How Wounds Heal: Mitosis
phys.org/news/2014-08-discovery-wound-key-cell-movement.html
Science Topics
www.actionbioscience.org
Mega-Converter!
http://www.stumbleupon.com/su/26eY2I/:1CdRvJZnS:d3iWJJnw/www.peters1.dk/webtools/conversion.php?sprog=en/
Sequence Music Making Organism!
http://www.stumbleupon.com/su/30ablf/:1r3AMS6UJ:LdCkceDo/seaquence.org/
Biology for Kids
http://www.biology4kids.com/files/cell_main.html
Easier to read and has quizzes. Good for center
http://www.biology4kids.com/files/cell2_main.html
Easier to read and has quizzes. Good for center
http://www.biology4kids.com/files/cell2_main.html
Unsolved Problems in Biology
http://www.stumbleupon.com/su/2id4mV/:1chG_raL.:WJhkFsJB/en.wikipedia.org/wiki/List_of_unsolved_problems_in_biology/#
Origins of Life (Theory)
http://io9.com/5862894/the-ancestor-of-all-life-on-earth-might-have-been-a-gigantic-planetary-super+organism
Animated cell fundamentals
http://www.johnkyrk.com/
HHMI
Medical Institute bio topics with videos
Evolution videos
http://www.stumbleupon.com/su/1MbBsf/:1P506od6y:Q-+onZ+h/www.hhmi.org/biointeractive/museum/#
The Origin of Species by Charles Darwin
http://www.stumbleupon.com/su/1MOIU2/:@0la7dZf:c@1RlmiI/www.literature.org/authors/darwin-charles/the-origin-of-species/
Biology in Motion
Evolution
http://www.stumbleupon.com/su/1rk5zS/:@0yl_9gE:biOk4QuQ/biologyinmotion.com/
How we are using Biology now. "Printing" organs
http://www.stumbleupon.com/su/1VMrQw/:1d1$VjmH.:biOk4QuQ/www.treehugger.com/files/2009/12/kinkos-for-kidneys.php/
Info for Evolution
http://www.stumbleupon.com/su/48ib7h/:@Skpspj-:aKl!U4@Y/evolution.berkeley.edu/evolibrary/article/_0_0/endosymbiosis_03/#
Ted Talks on Science
http://ed.ted.com/series#/awesome-nature
Biology Videos
http://www.stumbleupon.com/su/5YKbXa/:1dKqiN951:Y.2DtqBg/www.learnerstv.com/Free-Biology-Video-lectures-ltv526-Page1.htm/
Teaching about Internet Safety
http://zapatopi.net/treeoctopus/
It Explains How the World Works!
http://www.exploratorium.edu/
Create your own lava lamp
http://slsmithphotography.typepad.com/my_weblog/2010/06/lava-lamps-summer-fun.html
Universe in Scale, all the way up into the big and down into the tiny
http://www.stumbleupon.com/su/1k0CXS/:1qMrZvpv!:aIwkyXCy/htwins.net/scale2/
Science Activities
http://www.lauracandler.com/filecabinet/science.php
Problem
Research
Hypothesis
Design Experiment
Test it
Organize Data
Conclusions
Problem
Research
Hypothesis
Design Experiment
Test it
Organize Data
Conclusions
25 Science Experiments
http://blogs.babble.com/the-new-home-ec/2012/06/04/25-at-home-science-experiments/?pid=14391#slideshow
Geodes
http://www.marthastewart.com/343344/crystal-egg-geodes
Science for Kids!
http://www.physics4kids.com/files/motion_work.html
Bar Graphs that Compare the Planets
http://www.enchantedlearning.com/subjects/astronomy/planets/
History of Astronomy Stuff
http://www.stumbleupon.com/su/2Ka4MI/:1cqMi1nMu:bhW_5uPm/www.3rd1000.com/chronology/chrono.htm/
Close Up Images of Things!
http://www.stumbleupon.com/su/2v3Ued/:egpLibQt:d3j6$fFj/egotvonline.com/2012/03/13/25-everyday-objects-under-an-electron-microscope/
Scale Model of the Universe!
http://www.stumbleupon.com/su/1KAGsm/:1CCH5mGlX:Z1j-4iq0/www.exploratorium.edu/ronh/solar_system/all_bodies.html/
The Solar System on a piece of paper! Going diagonally from one corner to the other.
The Solar System on a piece of paper! Going diagonally from one corner to the other.
- Sun diameter is .1 mm (dot on one corner of a 8.5 x 11 sheet of paper
- Neptune is 12.72 inches away (about 32 cm + 3 mm)
- Uranus is 8.11 inches away (about 20 cm + 6 mm)
- Saturn is 4.02 inches away (about 10 cm + 2 mm)
- Jupiter is 2.2 inches away (about 5 cm + 5 mm)
- Mars is 0.64 inches away (about 1 cm p 6 mm)
- Earth is 0.42 inches away (about 1 cm)
- Venus is 0.3 inches away (about 7.5 mm)
- Mercury is 0.16 inches away (about 4 mm)
Age on Other Planets!
http://www.stumbleupon.com/su/1qn2IT/:s3PE2vcG:Z1j-4iq0/www.exploratorium.edu/ronh/age/
Website with Simple Info on Each Planet
http://www.stumbleupon.com/su/2XNysm/:ETuYoDkY:Y$AUvCn!/www.astronomyforbeginners.com/astronomy/planets.php/
Image of Brain Cell and Universe!
http://www.stumbleupon.com/su/1m8jVf/:1PDzzu!Uf:WHrtq2cM/sprott.physics.wisc.edu/pickover/pc/neuron-galaxy.jpg/
How to Do the Phases of the Moon!
http://www.stumbleupon.com/su/1WgIDM/:S9BHF23M:Y$7J0kE6/www.solarsystemscope.com/scope.swf/
Download and it is worth it!
Shows the Sun and Earth and Moon
Then can Show above view and then all around and then BE the Earth and look up into the sky!
Download and it is worth it!
Shows the Sun and Earth and Moon
Then can Show above view and then all around and then BE the Earth and look up into the sky!
Website with images of Universe to Bacteria! Good for Cells Unit and then Astronomy Unit
http://www.stumbleupon.com/su/2JFN3o/:fcsRI0NJ:SFsfy65k/apod.nasa.gov/apod/ap120312.html/
http://geeofftee.com/ssp/
Website for Following Migrations http://www.enature.com/birding/index.asp
The Interrupters and the Talk Backers
Have some kind of reading put together with a worksheet for students to go out into the hall way to do so that they do not interrupt class. Textbook work. And if they do not finish then they come in during free time.
Elapsed Time of the Milky Way
http://www.stumbleupon.com/su/9guNPY/shuttersalt.com/blog/most-amazing-time-lapse-video-milky-way-ever-made-seriously/
Make your Own Glow Algae
http://www.stumbleupon.com/su/1cWdDU/www.sustainlane.com/reviews/how-to-grow-your-own-bioluminescent-algae/W78VHS4ZUZYAMDYSBHW2FBRBU2SB/
Eye Color Calculator
http://www.stumbleupon.com/su/2BgJ24/museum.thetech.org/ugenetics/eyeCalc/eyecalculator.html/
Reaction Time Test
http://www.stumbleupon.com/su/1tLQzI/www.getyourwebsitehere.com/jswb/rttest01.html/
Biology
http://www.wiley.com/legacy/college/boyer/0470003790/animations/cell_structure/cell_structure.htm
Elements Unit
http://www.youtube.com/watch?feature=player_embedded&v=b4wveY2-lCo
Motion Unit
http://www.stumbleupon.com/su/27cnNh/weavesilk.com/
Albert Einstein Quotes
"The whole of science is nothing more than a refinement of everyday thinking."
The Planets!
http://www.stumbleupon.com/su/5ethk4
http://www.stumbleupon.com/su/1wUytH/www.stellarium.org/
http://www.stumbleupon.com/su/2jRGYC
http://www.stumbleupon.com/su/2LizJq/www.wikisky.org/
http://www.stumbleupon.com/su/1yqBEq/www.solarsystemscope.com/
http://www.stumbleupon.com/su/1wUytH/www.stellarium.org/
http://www.stumbleupon.com/su/2jRGYC
http://www.stumbleupon.com/su/2LizJq/www.wikisky.org/
http://www.stumbleupon.com/su/1yqBEq/www.solarsystemscope.com/
Investigation
Show class an experiment, one step thing. Then have them go over how to prove what is happening, how to prove their own ideas. Then test some!
Give yourself time gather materials the next day.
Maybe let them choose their 5 favorite things.
The point is that maybe you do not know, no one knows!
This is what scientists actually do!
This would be a great starter to the
"NOT SAYING YOU ARE WRONG, JUST CLARIFYING"
Small Group Roles
Have students number off and give each a good job.
1. materials manager- gets and returns the materials. make sure people are using them correctly
2. recorder- writes down ideas
3. reporter- shares group thoughts with rest of class
4. facilitator- GETS EVERYONE TO DO THEIR JOB AND EVERYONE TO PARTICIPATE.
1. materials manager- gets and returns the materials. make sure people are using them correctly
2. recorder- writes down ideas
3. reporter- shares group thoughts with rest of class
4. facilitator- GETS EVERYONE TO DO THEIR JOB AND EVERYONE TO PARTICIPATE.
The Use of Student Interviews
"In some up coming unit you will be learning about _____________, what do you already know about ____________________"
Go off of the words/phrases they use.
What is __________? You said _________ what is that?
So you are saying that ________________?
What is (insert general concept, vague sense of word that students hear but do not KNOW what it is)?
End with, do YOU have any questions about (concept) ?
More specific questions about a process or thing (like plant) and have it there.
What is __________ jobs?
What do these parts do?
Ask a question in another perspective.
Science Vocab.
When we learn new vocabulary it tends to be words that sound like something else outside of science.
Wee need to specify new vocabulary and I think using pictures to describe them is the best way. Maybe have students make the pictures!
Scaffold their vocabulary. If we are learning about motion, find simpler words for the types and then teach the new vocabulary. If doing forces, they should know what strength is vs. weight, mass, heavy, light etc.
Wee need to specify new vocabulary and I think using pictures to describe them is the best way. Maybe have students make the pictures!
Scaffold their vocabulary. If we are learning about motion, find simpler words for the types and then teach the new vocabulary. If doing forces, they should know what strength is vs. weight, mass, heavy, light etc.
In a Discussion with Younger Students
"Can someone repeat what _________ said, repeat his idea so we can make sure we all understand them"
Reconciling Inconsistencies
When starting a discussion or experiment have an arsenal of facts to throw at students to keep them going.
They way suddenly reach a brick wall, expect this and be ready. Or they may think that they are just right and they are done thinking (but you know they are wrong)
They way suddenly reach a brick wall, expect this and be ready. Or they may think that they are just right and they are done thinking (but you know they are wrong)
- Examples- it is warm in summer because the Earth is closer to the sun. Ask "So it is warm everywhere in the whole world at the same time?"
- Example- Students are using the facts about rotation direction, they keep saying clockwise but everything actually rotates and revolves counter-clock-wise. You can step up to the front of the class and say "Let's figure out some facts to use. We want to know what direction the _____ rotates? How can we know which way? What reference points, other objects can we use to know this?" If they still need help we can inform them to think about the sun rising and setting...time zones...the sun here and the sun in Cali?...things to think about... Maybe have a word wall. Instead of saying anything just put up words, pictures, concepts, blank sentences etc.
Off Target/Topic Student?
- Figure out their motivation, every behavior has a purpose
- To get teacher attention- give them a job to do that does not involve you or being near you. (Maybe let someone else monitor them?)
- Too much energy/bored- need to do something exciting, let them be your experiment partner, let them be the group leader, give them facts to share with their group at their own pace, give them something "wacky" to think about like how does the Clapper work?
Common Sense
- Students come to class with what is known in science as Common Sense.
- They have experienced phenomena but do not know the exact process or the correct vocabulary associated with it. (They may know vocab. but they do not know what it means usually. They just shout out big words)
- They use this to start Science Talks
- We want them to think in CAUSE AND EFFECT. "Well I know that this happens.....maybe it happens from this other thing happening?"
- What we DO NOT want is PURPOSE related explanations. Ego-centric thinking, they think of the world doing things so the students can do this or that. "The Earth gets hotter so that the flowers will grow" or " The Earth gets hotter so that I do not have to wear a jacket anymore"
- Students "shop" for ideas
- Students start with some common sense
- Next they gather facts and then reconcile and inconsistencies.
- Example: Summer happens because the Earth is closer to the sun. But it is cold (winter season) for other parts of the world for our summer? So then it is something else? And during winter for the North of USA, in Florida it is still really h
- Create compelling rationale for teaching science to kids
- Become responsive to student ideas and reasoning in science
- Build across subjects if not enough time for it
WHEN START TEACHING SCIENCE, REMIND CHILDREN THAT WILL BE LEARNING A LOT OF VOCAB. AND SOMETIMES THERE ARE NOT BLACK AND WHITE DEFINITIONS AND AS A SOCIETY WE TRY TO LABEL THINGS THE BEST WE CAN SO THAT WE CAN COMMUNICATE WITH ONE ANOTHER. SO THERE WILL BE GREAT AREAS BUT I WILL HELP YOU UNDERSTAND THEM AND WE CAN FIGURE OUT SOME THINGS TOGETHER.
Theoretical Land
Will teach children about the theories but then when they try the experiment they will not get the right answer, the exact answer that is...
Experimental Land is its own place.
Which first?
I think Explain vocab. and concepts, give thoughts like we did with Pendulum, kids give their ideas...
...Ask what laws of science are part of this or could be?
Then they do experiment. Will see that everyone's is different, so there is not an exact answer, why is that?
Go over human error etc.
Then teach them the theory of what should happen, they COULD come up with it themselves from a medium of all of the experiments, will see that the pendulum would go between arcing up and away or diagonal toward the center, the middle would be straight now.
Experimental Land is its own place.
Which first?
I think Explain vocab. and concepts, give thoughts like we did with Pendulum, kids give their ideas...
...Ask what laws of science are part of this or could be?
Then they do experiment. Will see that everyone's is different, so there is not an exact answer, why is that?
Go over human error etc.
Then teach them the theory of what should happen, they COULD come up with it themselves from a medium of all of the experiments, will see that the pendulum would go between arcing up and away or diagonal toward the center, the middle would be straight now.
* Every time they give an answer or idea, ask them questions so that they clarify that, tell them to use better vocab., or if they are wrong ask them questions that if they answer them they might figure out that they are wrong or figure out a better answer.
For Example: Pendulum Question- little girl said that if you let go it will keep going in that direction, I would ask "What direction does the clock/keys have when they are at their highest point?" So the little girl should realize that it does not have a direction, so what takes over? Gravity.
* Make sure use CORRECT vocab. and make sure use good materials. Using yourself in an experiment skews the students thought processes.
Explain CLEARLY and SPECIFICALLY before let them think on their own.
* Sometimes a teacher might explain badly, why do this? Kids can then give ALL possible scenario's and then as the teacher you start to narrow it down. If you ask a really clear question, someone might have THE right answer and then there is no more learning tool for you to use, so confusion makes more ideas sometimes...
*CHOOSE WISELY
Science Talk
- Not the bulk of the lesson
- little teacher intervention
- bring up a topic or a question and students discuss what they think
- get to gauge the students understanding
- get the students engaged
- 15-20 minutes long, can be the bulk of the lesson
- being active scientists, listening to other hypotheses and then testing each others ideas
- everyone gets a chance to talk, IT IS USUAL THAT THE CHILDREN THAT STRUGGLE TO MOST DO THE BEST DURING THESE
- Maybe start on a Monday and only do every week or 2. Start a new topic with this, students will talk about all they know and all they think. This will get rid of fluff and there will be exchanging of hypotheses and then experiments done in their head so they argue to a consensus
- If not getting it at all, let it be, remember some things they said, bring them up later, the next day, re-explain the concept you wanted them to learn in your way, bring up the closest idea and go with it with yourself leading the discussion
- Participation- those that are not: exit ticket so everyone can write a final thought, pick one to lead a discussion, just get it going, break them off into smaller groups like pairs because both HAVE to talk.
- Getting kids interested- pictures, show them how "easy" it is, have multiple ways to start up a topic (different learning style)
- Who starts the question?- show them examples of how to start questions, have a " I wonder wall", have a procedure for the discussions.
- Ways to start it- pictures and talk, see a video and talk, show multiple pictures or videos and have them compare
- Lay down the rules! Have a talking stick, you have to have a stick to talk, have the students to pass to one another, it is not teacher led so they learn, learn to listen for a pause and then it is the next persons turn. Figure out NO HANDS RULES.
I Wonder Wall....
Put up the students pictures and then give them thought bubbles to put near their picture when they have a question they cannot answer or find a concept they cannot figure out.
Other students can grab a sticky note and write something about it near the thought bubbles.
Completely student managed in 6th grade.
In lower grades might need to
Other students can grab a sticky note and write something about it near the thought bubbles.
Completely student managed in 6th grade.
In lower grades might need to
The Value of Models
Bring as many models as possible!
For every type of experiment!
For every type of experiment!
Research?
When should they go to the internet or the library? What step?
- Do NOT let them look up anything at first!
- If they can figure it out with observations then let them go as far as they can
- They might need research to know exact facts or statistics
- Once they figure out that some THING occurs but they want specifics let them google it
- Explain that once people figured all of this out with just observations and NO equipment or internet!
- The point is that one day they may want to figure something out, socially especially