How are rain drops formed?

I recently taught an inquiry lesson that was focused on atmospheric cycles. The lesson was focused on the water cycle and how rain drops are formed. Scenarios provided real world contexts were included in the lesson, such as modeling air molecules or asking “Have you ever been outside and the sun was shining, then all of a sudden it starts pouring down rain?” “Have you ever been outside and it was hot and the air felt sticky and moist, it was very humid? “We activated background knowledge by discussing and illustrating the 4 types of precipitation and the 3 types of clouds. We then watch a video segment from discovery education that focused on the water cycle as part of my motivation for the lesson. The lesson was an inquiry based lab experiment. We then extended the lesson by creating diagram of the water cycle. The diagram allowed students to illustrate and label, so the students were able to display their knowledge in an informal assessment. The students seemed well engaged and asked question for clarity and curiosity during the activity. The students demonstrated their understanding of the content area through a variety of methods such as bell work (lesson review/TCAP prep), Q and A during the Discovery Education video segment (building background knowledge), working cooperatively in their groups (Inquiry Lab Activity) and their conclusion answering the guided question, completing the graphic organizer and the extension activity. The students are now able to put an experience with concept of water vapors and the stages of the water cycle along with the influences such as temperature. The students exercised knowledge of the scientific method. They also progress through the lesson with conversations that utilize scientific vocabulary.

There are many things that I gained knowledge of from informally assessing my student. I learned that my students are very visual, anything they can see, touch or create causes more interested and eagerness about learning. I tried to make this lesson visually stimulating and engaging. The students were very alert and receptive to this lesson and I was able to see their mind blossom with curiosity throughout the experiment. There are several things that I would like to implement to ensure that the lesson is more effective and efficient so students to gain optimal learning experience. I would make adjustments on my transition methods so students aren’t distracted or restless between activities. I would have students turn in their bell work at the end of class instead of when I passed out the lab activity sheet. I would also spend less time on the bell work to ensure that actual lesson has enough time. I would also make adjustments on my transition methods to better monitor the process of passing out materials. I would also like to have napkins for each group just in case they are needed so that students will not need to leave the room. I would have the students turn in their lab sheet and pick up the copy paper for the enrichment assignment sheet instead of me passing them out because the students finished at different paces and they were sitting on different sides of the room, so this was not an effective method.

Thoughts behind and an underwater world, what if the world got to hot… what if the icelands melted...

 It has been said that if the world became too hot (due to global warming) the ice bergs would melt and the world would then flood due to a rise in sea levels up to 200 feet. I do not believe that world will flood and worldwide panic will break out. Obviously this would have t o happen over a period of time much longer than 10 years. During the Melting Ice Berg experiment my mind would asking all types of questions. I conducted research to cure curiosity and discovered a lot of information pertaining to global warming and possible effects. In conclusion of my experiment all worried pertaining to the polar ice caps melting no longer exists. I do not believe that the world would be flooded, yes the sea level could possible rise but I do not see any serious danger as extreme as the world being under water. My concerns are geared toward the mixture of salt and fresh water and its inhabitants.

What would happen if the polar ice caps melts?

 I would first like to discuss the possibility of the Polar Regions completely melting. Antarctica contain 90% of the earth ice according to Marshall(2000). But because it is so far below freezing (averaging 67 degrees below) it would take a significant rise in temperature to make it melt.  In the even t that Antarctica did melt, sea level could rise up to 200 feet. This would cause flooding and covering of coast lines and low lands. According to the Wise geek, the new standing water would be ideal for the reproduction of mosquitoes and other insects which would cause the spreading diseases. In addition the salt water flooding the farmland would negatively impact agriculture. The Northern hemisphere is more likely to experience melting of glacier, which will ice bergs. Greenland is covered in ice and is more likely to melt because it closer to the equator. In this event the ocean would rise roughly 20 feet, Marshall (2000). Ipcc Fourth Assessment Report: Climate Change 2007 has several sectors with adaptation options/ strategies if such conditions exist for water, agriculture, Infrastructure/settlement (including coastal zones), human health, tourism, transportation and energy. Intergovernmental Panel of Climate Control (2007) goes on to say that financial, technological, cognitive, behavioral, political, social, institutional and cultural constraints limit both the implementation and effectiveness of adaptation measures.

This experiment really opens my eyes to international and local concerns dealing with global warming effects. I would like to know what resources are out there for students to use (on their grade level) to gain knowledge about these concerns and possibilities. How could I adapt this experiment and to use the Melting Icebergs as an intro and then focus on the possible effects of global warming to promote environmental awareness and involvement by my students?

References:

Brain, Marshall.  "If the polar ice caps melted, how much would the oceans rise?"  21 September 2000.  HowStuffWorks.com. <http://science.howstuffworks.com/environmental/earth/geophysics/question473.htm>  21 November 2010.

Intergovernmental Panel of Climate Control. 2007. Ipcc Fourth Assessment Report: Climate Change 2007.< http://www.ipcc.ch/index.htm> 21 November 2010.

Creating a STEM Lesson

I recently completed lesson plan that was focused on STEM strategies. As I look back on the lesson I design, I did not incorporate as much math as I would have liked.  My topic was electricity because I felt what better area of science to incorporate technology and engineering than electricity.  The student will conduct an experiment to determine which of the provided material would be best conductors and which would be insulators and why.  While creating this lesson I had to consider possible misconceptions of this area and previous knowledge that the students would need in order to effectively achieve in the lesson. The 5 E’s strategy was helpful because it helped me to stay on track while planning. I did find it challenging trying to meet the needs of the multiple intelligences and learning style.

If I were to implement this lesson this would be an introductory lesson that connects expands the students’ knowledge of electricity.  I would actually like for the students to apply the information learned it to create/engineer a model or product of some sort. I would like to put more thought into my safety plan to ensure the safety of the students. I know that I cannot assume that students will not do certain things. I must prepare for the worst case scenario.

 This process was somewhat different from how I usually plan my lesson. I often depend more on the teacher’s edition of the course book to guide my planning but I was more focused on the 5 E’s strategy and my own creativity and knowledge in the area. I believe that this lesson was thought out in more depth in reference to the standards and why I chose to use specified instructional strategies, assessments, or even learning experience activities.

Living a life through Science (teacher's edition)

As a Science teacher I must guides my students as we live everyday experiencing Science. My first mission was to create this blog so that I can track my thoughts for reflection and growth.