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Showing posts with label science. Show all posts
Showing posts with label science. Show all posts
Wednesday, January 26, 2011
Thursday, January 7, 2010
Monday, October 19, 2009
One to One in Science MaineEd09
by Sarah Sutter
Wiki of resources and links for the 1:1 in High School Science by Susan Perkins. Links provided to tools, examples related to specific science content, and more.
Wiki of resources and links for the 1:1 in High School Science by Susan Perkins. Links provided to tools, examples related to specific science content, and more.
Monday, May 11, 2009
Featuring the Work of Paula Vigue
Today we are featuring the work of Paula Vigue of Winslow Junior High School. Paula is a second year teacher who came to teaching after a first career in the business world. Her enthusiasm for teaching science shines through in her moodle pages and blog posts.Paula explained to me that the moodle page was started a few years ago by her mentor, Gene Roy, and that she has added, deleted, and modified resources and activities since that time. Her blog was started during a course at the UMO Maine Technology Institute.
She would also like to add that she has been fortunate enough to have some wonderful professors, most from Thomas College, a very supportive staff at WJHS, friends, and a supportive family (her boys are the ones that talked her into teaching). Without them, and the "listserve" that has provided many ideas and links to look at, she says she would not be where she is today.
Paula states:
"The most important part... the students. They make the teaching all worth while. I want to make learning fun and engaging for them so that they will want to continue learning. The smiles and the "aha" moments when students finally understand something is such a reward. A teacher at Karlsruhe American High School in Germany was the person that got me into the "I want to continue learning" mode. He was the first teacher I had that really made me enjoy learning. I still love to learn myself, and every day has a learning experience for me."
Winslow Junior High Moodle Front Page
WJHS Noteshare Server
Thursday, March 19, 2009
Inquiry Based Science Lesson: Bangor 3-20-09
by Ron Smith
Session Link:
Google Sites Web Page
Response Question:
You have now performed an inquiry-based activity and explored information about inquiry-based learning in science.
What do you think makes a lesson inquiry based?
What can you change in the science activities you do with a class to move them from closed to directed to open inquiry?
Make a list of criteria important to include in an inquiry-based science activity.
Session Link:
Google Sites Web Page
Response Question:
You have now performed an inquiry-based activity and explored information about inquiry-based learning in science.
What do you think makes a lesson inquiry based?
What can you change in the science activities you do with a class to move them from closed to directed to open inquiry?
Make a list of criteria important to include in an inquiry-based science activity.
Sunday, October 19, 2008
Maine Science Teachers
Wow . . . just discovered MSTA Web Online Home of the Maine Science Teacher's Association. It is full of excellent links and resources. Good stuff!
Wednesday, April 9, 2008
Teaching Tech: Food Fat
by Nicole Ouellette
If you are a like the average American (or perhaps you consider yourself above average?), you probably consume a lot of fat in your diet. Saturated and unsaturated, it is so deliciously disguised in that Oreo cookie or that piece of cake left lingering in the teacher's room.
As of December, I've been trying to lose weight. The good news is I've lost ten pounds. The bad news is, while I'd like to lose ten more, I've stagnated (or stagflated?) recently. The old me would have been seduced by a moderately crusty piece of cake of questionable origin left in the teacher's room. I can't say I'm not still tempted sometimes (cube culture has its own pitfalls).
Of course, we can also say that we are not the only ones led unto temptation: a lot of students eat terribly. There have been bans on cupcakes and fruit eating contests. Five a day and use sparingly. We can drive home the point that fruit is good and it's easy to see why fruit is good...but why is cake bad? And therein lies an interesting experiment.
Try this hands on: get some acetone from your local hardware store. It's cheap, readily available, and fat dissolves in it. You can make up a pretty ridiculous experiment where you test all kinds of foods for fat content (more technological if you have a scale, less so with eyeing the fat volume in uniform dishes). Just crush up the food you are testing, swirl in some acetone, decant the solution in a seperate container from the food particles, and let it evaporate (probably under a hood if you have one). The next day (or the day after, depending how much liquid you used), you should have some solid fats and some liquid fats (also called saturated and unsaturated) left by some of your (and your students') favorite foods.
I did this with an Oreo. Seeing that the whole thing was pure lard made me never want to eat them again. Not sure if the kids felt the same (high school students can look at you in a way that anything can feel lame) but it was interesting. The question is, do you really want to know? If it were me, I'd eat one last Oreo and savor every fatty bite...
Here's the link that inspired this life lesson: http://www.accessexcellence.org/AE/AEPC/IFT/unit_two.html
Nicole will post "Teaching Tech" (formerly Tech Tuesday) about internet resources for your classroom whenever she thinks of it, which is incidentally never on a Tuesday. She doesn't teach anymore but works at a newspaper and maintains her own personal finance blog: http://www.breakingeven.typepad.com.
If you are a like the average American (or perhaps you consider yourself above average?), you probably consume a lot of fat in your diet. Saturated and unsaturated, it is so deliciously disguised in that Oreo cookie or that piece of cake left lingering in the teacher's room.
As of December, I've been trying to lose weight. The good news is I've lost ten pounds. The bad news is, while I'd like to lose ten more, I've stagnated (or stagflated?) recently. The old me would have been seduced by a moderately crusty piece of cake of questionable origin left in the teacher's room. I can't say I'm not still tempted sometimes (cube culture has its own pitfalls).
Of course, we can also say that we are not the only ones led unto temptation: a lot of students eat terribly. There have been bans on cupcakes and fruit eating contests. Five a day and use sparingly. We can drive home the point that fruit is good and it's easy to see why fruit is good...but why is cake bad? And therein lies an interesting experiment.
Try this hands on: get some acetone from your local hardware store. It's cheap, readily available, and fat dissolves in it. You can make up a pretty ridiculous experiment where you test all kinds of foods for fat content (more technological if you have a scale, less so with eyeing the fat volume in uniform dishes). Just crush up the food you are testing, swirl in some acetone, decant the solution in a seperate container from the food particles, and let it evaporate (probably under a hood if you have one). The next day (or the day after, depending how much liquid you used), you should have some solid fats and some liquid fats (also called saturated and unsaturated) left by some of your (and your students') favorite foods.
I did this with an Oreo. Seeing that the whole thing was pure lard made me never want to eat them again. Not sure if the kids felt the same (high school students can look at you in a way that anything can feel lame) but it was interesting. The question is, do you really want to know? If it were me, I'd eat one last Oreo and savor every fatty bite...
Here's the link that inspired this life lesson: http://www.accessexcellence.org/AE/AEPC/IFT/unit_two.html
Nicole will post "Teaching Tech" (formerly Tech Tuesday) about internet resources for your classroom whenever she thinks of it, which is incidentally never on a Tuesday. She doesn't teach anymore but works at a newspaper and maintains her own personal finance blog: http://www.breakingeven.typepad.com.
Sunday, October 28, 2007
Technology . . . Friend or Foe?
The Law of Accelerating Returns ~ Ray Kurzweil
"An analysis of the history of technology shows that technological change is exponential, contrary to the common-sense "intuitive linear" view. So we won't experience 100 years of progress in the 21st century -- it will be more like 20,000 years of progress (at today's rate). The 'returns,' such as chip speed and cost-effectiveness, also increase exponentially. There's even exponential growth in the rate of exponential growth. Within a few decades, machine intelligence will surpass human intelligence, leading to The Singularity -- technological change so rapid and profound it represents a rupture in the fabric of human history. The implications include the merger of biological and nonbiological intelligence, immortal software-based humans, and ultra-high levels of intelligence that expand outward in the universe at the speed of light."
We seem to worship technology. The equation seems to be: More Technology = Improved Lives. Yes, we love our gadgets and our systems and our data. We believe that science and technology will provide the answers to our problems.
Will it?
Singularity
Technological Determinism
Informing Ourselves to Death
Chandler: Technological or Media Determinism
Technological Determinism of Marshall McLuhan
KurzweilAI
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