alerted me to my selection as
a Teacher at Sea with the National Oceanic
and Atmospheric Administration. I’ve known
for a long time that NOAA’s Teacher at Sea
Program is a premier educator training
experience that launches an educator on
an authentic research expedition to work
side-by-side with world-class scientists in
the field. The teacher can, in turn, share this
adventure with students in their classroom.
In my case, I would be sharing my ocean
experiences with educators and students
across the country! As an Albert Einstein
Distinguished Educator Fellow placed in
NOAA’s Office of Education in Washington,
D.C., I was spending the year presenting to
teachers at professional development conferences nationwide, so I would be able to bring
a vibrant, first-hand account of the Teacher at
Sea program to my audiences of educators.
And although I don’t have a class of my own
right now, I’m also in touch with K-12 students
through my home district and in the classrooms of my former student teachers.
I set sail May 1st for a two-week voyage on
the Gulf of Mexico aboard the Oregon II,
a 170-foot research vessel from NOAA’s
Fisheries facility in Pascagoula, Mississippi.
The purpose of the cruise was to measure
water quality parameters and gather ichthyoplankton samples, specifically targeting the
larvae of Bluefin tuna. With my two noonto-midnight teammates, and the invaluable
Oregon II deck crew to operate the winches,
Articles | www.msta-mich.org •
45
I learned to draw samples from the Gulf
with specially developed equipment at both
the surface, sub-surface, and at depths in
excess of 200 meters! The data collected
on NOAA’s plankton cruises provides one
piece of the complex puzzle of the regulation of commercial and recreational fishing.
Ichthyoplankton data is added to findings
from trawl teams catching juvenile sizes of
certain species, analysis of gonads and
spawn from adult fish caught on other cruises, and other stock assessment information.
Data analysis and modeling examine these
information streams, and serve as the basis
of stock assessment recommendations
brought to policy makers. Spring ichthyoplankton surveys have been conducted for
over 30 years, and my Teacher at Sea time
was an amazing glimpse behind the scenes
of NOAA’s critical work maintaining the
health of our fisheries.
Onboard ship I quickly learned that there’s a
unique rhythm to a working research vessel,
and it takes a while to acclimate. During
the 12 hour shift to which I was assigned -
46
• MSTA Journal • fall 2015
noon to midnight - there could be a variable
number of hours of waiting to get to the next
testing site at particular coordinates in the
Gulf, then 2-3 hours of intense physical activity as we deployed the scientific gear and
processed the samples, all on a rolling ship
deck. And oh, once you settle into that pace
and schedule… BAM! …weather delays or
ship repairs upend the plans and we’d be
back to uncertainty. What was a big help in
all the ambiguity was working with such a
positive, cheerful, professional team which
made it easier to roll with the changes.
I was most certainly out of my comfort zone
on the Oregon II. While I have sailed on
boats and ships of various sizes, this is an
intense working vessel on a tight schedule
doing the 2015 sample set of what is a
thirty-year ongoing data collection effort, so
the focus does not vary and the pace it is
rigorous. So as the waves continued to build
(we started with calm seas and experienced
8-9 foot swells) again, a trust in the ship’s
crew and my science team helped me dig in
and contribute to the work in spite of my lack
of training and my newbie status. It was in
all a stellar scientific research experience for
a geeky biology major who spends most of
her days in a classroom filled with exuberant
11 year olds!
While on board the Oregon II for fifteen
days, I was deeply impressed by many
facets of this scientific journey.
protecting our water resources, and equally
passionate about sharing this stewardship
mission with students and peer educators.
So I was beyond excited to be chosen for a
STEM adventure with the National Oceanic
and Atmospheric Administration’s Teacher at
Sea Program. If you or someone you know
would like to apply please visit teacheratsea.
noaa.gov
• The level of dedication, professionalism,
and passion of the NOAA science team:
This work is high caliber data gathering
in sometimes grueling conditions, with
monotonous waiting periods in close
quarters, but the good humor, dedication
to best practice field science, and mutual
respect and support among the team is
always evident.
• The complexity of running a working
research vessel: From the commanding officer down the chain, each crew
member has their jobs and each person
is vital to the success of the excursion.
• The importance of the work: Our fisheries are a vital food source; to manage the
stocks and avoid overfishing we need
data to make management decisions
that ensure a healthy ecosystem.
• The beauty and jaw-dropping magnificence of the Gulf: this vast expanse of
water - teaming with life, driving weather
patterns, supplying us with food and fuel
– is a sight beyond words.
• The pathways to STEM: Always curious
about why people choose the careers
they do - at what point did a door open,
who pointed the way, when did the
proverbial light bulb go on - I asked
members of our science team and ship’s
crew the when, how, and why behind
their chosen careers and learned so
much from them that I can in turn share
with other educators about creating
STEM opportunities for students.
SCIENCE
TEACHERS
NEEDED!
The A.G.B.U., Alex & Marie
Manoogian School
in Southfield is looking for
Michigan Certified Science
teachers for Middle School and
High School. Send your resume
with cover letter to:
torossian@manoogian.org
It is the oceans, lakes, rivers, and streams
that give Earth its stunning blue hue and foster life on our planet. I am passionate about
Articles | www.msta-mich.org •
47
Same Gender Effect (In the Zone
Treatment) in a Mixed Gender
Classroom
Part Three: as it relates to superior
content retention
J. Gail Armstrong-Hall Ph.D.
Abstract
By having gender separation, both vertically and horizontally, in a treatment called “in the
zone,” seventh grade students at a middle school were able to more than double their
content knowledge acquisition. Further, the classes engaged in this treatment exhibited
lower decibel level readings than the regular coed class (no treatment) and the same
gender classes. This longitudinal study suggests that coed public schools with the “in
the zone treatment” should be able to outperform private and charter schools that rely on
same gender classes.
At the beginning of this school year, I was
explaining to the parent of a new student
that my same-gender classes from the previous year retained twice as much information as the mixed gender classes. I suddenly realized that his daughter was destined
to be in a ‘mixed class’ for this school year
and I had just announced that she would be
learning half as much as her counterparts in
a same gender class. Whoops! How can
any teacher in good conscience allow this
to happen? There must be some way to
simulate the same gender effect in a mixed
class. Perhaps a reorganization of our
science classrooms might offer a solution.
We now have the potential to have students
separated in the vertical plane since I now
have lab tables on two different height
levels. At the back of the room I have higher
lab tables and at the front I have lower lab
tables. Believing that girls are talkers and
boys are pokers, I decided to put the girls
up front where the tables were in rows that
did not face each other. This arrangement
minimized gossip and helped the girls focus
on my instructions. The boys were at the
48
• MSTA Journal • fall 2015
taller lab tables at the back of the room
and were spatially “enticed” to look at me
for instruction. This vertical and horizontal
separation of the sexes was dubbed the “In
the Zone Treatment”. See the diagram in
Figure 1 for the lay out.
Students knew they were ‘in the zone’ to
help them focus on my instructions, then
students could move about the room. I
selected one class to be the “control” class
and students were mixed in their seating
arrangement. A second class had all the
same gender (male). All students were preand post-tested to determine how many of
the essential science concepts they learned.
A random sample was taken from each
class, pulling data from every 5th person.
The results of the data collection are found
in Tables 1 and 2. To be able to compare
current data with those collected in past
years and establish better controls over the
testing, the same essential questions and
grading rubrics were used. (See Appendices 1-3 to view last year’s data.)
Figure 1: IN THE ZONE TREATMENT
Articles | www.msta-mich.org •
49
Discussion
Data from this year was supported by
comparison with the previous year because
in the all boy class students performed
almost twice as well (25%) as the control
class (15%). By having a gender separation
both vertically and horizontally in a treatment
called “in the zone,” 7th grade students
at middle school were able to more than
double their content knowledge acquisition.
The treatment classes had 40%, 35%, and
38% content improvement compared to the
control group that had a 15% content gain
and the all boy group that had a 25% content improvement. The overall content retention between years was higher in the first
year (maximum of 57 points out of 60) and
lower in the second (maximum of 41 points
out of 60). The problems picked for analysis
were based on three types of pedagogy: a
field trip, an experiment and independent
reading formats. The field trip had to be
deleted the second year due to lack of funding. Field trips really can make a difference.
Decibel readings further support the “in the
zone technique” as it gives us evidence of
lower sound levels (at least by 10 decibels)
in the treatment classes as opposed to the
control or all boy groupings.
History/Conclusions
Focused communication in the classroom
is essential to success for both the student
and teacher. Spatial orientation, usually in
the form of traditional rows, horseshoe, and
modular tabling arrangements can influence
the effectiveness of this kind of communication. Sommer explains that the traditional
seating of rows first evolved as a way to
best make use of light from side windows.
(Sommers, 1969) Despite advancements
in lighting, this configuration persists, with
a recent survey showing over 90 percent of
the classrooms at one university continue
to use this arrangement. Smaller groups
tend to employ the horseshoe arrangement
and modular or cluster grouping is most
often found in specialized classrooms like
those teaching home economics or science.
50
• MSTA Journal • fall 2015
Lower elementary classrooms also frequently utilized this sort of seating plan. It has
been known for a long time that, depending
on the type of communication you wish to
foster, seating organization is important;
seating in rows is best to disseminate information since it limits student interaction and
places the primary focus on the teacher.
Horseshoe arrangement is effective for both
student-student and student-teacher interaction and modular seating is most effective
for student-student interactions. Despite our
knowledge about different seating arrangements, may educators continue to use only
one seating mode. Teachers cite reasons
like janitorial preference, that they were
chastised by their colleagues or administrators for having a ‘messy room’ when they
changed or that they had just never thought
about changing their seating as reasons
for using traditional row-based seating.
Change in education is very slow. Teachers
are conservative and resistant to permanent
change. They make short-term changes
in teaching pedagogy, but often end up
going back to what they feel works the best,
making effecting lasting change in education very difficult. I am not aware of anyone
looking at vertical/gender separation in the
classroom, only horizontal variation.
Another factor that makes this arrangement
particularly powerful is that it takes into account bullying behavior by gender. According to our school administrator, Dr. Kocenda,
girls bully by gossiping and with their backs
to each other in this seating arrangement, it
is hard for them to do this. Boys tend to bully
by physical horseplay and have a very large
lab table separating them, thus reducing this
problem. The “in the zone treatment” here
is recommended for giving instruction only.
It creates a focused environment for the
teacher to introduce the lesson of the day.
After the introduction of the lesson, students
can either stay in their seats and work, or
gravitate to group work within the room,
depending on whether the assignment calls
for student-student interaction.
References
Armstrong-Hall, J.G. (2008) Same Gender
Instruction Part two: as it relates to content
retention, submitted to the Troy Public Schools.
Galvin, K & Book, C. (1976) Growing Together:
Classroom Communication, Columbus, Ohio:
Charles E. Merrill.
Sommer, R. (1969) Personal Space, Englewood
Cliffs, NJ: Prentice-Hall.
McCroskey, J. C. & McVetta, R. W. (2009)
Classroom Seating Arrangements:
Instructional Communication Theory Versus
Student Preferences. www.jamescmccroskey.
com/publicaitons/82.htm.
Hurt, H. T., Scott, M.D. & McCroskey, J. C. (1978)
Communication in the classroom (Reading,
Mass.: Addison-Wesley Publication Company.
Kocenda, D. (2008) in communication, June 26,
2008. Middle school Assistant Principal.
Artifacts and Data Tables—
Essential Science Learning’s for 7th Grade Pretest and Posttest
1. Can you describe and draw the water, carbon and rock cycles?
2. Can you identify mechanical and chemical weathering and give examples of each?
3. What is the relationship between erosion and weathering?
4. What is the difference between succession and evolution?
5. What causes the seasons on the earth?
6. What is composition of the air and how does it move?
7. How is matter affected by temperature change?
8. What is the difference between a null and directed hypothesis and between an
independent and dependant variable?
9. How do you write an abstract and a conclusion?
10.How does on analyze data?
Pre-Test and Post-Test Data for Classes 2008
First Hour
Second Hour
Third Hour
Fifth Hour
Sixth Hour
All Boys
All Girls
Boys and Girls
Boys and Girls
Boys and Girls
Points / %
Points / %
Points / %
Points / %
Points / %
Pretest
29
48
15
25
9
15
30
50
23
38
Posttest
57
95
42
70
22
37
27
45
27
45
Classroom Activities | www.msta-mich.org •
51
Pre-Test and Post-Test Data for Classes 2009
First Hour
In the
Zone class
Points / %
Second Hour
Control class
Posttest
33
Pretest
9
Fourth Hour
All Boys
Points / %
Third Hour
In the
Zone class
Points / %
Points / %
Fifth Hour
In the
Zone class
Points / %
55
19
32
41
68
26
43
27
45
15
10
17
20
33
11
18
4
7
Percentage Increase/Decrease in Knowledge between the Classes 2008
1st hour
2nd hour
3rd hour
5th hour
6th hour
47%
45%
22%
-5%
7%
Percentage Increase/Decrease in Knowledge between the Classes 2009
1st hour
2nd hour
3rd hour
4th hour
5th hour
40%
15%
35%
25%
38%
Loudness by Class Period Measured in Decibels for Ten Days in February and
March, 2009
1st hour
treatment
2nd hour
control
3rd hour
treatment
4th hour
all boys
5th hour
treatment
72.7
82.8
73.3
79.6
73.4
52
• MSTA Journal • fall 2015
The Decibel Difference
tween a regular class set up with students
seated at random and then put them in her
“in the zone treatment” set up (see paper
above). Here are the results:
Private school results in a public school
setting that is what Dr. Hall’s science class
offers students at middle school. Recently
Dr. Hall tested the decibel difference be-
Hour
Random Seating Decibel Level
In The Zone Seating Decibel Level
First
84
70
Second
82
70
Third
87
72
Fifth
81
71
Sixth
89
72
It is clear that there is a significant difference
in decibel level when students are placed
in the zone as opposed to their regular
random seating in most classes. This year’s
group has had a great deal of success with
academics and their behavior and focus has
been much improved thanks to this classroom design.
Articles | www.msta-mich.org •
53
Seasonal Visibility of Stars, and
Visibility of Planets in 2015-2017,
from positions of planets in their
orbits
Robert C. Victor, Abrams Planetarium, Michigan State University
These orbit charts and accompanying data table can be used for plotting the positions of
the six inner planets, and determining any planet’s visibility as seen from Earth. In addition to doing the problem set below as a desktop activity, students can “act out” each
problem’s situation in the classroom, by having one student represent the Sun, another the
Earth, and others the five other planets.
Be sure to have all students take a turn at representing the Earth. That student will do
more than just stand in place, but will rotate as well, to determine planet visibility at dusk,
in middle of night, and at dawn.
These two charts of the orbits of the planets, one showing Mercury through Mars, and the
other Mercury through Saturn, depict the view as seen from the north side, or “above” the
solar system. In these views, the direction of revolution of the planets about the Sun is
counterclockwise. The outer circular scale is labeled with values of heliocentric longitude,
measured from the Vernal Equinox, or apparent direction of the Sun as seen from Earth at
the beginning of northern hemisphere spring. That scale also indicates the directions of the
thirteen zodiacal constellations (those in the plane of the Earth’s orbit) from the Sun.
The directions of the five first magnitude stars Aldebaran, Pollux, Regulus, Spica, and
Antares, as well as the Pleiades star cluster, are also indicated. The outer circular scale
should be imagined to be much larger than shown: Earth is one astronomical unit, or 8-1/3
light minutes from the Sun, compared to stellar distances of many light-years. One light-year
is approximately 63,000 astronomical units. On a chart where the Sun-Earth distance (one
a.u.) would be represented by one inch, a light year would be represented by one mile.
On both orbit charts, the Earth’s orbit is exactly in the plane of the sheet of paper.
For all the other orbits, the portion drawn as a solid curve lies north of or above Earth’s
orbit plane. The dotted part of the orbit lies south of or below Earth’s orbit plane.
Viewed from the north side of the solar system, the Earth’s rotation on its axis also appears
counterclockwise. But the axis of Earth does not point at right angles to the plane of the
orbit; rather, it tips away from the perpendicular, leaning by about 23.4° toward the top
edge of the chart, beyond the 90° mark of the circular scale.
Using both orbit charts and the data table, try working out the answers to these questions:
1. Why is the Pleiades star cluster visible all night each year around November 20? Where
(in what direction in the sky?) would you expect to see it at nightfall? In the middle of
the night? At dawn’s first light? Why can’t you see the cluster for several weeks around
May 20?
54
• MSTA Journal • fall 2015
2. On what approximate date each year is Aldebaran visible all night? Give approximate
date of all-night visibility for Pollux; Regulus; Spica, Antares.
3.On what approximate date each year is Earth heading toward Antares and away from
Aldebaran? On that date, Antares is visible (at dusk or at dawn?) about 90 degrees from
the Sun, while Aldebaran is visible (at dusk or dawn?), also about 90 degrees from Sun.
4.In which month would a First Quarter Moon appear near the star Spica? Hint: The
First Quarter Moon occurs when the Moon appears 90 degrees or a quarter-circle east
(counterclockwise in this top view) of the Sun.
5.Northern Hemisphere summer?
6.Describe the arrangement of Sun, Venus, and Earth that occurred on August 15, 2015.
The arrangement, with Venus passing between Earth and Sun, is called an inferior
conjunction of Venus. Notice Venus was located in the portion of its orbit plotted as a
dotted curve, rather than solid. During the alignment on Aug. 15, 2015, did Venus pass
north, or south, of the Sun’s disk?
Before Aug. 15, 2015, the previous time Venus passed between Earth and Sun occurred just
over 19 months earlier, on Jan. 11, 2014. On that occasion, did Venus pass north, or south,
of the Sun’s disk? Just over 19 months before that, on June 5, 2012, Venus appeared as a
small black dot moving across the Sun’s disk. This rare event was a transit of Venus, which
won’t happen again until December 10, 2117. From the orbit diagram, can you explain why
transits of Venus can happen only in early June or early December? After Aug. 15, 2015, the
next inferior conjunctions of Venus will occur at intervals of just over 19 months, on Mar.
25, 2017 (north or south of Sun’s disk?), Oct. 26, 2018 (north or south of Sun’s disk?), and
Jun. 3, 2020 (narrowly N of Sun’s disk). For several weeks before and after each of these
events, what will be the phase of Venus?
In 2016, Mercury passes inferior conjunction on Jan. 14, May 9, Sept. 12, and Dec. 28. During one of these events, Mercury will transit the Sun’s disk. On what date?
7.Which brilliant planets will form a close pair on Oct. 25 and 26, 2015? (Use Outer Planets
Chart.) When will the event be seen, at dusk or at dawn? The two planets will be easily
seen within the same telescopic field. Describe their appearances through the telescope.
Another planet, not as bright, will fit within the same 5° binocular field as the bright pair,
forming a trio with them for eight mornings, Oct. 22-29, 2015. Which planet?
For much of October 2015, yet another planet will be seen at the same time of day as the
preceding three planets, but closer to the Sun and lower in the twilight glow. Which planet?
8.Using the Inner Planets Chart, find which two planets will appear close together in our
sky on Nov. 3, 2015? On Feb. 13, 2016? On Jul. 16, 2016? For each pair, determine time
of day it will be seen, at dusk or at dawn.
9.From late January through most of February 2016, all five naked-eye planets will be
simultaneously seen in twilight. On Feb. 1, 2016, the Moon will appear half full and
close to one of the five planets. Plot all the planets’ positions for that date on the orbit
diagrams, and determine: (a) When can you see all five planets, at dusk or at dawn? (b)
Names of the planets in order of their apparent positions in the sky, from the eastern
Classroom Activities | www.msta-mich.org •
55
to the western horizon? (c) Name of the planet near the “half Moon” on Feb. 1? (d)
Note in early February, no planets will be visible at dusk, in twilight after sunset. As
the Earth rotates, which planet rises first in the evening, after sunset? Which rises last,
shortly before sunrise?
10. Which planet will be at opposition, visible all night on March 7-8, 2016? In which constellation will it appear? Which bright star will appear about 18° west of that planet?
11. In which constellation will the Full Moon appear on May 21, 2016? Which bright planet
will appear near the Moon that night? As the Earth rotates on its axis, the Moon and
the planet, near opposition that night, will move together across the sky all night.
12. Saturn will be at opposition, visible all night, a day after the start of what month in
2016? In which constellation will it appear? Which bright star will appear near Saturn?
13. Using the Outer Planets Chart, find which two planets will appear close together in
our sky on these dates in 2016: On Jan. 9? On Aug. 24? On Aug. 27? On Oct. 11? On
Oct. 29? For each pair, determine the time of day it will be seen, at dusk or at dawn.
14. In what month in 2017 will Venus reach its greatest angular separation from the Sun in
the evening sky? In what phase will Venus appear then? Follow Venus’ phases through
a telescope evenings until late March that year.
This data table at right and accompanying orbit charts can be used for plotting the positions of the six inner planets, and then determining any planet’s visibility as seen from
Earth. For a set of questions about coming events, see the activity sheet, Seasonal Visibility
of Stars, and Visibility of Planets in 2015-2017.
To plot Earth or another planet on any date of interest, first place a ruler or straightedge
on the orbit diagram. Lay it along a line from the center of the Sun dot to the appropriate degree mark on the circular scale matching the longitude of the planet on that date,
as given in the table above. Next, make a tick mark where the straightedge crosses the
planet’s orbit.
Robert D. Miller, who provided the orbit charts, did graduate work in Planetarium Science
and later astronomy and computer science at Michigan State University. He remains active
in research and public outreach in astronomy.
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• MSTA Journal • fall 2015
Data table for activity sheet,!
Seasonal
Visibility
of Stars,!
Data table for activity
sheet,Seasonal
Visibility of Stars,and
Visibility of Planets in 2015-2017
!
!
!
!
!
and Visibility of Planets in 2015-2017!
Heliocentric Longitudes of the Planets on the first day of each
Heliocentric
Longitudes of the Planets!
month, July 2015-July
2017
on the first day of each month, July 2015-July 2017!
Date
------7/2015
8/2015
9/2015
10/2015
11/2015
12/2015
Mercury
------350
163
264
9
180
272
Venus
------250
299
348
36
86
135
Earth
------279
309
338
8
38
69
Mars
------91
106
121
134
148
161
Jupiter
------149
151
154
156
159
161
Saturn!
-------!
243!
244!
245!
246!
247!
248!
1/2016
2/2016
3/2016
4/2016
5/2016
6/2016
7/2016
8/2016
9/2016
10/2016
11/2016
12/2016
31
196
281
48
203
293
67
216
305
92
228
315
185
235
281
330
18
67
116
166
216
264
313
0
100
132
161
192
221
251
280
309
339
8
39
69
174
188
201
216
231
247
263
281
300
318
338
357
163
166
168
170
172
175
177
179
182
184
186
189
248!
249!
250!
251!
252!
253!
254!
255!
256!
257!
258!
259!
1/2017
2/2017
3/2017
4/2017
5/2017
6/2017
7/2017
117
239
323
129
242
338
145
50
100
145
196
244
293
340
101
132
161
191
221
251
279
16
35
51
68
83
98
112
191
193
195
198
200
202
205
260!
260!
261!
262!
263!
264!
265!
This data table and accompanying orbit charts can be used for plotting the
positions of the six inner planets, and then determining any planet’s visibility
as seen from Earth. For a set of questions about coming events, see the activity
sheet, Seasonal Visibility of Stars, and Visibility of Planets in 2015-2017.!
!
To plot Earth or another planet on any date of interest, first place a ruler or
straightedge on the orbit diagram. Lay it along a line from the center of the
Sun dot to the appropriate degree mark on the circular scale matching the
longitude of the planet on that date, as given in the table above. Next, make a
tick mark where the straightedge crosses the planet’s orbit.!
Classroom Activities | www.msta-mich.org •
57
Chart of Planetary Orbits
ad
es
to A
90
80
to
TAU
110
GEM
RUS
60
100
INI
Ple
i
70
x
ollu
to P
ldeb
aran
Mercury through Mars
12
0
50
13
ER
0
NC
0
40
14
CA
S
IE
AR
gu
lus
15
0
Re
30
to
PISCE
170
10
20
160
LE
O
Dec 21-22
S
0
Sept
22-23
SUN
350
M
Jun 20-21
UAR
33
S
A
23
CA
24
SC
OR
0
0
OPH
IUCH
260
SAGIT
270
280
32
0
30
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TARIU
US
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31
290
to A
ntar
es
250
RN
CO
I
PR
PIU
0
22
BR
0
0
US
LI
0
1
2
ASTRONOMICAL UNITS
1 AU = 93 million miles
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• MSTA Journal • fall 2015
3
Robert D. Miller
Sept. 26, 2011
340
AQ
21
0
a
pic
to S
M
ar
s
200
Ea
rth
O
IUS
Ve
nu
s
VIRG
190
er
cu
ry
180
Mar
19-20
Chart of Planetary Orbits
Ple
ia
de
s
to A
90
80
100
TAU
GEM
RUS
60
110
INI
to
70
x
ollu
to P
ldeb
aran
Mercury through Saturn
12
0
50
13
ER
0
NC
0
40
14
CA
IE
AR
S
20
160
PISCE
170
10
lus
30
gu
15
0
Re
LE
O
to
0
S
180
UAR
r
te
AQ
Ju
pi
200
Sa
P
S
A
CA
PIU
23
0
31
24
SC
OR
0
C
RI
0
tu
US
RN
O
BR
0
OPH
IUCH
250
SAGIT
ntar
es
260
280
270
0
30
S
TARIU
US
290
to A
0
22
LI
32
rn
0
33
21
0
a
pic
to S
340
O
IUS
VIRG
190
350
E
M arth
ar
s
SUN
0
1
2
3
4
5
6
7
ASTRONOMICAL UNITS
1 AU = 93 million miles
8
9
10
Robert D. Miller
Sept. 26, 2011
Articles | www.msta-mich.org •
59
60
• MSTA Journal • fall 2015
Rethinking the Egg Drop with NGSS
Science and Engineering Practices
Joshua Ellis, Assistant Professor of STEM Education and Emily Dare, Assistant Professor
of STEM Education, Michigan Technological University, Matthew Voigt, Graduate Student
in Math and Science Ed, San Diego State University, Gillian Roehrig, Professor of STEM
Education, University of Minnesota
The Next Generation Science Standards (National Research Council, 2013) call for instruction that weaves science, technology, engineering, and mathematics (STEM) concepts into a
coherent instructional plan. Engineering is relatively new to K-12 classrooms, but has been
shown to be beneficial to students due to contextualizing math and science content and
developing students’ problem solving and teamwork skills (Brophy et al., 2008; Hirsch, Carpinelli, Kimmel, Rockland, & Bloom, 2007; Koszalka, Wu, & Davidson, 2007). However, integrating engineering into a science classroom proves challenging for many teachers when students
choose to “tinker” in order to solve a given problem or challenge instead of meaningfully
applying science and mathematics concepts (Dare, Ellis, & Roehrig, 2014). Many of these
engineering-integrated science activities result in students not actively reflecting on the science content that would help them address the challenge effectively, where students instead
resort to manipulating variables or design elements at random until the challenge is met.
A favorite classroom activity that is evocative of this engineering-integrated approach to science is the famous Egg Drop. The objective for students is to design a device that protects a
chicken egg from breaking during a fall, usually from the height of a building. Students may
use the given materials to either cushion the egg on impact or break the fall of the egg with
a parachute-type mechanism. In either case, the students either succeed or fail depending
on the state of the egg after the drop. While this activity is often enjoyable and memorable
for the students, it is often performed without students applying science concepts to the
creation of their egg containers or analyzing any data to reiterate science or mathematics concepts. As suggested above, students make their design decisions based on common
knowledge and trial-and-error. However, this activity is ripe for the application of not only
science concepts but practices from mathematics and engineering. We sought to reimagine
the classic Egg Drop activity in a way that guides students through an application of science,
mathematics, and engineering while still retaining the fun of smashing eggs.
One could argue that the Egg Drop is in fact more engineering than science; students are
presented with a problem and must design, create, and test a device that will solve the
problem. However, one could also argue that engineering requires the application of science
and mathematics concepts, in which case the Egg Drop is nothing more than a fun, art-like
project. Moore et al. (2014) note that engineering can provide an engaging context for science or mathematics learning, and the egg drop activity certainly seems to lend itself well
to that approach. The Egg Drop is often associated (albeit loosely) with the physics concepts
of force and motion, inertia, and impulse, and the activity is almost always presided over by
a science teacher. Our approach to the reimagined Egg Drop activity, presented to science
teachers during a professional development workshop, called upon students (science teachers in this case) to explore an engineering design challenge that required the understanding
and application of scientific concepts to achieve the broad goal of protecting the egg. We
allowed participating teachers to define a more specific goal for their students that would
be applicable in their classroom; some examples included minimizing the force at impact,
Classroom Activities | www.msta-mich.org •
61
calculating the deceleration of the egg, and simply determining the maximum impact
velocity that would still render the egg intact. Success was assessed by the teachers’ use of
mathematical data analysis and measurement techniques in their experiments and testing.
Our target audience for this activity was physical science classrooms that ranged from
elementary to high school. The traditional Egg Drop involves constant acceleration (usually
by dropping the egg from a given height), and a complete understanding of force and motion
in this context requires knowledge of quadratic functions. Since this would not be appropriate for many of our teachers’ students, we chose instead to “drop” the egg horizontally,
allowing us to limit the motion of the egg to a constant velocity in a single dimension. This
level of mathematical knowledge is relevant for solving many problems, and we want our
new activity to situate students’ mathematical learning in the context of realistic life scenarios as described by Doorman and Gravemeijer (2009). With this in mind, we focused on
answering this question: What real-world problem is analogous to protecting an egg traveling
in a straight line? With motion restricted to one dimension, we decided that a train would
be an appropriate mode of transport for the egg. This decision helped guide our development of an engineering design challenge with a realistic problem. At the time, rail transport
was experiencing a huge boom as a result of oil mining in the Upper Midwest, which was not
unknown to our participants, as many were well aware of the increase in rail traffic. Some
were even aware of devastating recent derailments that had occurred (see below for more
detail). This real-world problem provided us with a compelling context for our engineering
design challenge: the egg was an analogue for hazardous cargo being transported by rail
cars. The challenge for the students was to design a rail car that would protect the cargo
(the egg) in the event of a collision.
The challenge was named “Runaway Train,” and teachers were first presented with the
following problem:
Your client is a rail transport company that is experiencing a boom in business. They need
to transport toxic and/or dangerous cargo, but all of their rail cars are too old and unreliable. Design a new rail car that will protect the cargo in the event of a collision.
To provide context for the problem, we discussed what happens when a train collides or
derails. A recent and tragic example of derailment had occurred on July 6, 2013 in the town
of Lac-Mégantic, Quebec, Canada. The brakes on a 73-car freight train carrying crude oil
failed, causing a derailment and massive explosion (Transportation Safety Board of Canada,
2014). The 1 kilometer blast radius killed 42 persons and destroyed over half of the buildings
in the downtown area. Harrowing eyewitness statements (Crary, 2013) were also shared with
the teachers in order to further personalize and contextualize the problem. For students,
the reaction would not be much different.
For our professional development purposes, the content focus was limited to force and
motion, though teacher participants were encouraged to explore other related areas, such
as momentum and energy. Table 1 depicts the NGSS standards related to our presentation of
Runaway Train. One of the prompts that we provided regarding force and motion content is
reproduced below:
Collisions typically involve both forces and motion. The position, velocity, and acceleration of an object play a large role in the outcome of a collision, as do the interplay of
balanced and unbalanced forces. Other concepts, such as force over time (impulse),
may be relevant as well.
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• MSTA Journal • fall 2015
Variations of this prompt might be useful for different applications of this engineering
design challenge.
Table 1. Potential NGSS Connections to Runaway Train
Grade Level
Elementary
Possible science
content to focus on
Forces(including 1 friction)
NGSS DCI
S2.A: Each force acts on one particular object and has both strength
and direction. An object at rest typically has multiple forces acting on
it, but they add to give zero net force on the object. Forces that do not
sum to zero can cause changes in the object’s speed or direction of
motion. (3-PS2-1)
The patterns of an object’s motion in various situations can be
observed and measured; when that past motion exhibits a regular
pattern, future motion can be predicted from it. (3-PS2-2)
PS3. A: The faster a given object is moving, the more energy it possesses. (4-PS3-1)
PS3.B: Energy is present whenever there are moving objects, sound,
light, or heat. When objects collide, energy can be transferred from
one object to another, thereby changing their motion. In such collisions, some energy is typically also transferred to the surrounding
air; as a result, the air gets heated and sound is produced. (4-PS3-2,
4-PS3-3)
PS3.C: When objects collide, the contact forces transfer energy so as
to change the objects’ motion. (4-PS3-3)
Middle
Position vs. Time Graphs,
Forces and Potential and
Kinetic Energy
PS2.A: For any pair of interacting objects, the force exerted by
the first object on the second object is equal in strength to the
force that the second object exerts on the first, but in the opposite
direction. (MS-PS2-1)
The motion of an object is determined by the sum of the forces
acting on it; if the total force on the object is not zero, its motion
will change. The greater the mass of the object, the greater the
force needed to achieve the same change in motion. For any
given object, a larger force causes a larger change in motion.
(MS-PS2-2)
All positions of objects and the directions of forces and motions
must be describes in an arbitrarily chosen reference frame and
arbitrarily chosen units of size. In order to share information with
other people, these choices must also be shared. (MS-PS2-3)
PS3.A: Motion energy is properly called kinetic energy; it is
proportional to the mass of the moving object and grows with the
square of its speed. (MS-PS3-1)
PS3.B: When the motion energy of an object changes, there is inevitably some other change in energy at the same time. (MS-PS3-5)
PS3.C: When two objects interact, each one exerts a force on
the other that can cause energy to be transferred to or from the
object. (MS-PS3-2)
Classroom Activities | www.msta-mich.org •
63
Table 1. Potential NGSS Connections to Runaway Train
Grade Level
Possible science
content to focus on
NGSS DCI
High
Energy/work/power, a
cceleration in 1D, forces
(with vector diagrams),
momentum
PS2.A: Newton’s second law accurately predicts changes in
the motion of macroscopic objects. (HS-PS2-1)
Momentum is defined for a particular frame of reference; it is
the mass times the velocity of the object. (HS-PS2-2)
PS3.B: Mathematical expressions, which quantify how the
stored energy in a system depends on its configuration and
how kinetic energy depends on mass and speed, allow the
concept of conservation of energy to be used to predict and
describe system behavior.
Our teacher participants were tasked with choosing a specific challenge to address when
designing their rail car. Though our broad directions, outline above, provided teachers with
thegoal of creating a new design for a rail car to protect the cargo, they chose how to test
theirdesign in order to convince the client that their prototype was the best. Possible challenges thatwere presented to teachers were to create rail cars that would: have minimum
damage ordeformation after a collision, be able to withstand the greatest impact force or
deceleration, or safely stop at a certain distance from a potential “crash site.”
Our teachers put themselves in the role of the student and tackled their challenges in
creative ways. Their solutions were based on their knowledge of force and motion, and they
assessed their designs through data analysis and measurement. For example, one team of
teachers used Vernier force sensors to measure the relationship between the velocity
of the rail car and the impulse it experiences when striking a barrier. Another team related the total mass of the train car to the force it experiences upon collision, which is
often expressed in science textbooks as Newton’s 2nd Law. These groups then modified
their designs in order to better protect the egg being transported by their rail car. These
scientifically-grounded changes were based on not only their own group’s findings, but on
those of other groups as well. This iterative engineering process allowed teachers to engage
in redesign in order to generate more robust rail cars that were better able to protect their
cargo. Figure 1 depicts the final designs of four teams.
As our professional development drew to a close, we encouraged the teachers to think of
different applications of this engineering design challenge. For those who were interested
in exploring how the egg was affected by a crash, analysis of the collision via slow motion
video was suggested. Others were interested in higher level physics in which students would
be able to use motion sensors to explore the train car’s acceleration down a ramp. Energy
was another potential connection that teachers were interested in exploring; one example
involved investigating the sources of friction within the rail car system itself. For those
who were concerned about their students’ economical use of materials, teachers proposed
a budgeting scheme in order to encourage students to carefully plan out their prototype
designs. Teachers suggested many other variables to manipulate, such as the speed and size
of the train car as well as the number of eggs to transport and protect. Others wondered
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• MSTA Journal • fall 2015
Figure 1. Examples of rail cars.
about the physical placement of the egg within the car and hypothesized how their designs
would fare if the egg was mounted tothe front of the train rather than “cradled” in a
cargo hold.
Compared to the typical Egg Drop activity used in many classrooms, this rebuild of the
activity offers multiple opportunities for science and mathematics connections. Students
engagedin this activity are called upon to consider a timely and relevant problem to solve
through ascientific understanding of motion with engineering design processes. Runaway
Train is aflexible vehicle for learning in a number of specific content areas and meaningfully integratesdata analysis and measurement into the design and redesign of the rail car.
Specifically,technologies such as Probeware and video analysis tools hold the potential
to aid students’ abilityto connect mathematical concepts to scientific practices. Through
mathematical analysis of thetrain’s motion, students can apply their knowledge of discrete
graphs in order to reason about themotion of their rail car. It is our hope that teachers find
unique and applicable ways to bringengineering-integrated science learning to their students
through Runaway Train.
Acknowledgements
This study was made possible by National Science Foundation grant DRL-1238140. The
findings, conclusions, and opinions herein represent the views of the authors and do not
necessarily represent the view of personnel affiliated with the National Science Foundation.
Classroom Activities | www.msta-mich.org •
65
References
Brophy, S., Klein, S., Portsmore, M., & Rogers, C. (2008). Advancing engineering education in P-12
classrooms. Journal of Engineering Education, 97(3), 369–387.
Crary, D. (2013, July 3). Lac-Mégantic’s resilience tested after ‘le train d’enfer’. The Kennebec Journal.
Retrieved from http://www.centralmaine.com/2013/07/13/lac-megantics-resilience-tested-after-letrain-denfer
Dare, E. A., Ellis, J. A., & Roehrig, G. H. (2014). Driven by beliefs: Understanding challenges physical
science teachers face when integrating engineering and physics. Journal of Pre-College Engineering
Education Research, 4(2), 5.
Doorman, L. M., & Gravemeijer, K. P. E. (2009). Emergent modeling: discrete graphs to support the
understanding of change and velocity. ZDM Mathematics Education, 41(1-2), 199-211.
Hirsch, L. S., Carpinelli, J. D., Kimmel, H., Rockland, R., & Bloom, J. (2007). The differential effects
of pre-engineering curricula on middle school students’ attitudes to and knowledge of engineering
careers. Published in the proceeding of 2007 Frontiers in Education Conference, Milwaukee, WI.
Koszalka, T., Wu, Y., & Davidson, B. (2007). Instructional design issues in a cross-institutional
collaboration within a distributed engineering educational environment. In, T. Bastiaens &
S. Carliner (Eds.), Proceedings of Work Conference on E-Learning in Corporate, Government,
Healthcare, and Higher Education 2007 (pp. 1650– 1657). Chesapeake, VA: AACE.
Moore, T. J., Stohlmann, M. S., Wang, H.-H., Tank, K. M., Glancy, A., & Roehrig, G. H. (2014).
Implementation and integration of engineering in K-12 STEM education. In J. Strobel, S. Purzer, &
M. Cardella (Eds.), Engineering in precollege settings: Research into practice. West Lafayette, IN.
Purdue University Press.
National Research Council. (2013). Next generation science standards. Retrieved from http://www.
nextgenscience.org/next-generation-science-standards
Transportation Safety Board of Canada. (2014). Lac-Mégantic runaway train and derailment
investigation summary (Railway Investigation Report R13D0054). Gatineau, Quebec: Transportation
Safety Board of Canada.
66
• MSTA Journal • fall 2015
Articles | www.msta-mich.org •
67
Twitter in the NGSS Classroom
Saundra Rathburn, Science Department Chair, Lake Shore High School
Science is different than any other discipline in its rate of change and advancement. This
change is due to rapid changing technology, the changing environment and even the change
of societal norms and values. As a science educator, it is crucial to stay informed of current research and to teach our students that what we teach them today, may be different
tomorrow. Along with these changes in scientific knowledge, comes a change in how to
teach students how to think about science. We are moving away from teaching a list of
ideas to teaching students how to figure out these ideas on their own and even challenging
them to contribute to new scientific discoveries. To challenge and advance student thinking, why don’t we use a communicative tool that many students are already using?
Twitter as a Tool for Teachers
Many of us face a dilemma with how much time we have in a day. We try to figure out how
we can get the most “bang for our buck”, if you will. As an educator that likes to “unplug”
at times, I do believe that using Twitter has saved me hours of classroom instruction and
time spent communicating with parents. Twitter is a micro-blogging site that limits character usage to only 140. You simply can’t spend too much time! Ideas on how a science
educator could use Twitter can be found in Figure 1. While you read these over, remember
that possibilities are endless!
Figure 1: Ideas on using Twitter
Manage class discussions
Classroom bulletin board
Teaching small pieces of information
Real life photos and examples of science
Foreign correspondents
Challenge problems
Current science information
Networking
Collaboration with other educators
In a virtual class discussion, students may feel more comfortable speaking out, more personally attached to their ideas and more likely to take risks than they would in class. As a
teacher, you can send out ideas for students to discuss and facilitate their discussion, even
after classroom hours. This keeps students actively thinking about your subject after they
have left the brick and mortar of the classroom itself.
Twitter can become a classroom bulletin board. You can send reminders to wear appropriate lab attire, to do their homework or to spread school announcements. Are your students
struggling with homework? You can send out small bite-size pieces of information such
as equations, food for though, and/or inspirational quotes. One of my goals as a science
teacher is for students to see the world around them with a scientific “lens”. I can model
this “lens” by sending out pictures of phenomena and have them do the same. For ex-
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• MSTA Journal • fall 2015
ample, Twitter can be used to explain a rainbow, identify household chemical uses, or to
identify a transfer of energy. Scientists all over the world are researching and discovering.
Students can personally reach out globally to other students, teachers, and scientists. It’s
up to you if students communicate with others locally and globally. Challenge students
outside of the classroom through sending out posts on Twitter. They can be thinking and
solving these problems before class the next day. Many people use Twitter as their primary
source of news. Information travels fast and it’s current. Students can obtain current
events, publications, charts, and data to analyze.
What do students get out of using Twitter? Many of our students are already familiar with
forms of social networking such as Facebook and Twitter. Teaching with one of these technologies impacts the content that they learn, but allows them to learn how to connect with
professionals, learn how to express themselves, and learn how their knowledge impacts
others in a far-reaching way. Ideas on how students can use Twitter are found in Figure 2.
Figure 2: Student Uses of Twitter
Sharing knowledge
Learning
Helping others
Stop student isolation
Express independent thinking
Networking
Community Involvement
Technology Skills
How to Set up a Twitter Feed
Once you have created an account, you will need to do a couple of simple steps to get the
most out of this micro-blog. You will need to find a list of educators and scientific professionals to follow, this can easily be found online. You will also decide on a hash tag (#). I
find it helpful to have one # per class. When you upload anything for students or parents of
a particular class, include the # that you have created. Students will use the same # and it
then becomes a tool to gather information in one place. By searching the #, you can gather
all of the “tweets” in the same place.
Conclusion
We have to use every tool in our toolbox in order to teach this next generation of science
students. Not only can we teach technological advances through the use of technology
itself, but also we can engage students when they are out of our classrooms and out in the
world. What could be a better way for them to see the world wearing science “lenses”?
References
“Can Tweeting Help Your Teaching?” NEA. Rss. Web. 9 Sept. 2015. <http://www.nea.org/home/32641.
htm>.
Lasic, Tomaz. “Twitter Handbook for Teachers.” 8 Apr. 2009. Web. 9 Sept. 2015. <http://www.scribd.
com/doc/14062777/twitter-handbook-for-teachers#scribd>.
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69
Seasonal analysis: A 5E lesson on
Michigan weather and the “reason
for the seasons”
Julie Henderleiter, Chemistry Department, Grand Valley State University
Overview
Many upper elementary and middle school students, as well as many adults, have a hard
time understanding the “reason for the seasons” (Schnepps and Sadler, 1989). Providing students with a concrete connection between the concept and real-life experiences
involving weather patterns, with the support of models, helps solidify understanding of
the reason for the seasons. Understanding the motion of the Earth around the sun, and
how this phenomenon gives rise to the seasons, addresses Michigan content expectations
as well as NGSS standards.
This lesson provides 4th – 6th grade students with weather data from the first full week of
each month. Data are from the Kalamazoo/Battle Creek International Airport weather
station, as recorded on the Weather Underground website from November, 2013 through
October, 2014. Students work in groups of 2-3 to analyze the data and look for seasonal
variations in the weather event. Based on the data, students determine which weather
events vary with the seasons, then explain why. Students finish the lesson by critiquing
the way they looked at weather patterns. Was sampling the first full week of each month
a good approach?
This lesson should be sequenced after a lesson or lessons modeling the motion of the Earth
around the sun. Students should have experience with models or animations showing how
the angle of sunlight changes with the seasons. The Seasons and Ecliptic simulator from
the Astronomy Education Group at the University of Nebraska-Lincoln (2009) is a good
simulation.
Lesson Objectives
1. Find patterns in weather data.
2. Evaluate weather patterns to determine which can be explained by seasonal variations in light levels on Earth.
3. Comment on the appropriateness of the data collection method.
Benchmarks
Michigan Grade Level Content Expectations addressed (4th and 5th grade):
• S.IA.04.11 Summarize information from charts and graphs to answer scientific questions.
• S.RS.04.15 Use evidence when communicating scientific ideas.
• E.ST.04.25 Describe the apparent movement of the sun and moon across the sky
through day/night and the seasons.
• S.IA.05.11 Analyze information from data tables and graphs to answer scientific questions.
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• MSTA Journal • fall 2015
• S.IA.05.13 Communicate and defend findings of observations and investigations
using evidence.
• E.ES.05.61 Demonstrate and explain seasons using a model.
NGSS/Proposed Michigan Standards addressed (middle): ­
NGSS middle school standards addressed:
MS-ESS1-1 Develop and use a model of the Earth-sun-moon system to describe the cyclic
patterns of lunar phases, eclipses of the sun and moon, and seasons.
Advanced Preparation
• Copy one of the seven weather patterns (Appendix 1) for each group, along with the
first and last sheet of the activity (Figures 1 and 2).
• Students work in groups of 2-3. Two or more groups can analyze the same weather pattern.
Engage
• Ask students about the weather over the past week or month. How has it changed?
What types of weather patterns have they noticed? What weather variations typically
occur over the current month? Over the season? Over a year? Ask students why the
weather is changing. Record student ideas for future reference.
• Ask students to assign each month of the year to a season. To simplify analysis, guide
students to assigning three months to each season. Students may disagree on how best
to group the months into seasons—winter may be November, December and January or
December, January and February. Ask students to justify their groupings. Depending on
prior experiences or lessons, students may refer to equinoxes or solstices as reference
points for assigning months to seasons. Accept groupings that are supported by reasonable explanations and evidence.
Explore
• Introduce the activity to students with the first page of the student materials. The
information about median values may be new to your students. Guide them through
the first page of the lesson (Figure 1), where students learn about selecting the median
value. We can all think back to an 80 degree day in October or a 50 degree day in July.
Selecting the median, or middle values for high temperature, low temperature, humidity, wind speed, and wind gust speed help compensate for extremes in the data. If your
students have learned about averaging, use average values instead.
• Divide students into groups and allow them to work with their weather data. Circulate
while students work, guide and prompt students to sort through the data and explain
their results. Students working with temperature data may need help deciphering what
is meant by the hottest high temperature, coolest high temperature, hottest low temperature, and coolest low temperature. Consider explaining these as the “hottest hot
day” or “coolest hot day”.
• As groups finish their analysis, have a student record their group results in a central
location such as the board or copy of page 2 of the student handout (Figure 2). Each
group should record results from peers.
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Figure 1. Student handout page 1.
Weather and seasons in Michigan: Is there a pattern?
We are going to look at weather patterns and try to connect them to the seasons. The patterns are from the first full week of each month from November, 2013 – October, 2014. To
help find patterns, we will use the median value for some information.
The median value is just the middle value. Median values can be used instead of high or
low values. Using median values helps make sure very high or very low values don’t affect
results. For example, May is often a warm month in Michigan, not a hot month. Sometimes
we have a few very hot days in May. Picking the middle (median) temperature instead of
the high temperature keeps May as a warm month, not a hot month.
Write down a list of 5 numbers in the space below. Then rewrite the numbers in order from
smallest to largest. Circle the median (middle) value.
After a short class discussion, explain median in your own words.
Put your weather information on the board. As you wait for all groups to respond, look for
patterns in the results. In your group, discuss what might cause these patterns.
Figure 2. Student handout page 2.
Weather event
Season with the
most or highest result
Precipitation
(inches)
Daytime High Temperature (oF)
Daytime Low
Temperature (oF)
Humidity (percent)
Wind speed
(miles per hour)
Highest wind gust
(miles per hour)
Cloud cover
(sunny or partly sunny)
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• MSTA Journal • fall 2015
Season with the
least or lowest result
Answer the questions below in writing. Work individually on your answers.
1. Choose two weather patterns and tell how the position of the Earth and sun helps
explain each pattern. Look carefully at your data. Think about what causes the
seasons. Not all of the weather patterns we looked at can be explained by the
position of the Earth and sun.
2. We looked at one week’s weather for each month over the year to find weather
patterns. Was this a good way to look at weather patterns? Defend your answer.
Explain
• Once groups have recorded their results, discuss patterns that emerge. Ask students
which results seem to make sense—should it be warmer in summer? Windier? More humid?
Why or why not? Ask students if any results seem strange or if any results do not seem to
fall into a pattern. Challenge students to explain their pattern, or explain why there is no
pattern. Ask students what varies across the seasons. What causes the variation?
• Students may notice that there is very little variation in median wind speed, wind
gusts, and humidity. Ask them to think about what this might mean in terms of seasonal
variation. Can there be windy or humid days in any season? Students will likely notice
the number of sunny/partly sunny days seems to vary by the seasons—there are zero in
winter and ten in the summer in this data set. Ask students if they can think of a reason
related to the seasonal motion of the Earth around the sun that could explain the data.
It is OK for students not to have an explanation of the number of sunny and cloudy days.
This lesson is not intended to explore climate or weather concepts in detail, though the
information could be used in other lessons if desired.
• Have students explain, and model if needed, the motion of the Earth around the sun.
Focus student attention on the angle of the light and relative length of the day. The
Seasons and Ecliptic simulator from the Astronomy Education Group at the University of
Nebraska-Lincoln (2009) is a good simulation. It shows the motion of the Earth around
the sun, the angle of sunlight falling on the earth, and provides a moveable reference
point on the Earth that can be set to your location. Use the orbit view, drag the stick
figure to an appropriate latitude and select view from the side, then select sunbeam
angle to see these features.
Elaborate
• Ask students what weather patterns would be different if the Earth’s axis did not tilt.
Have students design a model to show how the angle of the sunlight would be different
if the Earth’s axis had no tilt.
Evaluate
• Students complete the questions on the second page of the student handout. They
should explain the seasonal variation in high and low daily temperatures by the amount
and directness of sunlight during the seasons, mainly winter and summer. There are
more hours of sunlight, and the angle at which the sun strikes Michigan is larger (more
direct, or more perpendicular to Earth’s surface), during the summer. The increased
duration of sunlight and angle of sunlight leads to warmer high and low temperatures.
The shorter hours of sunlight and smaller angle of sunlight during the winter leads to
less warming, so lower high and low temperatures.
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• Student critiques about using the first week of each month to collect weather patterns
should focus on the reasonableness of sampling the weather by this method. Students
might suggest looking at averages for a month (or week) instead of the actual measures
for individual days to account for outliers. Students may question why the first full week
of each month was selected. They may wonder if the results would be different if the
last week of each month were selected instead. Students may suggest that the middle
month of each season would be most representative of the weather during the season.
Accept student suggestions accompanied by a solid reason.
My experience teaching this lesson is positive. My fourth grade students were interested in
finding weather patterns. Prior to this lesson, we had modeled the motion of the Earth around
the sun using balls and lamps. We also looked at the Seasons and Ecliptic Simulator and drew
models of the Earth’s motion. We had good discussion about which weather patterns really
related to the seasons. Dealing with the “red herring” data was a struggle for some students,
though it brought up some great questions for future learning about weather patterns.
References
Michigan Department of Education (2007). Grade Level Content Expectations: Science. East Lansing, MI.
Nebraska Astronomy Applet Project (2009, 19 March). Seasons and Ecliptic Simulator. Available from
http://astro.unl.edu/classaction/animations/coordsmotion/eclipticsimulator.html
NGSS Lead States. (2013). Next Generation Science Standards: For States, By States (Disciplinary Core
Ideas). Retrieved from http://www.nextgenscience.org/
Schnepps, M. H., and Sadler, P. M. (1989). A Private Universe—Preconceptions that Block Learning
[Video]. Cambridge, MA: Harvard-Smithsonian Center for Astrophysics. Retrieved from http://www.
learner.org/resources/series28.html
Weather Underground. (2015). Historical Weather Data, Kalamazoo/Battle Creek International Airport
[Data file]. Retrieved from http://www.wunderground.com/history/
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• MSTA Journal • fall 2015
Appendix I. Weather pattern data sheets
Weather Pattern #1: Precipitation in Michigan
This is a chart with the amount of precipitation that fell for one week each month in Michigan. Snow and rain are combined and measured as liquids. Add up the total precipitation
for each week. “T” means there was a trace of precipitation. ”Trace” means the street and
sidewalk looked wet, but there was not enough water to measure.
Precipitation in Michigan (to nearest tenth inch)
Month
January
February
March
April
May
June
July
August
September
October
November
December
Day 1
T
T
0
0
T
0
0
0
T
0
0
Day 2
T
T
0
T
T
0
0
0
Day 3
T
T
T
T
T
0
Day 4
T
T
T
0
0
Day 5
T
T
0
T
0
0
0
0
T
0
T
0
0
0
0
T
T
Day 6
Day 7
T
T
0
0
T
0
T
T
T
0
0
T
0
0
T
T
0
0
T
Total
Which was the wettest season? Which was the driest? Tell how you broke ties if you had one.
Wettest season
Driest season
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Weather Pattern #2: High Temperature in Michigan
This is a chart with the high daytime temperatures in Michigan during a year. Circle the
median high temperature for each week.
Month
January
February
March
April
May
June
July
August
September
October
November
December
Day 1
30
15
20
55
55
85
79
85
77
57
51
44
Day 2
17
23
14
53
58
83
84
85
78
61
51
41
Day 3
0
24
21
58
67
73
78
79
78
65
54
45
Day 4
18
23
25
59
70
66
76
81
79
61
56
58
Day 5
22
16
31
68
87
76
77
83
61
58
47
58
Day 6
41
12
42
68
76
81
81
84
57
57
46
29
Day 7
41
16
39
74
71
83
83
82
61
59
55
23
Which season had the hottest high daytime temperature? Which had the coolest high daytime temperature? Tell how you broke ties if you had one.
Season with hottest
high daytime
temperatures
Season with coolest
hot daytime
temperatures
Weather Pattern #3: Low Temperature in Michigan
This is a chart with the low daytime temperature in Michigan during a year. Circle the
median low temperature for each week.
Low temperature each day in Michigan (in °F)
Month
January
February
March
April
May
June
July
August
September
October
November
December
Day 1
17
-5
3
24
43
57
62
53
50
40
33
28
Day 2
-12
-7
-6
30
42
67
66
61
51
45
37
25
Day 3
-11
0
1
36
36
57
65
65
60
42
50
31
Day 4
-13
11
14
32
47
55
60
59
57
43
42
40
Day 5
2
2
8
40
51
49
52
54
51
38
33
29
Day 6
22
-1
10
30
54
50
53
55
49
32
29
19
Day 7
33
3
21
38
49
52
62
57
43
34
41
12
Which season had the hottest low daytime temperature? Which had the coolest low daytime
temperature? Tell how you broke ties if you had one.
Season with hottest low
daytime temperatures
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• MSTA Journal • fall 2015
Season with coolest low
daytime temperatures
Weather Pattern #4: Humidity in Michigan
This is a chart with the average humidity in Michigan during a year. Humidity tells about
water vapor in the air. Humid days can make us feel sticky if the temperature is high. When
it’s cold and humid, the day feels even colder. Circle the median humidity for each week.
Humidity each day in Michigan (in percent)
Month
January
February
March
April
May
June
July
August
September
October
November
December
Day 1
85
74
70
54
52
47
74
65
68
62
70
67
Day 2
79
75
62
59
55
78
69
69
66
80
64
76
Day 3
69
74
58
61
63
66
72
78
69
75
75
81
Day 4
78
73
65
55
65
80
67
65
83
61
77
88
Day 5
79
78
63
57
59
63
0
64
78
65
64
74
Day 6
93
73
69
54
68
56
69
63
76
74
71
73
Day 7
84
74
74
51
56
60
74
66
72
64
59
69
Which season had the highest humidity? Which had the lowest humidity? Tell how you broke
ties if you had one.
Most Humid
seaon
Least Humid
seaon
Weather Pattern #5: Average wind speed in Michigan
This is a chart with the average wind speed in Michigan during a year. Circle the median
average wind speed for each week.
Average wind speed each day in Michigan (in miles per hour)
Month
January
February
March
April
May
June
July
August
September
October
November
December
Day 1
9
4
8
5
11
8
10
4
3
13
5
4
Day 2
18
2
3
4
5
13
9
5
4
8
9
3
Day 3
15
3
5
9
7
11
10
5
5
9
8
6
Day 4
5
12
7
7
11
3
8
4
11
11
14
8
Day 5
5
10
6
13
10
5
3
2
11
5
9
14
Day 6
7
11
7
4
14
2
3
3
5
3
5
9
Day 7
12
6
9
10
8
4
8
4
7
1
16
7
Which season had the highest average wind speed? Which had the lowest average wind
speed? Tell how you broke ties if you had one.
Windiest season
Calmest season
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77
Weather Pattern #6: Wind gusts in Michigan
This is a chart with the highest wind gust speeds in Michigan during a year. Circle the median
wind gust speed for each week.
Highest wind gust each day in Michigan (in miles per hour)
Month
January
February
March
April
May
June
July
August
September
October
November
December
Day 1
30
12
19
17
35
34
29
18
17
28
17
14
Day 2
38
13
15
19
19
36
30
19
15
18
26
16
Day 3
28
17
14
26
22
31
31
19
21
24
17
17
Day 4
13
27
17
23
26
16
21
25
33
38
31
25
Day 5
14
25
14
34
28
16
6
19
27
22
28
33
Day 6
25
26
16
22
42
16
16
16
14
15
16
18
Day 7
28
13
18
29
27
15
26
18
24
14
36
20
Which season had the highest median wind gust? Which had the lowest median wind gust?
Tell how you broke ties if you had one.
Highest wind
gust season
Lowest wind
gust season
Weather Pattern #7: Cloud cover in Michigan
This is a chart with the cloud cover in Michigan during a year. Count the number of sunny
(s) and partly sunny (ps) days each week. Count the cloudy (c) and partly cloudy (pc) days.
Cloud cover in Michigan
Month
Day 1
Day 2
Day 3
Day 4
Day 5
Day 6
Day 7
January
February
March
April
c
pc
c
s
c
pc
ps
c
c
c
pc
c
c
c
c
ps
c
c
s
c
c
c
c
s
c
c
c
c
May
ps
pc
ps
c
ps
c
s
June
July
August
September
October
November
December
c
pc
ps
ps
pc
pc
pc
c
c
ps
c
c
ps
pc
ps
c
c
ps
c
pc
c
c
pc
pc
c
ps
c
c
s
ps
s
c
s
c
pc
s
c
ps
c
s
c
c
s
c
s
c
s
c
c
Total (s)
and (ps)
Total (c)
and (pc)
Which was the sunniest season? Which was the cloudiest? Tell how you broke ties if you had one.
Sunniest season
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• MSTA Journal • fall 2015
Cloudiest season
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• MSTA Journal • fall 2015
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