Last summer, as part of my Master’s in Teaching Biology (which was awesome, learn more here.) I took a class on bioinspiration. I had never really heard of bioinspiration and didn’t know what I was getting into. IT WAS SO … Continue reading
Last summer, my (then) 3 year old went to nature camp at our local forest preserve. As a warm up activity, they had the kids match pieces of butterfly pictures that were velcroed to a manila folder. Brilliant!
Though I thought my high schoolers might appreciate the simplicity of butterfly pictures (and maybe they’d actually appreciate the brain break), clearly I would have to make them more challenging. And what’s more challenging than scientific word parts?? So here’s what I created:
I printed out a bunch of scientific words split into two parts with the meaning next to each word.
Then I cut them all out and glued the first part of each word to an old manila folder (I had a ton laying in a drawer from activities I no longer use and I just couldn’t bear to throw them out…. ). Then I laminated the folder and all the loose pieces.
I bought a roll of Velcro that’s sticky on both sides and cut it into small pieces. Then I attached all of the loose pieces and their matching Velcro to the folder.
I tore off all the velcroed pieces and stored them in the folder (make sure you paper clips the sides shut so they don’t fall out and get lost).
I made 20 of these. You can hand kids a folder as they walk in the door to get their brains going. I have the pile sitting in a spot students can get to if they finish their work early. It’s so simple. The kids are not intimidated by it. If they get one wrong, just peel it off and fix it. Teaching kids scientific word parts is tough because they are so detached from the words. But the more they use them, the stronger their vocab skills become.
My next step- make another set for my A&P students with medical terms! You could use these Velcro folder puzzles in just about any class: English with characters or details from a book, math with numbers and have the kids create their own problems, chemistry to balance equations…
*UPDATE: I used the words from my B1 Word Parts power point. I just copied/pasted. We go over these words in class and students write them all in the notebook, so they’ve seen the words before (or at least will before the end of the year….). Feel free to use the power point!
How would you use them? Comment below with your thoughts! Thanks for stopping by! =)
When I look back at my own education, I had no intention of studying science (let alone teaching it). But what I always have loved is reading and writing. I can remember writing stories on my parents type writer, and I have no idea where they found the patience to read draft after draft after draft of these stories. I used to read next to my nightlight when I was supposed to be sleeping (huge rebel, I know). And as I got older and went through high school and college, I still loved to read and writing continued to be a strength of mine. But somewhere along the road, I ended up in science land. I wanted to know why and how the world worked. But as any science teacher can tell you, reading about science (whether a fictional story or informational texts) is tough. And it is even tougher the first few times you do it. But it does get easier as you learn to do it. And so here I am, teaching science classes but emphasizing the importance of literacy.
Science literacy has kind of become a soapbox of mine. I’ve written a few grad papers on its importance and ways to improve it. Most of the research focuses on reading, and understandably so. That’s how scientists have shared their information for centuries. I have written several posts here on different techniques I use (“But this isn’t english class.”, Updates to Biology Reading Days, Making Biology Real) to improve students’ reading skills in science, so I won’t repeat that information here. I want to focus this post on how science literacy is different (and in some ways easier) than it was in the past and how we, teachers, can help our students.
More and more people are getting their scientific information from videos and podcasts. It’s just so easy to access. But that doesn’t mean it’s any easier to understand. Giving kids a link to a video and expecting them to be able to make sense of and analyze it is pretty unrealistic in most cases. It’d be the same as giving them a science text as saying “see you at the end”. So I created these note sheets that my students use when watching videos. It gives them a structure to follow and tells them what to look and listen for. Depending on the video, sometimes I change “Dates, People, & Places” to “Important Information”.
After they finish the video, they write a one paragraph response. They have to include details from the video, not just address it as a whole (“this is confusing/great/dumb/interesting”). Having details right in front of them on their sheet makes this task much easier. I’ve also found that they like watching the videos individually (I’m lucky enough to teach in a 1-to-1 school) as opposed to as a class because they can pause whenever they need to.
Sometimes I assign these as homework, sometimes I give them time in class. But either way, there’s one more important step if you truly want to improve science literacy and not just have them recite dates/events/facts. They need to discuss the video with their peers. What I have experienced is that students are much more comfortable discussing if they have their thoughts and questions written in front of them. Sometimes we do this as a class, sometimes I group them based on the questions they wrote. You could also use this discussion as a way to start or enhance a research project.
And then there’s podcasts. I use the note sheets for those as well, but they’re a whole other beast. I will write a follow up post about that!
So what I have found is that just like we have to teach them to read science, we also have to teach kids to listen to science. We have to give them structures and guide them on what to listen for, but they are more than capable. And most kids prefer getting their information from the videos instead of a reading (which has increased effort and work completion). Give it a shot.
Here are some of the videos that I love to use. If you have suggestions of video or podcasts, I’d love to hear them!
Bad Blood (PBS)
We just finished final exams at my school (though my grading is far from done….). I usually dread the days leading up to exams because I find that the kids are as bored with reviewing as I am, though it is a necessary evil. I’ve tried review games, but find that the kids don’t really get as much out of them as I’d like. But this year I found an activity that I really like!
I’m always shooting for the application end of my content, not just memorization of facts. So on those review days, I handed each student an index card as the walked in. I had marked each card with a colored line (I had 4 or 5 colors). Then each student chose 5 words to write on their card. They had to choose words from the section of the study guide that was due that day (I had not collected the study guide yet). I advised them to choose words they understood since they were going to have to use them.
Then the students were grouped according to the colors of their card. They compared their lists and replaced any repeats. Then each group was given a posterboard and created a concept map using their words. Creating the map itself is tough for them when it’s from scratch and there are no bubbles to fill in. But the struggle is worth it.
The next day we started the same way with new cards for everyone. This time they were in different groups, so when it came time for the concept map they had to choose a random one that was started the day before and figure out how to fit today’s words in it. This was a lot harder for them since they may not totally understand the words that were already on the poster, but it was beneficial for them to see what they really did and did not understand. They also had to not only know the meaning of the words (memorization), but be able to relate those words to other words (application).
The third day was the same routine; card, 5 words, groups, concept maps. By the end, students were comfortable explaining words or concepts they understood to their group members that didn’t. And I always feel like they’re more willing to learn from their peers than from a teacher. This was, in my opinion, a much better use of review time!
How do you review for finals?
A while back I wrote about turning my classroom into bakery. Here’s the original post: Let Them Eat Bread Since then, I’ve had a lot of people ask for the document I used for the yeast lab. I apologize that it took me forever to post it, but better late than never. So here it is: YeastLab. I have my students do a formal lab report with this one. Their initial hypotheses are usually all over the place, and someone always says the salt will kill the yeast.
This year I used both the yeast tube lab and the bread baking in our cellular respiration unit. I started the unit by having them write in their journals in response to “Why does bread dough rise?”. It was important to emphasize to them to just write whatever they thought. This gave me a good idea what their pre-conceptions were, but also allowed me to show growth throughout the unit. After baking the bread, they had a one question quiz. “Write one paragraph explaining why bread dough rises.” They had to include the words cellular respiration, yeast, glucose, and carbon dioxide. I graded them not by marking their answers right or wrong, but by asking questions. Then I put them into pairs based on their scores and had them revise together to raise their scores. I feel like they got a lot more out of it this year.
If you try it out, let me know what works and what doesn’t. I really appreciate your feedback! Happy Baking!!
This summer seems to be flying by… even faster than most! I’ve been fortunate enough to travel a lot and visit places I’ve never seen before. But the highlight happened at a professional development last week. That’s right, a SUMMER PROFESSIONAL DEVELOPMENT.
I spent five days at the Centers for Disease Control and Prevention (CDC) in Atlanta for their Science Ambassador program. I joined 31 other high school and middle school teachers from around the country (and 1 from Canada) to build curriculum aligned to the Next Generation Science Standards. The curriculum will be published (after revisions and the final clearance by the “powers that be” at the CDC) sometime in the future, but in the mean time feel free to check out the work that previous Science Ambassadors have done here.
We worked in teams of 4 and each team had a CDC Subject Matter Expert (SME, the CDC is huge on acronyms). My team is working on a lesson on radon and its link to lung cancer. We had an incredible expert from the CDC Comprehensive Cancer Control Branch.
While the curriculum building was the main goal, here are some of the other highlights from my week:
The whole week was a lot of work, and at the end of it my brain was exhausted (as were my feet, Atlanta is hilly!). But this was such an inspirational experience. Everyone we met there is so passionate about their work and you truly get the feeling that they are in it for the greater good. It also made me realize the influence that us lowly teachers have when it comes to public health. We really have a chance to make a positive change. My very strong suggestion to you is to keep an eye on this program and when applications open for next summer, APPLY! Here’s the info: CDC Science Ambassador Program
I’m coming up for air just for a quick post. It’s been a BUSY month, and it’s not slowing down anytime soon. First up, I was in Orlando for a meeting with the Life Science Teacher Resource Center. You all know how much I love them, but this sealed the deal. I want to tell you all about it, but that will have to wait until I have time to do that post justice.
The following week I started grad school. I am getting my Masters of Science Teaching Biology from the University of Illinois (online). EVERYTHING about this terrifies me. I know online classes are not my “ideal learning style” and it’s not like I had a whole lot of time to kill to start with. I felt a little selfish when I first started for taking so much time away from my family and students to work on assignments (grading can wait), but now I see that this is already making me a better teacher and allowing me to make new connections through information with my family and friends. I just finished my third week (1 day early, by the way!) and I really love it. I am currently taking Sustainability and Global Change, and want to share some of the awesome resources with you here.
How Wolves Change Rivers: YouTube video, under 5 minutes, about reintroducing Yellowstone wolves is such a simple, but powerful example of a keystone species. I shared that video with a friend of mine who teaches geography, and she showed it her class then next day (the timing just worked perfectly!).
How Many People Can Live on Planet Earth: Another youtuber, this one is 45 minutes. But it is SO very interesting! I love that they point out the importance of educating women as a part of the solution. I’m planning to show this one to my freshmen this spring.
And finally, podcasts. Yes, just podcasts in general. I started listening to them and the one that has me hooked is Horizontal Transfer. Those of you familiar with Bozeman Science will recognize Paul Anderson. At the end of each episode they give their “TWIL” (This Week I Learned), so this week I started a “TWIL” activity in my HS bio classes. On Friday, each kid shared something the read, saw, or discussed with the class (anything related to biology). I also shared with them what I had read about for my grad school assignment. I have a refreshed perspective on what it’s like to be a student and want to share with them that I am still learning too. I hope they realize learning is a life-long process and will take that with them when they leave my room.
Last thing! Over winter break, I started a facebook page for this blog! Since I rarely find time to write whole blog posts, it’s a way for me to share little tidbits I come across. I’d love for you to check it out!
My freshmen are doing a quick unit on classification. We cover a little history, basics of the 6 kingdoms, and dichotomous keys. It basically sets up the rest of the quarter, which covers the kingdoms in much greater detail. I’m … Continue reading
Today I realized that I have 398 pins on my Pinterest board for teaching. Some of those I have looked at and am saving to print out, but most of them are “to look at when I have time”. And I’m sure I’m not the only one in that situation. But this blog is for things I have actually used in my classroom. Again, most of these were found somewhere in cyberland long before the mighty Pintrest arrived on the scene and I have adapted them to work in my room. Some are my own brainchildren. Here’s one I just started using last year and have had really great results!
I’m always looking for ways to make my students prove that they understand the content, not just that they have memorized facts and vocabulary. So for each of my anatomy & physiology units, they are required to turn in a capstone project. I give them a list of 10 to choose from (we usually cover 8 body systems) and they are not allowed to repeat a project. They are due on test day. It’s interesting to watch them pick what they think are the “easy ones” first and then panic at the end, even though they all require the same effort.
This list is a compilation of several mini project ideas I’ve seen and used throughout the years. These projects could easily be adapted to units other than the body systems. Capstone Projects
Have ideas I could add to the list or ways to make it better? How do you make your kids “prove it”? Share in the comments!!
It’s back to school time. I’ve had my students back for a full week and so far, so good! I’m really making an effort to encourage students to be more creative in my biology classes and prove that they understand the concepts and not just memorized facts. I wanted to hit the ground running with all the review and beginning of the year topics (ie. scientific method & lab safety).
As my students came in the room, I had a power point rolling through lab safety memes I found on the internet. Here were a few of my favorites….
As a class we came up with a list of important lab rules and wrote them on the board. I made sure we hit all the big ones, but also allowed pretty much anything (ie. “No twerking in the lab”). They completed the lab safety symbols list in their science notebooks ….
Then they worked in partners to create their own lab safety meme. I gave them a bunch of magazines they could cut up. Some chose to print pictures off the internet. One group even took a picture of themselves on the iPad, uploaded to google drive, then printed it out. These turned out so much better than I hoped! The ones below are my favorites. I’m going to laminate them and hang them in my room forever!!