Amazing Space
http://amazing-space.stsci.edu/
This NASA-based website is a wonderful interactive online resource for students and teachers. I would recommend it to any teacher who wants to create a science unit on the solar system, space, or physical science topics.
This site offers very engaging, lessons through interactive games. Students can, for example, learn about the nature of gravity through an activity called “Planet Impact.” In this game, students test all of the variables that affect gravity—such as mass, speed, and distance—by firing comets at the Jupiter. Students can change the variables and fire the comet to simulate Jupiter’s gravitational affect on the comet. This game becomes even more fun when students correctly choose the right variables to make their comet smash into Jupiter’s surface.
Students can also learn about the light spectrum, make their own comets, play a card game on objects in our solar system, and assemble the Milky Way. All of these activities include high-quality digital images or illustrations and feature kid-friendly definitions. In the “Create the Milky Way” activity, students piece together the Milky Way one feature at a time, and as the features are put in place a little box appears next to the object that has a symbolic picture and a simple-phrase definition. For instance, when a student clicks on the “Blue Stars” a label pops up that says, “Young and hot.” Above this phrase appears a picture of little, blue, crying babies.
This website also provides instant assessment for students. Once a game is completed, the student can take a quiz on the topics covered. If the student misses a question, an explanation of the right answer is shown. Or, the student who wishes to explore more after a quiz can click on a number of extension activities that give more details and facts about this topic. This assessment feature makes this website a powerful learning tool for students.
This site is a very practical for teachers as well because it bridges the students’ exploration of space topics with resources for the teacher. Teachers can easily follow up a student’s experience on this website with fun, engaging activities. Each interactive activity includes fast facts, concepts, and lesson plan ideas (“Teaching Tips” as the site calls them). These lesson plans are extremely thorough. They are based on standards and are formatted in a teacher-friendly style. Each lesson includes vocabulary, big ideas, misconceptions students may have, assessment tools, etc. If this site does not offer enough resources for the topics, the teacher can click on a variety of researched links that offer more information.
I believe this is one of the most teacher and student-friendly websites I have ever seen. It has been carefully prepared. It is highly-interactive. It can be an excellent supplement for a science unit.
Monday, March 3, 2008
Wednesday, February 27, 2008
Thursday, February 21, 2008
Week Six
I read an article this last week in the NY Times about the cuttlefish. A scientist named Roger Hanlon has been studying this species--which is part of the cephalopod family--for over thirty years. This extraordinary animal is so fascinating to him because it can camouflage itself against any background. He says that they are able to do this because of their advanced visual system and the versatile nature of their skin cells. They have huge eyes that take in very broad and detailed images of their surroundings. The part of their brain that processes this information is huge, and connected to many parts of their skin system. The article also said, "The animals use a number of strategies to alter appearances. The skin layers can swell and contract, changing the reflected colors. At the same time, the cuttlefish can also control millions of pigment-filled organs, causing them to flatten like pancakes to add patterns to their skin."
I think this fish is fascinating! I would love to see a live one.
After watching the video, I discovered that cuttlefish have three types of transformation: uniform, mottled, and disruptive. Dr. Hanlon believes that the cuttlefish has these three templates to use while it disguises itself. He also posits that other species who camouflage themselves also rely on a few basic patterns.
I think this fish is fascinating! I would love to see a live one.
After watching the video, I discovered that cuttlefish have three types of transformation: uniform, mottled, and disruptive. Dr. Hanlon believes that the cuttlefish has these three templates to use while it disguises itself. He also posits that other species who camouflage themselves also rely on a few basic patterns.
Jodi Hilton for The New York Times
A cuttlefish adopts checkerboard motif at Marine Biological Laboratory.
Wednesday, February 20, 2008
Week Four
This week I've been thinking a lot about my dog and the way he smells things. Anytime I take him on a walk, he buries his nose in the ground. He loves smelling things. I wonder why? Why is smelling so satisfying for him?
I have also noticed that he can track objects by smell very adeptly. I throw a tennis ball into thick weeds in the back half of my yard, and he smells around for it until he finds it. He uses his sight to find it, but I can tell he definitely relies on his nose more than any other sense.
I looked up "dogs" on Wikipedia and found this statement: "Dogs have nearly 220 million smell-sensitive cells over an area about the size of a pocket handkerchief (compared to 5 million over an area the size of a postage stamp for humans)." This tells me that a dog's sense of smell is incredibly stronger than a human's. This, at least, helps me understand how important this feature is to this animal. I think , in general, creatures rely on and use those sense that are strongest. I think this is called a featural-advantage.
I wasn't sure if dogs have any kind of satisfaction from smelling. This article said that no evidence has been found to prove this. It did say that dogs do smell two kinds of things: permanent smells and temporary smells.
I have also noticed that he can track objects by smell very adeptly. I throw a tennis ball into thick weeds in the back half of my yard, and he smells around for it until he finds it. He uses his sight to find it, but I can tell he definitely relies on his nose more than any other sense.
I looked up "dogs" on Wikipedia and found this statement: "Dogs have nearly 220 million smell-sensitive cells over an area about the size of a pocket handkerchief (compared to 5 million over an area the size of a postage stamp for humans)." This tells me that a dog's sense of smell is incredibly stronger than a human's. This, at least, helps me understand how important this feature is to this animal. I think , in general, creatures rely on and use those sense that are strongest. I think this is called a featural-advantage.
I wasn't sure if dogs have any kind of satisfaction from smelling. This article said that no evidence has been found to prove this. It did say that dogs do smell two kinds of things: permanent smells and temporary smells.
Sunday, February 10, 2008
Week Three
So, I have a new prediction about that "leafy" pod on my palm tree. I think it will eventually become part of the crownshaft. I totally overlooked the similarity it has with the crownshaft sheaths that are already on the tree. In a week it hasn't changed much. I think I'll just have to wait until it blossoms before I find out what it will really become.
I also read an interesting article in the NY Times about hummingbirds. In my first journal entry I mentioned that the hummingbirds in my backyard make a whizzing noise when they divebomb me. I assumed this sound was from their beak--like a bird call or something. But it is actually made by wind blowing over their tail-feathers. Since they are traveling so quickly, the wind creates a high-pitch sound that is similar to a person blowing on a piece of tightly stretched plastic. I think their divebomb does sound similar to the sound I make when I blow on a piece of candy wrapper.
I've spent more time this week looking at the stars. Ever since I visited the planetarium at Discover Science Center, I've been going outside finding constellations and stars I can actually name. It's pretty exciting to be able to do this. There's still alot in the sky, though, that I can't quite identify or find. For example, I couldn't even find the northern star. I can usually see the Big Dipper, but not the last few nights. I think this has to do with the brightness of the city lights drowning out the stars' light. I need to go to the desert or the mountains to get a better view of the stars.
I also read an interesting article in the NY Times about hummingbirds. In my first journal entry I mentioned that the hummingbirds in my backyard make a whizzing noise when they divebomb me. I assumed this sound was from their beak--like a bird call or something. But it is actually made by wind blowing over their tail-feathers. Since they are traveling so quickly, the wind creates a high-pitch sound that is similar to a person blowing on a piece of tightly stretched plastic. I think their divebomb does sound similar to the sound I make when I blow on a piece of candy wrapper.
I've spent more time this week looking at the stars. Ever since I visited the planetarium at Discover Science Center, I've been going outside finding constellations and stars I can actually name. It's pretty exciting to be able to do this. There's still alot in the sky, though, that I can't quite identify or find. For example, I couldn't even find the northern star. I can usually see the Big Dipper, but not the last few nights. I think this has to do with the brightness of the city lights drowning out the stars' light. I need to go to the desert or the mountains to get a better view of the stars.
Visit to the Discovery Science Center
I went to an open-house, teacher –night at Discovery Science Center on February 7, 2008. I stayed a total of two hours. There were a mountain of resources available at this gathering. Some were relatively cheap; others were quite expensive.
The programs that come from the Discovery Center seem to be the most organized and promising programs. They include the FSEA (Future Scientists and Engineers of America), field-trips, water programs, after-school programs, teachers’ programs, Science-to-go (lab experiences covering a variety of topics), and assemblies. These programs, however, can be expensive. They range from $9 a student to $1,500 for a whole program. I like the range of activities they have. I may not be in a position to get the FSEA to come to my school, but I could at least set up another one of these fun, educational activities.
Community organizations also presented many interesting programs. The Orange County Sheriff’s Department offers a Drug-Free Program and the Irvine Ranch Conservancy takes students on hikes to fossil sites. OCTA (Orange County Transportation Authority) also has a program that familiarizes students with our County’ s public transportation system.
Another invaluable resource I stumbled across is the Orange County CREEC. This Internet-based program tracks hundreds of science-related events and programs throughout the county, then sends links and information to its web-page. As a teacher, I can access this site and find new events and programs that I otherwise would not have discovered on my own.
Wow! This event featured some great programs—many of which I would use in my classroom. I would, at least, want to have a science lab brought to my school. And I would push for a program like FSEA if I knew there would be a large student turnout and enthusiasm. The Internet resource CREEC also has many great events. I have subscribed to their newsletter, and I hopefully will find events and programs that could benefit my classroom.
The programs that come from the Discovery Center seem to be the most organized and promising programs. They include the FSEA (Future Scientists and Engineers of America), field-trips, water programs, after-school programs, teachers’ programs, Science-to-go (lab experiences covering a variety of topics), and assemblies. These programs, however, can be expensive. They range from $9 a student to $1,500 for a whole program. I like the range of activities they have. I may not be in a position to get the FSEA to come to my school, but I could at least set up another one of these fun, educational activities.
Community organizations also presented many interesting programs. The Orange County Sheriff’s Department offers a Drug-Free Program and the Irvine Ranch Conservancy takes students on hikes to fossil sites. OCTA (Orange County Transportation Authority) also has a program that familiarizes students with our County’ s public transportation system.
Another invaluable resource I stumbled across is the Orange County CREEC. This Internet-based program tracks hundreds of science-related events and programs throughout the county, then sends links and information to its web-page. As a teacher, I can access this site and find new events and programs that I otherwise would not have discovered on my own.
Wow! This event featured some great programs—many of which I would use in my classroom. I would, at least, want to have a science lab brought to my school. And I would push for a program like FSEA if I knew there would be a large student turnout and enthusiasm. The Internet resource CREEC also has many great events. I have subscribed to their newsletter, and I hopefully will find events and programs that could benefit my classroom.
Friday, February 8, 2008
Visit To Fisler
I was really impressed by what I saw in Cynthia's classroom. I have seen a SmartBoard, but never a Promethean Board. Very exciting possibilities! I was most impressed with the way she managed the classroom with the board. She could be anywhere in the room, and still use the white board as a focusing point for students' attention. This is an amazing teacher tool. I would make a lot of use out of this feature because I really enjoy walking around while I'm teaching. I think it would also be helpful for the students because they don't have the teacher in the way of the board. What's important to see is visible for all students.
I also think that this board gives students a greater responsibility in their learning. Usually the front board is seen as the teacher's writing space--but not in this classroom. That board is the teacher's and the student's writing space. I think this will create pride and a deeper sense of thoughtfulness in student learning. They will want everyone to see their great thoughts and they will be less inclined to put something goofy or nothing at all on the board.
The Proscopes were also a favorite. I think that they wouldn't be that helpful if they were just microscopes, but they allow storage and manipulation of real-life microscopic images on students' personal laptop space. This is incredible! A student can go home and review the image he took of a cell at home. I also think that the proscope is amazing because it is mobile and can be placed over any object, at any angle. Normal microscopes can only be placed over a small slide. This feature will allow students to see almost anything at a microscopic level.
I had such a great time at this school. I definitely want to do everything I can to get some of this technology into my future classroom.
I also think that this board gives students a greater responsibility in their learning. Usually the front board is seen as the teacher's writing space--but not in this classroom. That board is the teacher's and the student's writing space. I think this will create pride and a deeper sense of thoughtfulness in student learning. They will want everyone to see their great thoughts and they will be less inclined to put something goofy or nothing at all on the board.
The Proscopes were also a favorite. I think that they wouldn't be that helpful if they were just microscopes, but they allow storage and manipulation of real-life microscopic images on students' personal laptop space. This is incredible! A student can go home and review the image he took of a cell at home. I also think that the proscope is amazing because it is mobile and can be placed over any object, at any angle. Normal microscopes can only be placed over a small slide. This feature will allow students to see almost anything at a microscopic level.
I had such a great time at this school. I definitely want to do everything I can to get some of this technology into my future classroom.
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