Melting Icebergs

Hmmmmm.... Good thought of the day...."What happens if the polar caps melt?"


Now this is a peaceful thought on a lazy Sunday afternoon!  I remember doing some reading on this a feew weeks back, and recalled a computer generated rendering of what the US would look like if this happened!  I remember the ascence of Long Island and New York city, Florida and Georgia, and the destruction and dissappearance of Los Angeles - and much of California.  Here's what it would look like thanks to Dr. Wm. Robert Johnston, a research physicisth.


Looks quite different.  It would have obviously massive destruction on the world wiping out much land form and structure - bringing massive loss of life.  There are many issues that would have to be addressed for chance of survival living conditions. 

Here in my area just outside New York City - I can't imagine just the sheer craziness of the metropolitan community relocating to safer more inland areas.  I am reminded of scenes for sci-fi movies dealing with this in times of devestation and catastrophic events.  Other issues that would be major issues would be the contamination of both seawater and drinking water facilities.  So many health issues would arise by this occurance, and the economic impact would be devestating to the America. 

Issues that I will focus on will be a study into facts about our climate.  I found an interesting list that will put the fear of god into my students...yet still so important for my pupils to kmow.

• Glaciers are composed of fresh water and their enormous size could significantly alter the salinity of the existing oceans, making the waters uninhabitable for current sea life
• The fresh water also alters the natural thermal circulation that occurs in the oceans
• Another ice age is a possibility, even in the next 100 years
• Seasons are changing
• The balance of the globe will shift if the entire West Antarctic Ice Sheet (WAIS) melts
• In the last 30 years the melt rate of Greenland’s ice sheet increased by 30%
• The hottest global ocean temperature on record was reported in July 2009
• 2010 is predicted to be the hottest year on record
• We can’t stop the glaciers from melting

Read more at Suite101: How the World Will Look If the Ice Caps Melt: What Happens to the US When the Glaciers Melt http://www.suite101.com/content/how-the-world-will-look-if-the-ice-caps-melt-a172728#ixzz10f9WQUMx

I would like to have students start thinking about possible plans of action that we can take to protect ourselves with the rising sea level.  I hope to see some examples of engineering structures and devices to protect land forms and structures near the coastlines.  Illustrations and wriiten explanations will be assignments to work on in small groups.  Who knows, a project like this might expose the next great engineer who will save the earth!  I may have the next Sir Thomas Crapper sitting in my own classroom!!!!!



here's a great site:  http://www.theplumber.com/crapper.html


In all seriousness, I think a project like this can really provoke children to explore and investigate real life problems, and can promote real purposeful thoughts that could become the beginning of a productive career in science.


Hope all is well with my colleagues wishing you much success and enjoyment!

Dave

September 19, 2010

Hi Everybody, Hope all is well with my friends and colleagues!  This past week was the first full week of school for us up here in NJ - and as par for course, was full of changed schedules, ruffled feathers, and then some!  Managed to survive (barely), got through some required work on both educational fronts - University and College.

 http://www.youtube.comwatch?/v=V83JR2IoI8k&ob=av3e


Had a very interesting assignment this week in my Grad course about developing a lesson plan using varied and differentiated instruction (which I have grown to love in the classroom - makes my job much easier, and more importantly really accelerates learning).  I picked a lesson that I have taught before in our earth and space science section.  The kinesthetic piece is always a popular one - it really gives the kids an opportunity to not only learn and feel rotation, orbit, and gravitational concepts - but we get to boogie on down to the gym and take over the court for a few minutes which is always cool!  I also love the art task - I am an artist myself and use EVERY opportunity I can to use art as an instructional aid!  These types of assignments really help me foster an environment of 5 E's!:

The 5 E's is an instructional model based on the constructivist approach to learning, which says that learners build or construct new ideas on top of their old ideas. The 5 E's can be used with students of all ages, including adults.
Each of the 5 E's describes a phase of learning, and each phase begins with the letter "E": Engage, Explore, Explain, Elaborate, and Evaluate. The 5 E's allows students and teachers to experience common activities, to use and build on prior knowledge and experience, to construct meaning, and to continually assess their understanding of a concept.
Engage: This phase of the 5 E's starts the process. An "engage" activity should do the following:

1. Make connections between past and present learning experiences
2. Anticipate activities and focus students' thinking on the learning outcomes of current activities. Students should become mentally engaged in the concept, process, or skill to be learned.

Explore: This phase of the 5 E's provides students with a common base of experiences. They identify and develop concepts, processes, and skills. During this phase, students actively explore their environment or manipulate materials.
Explain: This phase of the 5 E's helps students explain the concepts they have been exploring. They have opportunities to verbalize their conceptual understanding or to demonstrate new skills or behaviors. This phase also provides opportunities for teachers to introduce formal terms, definitions, and explanations for concepts, processes, skills, or behaviors.
Elaborate: This phase of the 5 E's extends students' conceptual understanding and allows them to practice skills and behaviors. Through new experiences, the learners develop deeper and broader understanding of major concepts, obtain more information about areas of interest, and refine their skills.
Evaluate: This phase of the 5 E's encourages learners to assess their understanding and abilities and lets teachers evaluate students' understanding of key concepts and skill development.

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Homework assignment of the week was Friday's:

SWBAT list 5 things they hate about the New England Patriots:)

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Here is my stab at the Walden Lesson Plan Template:

Instructional Plan Template

Candidate’s Name: David Grassie                                     Setting/Grade Level: 6

Subject(s): Science                                                             School: University Middle School     

Date:September 18, 2010                                                 Theme/Title: Jupiter’s Moons

Composition of Class:          Male__12_   Female__15_   ELL___   IEP___ 

1.      PLANNING
Learning Outcomes/Goals What will students learn?	By analyzing models and viewing multimedia, SWBAT recognize the four major moons of Jupiter.
Unifying/Common Theme(s)	Which apply: ___ Scientific Inquiry ___ Nature of Science __x_ Systems and Energy __x_ Models and Scale ___ Patterns of Change __x_ Form and Function (See course resources.)
Historical Perspectives	Which apply: _x__  Displacing the Earth from the Center of the Universe ___  Uniting the Heavens and Earth ___  Relating Matter & Energy and Time & Space ___  Extending Time ___  Moving the Continents ___  Understanding Fire ___  Splitting the Atom ___  Explaining the Diversity of Life ___  Discovering Germs ___  Harnessing Power
Learning Objectives What will students do? Use data when possible and ensure objectives are measurable.	Students will be introduced to the Planet Jupiter in a short movie that will give them a visual starting point.  Students will hear a recording of the findings of the Galilean moons by Galieo with the advancements of his telescope in the early 1600’s.  Children will be asked to illustrate the moons, using paint and technique to show the actual surface of each moon.  Vocabulary of important terms and concepts will be noted in notebooks.
Bloom’s Revised Taxonomy Which level(s) of Bloom’s Revised Taxonomy is targeted?	x Remembering x Understanding  Applying x Analyzing  Evaluating  x Creating
Standards Addressed	Which national content standards does this lesson address? NSES (National Science Education Standards) 10 A/M,           NSTA (National Science Teachers Association Standards)       NBPTS (National Board for Professional Teaching Standards)       Other (e.g., Project 2061)
	Which state content standards does this lesson address?      NJ  5.4.6.A.4
	Other
Lesson Context What real-world contexts are included in the lesson? If not included, please explain why real-world contexts are not appropriate for this lesson.	This lesson will assist in the all year around observance and journal entry of the earth’s moon.  Students will learn and understand more about the moons rotation around the Earth by watching and observing the paths of the Galilean moons.
Student Information	Description of Class Including Diverse Populations (cultural, gender, exceptionalities, language, geographical area, special needs issues, etc.) HR 207 consists of 27 students.  12 boys, 15 girls.  This is a reading 180 class (lower reading scores in last year’s NJASK)  Not classified – but below state proficiency in language and/or math. Prerequisite Knowledge Needed The understanding of the Earth’s solar system – the knowledge that it consists of the Sun, and those celestial objects bound to it by gravity. Specific Environment ConsiderationsSpecial larger posters will be displayed with the spelling of the moons, and other key words to unit due to the lack familiarity.
Collaboration Was collaboration with other professionals, families, or community leaders included for this lesson? Describe the collaborative effort. If collaboration was not included, please give a rationale of why it was not needed.	The recording is from a fellow science teacher (Dr. Sidney Zelin) – it is a story on how the Galilean moons were founded, the references to the followers of Zeus, and the battle for recognition for credit between Galileo and Marius.
Connection to Developing Scientifically Literate Citizens	How does this lesson help to develop scientifically literate students? This is a lesson that combines many various disciplines which will enrich and motivate scientific interest in the world of earth science and astronomy. It will also expose pupils to historical events and perspectives which have helped further scientific understanding of the natural world.

2.      METHODOLOGY
Learning Experience/ Activity                                                                                               List the activities, including how you activate background knowledge and bring closure to the lesson. Please make sure you can demonstrate student engagement throughout the lesson.	Introductory/Anticipatory Set Focus question – Name 3 planets and give one learned fact about them.  Students will watch a short film on Jupiter        http://www.kidsknowit.com/interactive-educational-movies/free-online-movies.php?movie=JupiterAfter viewing movie, students will write 3 questions that they want to explore further in learning about the planet. Building/Applying Knowledge and Skills by engaging students in their learning Lecture on Jupiter, describing chemical composition, gravitational pull and path, historical findings, and key terms. Extension/Enrichment/Transfer or Generalization of Knowledge that engages students in their learning Students will listen to a recording of the history of the naming of the moon’s and the significance for each name of the moon.  Images from various websites of the moon surfaces.  Students will display the rotation of the moons around the planet Jupiter by actively acting out the occurrence using proper path and speed accordingly.  .  The three inner Galilean moons revolve in a 4:2:1 resonance. Synthesis/Closure Students will be given poster board and paints in the groups of 5.  Each child within group will be assigned either the planet Jupiter or one of the 4 moons – (Ganymede, Europe, Io, and Callisto) Students will paint the assigned object and will cut out according to size to display actual depiction of the plant and its moons. (NASA, 2010) Class will close with a quote taken from Galileo: Scarcely have the immortal graces of your soul begun to shine forth on earth than bright stars offer themselves in the heavens which, like tongues, will speak of and celebrate your most excellent virtues for all time. Behold, therefore, four stars reserved for your illustrious name ... which ... make their journeys and orbits with a marvelous speed around the star of Jupiter ... like children of the same family ... Indeed, it appears the Maker of the Stars himself, by clear arguments, admonished me to call these new planets by the illustrious name of Your Highness before all others. ((Van Helding, 1989)
LEVEL OF INQUIRY	Choose the level of inquiry associated with this plan. Ensure that it is described in the 5 E’s Section of this instructional plan. ___x Confirmation Inquiry: Students confirm a principle through an activity when the results are known in advance. ___x Structured Inquiry: Students investigate a teacher-presented question through a prescribed procedure. ___ Guided Inquiry: Students investigate a teacher-presented question using student designed/selected procedures. ___x Open Inquiry: Students investigate questions that are student formulated through student designed/selected procedures.
5 E’S MODEL PLANNING GUIDE (Instructional Plan description goes here. Complete all relevant sections.)
Questions	FOCUS FOR INQUIRY After reinforcing prior knowledge on Jupiter, students will investigate the makeup of the planet, and focusing on the four moons the planet has.  Learning will be differentiated in tasks’ with opportunities for learning given to all needs. PROMPTS FOR CRITICAL AND CREATIVE THINKING Students will be asked to think of any possible life on planet or moons after learning makeup of object (Chemical compositions, land forms, volcanoes , etc, will be used in process)
1-Engagement	BACKGROUND INFORMATION & CONNECTIONS TO PRIOR EXPERIENCES Students have been working on learning the solar system, and the individual planets.  This is a follow up on learning about the Earth’s moon, and it’s revolving and rotating around our planet – and how other Planets (Jupiter) have similar objects and activity.  PARTICIPATORY SET/INTRODUCTION A short film on the history of Jupiter and its moons will set up the lesson.  Students will be prompted to write down questions that we need to explore more on in section. MISCONCEPTIONS Students need to perhaps rethink their position regarding life on other planets or moons.
2-Exploration	Building/Applying Knowledge and Skills by engaging students in their learning Students will be exposed to a variety of images related to Jupiter, and its four major moons.  They will use SMART board to manipulate and emulate actual orbital path of moons.
3-Explanation	Transfer of Knowledge that engages students in their Learning      Lecture on planetary compositions, relation to sun and gravity, vocabulary, key concepts, historical perspective.
4-Elaboration	Introduction/Participatory Set Students will actively perform a demonstration of orbital rotation by utilizing degree of forward motion as a means of displaying comprehension.  By painting individual moons and planet, small groups will be able to exhibit size differential and showing learned understanding of various land terrain and surfaces.
5-Evaluation	Misconceptions Observations of activities and displays will demonstrate comprehension of lesson objective.  Teacher will check notes for verification of the lesson’s material.
Instructional Strategies What instructional strategies/methods will you use?	x Constructions x Nonlinguistic R presentations x Cooperative Lear ing Peer Editing x Discovery Practice/Drill x Discussion/Questioning Practicum Experiment x Problem Solving Field Study x Questions, Cues, and Advance Organizers Graphic Organizers Reflection/Response Generating and Testing Hypothesis Reinforcing Effort and Providing Recognition x Homework and Practice Reporting x Identifying Similarities and Differences x Role-playing x Independent Learning x Setting Objectives and Providing Feedback x Journal x Simulation Laboratory x Summarizing and Note Taking x Lecture x Viewing/Listening/Answering Library Research Other (Please specify):       Why did you choose these instructional strategies/methods? I chose these activities to address different learning styles my students possess...It is my opinion that these activities and tasks will promote and foster a successful learning environment within my room.  With my students’ scientific foundation very weak, I find that these activities will engage and help inspire their desire to strengthen their own science literacy. How will you group students for instruction (individual, small group, large group, or whole class)? Students will be in small flexible groups of 4 to 5, depending on number for the day.
Safety Plan Include safety measures put in place including reference to equipment, environment, procedures, space, etc.

3.      MATERIALS

Materials Used T = FOR TEACHER S = FOR STUDENT

T S Materials used T S Technology utilized x Poster Board x Cassettes/CDs x      Paint Graphing or Scientific Ca culator x      Paint brushes Slides x      Posters x Tape Recorder       VCR/TV/DVD/Laser disc       Ass stive Technology       Cell Phone/Mobile Device       Digital/Video Camera       Concept Mapping Software       Social Networking       Virtual World (e.g., S cond Life)       Interactive Gaming       x x Interactive White Board (e.g., SMART Bo rd)       Distance Learning/Webcast       x Computer Software       Weblog ( log)       x Wiki       x Internet Research/Website       x Podcast/Vodcast       E-mail       x Presentation Software (e.g., PowerPoint)       Virtual Field Trip       Interactive Gaming       Other (Please specify):

4.      ASSESSMENT/EVALUATION

Assessment Options

Applicati n Exam Objective Test Concept Mapping x x Observation Parent Evaluation Contract x Peer Evaluation Checklist Self-Evaluation x Performance Inventory Portfolio Quantitative Scale Rating Scales x Rubric Scored Discussion Journal Problem-Solving Assessment Other (Please specify):        Why did you choose this assessment(s)? How will the chosen assessment(s) help you determine if your students met the goals/objectives? I picked the assessments because it is an introduction class to the content.  These are excellent assessments that will show beginning comprehension by displaying knowledge in informal demonstrations.  The kinesthetic performance and the art pieces have worked rather well in the past for me in the unit.  How will you use this assessment data to inform your instruction? I will be able to formulate an opinion on what key terms and concepts I need to address – usually the concepts of revolving and rotation are quite difficult for my students to grasp – but, I can use their misconceptions in the skit by manually putting them in right paths and speed to facilitate learning.  The paintings will be used to assess if proper size and terrain makeup are appropriate.

5.      LEARNERS
Differentiation	How will you differentiate curriculum to meet diverse student needs? I will be using historical pieces in the lesson plan that wills cross-curricular plans with social studies.  Art will be a part of the day’s activities to display science knowledge.   Student’s will write the Galileo quote in journal – and describe in their own words what it means to them in a reflectory piece addressing LAL. How will you differentiate instruction to meet diverse student needs? The activities differ to provide chances for all learners to have an opportunity to learn new terms and proper names, and learn lesson objective concepts.  These will be done in an art piece, a visual movie, an auditory piece, a short lecture, and a skit. How will you differentiate assessment to meet diverse student needs?
Diversity	How will you address the needs of diverse students (e.g., IEP, 504, readiness level, cultural/linguistic background)? The readiness level is being addressed by giving various and quick activities that are designed for success.  There are no classifications in this class to address – but I have taught this lesson before with inclusion students – and careful consideration is made when grouping.
Multiple Intelligences and Learning Styles	What multiple intelligences will you address?  x Visual/Spatial   x Verbal/Linguistic    Logical/Mathematical    x Bodily/Kinesthetic   Musical/Rhythmic   x Interpersonal    x Intrapersonal    The 5 E's is an instructional model based on the constructivist approach to learning, which says that learners build or construct new ideas on top of their old ideas. The 5 E's can be used with students of all ages, including adults. Each of the 5 E's describes a phase of learning, and each phase begins with the letter "E": Engage, Explore, Explain, Elaborate, and Evaluate. The 5 E's allows students and teachers to experience common activities, to use and build on prior knowledge and experience, to construct meaning, and to continually assess their understanding of a concept. Engage: This phase of the 5 E's starts the process. An "engage" activity should do the following: 1.     Make connections between past and present learning experiences 2.     Anticipate activities and focus students' thinking on the learning outcomes of current activities. Students should become mentally engaged in the concept, process, or skill to be learned. Explore: This phase of the 5 E's provides students with a common base of experiences. They identify and develop concepts, processes, and skills. During this phase, students actively explore their environment or manipulate materials. Explain: This phase of the 5 E's helps students explain the concepts they have been exploring. They have opportunities to verbalize their conceptual understanding or to demonstrate new skills or behaviors. This phase also provides opportunities for teachers to introduce formal terms, definitions, and explanations for concepts, processes, skills, or behaviors. Elaborate: This phase of the 5 E's extends students' conceptual understanding and allows them to practice skills and behaviors. Through new experiences, the learners develop deeper and broader understanding of major concepts, obtain more information about areas of interest, and refine their skills. Evaluate: This phase of the 5 E's encourages learners to assess their understanding and abilities and lets teachers evaluate students' understanding of key concepts and skill development.   Naturalist      Existential What learning styles will you address?  x Sensing-Thinking         x Sensing-Feeling           x Intuition-Thinking           Intuition-Feeling

HAVE A GREAT WEEK EVERYBODY!

DAVE