SED 720 ñ Fall 2002

Science Curriculum Guide

Sunao Akashi Slayton

ARTICLES

Article	URL	Summary	Connection to Literacy	Significance
Daniel, T (2001, May)	Storybook Science Science Teacher, 68 (5), pp. 42-43	This article features a story, in which an elementary school teacher and a high school chemistry teacher collaborated on a project called ìLearning Chemistry through Science Literature and Technologyî in order to help their tenth graders with reading skill and their fifth graders with technology experience.Ý Students first read a science literature book called, A Drop of Water, to use as guidelines for developing short stories.Ý Afterwards, they created short stories that include chemical scientific principles, in accordance with the necessary components developed by the teachers.Ý In addition, the tenth graders used technologies such as PowerPoint, Internet, digital camera, scanners, and etc. to make short stories available in CDs to distribute to elementary school students.Ý Then, the elementary school students evaluate the content of the short stories.ÝÝ	This story reminds me, as an educator, that there are no subject content boundaries that cannot be crossed to teach our students.Ý The tenth grader chemistry teacher moved forward from relying on only texts to make tenth graders ìactive readersî and ìcritical thinkersî by assigning them with a task to write short stories, where the language can be understandable by third, fourth, or fifth graders.Ý At the same time, the stories needed to clearly state the chemical scientific principal.Ý The tenth gradersí understanding of the chemical scientific principles were proven by the fact that more than 85 percent of the projects earned B (85 percent) or higher.Ý I believe this was achieved because the students took compete ownership of their projects.Ý	This story is significant because it reminds us (educators) the importance of ìthinking outside the boxî and to do one step further to make learning accessible and engaging for all students.Ý The other importance is that they used interdisciplinary, inter-grade level, and inter-school activity, which clearly indicates that they were not bound by the ìtraditionalî teaching method.Ý When hands-on approach is used for learning, the studentsí retention of knowledge is significantly increased.Ý
Meltzer, J., & Okashige S. E. (2001, October)	First Literacy, Then Learning Principal Leadership, pp. 16-21	This article addresses the importance and difficulty of implementing literacy program while trying to teach our students the knowledge in each of the content areas.Ý Studentsí success in different subject area is largely dependent on their literacy skills.Ý School leaders needs to take the following four key components, developed by The Adolescent Literacy Support Framework, into consideration while assessing their literacy programs: addressing student motivation; implementing research-based literacy strategies for teaching and learning; supporting reading and writing across the curriculum; and making sure that organizational structures and leadership capacity ensure support, sustainability, and focus.Ý	This article focuses on developing effective literacy programs to increase studentsí academic success, and it gives specific components that leaders of the schools can and need to follow to implement successful literacy programs. ÝIt emphasizes the importance of inter-departmental and/or curricular coordination.Ý In science classrooms, students can read, write, and discuss daily to improve their literacy through medias other than traditional textbooks.Ý The lists include: essays, journal articles, websites, textbooks and science fictions.Ý Teachers can provide additional support to the studentsí comprehension through hands-on activities, visuals, and films because those additional supports reinforce specialized scientific vocabularies and make explicit use textbook feature.Ý Through those additional activities, students experience hypothesis, prediction, analysis, and description in oral and written forms.Ý This allows for the development of their analytical skills.Ý	The article recognizes the importance of literacy to achieve studentsí academic success, and the studentsí understanding of content area cannot be achieved without literacy.Ý It gives specific guidelines that each teacher can follow to improve each studentís literacy skills.Ý What we can do as educators in our daily classroom routines are the following:Ý we need to engage students in reading and writing, especially for those students who have experienced failure in reading and writing; we can build on their background information, interest, and experiences in order to make connection to the text; we can be facilitators rather than being leaders of discussions to generate critical thinking; we can recognize different content texts requires different decoding technique and by doing so, and we can model our thinking to the students by thinking aloud.Ý Most importantly, we need to motivate our students on the subject matter by making and sharing connection on the topic to the social and emotional needs of our students.Ý
Garrison, M. R.Ý (2000, November)	Literary Science Science Teacher, 67 (8), pp. 27-29	This article is about a science class in one of the best public schools in Manhattan.Ý The science teacher collaborates with an English teacher and has the students read Silent Spring (Carson, 1962) for the science class.Ý The teacher introduce the book by having the students read an article by Al Gore, who is an environmentalist that the students are familiar with.Ý The teacher plans to have class seminars as a way to discuss the book and provide opportunities for students to share their ideas and information.Ý The teacher also provides students when deciding how long they need to complete reading the book and how the students will be assessed for the unit.Ý Lastly, rather than leading a discussion, the teacher ìlisten to (her) students and tactfully use their interests to guide their learning.îÝ The students are engaged even with how, when, and what they are assessed for with their learning.Ý Because of the engagement from the students, the teacher is able to be the silent spectator of the classroom.Ý	The way that the unit lesson was connected to literacy was that this science teacher collaborated with the English teacher to have the students read a book from two different perspectives.Ý Students were to write a summary of each chapter and to prepare to discuss their interpretation of the book.Ý The students were also asked to use a one-word impression of the chapter they read in order to demonstrate the fact that peopleís impression of a reading can be different.Ý At the same time, students were learning to recognize scientific information in literature so that the students can distinguish a fact from an opinion, which requires an analytical thinking.Ý	This article is significant because the teacher was able to make the science class engaging enough to the students so that she was able to ìuse their interests to guide their learning.îÝ This story was a success because she introduced the reading in such a way that students were already curious and interested in reading more of that book.Ý The collaboration with an English teacher prompted students to read the book and decipher scientific facts from an authorís opinion by looking for the authorís evidence for claims.Ý The process also required students to engage in reading, to understand in depth, and ultimately think analytically, which is the goal for all educators.Ý
Westcott, W. B., & Spell J. E. (1999, November	Tearing Down the Wall: Literature and Science English Journal, 89 (2), pp. 70-76	This article discusses the fundamental difference between science and literature, and complaints that arise from the students based on those differences.Ý One of the most common complaints against literature by the students is that they are not ìinto reading literature,î and that the complaints against science is that they cannot use their imagination because there are too many facts.Ý The authors point out the historical scientific figures, such as Kepler, Stephen Hawking, Carl Sagan, Michael Crichton, etc. who used literary techniques to explore scientific ideas so that ìa more private side of human experience like emotions and motivationî can be addressed by the very nature of literature.Ý The authors do not recommend that the science teachers teach literature or that English teachers teach science content.Ý However, if both science teachers and English teachers are able to make thematic connection, it will help to breakdown the barriers between the different academic disciplines.Ý	For those students who do not like science because ìthere are too many facts, and you canít use your imagination,î this article provides the teachers with ideas to resolve that problem.Ý By allowing and encouraging students to read literatures by scientists like Carl Sagan and Timothy Ferris, we can broaden our studentsí intellectual perspectives.Ý Even though all of the occurrences in these books may not be realistic, these books have enough scientific content to introduce some of the valid scientific contents.Ý This precisely connects to literacy by familiarizing our students and increasing their curiosity in science.Ý Once the students are interested in more factual knowledge, we can open our traditional textbooks to go over as many facts as possible.Ý This is an excellent way to introduce the topics to some students who are just not interested in the science.Ý	This article connects to literacy because the premise of the article is that there should not exist a wall between different academic disciplines.Ý The authors try to make a point of that basis by listing famous authors and/or scientists who have successfully crossed the disciplinary boundaries, therefore, supporting that it is possible to connect literature with science and science with literature.Ý
Unsworth, L. (1999, April)	Developing Critical Understanding of the Specialized Language School Science and History Texts: A functional grammatical perspective, Journal of Adolescent & Adult Literacy, 42 (7), pp. 508-521	This article summarizes the fundamental differences between the written texts vs. the spoken languages, and the difficulty students face with the texts especially in science and history classes, as a consequence of those differences.Ý Even for those students who can comprehend spoken languages, written texts can pose a difficulty because the ratio between the content words (lexical items) and the structure words (grammatical items) is higher.Ý In spoken words, the typical lexical density is about 2, which contains approximately 20 lexical items over 10 clauses.Ý In comparison, the lexical density of written text ranges from 4 to 6, and sometimes even higher densities can be found in some technical texts.Ý This is the main cause for the comprehension difficulty that students face in science literacy.Ý A science teacher worked with her students on functional descriptions of the texts.Ý Rather than correcting the students with the syntactic structures of the languages, she helped her students construct three different types of meaning: ìIdeationalî meanings, interpersonal meanings, and textual meaning.ÝÝÝ	This article connects to literacy because it recognizes that there is more to science literacy than to have the studentsí understanding of functional language description of the particular content area.Ý Through ìexplicit teaching of the language of science textsî as part of teaching the science content, the teacher was able to achieve the studentsí knowledge of scientific, technological, and social terms, in addition to their everyday understanding of the topic.Ý	This article is significant because it recognizes the difference between the written and spoken language in a specific manner.Ý This breakdown of the difference (i.e., lexical density difference between spoken and written languages) will help me to ìtalk outî the text to my students in a manner similar to their spoken languages.Ý

CRITIQUE OF LESSON PLANS

	Summary of Lesson Plan	Positive Aspects	Development Areas	How would you adapt this lesson for your classroom?
http://askeric.org/cgi-bin/printlessons.cgi/Virtual/Lessons/Science/Biology/BIO0039.html	This lesson plan is to provide an opportunity for students to learn the realistic three-dimensional structures of animal and plant cells by making cell structures using play-doe and clay.Ý	Any hands-on activities increase the retention of information by the students.Ý This also makes normally ìdryî cell organelles fun to learn about.Ý The students will learn the difference between animal and plant cells because they actively made both cell types side-by-side themselves.ÝÝÝÝ	I would like to see the connection between the functions of the organelles Minor point ñ It was not made clear whom ìcell membrane peopleî and ìcytoplasm peopleî were.Ý	I would like to allow my students to use their creativity by allowing them to select their own media besides play-doe.Ý I may try to have my students propose their plan for the cell structures before they can start making them in the class.Ý Also, I would incorporate the different functions of organelles as part of the activity.Ý I will probably assign each group of students to present to the class the functions of their assigned organelles by ìmaking storiesî of organelle and its function.
http://askeric.org/cgi-bin/printlessons.cgi/Virtual/Lessons/Science/SCI0010.html	Provide students with worksheet that have scientific theory and fact statements.Ý By proving the students with clues, students in groups need to decipher whether the statements given is either a theory or a fact.Ý The students are provided with further opportunities to develop their analytical thinking skills by searching newspaper articles for more examples of scientific theories or scientific facts.Ý Students will clip the articles and keep the articles in their scrapbooks for free reading time, discussion starters and report material.	This lesson completely addresses the studentsí need for topics relevant to their social and emotional needs.Ý In this lesson, once the students are completed with their worksheet, they are free to look for articles that interest them within the specified guideline for more articles that have either scientific theories or facts.Ý This promotes students to actively read and to comprehend texts so that they can decide whether the article describes a fact or a theory.Ý In addition, they need to access their prior knowledge when deciding whether the article is a theory or fact.Ý It helps students critical, analytical, and higher order thinking ability.	I really like the idea of providing an opportunity for students to exercise their critical thinking.Ý Other than the adaptations mentioned in the following section, I think the idea is excellent and, this activity can continue throughout the year because the students can keep finding new articles with false information.Ý	I would include the World Wide Web as an additional material for students to read beside newspaper articles.Ý I would also include studentsí five-minute presentation and possibly a class discussion after the students have chosen their article and decided whether the story is a theory or a fact.Ý In case, the student group mistakenly decided the stories validity, this will create an opportunity for the entire class to learn and discuss their ideas to challenge theories.Ý
http://www.create.cett.msstate.edu/create/lplans/lplan_details.asp?articleID=13	Students will compare and contract the concepts of genotype and phenotype by working in a cooperative group.Ý They will create trait cards usingÝ Microsoft PowerPoint for four physical features: skin color, nose, ears, and eyes. After creating the trait cards, the students will randomly select two cards for each feature from a container and determine the genotype and phenotype of their imaginary offspring. Each group will create a picture of their offspring using Microsoft PowerPoint. Once all groups have completed the assignment, the students will determine the overall class ratio of offspring by phenotype for the traits included in the experiment.Ý The students will recognize that majority of the offspring represent the dominant traits for each physical characteristic.	It provides students with simple, fun activity to teach about the difference between the genotype and the phenotype.Ý It also enables students to familiarize themselves with Microsoft PowerPoint, which is useful software for anyone to learn.Ý	As fun as this activity may be, the choices of genetics characteristics are not very realistic, such as three teeth vs. four teeth, round eye vs. triangle eye, and blue skin vs. yellow skin.Ý I am not sure if those characteristics were deliberately chosen to eliminate any racial discrimination; however, I think it may be nicer to incorporate more realistic characteristics.Ý	I may adapt some of the characteristics to more realistic one.Ý For example, I may discard three teeth and four teeth characteristics and change into characteristics like straight hair vs. curly hair, free earlobe vs. attached earlobe.Ý Those could be non-racially offensive but realistic genetic characteristics.Ý Therefore, after we check the ratio ofÝ certain characteristics in our imaginary population, we can also check how many people in the classroom have free vs. attached earlobe etc.Ý
http://www.epa.gov/ogwdw/kids/gwsource.pdf	This is a lesson idea provided via the Environmental Protection Agency (EPA) Website.Ý After the students are finished with this lesson, they will be able to: define a Wellhead Protection Program, list common pollutants, list potential sources of groundwater pollution, and identify problems involved with starting a Wellhead Protection Program.Ý This lesson includes topics from social studies, science, and ethics.Ý This lesson provides a hypothetical town with a possibility of setting up a Wellhead Protection Program.Ý The activity provides different person with different agenda (e.g., mayor, business person, farmer, citizen, and employee of the state environmental agency), and the pros and cons need to be discussed depending on the person you are.Ý	This is a great culminating activity after physical science, ecology, earth science, and chemistry in integrated science class.Ý In addition, students need to have some knowledge on economics and government classes.Ý This provides an engaging activity and very open-ended discussion topic.Ý The discussion could get into heated argument, which may be good or bad depending on how one looks at it.Ý	In order for this lesson to be a true success, it would be nice to be able to coordinate with the social science teacher in your school, so that they can cover background on how the environmental concerns became an important issue back in the 70ís and how programs like the Clean Water Act came about and its implications today.Ý However, coordinating with other teachers may be an extreme difficult/nearly impossible task in some schools.Ý	Rather than making the activity a list that students need to write their answers to for each hypothetical figure and report the conclusions to the class, I would like to divide the class into different figures, where each group of 2~3 (depending on the size of the class) will represent the mayorís view, farmers view, business personís view, etc.Ý The class can discuss as more views are introduced and decide as a class what the best policy may be.Ý This activity is introduced specifically for the Wellhead Protection Program, but the concept of assigning a role to each group and having a discussion as a class can be applied to many other topics.Ý The topics include: managing fisheries, problems associated with protecting endangered species, etc.ÝÝ
http://askeric.org/cgi-bin/printlessons.cgi/Virtual/Lessons/Science/Genetics/GET0003.html	In this lesson, the students will draw a chromosome with loci marked for several genes.Ý For each gene indicated, the students will write each phenotype represented; and for each phenotype indicated, the students will write which phenotype is dominant, recessive, incompletely dominant, or co-dominant.Ý The goal of this lesson is to help students understand the link between genes and chromosomes and reinforce the concepts of dominant and recessive genes, incompletely dominant genes and co-dominant genes.	Any type of drawing activity can be interesting.Ý In addition to learning science, this activity will address students with different kind of learning style other than to just read or hear about something and learn it.Ý For some students, this activity of drawing chromosomes may establish the relationship between genes and chromosomes.Ý Even for those students who are not able to make that functional connection, theyíll remember the shapes of chromosomes because drawing was an engaging activity for them.Ý	I know that for some students, drawing chromosomes may not necessarily connect to the genes and its phenotypes.Ý	I would use this lesson and follow up with Mendelian Genetics and Punnett Squares immediately after to ensure that students will understand the link between genes and chromosomes.Ý

CONSTRUCTED LESSON PLANS

Archaeopteryx: The Mystery Animal

Course: Biology/Life Sciences (9^th grade)

Larger Unit of Instruction:Ý Evolution ñ the overall focus of the unit is on evolution as a result of genetic changes that occur in constantly changing environments.Ý

Science Content (at present):

Archaeopteryx is known to be the oldest fossil record of birds, dating back some 150 million years into the Jurassic period.Ý Although, the presence of feathers is enough to classify an animal as a bird, this fossil record of a ìbirdî shares some of the reptilian characteristics, such as clawed forelimbs, teeth, and a long tail containing vertebrae, unlike modern birds.Ý If it werenít for the preservation of its feathers, Archaeopteryx would have been regarded as a member of dinosaurs called the theropods.Ý Studying the characteristics of the Animal Kingdom is important in understanding Ecology and Biology (addressed in previous lessons).ÝÝ Part of the process of science depends on observations and logical reasoning; a considerable body of knowledge has been and continues to be developed and modified through these processes.Ý

Based on Standards from NSES and CSS:

Analyze fossil evidence with regard to biological diversity, episodic speciation, and mass extinction. CSS 8-e (Biology/Life Sciences), p. 46

The theory of natural selection provides a scientific explanation for the history of life on earth as depicted in the fossil record and in the similarities evident within the diversity of existing organisms.Ý BSL Evolution of Life, p. 125.

Assessment Outcomes:

As a result of this lesson, students will be able to-

1. Prepare a one-page report of Archaeopteryx by using the Internet at the school library (the following day), researching the literature, analyzing data, and communicating the findings.Ý Students must include in the report; at least four major characteristics each of modern birds and reptiles; evidences that modern birds evolved from reptiles with Archaeopteryx sharing both characteristics of modern birds and reptiles.Ý
2. Recognize two major characteristics of Class Aves and Class Reptilia on a unit test.Ý

What will be evaluated and graded:

1. Class notes for the activity will be collected and graded.
2. One-page report collected and graded (outcome 1).
3. Unit test questions (outcome 2).Ý

Materials, Preparations, and References:

1. Overhead transparency of modern birds, reptiles, and Archaeopteryx.
2. Handout of mystery animal (Archaeopteryx) sketch, outline and skeletal systems of birds and reptiles.

Lesson Sequence:

Time	Teacher (what will be asked or said and done)	Students (anticipated)
4 min	Put the transparency of birds and reptiles and tell students to start writing down in their notebooks the characteristics of birds and reptiles that theyíve already learned in the previous lessons.	-write characteristics
5 min	Ask students to share with the class what characteristics theyíve written in their notes and record the characteristics on the board.	-respond with characteristics such as feathers of a bird and scales of a reptile on their notes.
3 min	Distribute the handouts of mystery animal (Archaeopteryx), birds, and reptiles to students.Ý Ask students to write down the similarities of the mystery animal to birds and reptiles on a page of notebook divided in half (on the right is ìsimilar to birds because Ö î and on the left is ìsimilar to reptiles because Öî).Ý	-listen and follow directions
5 min	Monitor and encourage students.	-write observations
8 min	Have students divide into groups and share their observations in their groups	-exchange their observation in their groups
10 min	Have the groups report to the class what theyíve shared. Record the answers on the board.	-respond with their groups ideas and observations
10 min	Put the transparency of Archaeopteryx (with its name shown) and reveal the mystery animal to the students and explain to students the significance and characteristics of Archaeopteryx compared to modern birds and reptiles.	-listen and take notes.Ý
5 min	Tell students that they need to look up Archaeopteryx and write a one-page report on Archaeopteryx.Ý Inform students that the following day will be spent in the computer lab in the library, (so that students can access the internet to look up Archaeopteryx).Ý Inform students that the report must include at least four major characteristics each of modern birds and reptiles; evidences that modern birds evolved from reptiles with Archaeopteryx sharing both characteristics of modern birds and reptiles	-write down the assignment.
5 min	Ask students to write down what theyíve learned in their journal including the characteristics of birds, reptiles, and the new animal Archaeopteryx.	-comply

Literacy Aspect ñ The students will write a one-page report on the new creature called Archaeopteryx as homework, in addition to write ìcompare and contrastî of animals (i.e., birds and reptiles) that theyíre familiar with already.Ý

Water we have here? ñ Measuring pH

Course: Integrated Sciences (10^th grade)

Larger Unit of Instruction:Ý

The functions of wetlands make them valuable to people.Ý Wetlands help keep our water clean, help prevent erosion, protect our properties from flooding, and more.Ý The ability of different types of wetlands to perform these functions depends in part upon the living components of the community --the plants that grow there, the animals that live there and interact with and affect the plants, water, land and each other.Ý What lives and grows in a wetland depends upon the physical features of the wetland;

… Slope of the land forms the wetland and determines how wet it is.

… Water ñ where does it come from?Ý Is it tidal?Ý Is it fresh or salty? Is it there all the time or only seasonally?Ý Does it transport nutrients and pollutants?Ý Is it clean?

… How does weather affect the wetland?

It is important to identify these features of a wetland, so that students can become aware of the resources available there and the ability of the wetland to perform its valuable functions.Ý In studying these features, we can also become more aware of our own effect on the environment.

Science Content (at present):

The percentage of hydrogen ions (H+) in a solution is called the pH.Ý A solution is more acidic when it contains more hydrogen ions.Ý The level of acidity of the water in wetlands is important to the plant and animals life there.Ý Most animals are adapted to living in neutral conditions.Ý Changes in pH endanger the lives of young animals in particular.Ý Peat bogs are naturally more acidic than other wetlands ñ the plants and animals there are adapted to this acidity.Ý Peopleís actions can change the level of acidity in wetlands.Ý Acid rain is a result of air pollution from automobiles and coal-burning utilities and factories.Ý Sulfur dioxide (SO₂) and nitrogen oxides are emitted from tailpipes and smokestacks.Ý When these compounds combine with water in the atmosphere, they form sulfuric and nitric acids, then fall to the earth as acid rain, snow, hail, and fog.Ý This precipitation mixes with water already on earth, in creeks, rivers, ponds, and wetlands.Ý The acidity of the water in wetlands can also be changes by other pollutants brought in by runoff from the land.

Note: seawater has a natural buffering capacity because of the many salts it contains.Ý If you visit a saltwater habitat, the pH measurements may not be accurate.Ý

Based on Standards from NSES and CSS:

Students know how to use the pH scale to characterize acid and base solutions.Ý CSS 5-d (Chemistry), p. 39

Materials from human societies affect both physical and chemical cycles of the earth.Ý NSES Environmental Quality, p. 198.

Assessment Outcomes:

As a result of this lesson, students will be able to-

3. Measure pH.Ý
4. Relate the measurement to pollution factors.
5. Communicate the significance of the parameter in terms of environmental quality.

Materials & Equipment

For each pair of students ñ

handout

pH papers

goggles

8 plastic cups containing:

vinegar

milk

lemon juice

ammonia

tap water

soda pop

rain water

wetland water

chalk

antiacid tablets

For the teacher ñ

Overhead transparencies of pH color chart, data table, paper towels, mop/bucket, broom/dustpan, first aid kit, and disposal bucket

POISON CONTROL ñ 1-800-876-4766

Things to do before class:

• Arrange tables and chairs so students can see and teacher can move around
• Find out if any students know how to use pH paper; put in different groups
• Set up and adjust overhead projector
• Label cups and fill cups with each fluid type
• Put a piece of chalk and an antiacid tablet on a separate piece of paper

Management:

Students ñ work in pairs, two pairs to each table

Materials & equipment ñ

… place pH papers at tables before class (Ss have been trained not to mess with stuff

• distribute goggles cups of 8 different liquids and chalk/antiacid tablet as Ss copy data table
• one S to dispose of cups, and other to report any wet areas to the Teacher
• teacher to collect and dispose of all liquids

Assessment:

1. Check results from individuals and groups during this lab.

2. Ssí measurements in subsequent lessons on environmental implication of the pH of rain water and wetland water

Evaluation and Grading:

1. Ss are given participation credit for appropriate lab performance.

2. Ssí notes and lab write-ups are credited via a notebook check/quiz.

Lesson Sequence:

Time	Teacher	Students	Notes
10 m	PRE-LAB
	What is pH?Ý What is the pH of water?Ý Do you think the pH of rainwater will be different from tap water or distilled water?	Respond
	Today, we will measure the pH of different liquids using pH paper.Ý Show the transparency of pH color chart.Ý Point to different color and ask students to respond with the pH measurements corresponding different pH on the pH paper.	Respond with the pH
	Look at the pH papers placed on your desk.Ý I will be distributing 8 different types of liquids in plastic cups and a piece of chalk and an antiacid tablet.Ý Assign one student to collect the empty cups once done with the experiment, and the other student to be responsible for spotting any wet areas of the desk and notify the teacher.Ý Distribute the handouts.Ý Explain working in a pair and sharing to reach consensus for the pH measurements of each liquid.	Listen Accept the responsibility
	Once again, go over the color change Ss will see once the pH paper is dipped in the liquid and the corresponding pH measurements	Listen
	As a pair, you will measure the pH of 8 different liquids: vinegar, milk, lemon juice, ammonia, tap water, soda pop, rain water, and wetland water.Ý Both of you need to reach consensus on each measurement.Ý After you measure the pH of vinegar and lemon juice, put chalk in vinegar and antiacid tablet in lemon juice and re-measure their pH.Ý Make sure that both of you are wearing goggles when you place the chalk and antiacid tablet in vinegar and lemon juice, respectively.Ý Do not mix ammonia with any other liquid.	Take notes
	Itís really important to check each otherís measurements and we want to know what everyoneís are, so weíre going to make a data table to record our results.Ý This is what it will look like:Ý (put up transparency of table).Ý What will we be recording?	Describe parts of table
	I will be coming around to give each of youíre your liquids in a minute.Ý But first, letís identify safety hazards.Ý What are some that occur to you?Ý What are precautions we should take? Reinforce:Ý ammonia, amongst other liquids, weíre handling today is dangerous and should not be sniffed or tasted; keep paper towels handy; tell T of spills.Ý Once again, when you put chalk and antiacid tablet in vinegar and lemon juice, please wear goggles.	Spills, ammonia sniffing, donít drink, and not mixing ammonia with anything else. Listen
	Now, copy the data table into your notebooks, leaving room for the purpose, materials, and procedure sections.	Copy tables
20 m	LAB
	Distribute cups with liquids and chalk and antiacid tablet. Monitor technique, sharing, consensus. T provides extra help to slower pairs and directs faster pairs to complete work on other sections of lab write-up. At 15 minutes, T collects liquids and directs Ss to dispose of cups and notify T of any wet spots on the desks.Ý	Write up purpose, procedures Do procedure, check measures Dispose and return
10 m	Post-LAB
	What did we want to learn in this lab?Ý What were our hypotheses?Ý What happened to pH of vinegar and lemon juice after youíve put the chalk and antiacid tablet.	pH of wetland water and the rain water is the same as regular tap water pH increased after putting chalk and antiacid tablet.
	How do we read the pH measurement?Ý What did we measure and do?	Look at the color change of pH paper and compare it to the pH color chart
	What were your results?Ý Enter Ssí data in data table.	Provide measurements
	To get a better view of the data, letís make a histogram.Ý Construct, with Ssí help.	Offer suggestions
	How does the pH of the water compare to the pH of the rainwater?Ý Do you think the rain has any effect on the water in the ocean, rivers, lakes, and ponds? How can you tell? Can you find other factors affecting the pH of the water?Ý Would the pH taken near the land be different from the other measurements?Ý Why? If the water from the wetland is very acidic: Can you think of ways to help keep the water more neutral?Ý	Test the pH of the water right after it rains to see if it has changed
	How could we reduce the acidity of the rain?	Walk, ride a bike, carpool, or die public transportation whenever you can; reduce the use of fossil fuels (coal and oil) by turning the heat down at home and school, insulating your house, etc.
	Tomorrow we will explore the temperature of water.Ý	Listen
	For homework, complete your write-ups.

Data table

pH

	Group 1	Group 2	Group 3	Group 4	Group 5	Group 6	Group 7	Group 8	Group 9
Vinegar
Milk
lemon juice
Ammonia
tap water
soda pop
rain water
wetland water
Vinegar with chalk
Lemon juice with antiacid

Make sure you check each otherís measurements!!

Histogram

Liquid type

Literacy Aspect ñ Students will be introduced to concepts such acid rain and increased acidity in the wetland water.Ý Students will use this information in subsequent lessons on environmental implication of the pH of rain water and wetland water, which is a relevant environmental issue that we all take interest in.Ý

Treatment Plants

Name: Integrated Sciences

Grade Level: (10^th grade)

Content Subject Area:

Plants are vital to the health of our water supply.Ý In fact, wetlands and their plants are an increasing popular alternative for filtering wastewater from homes, school, factories, and businesses because plants growing in a wetland filter pollutants out of rainwater, runoff, and wastewater before it enters bodies of water.Ý The tangle of stems, leaves, and roots in a densely vegetated wetlands trap particles of sediment and even trash.Ý Those stay in the wetland, while the cleaner water moves on.Ý As water moves through a wetland, the plants remove and take up excess nutrients and toxic pollutants.Ý Nutrients are used by the plant for growth and metabolism; and other substances are simply stores in the plantsí tissues.Ý In a natural system, plants are efficient at keeping the system in balance, even when naturally occurring excess nutrients flow from upstream.Ý However, when human activities on land and in the water add sediment, nutrients, and toxic pollutants, plants cannot clean it all up, although they certainly help.Ý We need to be very careful that our activities will not send pollutants into the water; at the same time, we need to maintain and even add to the wetlands that help keep out those pollutants that we miss or cannot control.Ý

Based on Standards from NSES and CSS:

Students know how to analyze changes in an ecosystem resulting from changes in climate, human activity, introduction of nonnative species, or changes in population size. CSS 6-b (Ecology), p. 45

The number of organisms an ecosystem can support depends on the resources available and abiotic factors, such as quantity of light and water, ranges of temperatures, and soil composition.Ý Given adequate biotic and abiotic resources and no disease or predators, populations (including humans) increase at rapid rates.Ý Lack of resources and other factors, such as predation and climate, limit the growth of populations in specific niches in the ecosystem.Ý NSES Populations and Ecosystem, p. 158.

Assessment Outcomes:

As a result of this lesson, students will be able to-

6. Describe how plants remove pollutants from the water.
7. Discuss the limitations of this ability when overburdened with pollutants from land.
8. Explain the following questions:
1. How do wetland plants help to purify water?
2. Why is the water remaining in the beaker still polluted?
3. Where does the water go after uptake into the plant?
4. What happens to the pollutants?
5. Why canít we dump all of our waste into wetlands?

What will be evaluated and graded:

4. After observing the demo, make a poster for the importance of wetland and plants in the wetlands (outcome 1 & 2)
5. Hand in the observation and question sheet answering the questions from outcome 3

Materials, Preparations, and References:

1. Celery stalks, 2 beakers, food coloring, water, paring knife
2. Prepare a solution in a beaker by adding several drops of food coloring to water.Ý Cut off the bottom half inch of the celery stalks and place them in the water one day prior to the lesson.Ý
3. Students are supposed to bring markers to the class.
4. Poster paper for each pair of students.

Lesson Sequence:

Time	Teacher (what will be asked or said and done)	Students (anticipated)
1 min	Today youíll observe how wetland plants help remove some nutrient and toxic pollutant.ÝÝÝ	-excited
2 min	Who can remember what kind of plants live in the wetland near where we live?	-chord grass, pickle weed, etc.
2 min	Take out the beaker with celery stalks.Ý Please imagine that the food coloring represents pollution.Ý Who can tell me what kind of other pollutants are there that may runoff to our wetlands?Ý The celery stalks here are like the plants growing in a wetland.	-pesticide, etc.
3 min	Take out the beaker with celery stalk placed over night.Ý This celery stalk has been sitting in the polluted water overnight.Ý Letís see what happened to our ìwetland plant!îÝ Over time the colored water traveled up the stalks via capillary action.Ý Here is the example of how our ìwetland plantsî absorb pollutants with the water they ìdrink.îÝ	-listen
5 min	Cut off one-inch pieces of the celery and hand them out for each pair of students to study closely.Ý The students will see colored dots on the cut surface, which are water-filled channels in the celery in cross-section.Ý	-follow direction
3 min	As you are observing the little pieces of celery, let me write down five questions that Iíd like for you to answer and turn in.Ý I would like for you to copy and spend about ten minutes answering these questions. 1) How do wetland plants help to purify water? 2) Why is the water remaining in the beaker still polluted? 3) Where does the water go after uptake into the plant? 4) What happens to the pollutants? 5) Why canít we dump all of our waste into wetlands?	-follow direction
8 min	Walk around and encourage students to finish up.	-follow directions
2 min	You have about two minutes to finish up with the questions.Ý	-follow directions
2 min	Now I would like for each pair to make a poster telling your community the importance of wetlands and the plants that live in our wetlands.Ý In the poster, I want you to include how plants remove the pollutants and the limitation of this ability when overburdened with pollutants from land, and what we can do as community to our wetlands and the environment we live in.Ý Youíll have about 25 minutes to work in class.Ý Please discuss your ideas for your poster with your partner and get started with the poster.Ý Once you have your idea set up for the poster, please let me know and Iíll give you the poster paper you will use.Ý	-listen
20 min	Monitor and encourage students.Ý	-follow directions
5 min	You will have another five minutes to discuss with your partner about the poster.Ý For those of you who have not come see me, let me go around and hand out the poster paper for you to finish up tonight.	-listen

Literacy Aspect ñ Students will be introduced to the concepts of pollution and the importance of wetland plants to help our environment.Ý The students are also assigned with engaging project, which is to make a poster to show how important the function of wetland and wetland plats are.Ý

Seafloor Spreading (Plate Tectonics)

Course: Integrated Sciences (10^th grade)

Larger Unit of Instruction:Ý Dynamic Earth Processes ñ the overall focus of the unit is on plate tectonics operating over geologic time, which has changed the patterns of land, sea, and mountains on the Earthís surface.Ý

Science Content (at present):

Plate tectonics is a theory that grew out of concepts of continental drift and seafloor spreading.Ý It describes the relationship between lithosphere and the mantle.Ý Plate tectonics has implications for our daily lives, especially here in California, because the movements of the lithosphere are known to induce seismic activities (addressed in previous lessons).Ý In this lesson, we will focus on the seafloor spreading, where oceanic crust produced at mid-oceanic ridges moves symmetrically apart toward the deep-sea trenches.Ý The rate at which the oceanic crust moves can be calculated by measuring the distances from the ridges and the age of the crust.

Based on Standards from NSES and CSS:

Students know features of the ocean floor (magnetic patterns, age, and sea floor topography) provide evidence of plate tectonics. CSS 3-a (Earth Sciences), p. 58

The solid crust of the earth ñ including both the continents and the ocean basins ñ consists of separate plates that ride on a denser, hot, gradually deformable layer of the earth.Ý The crust sections move very slowly, pressing against one another in some places, pulling apart in other places.Ý Ocean-floor plates may slide under continental plates, sinking deep into the earth.Ý The surface layers of these plates may fold, forming mountain ranges.Ý BSL The Earth, p. 74.

Assessment Outcomes:

As a result of this lesson, students will be able to-

9. Calculate the rate of oceanic crust movements by given the distance from the mid-oceanic ridge and the age of the oceanic crust.Ý
10. Explain how the oceanic ridge relates to the oceanic crust movements on a unit test.Ý

What will be evaluated and graded:

6. Completed activity sheets will be collected and graded (outcome 1).
7. Produce a line graph using Microsoft Excel.
8. Unit test questions (outcome 3).Ý

Materials, Preparations, and References:

1. Rulers for each student.
2. Put a notice on the door to remind the students that the class will meet in the computer lab in the library today.
3. Obtain the list of studentsí passwords to log-on to the school computer.
4. Reserve the computer lab in the library.Ý There should be enough computers with the Internet access and Microsoft Excel program for each student in the class in the computer lab.
5. Prepare handouts with questions regarding seafloor spreading that students need to complete answering as homework for the following day.Ý
6. Access to following websites:

http://www2.nature.nps.gov/grd/usgsnps/animate/A06.gif

• Begins with world map, plate boundaries appear, plates distinguished by color shades.

http://www2.nature.nps.gov/grd/usgsnps/animate/A48.gif

• Begins with close-up showing mid-ocean ridge topography with magma chamber below, magma rises and new ocean plate spreads away from ridge.

Lesson Sequence:

Time	Teacher (what will be asked or said and done)	Students (anticipated)
2 min	Who can tell me what we have been discussing in the class?	-Earthquakes, plate tectonics, lithosphere, mantle, and etc.
3 min	Thatís right!Ý We have studied about how ocean-floors spread apart and move away from the mid-oceanic ridges toward the deep-sea trenches.Ý Today, Iíd like for you to look at the cartoon of ocean-floor spreading, so that you will get a better understanding of how the ocean-floors actually move away from the mid-oceanic ridges.Ý Youíll be able to calculate how slow or how fast that the oceanic crust is moving by measuring the distance from the mid-oceanic ridge and by knowing how old the crust is.	-excited
3 min	Letís first take a look at the United States Geological Survey (USGS) Website!Ý Ask students to turn on the computers and log-on and pass out the handouts with questions that students need to answer.Ý Make sure each computer is working and that students are ready to open the Internet.	-follow directions
2 min	At the teacherís computer station, type in the first Website address http://www2.nature.nps.gov /grd/usgsnps/animate/A06.gif and tell students to type in the same address.Ý	-follow directions
2 min	Letís look at the first question on the handout.Ý What did you see?	-lines in the middle of the ocean, oceanic ridges, and other answers.
3 min	Yes, what we just saw were the ridges in the world.Ý Now, Iíll list the names of the ridges and Iíd like for you to write them down on your handout.Ý Start writing down the names of the ridges on the white board.	-follow directions
1 min	Now, letís look at the second Website!	-listen
2 min	At the teacherís computer station, type in the second Website address http://www2.nature.nps.gov/ grd/usgsnps/animate/A48.gif and tell students to type in the same address	-follow directions
2 min	What is that you see in this Website? What is happening there at the mid-oceanic ridge?	-mid-oceanic ridge -ocean-floor is moving away from each other
3 min	Thatís right.Ý It is an animation of the mid-oceanic ridge.Ý It shows you how the new ocean floor is created there and is moving away from the ridge.Ý Now, Iíd like for you to draw a figure of the mid-oceanic ridge you see and write down in your own words what goes on at the mid-oceanic ridge on the handout.Ý	-listenÝ
4 min	Monitor and encourage students.	-write observations
4 min	Tell students to look at the second page of the handouts.Ý Now, letís measure the distance from the ridge to the five points A through E on the handout given to you.Ý The age of the crust is already given to you as well.Ý As I mentioned already, the rate of the seafloor movement can be calculated if you know the distance from the ridge and the age of the seafloor.Ý	-listen
2 min	Pass out the rulers to the students.Ý	-wait and follow direction as soon as receiving the ruler
4 min	Monitor and encourage students.	-measure and record the measurements on table
2 min	Open Microsoft Excel at the teacherís station and tell students to do the same	-follow directions
2 min	Letís call the first column ìdistance from the ridgeî and write down the measurement in cm.Ý Now, you need to multiply the measurement in cm by 500 because the actual distance is much greater the cm.Ý The map given to you is scaled down to the ratio of 1cm:500km.Ý That is the reason why you need to multiply the measurement in centimeter by 500.Ý The third column will be the age of seafloor already given to you on the handout.Ý The last column will be the rate of movement in km/my.Ý You can calculate the rate or the speed by dividing the distance by time, therefore the unit of kilometer per million years.Ý	-listen
4 min	Monitor and encourage students.	-follow directions
3 min	Now, we need to make a graph based on the table you just created.Ý Show students how to produce a line graph using Excel step-by-step from the teacher station.Ý Tell students to do the same and to print out the graph once finished.	-watch
4 min	Monitor and encourage students.	-follow directions
2 min	So, what weíve done today was to look at the map of where seafloors are located in the world, and weíve also looked at an animation of what actually occurs at the oceanic ridges.Ý Weíve also made a table of the distance vs. the age of the seafloor and made a graph based on our table.Ý	-listens
1 min	Tell students that they need to finish answering the rest of the questions and bring both the graph and the handouts the following day.Ý Tell students to return the rulers, as they exit the computer lab.

Literacy Aspect ñ Students will be introduced to new concepts of plate tectonics.Ý They will also use their prior knowledge and apply the rate of the plates to a table and a graph.Ý They are also to write their observation and understanding in full sentences.Ý

Date:

Print your name:

1) What is the first Website about?Ý List the names of the oceanic ridges.Ý

2) Draw the figure from the Website and describe what happens there?Ý

** Please see attachment (adobe format) for exercise 3 through 5. **

What is the definition?

Name: Integrated Sciences

Grade Level: (10^th grade)

Content Subject Area:

In modern hip-hop culture, some scientific terminologies are incorporated into the lyrics of hip-hop music.Ý In this lesson, we will utilize the World Wide Web to search for scientific terms in the hip-hop lyrics in order to increase the studentsí awareness of their daily exposures to science and scientific ideas through hip-hop culture.Ý After the students have finished searching for any scientific terms in the lyrics, they will use their textbooks and encyclopedia to look up the same word that they have found in the hip-hop lyrics.Ý As a follow-up project, the students will compare and contract the definition of the word used in the lyrics vs. the actual definition of the word in science context and make a poster, and present the difference of words to the class.Ý

Based on Standards from BSL and CSS:

Students investigate a science-based societal issue by researching the literature, analyzing data, and communicating the findings.Ý Examples of issues include irradiation of food, cloning of animals by somatic cell nuclear transfer, choice of energy sources, and land and water use decisions in California. CSS 1-m (Investigation and Experimentation), p. 52

Technology, especially in transportation and communication, is increasingly important in spreading ideas, values, and behavior patterns within a society and among different societies.Ý New technology can change cultural values and social behavior.Ý BSL Cultural Effects on Behavior, p. 155.

Assessment Outcomes:

As a result of this lesson, students will be able to-

11. Use the World Wide Web to research purposes.Ý
12. Use other library resources, such as encyclopedia to look up the definition.
13. Explain how scientific terminologies and concepts may be widely used and sometimes misused by mass media.Ý

What will be evaluated and graded:

9. Print out of lyrics with hi lighted scientific terminologies will be collected (outcome 1).
10. Worksheet filled out with scientific definition of the same words found in the lyrics of the hip-hop songs (outcome 2)
11. Creating poster of compare and contract of the same words and presentation of their findings to the class (outcome 3).Ý

Materials, Preparations, and References:

7. Put a notice on the door to remind the students that the class will meet in the computer lab in the library today.
8. Obtain the list of studentsí passwords to log-on to the school computer.
9. Reserve the computer lab in the library.Ý There should be enough computers with the Internet access for each student in the class in the computer lab.
10. Prepare compare and contrast handouts that students need to complete answering as homework for the following day.Ý
11. Access to following websites:

http://www.ohhla.com/

http://lyrics.tupac-online.com/

Lesson Sequence:

Time	Teacher (what will be asked or said and done)	Students (anticipated)
1 min	Today, weíll be using the Internet to look up the scientific words weíve learned so far or ones youíre familiar with already.Ý Weíll be investigating to see any scientific words weíve learned are used in the hip-hop music.Ý	-excited
2 min	Please turn on the computer and log onto your school account.Ý If any of you have problems logging in, please raise your hands.Ý Walk around to see if any students are having difficulty with the computer.Ý	-follow directions
2 min	Iím going to ask you to look up five science words that are used or mentioned in the hip-hop songs.Ý Please go ahead and print out the complete lyrics for your five words after youíve found the word.Ý Iíll give you about 25 minutes to look up those five science words used in the songs at the computer station.Ý Afterwards, youíll look up the same word found in the songs in either your textbook or encyclopedia.Ý Iíll also pass out the handouts where you need to fill in the five words youíve found in the songs and write compare and contrast of the definitions.Ý	-listen
2 min	Walk over to the board and write down the two Web addresses.Ý http://www.ohhla.com/ http://lyrics.tupac-online.com/ Also, type one of the addresses at the teacher station.Ý Now, please look at the board.Ý The two addresses you see on the board are the Website that Iíd like for you to use to look up the science words used in the hip-hop songs.Ý Please type in the first web address, everyone!Ý Please start searching for the science words now!	-follow directions
20 min	As walking around, pass out the handout to each student for compare and contrast. ÝWalk around, monitor and encourage the students.	-search the web for the science words.
1 min	Iím going to stop you guys in about five minutes.Ý Please finish up.	-listen
3 min	Walk around and encourage students to finish up.	-follow directions
1 min	Now, please finish up and log off from your computer.Ý	-follow directions
2 min	Were you able to find five science words used in the hip-hop lyrics?Ý Now, for the rest of the period, Iíd like for you to use your text, encyclopedia, or any other books in the library to look up the same word you found in those resources.Ý What I would like for you to do is to see if there is any difference in the meaning of the words you found in the song lyrics and the texts.Ý Youíll finish filling out the handout I gave you earlier and write compare and contrast of the definition of the words.Ý Please go ahead and start looking up the words in the books.Ý You guys will have about 18 minutes to use the books to look up the definition.Ý	-listen
18 min	Monitor and encourage students.Ý	-follow directions
2 min	As homework, please finish up with the compare and contrast of the definition of the same words that youíve found in the song lyrics.Ý Weíll go over the procedure of the poster youíll need to make tomorrow in the class.Ý Please finish up the handout and bring the handout and the lyrics to class tomorrow to class.	-listen

Terminology And Definition	Compare	Contrast
Word 1
Word 2
Word 3
Word 4
Word 5

Literacy Aspect ñ This is a lesson where students are expected to make meanings out of the science terms they have been learning.Ý They are to do compare and contrast with the terms they are supposedly more familiar with through hip-hop cultures.Ý

RESOURCES

	Summary of Resources	Positive Aspects	Development Areas	How would you use this resource your classroom?
http://www.nationalgeographic.com/	This is a series of journals that focuses on current global issues.Ý The topics mainly featured in the journals are: animals, science, space, history, culture, political issues, geography, environmental issues, weather, natural forces, and etc.Ý It features reading materials, figures, graphs, and photographs.Ý	Each article on the journal features nice eye-catching photographs with reading materials.Ý Rather than a teacher talking about the effects of for example ìpollutionî, it may be more effective to present the students with pictures of ìpolluted lakesî from the journal to get their interests on the topic.Ý It definitely provides current relevant topic.Ý	The journal articles may not be scientific or standardized enough to refer to as daily resources in the classroom.	I would use the pictures and the articles when I introduce new topic in the classroom and have my students read the articles on their own and write their thoughts on the topic afterwards.Ý As I have stated already, I believe the eye-catching pictures would get the studentsí interest on the new topic.Ý Also, I would like to use this journal as a starting point for my studentsí projects.Ý For example, they may encounter an article with ìcuteî tiger pictures, which focuses on dying populations of tigers.Ý After the student has read the National Geographic article on the declining populations of tigers, they may do a further research on the topic for his/her project and inform other students on the importance of saving tigers.Ý
http://www.pbs.org/wgbh/nova/	This provides a television films on specific topic like the National Geographic.Ý It also provides lesson plans and ideas, which can be used independently from the film series.Ý The topics covered ranges from anthropology, disaster, earth, exploration, health, nature, space, and technology.Ý The Website also provides online activity so that the students can possibly work on computers to increase their content knowledge and technology skills.Ý	The films act as a supplementary visual aid for students to experience the concept they have just learned.Ý It also makes it easier for students to understand a concept when it is rather difficult for them to conceptualize it in their head by just reading a text.Ý It can also interest students on a new topic before covering a new topic.Ý	The journal articles may not be standardized enough to refer to as daily resources in the classroom.	In addition to showing the films, I can utilize their ìteacherís ideasî and ìprintable activityî to use in the classroom without the use of the films.Ý I think the films are especially useful when coving topics like space because the magnitude of stars energy and how far away the stars are such foreign concepts for anyone.Ý It will be especially helpful to students when first introducing such topics.
http://www.usgs.gov/education/	This is part of the US Geological Survey Website dedicated to K-12 education and learning.Ý There are three main categories in the Website: for teachers, students, and explorers.Ý In the studentsí section, this site offers students with project ideas, homework help, research tools, games, etc.Ý In the teachersí section, it provides us with lesson plans and activities, downloadable paper models, and educational materials.Ý In the explorersí section, it offers special topics ranging from water, rocks, natural resources, to real time information on volcanic activities and satellite weather images.Ý	This site provides the teacher with lesson and activity ideas, and it also includes a student site that my students can use to look for various projects ideas and homework helps.Ý It also has a section where it provides real-time information and pictures on natural disasters, volcanic activities, and Ýsatellite weather images.Ý When we learn about climate, weather, volcanoes, and other earth science related topics in the class, it is nice to have access to real satellite pictures etc. to show the students rather than explaining about it only using blackboard.Ý	Although they do have nice ideas and activities for the teachers, their selection of the lesson plans for 9-12 is somewhat limited.Ý It would be nice for them to add more lesson plans and activities for 9-12 teachers.Ý	In addition to using their lesson ideas to incorporate in my lessons, I would show the real-time section of their Website when I cover volcanoes, satellite images, etc.Ý Also, I may provide my students with the project ideas from this Website and have my students do project, which is a large portion of their grades in my science class.Ý
http://www.exploratorium.edu/	The Exploratorium is a museum of science, art, and human perception and its Website offers lesson ideas and hands-on activity for classrooms, in addition to the discussion site for the educators.Ý As the motto for the Explatorium has it, the students are allowed to do the activity that may not seem like they are ìstudying.îÝ The activities are to stimulate their curiosity, and the students can have ìfunî while they are ìlearning.îÝ The ideas for hands-on activity ranges from building a spectroscope to making a mummy to pickling.Ý	By allowing the students to ìpique they curiosity and let them test out their own ideas, the studentsí lasting learning can be achieved.Ý The students will not get bored with the activities.Ý For some of the activities that are difficult to be brought into the classroom, itís possible to set up a day trip to visit the Explatorium.Ý	Some of the interesting activities may be difficult to bring into the classroom and it may be expensive to bring those activities into the classroom multiple times.Ý After all studying from the provided textbooks is a cheaper option for school and the teacher.Ý For those teachers who are not ìhandy,î building ìthingsî series, such as building spectroscopes, are very difficult.Ý	I would like to start out with easy things to follow like making a mold and bacterial terrarium first.Ý They also provide current exhibit, so I can check the Website for updated topic on a regular basis to incorporate into my classroom.Ý They also have online exhibits so I can set up a computer lab day where each pair of students (if not each student) will have an access to the computer so they can see things like auroras.Ý As Iíve mentioned already, I would like to set up a field trip day to take the students to the Explatorium, too.
http://www.glef.org/	The George Lucas Educational Foundation (GLEF) is a nonprofit organization to provide ideas of innovative education practices to educators, administrators, communities, and most importantly parents.Ý GLEF also provides its idea through media ranging from the Internet, films, books, and newsletters, to CD-ROMS. One of the innovative ideas that GLEF emphasizes is project-based learning, where students work in teams to explore real-world problems and create presentations to share what they have learned.Ý	The site offers ideas for classroom (e.g., success story with project-based learning).Ý In addition, it gives ideas for involving communities (i.e., business, parents, policy makers, administrators, and teachers) to change the school and communities.Ý	Although it is nice to look at the big pictures and strive to be a catalyst for a change involving parents and communities, it would be nice to get ideas for daily classroom ideas other than just projects.Ý	In comparison to the traditional learning from textbooks, the project-based learning has many benefits for students such as deeper understanding, increased engagement, improved problem-solving skills.Ý Iíd like to read the success story from GLEF to my students (e.g., students compiling data on the invasive foreign species that is threatening the native species) and have that be an idea of what kind of projects my students can do to influence the world outside of the classroom.Ý