Great Venus Flytrap images

July 22, 2007 by jmmblake.

North Carolina (The Green Swamp, Appalachians)

Great images to use as writing prompts in the classroom. These could be used in a podcast in the science classroom. Also, as part of a Voicethread learning activity. Maybe have the students post the images (if we can ask and receive permission to use these images online first). Closeup images this nice are really fun to look at for students. In Voicethread, have the students each record a comment or fact about the Venus Flytrap plant and draw using the annotation feature in Voicethread to label what they are talking about.

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Classroom Management: 101

June 17, 2007 by jmmblake.

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Define Class Rules (a.k.a. Classroom Procedures)

The discipline committee must decide what sort of rules will be enforced school wide. Try to limit these rules to about four or five. I think that it’s easy to enforce a handful of rules that everyone knows and can even spout off the top of their heads; but when you get so many rules, that no one can remember without looking at the paper then you will have too many rules for everyone to enforce. My own school developed these rules. All rules should be stated in their positive format and not in negatives, i.e., instead of don’t hit people, we found a way to say this by our second rule:

1. Be in your assigned seat ready to work when the tardy bell finishes its ring.
2. Keep hands, feet, books, and objects to yourself.
3. Speak courteously to your teacher and fellow students.
4. Follow the teacher’s directions.
5. Bring only those items which are essential to the educational process.

The class rules should be posted in every classroom and referred to often.

These are fine classroom rules.  However, just posting them on the wall does not insure they will be followed.  I have students that are learning disabled in reading.  They could care less about a “stinking” poster on the wall.  So, as part of our school’s discipline policy, we spend class time teaching what these rules. Instead of calling them rules, I prefer the word procedures.  Also, in our school, we do not have warning bells and tardy bells, but we may add them this coming year.  I personally have to program our school’s bells and when the power blinks, our bells shut down and they have to be reprogrammed.  So, before we go to tardy bells, someone is going to have to purchase one of those continuous power supply or backup batteries. [note to self: remember that.]

The hardest part of classroom procedures is for the teacher to get the students to buy into the system.  They have to see that you mean business and you are not going to let them slide if they do not follow the procedure.  If I let them get by with it one day, and then send them to the principal the next day, then chaos rules.  For me, instead of just posting the list, I use a flip chart and conduct a brainstorming session and just ask my students what the class procedures should be, if we are going to be in this classroom all year together and end up with all level threes and fours on our EOG tests and everyone passing to the next grade.  I teach middle school, grades 6, 7, and 8.  I have my list of procedures already formulated on paper so when students come up with something like- “bring paper”, then one says “bring ya pencil”, and one might say “bring your notebook”, I list all these. After brainstorming, I ask them to look at the list and give them 2.5 minutes to discuss the list with the student next to them and see if any of the items on the list have anything in common.  The items listed above all fit nicely under procedure 5. Bring only those items which are essential to the educational process.

Here is the next big important step I have found that works for me: Thumbs up, thumbs down, and I am not sure.  After the class has found commonality and formulated our list which is usually very close to the one above, we vote.  Thumbs up if you can live with all the procedures, thumbs down if you can not, and thumbs sideways if you are still not sure.  Polling the students helps them see that everyone else knows they know the procedures.  If a student is trying to be cute, and gives a thumbs down, or really does not want to follow the procedure, then the discussion of why we are in school, what are your career goals, what would your mama say will not help.  I simply ask the student to spend some time with me after the class so we can talk.  If I have a student that is authoritative defiant, they just want to pick a argument, I have to remove them from the group.  I have experienced students that want to try to win every point of the discussion and I have a prearranged signal with my school counselor.  I have a phone in my classroom and I hit the three keys to his extension and just say, “could you please give me some time”.  This means our code for come to my room and look for a student about to snap.  You might ask well how does he know it is your room?  Our phone system has a sort of caller id. 

So, what is the purpose of writing a blog post about classroom rules/procedures?  I am not doing it for my readers, this is for me to reflect and share.  If you read this and think this is nothing neither fresh nor blending-edge, congratulations.  If you have a new middle science teacher and you want to help them but do not have the time, email them a link to my blog.  If you have constructive points you want to add, leave a comment.  If you think my little classroom management reflection is worthless, keep your comments to yourself and have a nice summer. 

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Lesson Plan Template

June 14, 2007 by jmmblake.

NORTH CAROLINA SIX POINT LESSON PLAN

Subject: __________________________________

Teacher: _____________ Date: _______________

Performance Objective (Including learning and behavior):

Activity Description of Activities and Setting Materials and Time

I. Focus and Review (Establish prior knowledge)

II. Statement (Inform) of Objectives

III. Teacher Input (Present tasks, information, and guidance)

Tasks-

IV. Guided Practice (Elicit performance)

Assessment and Feedback

V. Independent Practice —

VI. Closure (Plan for maintenance)

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Local river basin- Lumber River Basin

May 28, 2007 by jmmblake.

Objective 3.02
Explain the structure of the hydrosphere including:

Water distribution on earth.
Local river basin.
Local water availability.

Lumber River Basin Information
The Lumber River Basin is located in southeastern North Carolina, along the North / South Carolina border. This basin extends about 150 miles from the Sandhills region to the Atlantic Ocean, with a land area of 3,336 square miles. There are 2,232 stream miles in this basin.

Streams & Rivers in the Lumber River Basin are tributaries of the Pee Dee River, and most flow into South Carolina. Much of the main-stem of the Lumber River has been designated a state Natural & Scenic River and also a National Wild & Scenic River.

All or parts of nine counties lie within the Lumber River Basin. These counties include Bladen, Brunswick, Columbus, Hoke, Montgomery, Moore, and Richmond.

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Podcasting to Teach Science in the Summer

May 28, 2007 by jmmblake.

During the coming summer break, I would like to take time to create some podcasts about various concepts. 8th Grade science will be tested next year, so this will be a good starting point for podcast topics.

North Carolina Standard Course of Study

Science — Grade 8

All questions and comments about this curriculum should be directed to the North Carolina Department of Public Instruction.

Goal 1
The learner will design and conduct investigations to demonstrate an understanding of scientific inquiry.

Objective 1.01
Identify and create questions and hypotheses that can be answered through scientific investigations.

Objective 1.02
Develop appropriate experimental procedures for:
Given questions.
Student generated questions.

Objective 1.03
Apply safety procedures in the laboratory and in field studies:

Recognize potential hazards.
Safely manipulate materials and equipment.
Conduct appropriate procedures.

Objective 1.04
Analyze variables in scientific investigations:

Identify dependent and independent.
Use of a control.
Manipulate.
Describe relationships between.
Define operationally.

Objective 1.05
Analyze evidence to:

explain observations.
make inferences and predictions.
develop the relationship between evidence and explanation.

Objective 1.06
Use mathematics to gather, organize, and present quantitative data resulting from scientific investigations:

Measurement.
Analysis of data.
Graphing.
Prediction models.

Objective 1.07
Prepare models and/or computer simulations to:

Test hypotheses.
Evaluate how data fit.

Objective 1.08
Use oral and written language to:

Communicate findings.
Defend conclusions of scientific investigations.
Describe strengths and weaknesses of claims, arguments, and/or data.

Objective 1.09
Use technologies and information systems to:

Research.
Gather and analyze data.
Visualize data.
Disseminate findings to others.

Objective 1.10
Analyze and evaluate information from a scientifically literate viewpoint by reading, hearing, and/or viewing:

Scientific text.
Articles.
Events in the popular press.

Goal 2
The learner will demonstrate an understanding of technological design.

Objective 2.01
Explore evidence that “technology” has many definitions.

Artifact or hardware.
Methodology or technique.
System of production.
Social-technical system.

Objective 2.02
Use information systems to:

Identify scientific needs, human needs, or problems that are subject to technological solution.
Locate resources to obtain and test ideas.

Objective 2.03
Evaluate technological designs for:

Application of scientific principles.
Risks and benefits.
Constraints of design.
Consistent testing protocols.

Objective 2.04
Apply tenets of technological design to make informed consumer decisions about:

Products.
Processes.
Systems.

Goal 3
The learner will conduct investigations and utilize appropriate technologies and information systems to build an understanding of the hydrosphere.

Objective 3.01
Analyze the unique properties of water including:

Universal solvent.
Cohesion and adhesion.
Polarity.
Density and buoyancy.
Specific heat.

Objective 3.02
Explain the structure of the hydrosphere including:

Water distribution on earth.
Local river basin.
Local water availability.

Objective 3.03
Evaluate evidence that Earth’s oceans are a reservoir of nutrients, minerals, dissolved gases, and life forms:

Estuaries.
Marine ecosystems.
Upwelling.
Behavior of gases in the marine environment.
Value and sustainability of marine resources.
Deep ocean technology and understandings gained.

Objective 3.04
Describe how terrestrial and aquatic food webs are interconnected.

Objective 3.05
Analyze hydrospheric data over time to predict the health of a water system including:

Temperature.
Dissolved oxygen.
pH.
Nitrates.
Turbidity.
Bio-indicators.

Objective 3.06
Evaluate technologies and information systems used to monitor the hydrosphere.

Objective 3.07
Describe how humans affect the quality of water:

Point and non-point sources of water pollution in North Carolina.
Possible effects of excess nutrients in North Carolina waters.
Economic trade-offs.
Local water issues.

Objective 3.08
Recognize that the good health of environments and organisms requires:

Monitoring of the hydrosphere.
Water quality standards.
Methods of water treatment.
Maintaining safe water quality.
Stewardship.

Goal 4
The learner will conduct investigations and utilize technology and information systems to build an understanding of chemistry.

Objective 4.01
Understand that both naturally occurring and synthetic substances are chemicals.

Objective 4.02
Evaluate evidence that elements combine in a multitude of ways to produce compounds that account for all living and nonliving substances.

Objective 4.03
Explain how the periodic table is a model for:

Classifying elements.
Identifying the properties of elements.

Objective 4.04
Describe the suitability of materials for use in technological design:

Electrical Conductivity.
Density.
Magnetism.
Solubility.
Malleability.

Objective 4.05
Identify substances based on characteristic physical properties:

Density.
Boiling/Melting points.
Solubility.
Chemical reactivity.
Specific heat.

Objective 4.06
Describe and measure quantities related to chemical/physical changes within a system:

Temperature.
Volume.
Mass.
Precipitate.
Gas production.

Objective 4.07
Identify evidence supporting the law of conservation of matter.

During an ordinary chemical reaction matter cannot be created or destroyed.
In a chemical reaction, the total mass of the reactants equals the total mass of the products.

Objective 4.08
Identify evidence that some chemicals may contribute to human health conditions including:

Cancer.
Autoimmune disease.
Birth defects.
Heart disease.
Diabetes.
Learning and behavioral disorders.
Kidney disease.
Asthma.

Objective 4.09
Describe factors that determine the effects a chemical has on a living organism including:

Exposure.
Potency.
Dose and the resultant concentration of chemical in the organism.
Individual susceptibility.
Possible means to eliminate or reduce effects.

Objective 4.10
Describe risks and benefits of chemicals including:

Medicines.
Food preservatives.
Crop yield.
Sanitation.

Goal 5
The learner will conduct investigations and utilize appropriate technologies and information systems to build an understanding of evidence of evolution in organisms and landforms.

Objective 5.01
Interpret ways in which rocks, fossils, and ice cores record Earth’s geologic history and the evolution of life including:

Geologic Time Scale.
Index Fossils.
Law of Superposition.
Unconformity.
Evidence for climate change.
Extinction of species.
Catastrophic events.

Objective 5.02
Correlate evolutionary theories and processes:

Biological.
Geological.
Technological.

Objective 5.03
Examine evidence that the geologic evolution has had significant global impact including:

Distribution of living things.
Major geological events.
Mechanical and chemical weathering.

Objective 5.04
Analyze satellite imagery as a method to monitor Earth from space:

Spectral analysis.
Reflectance curves.

Objective 5.05
Use maps, ground truthing and remote sensing to make predictions regarding:

Changes over time.
Land use.
Urban sprawl.
Resource management.

Goal 6
The learner will conduct investigations, use models, simulations, and appropriate technologies and information systems to build an understanding of cell theory.

Objective 6.01
Describe cell theory:

All living things are composed of cells.
Cells provide structure and carry on major functions to sustain life.
Some organisms are single cell; other organisms, including humans, are multi-cellular.
Cell function is similar in all living things.

Objective 6.02
Analyze structures, functions, and processes within animal cells for:

Capture and release of energy.
Feedback information.
Dispose of wastes.
Reproduction.
Movement.
Specialized needs.

Objective 6.03
Compare life functions of protists:

Euglena.
Amoeba.
Paramecium.
Volvox.

Objective 6.04
Conclude that animal cells carry on complex chemical processes to balance the needs of the organism.

Cells grow and divide to produce more cells.
Cells take in nutrients to make the energy for the work cells do.
Cells take in materials that a cell or an organism needs.

Goal 7
The learner will conduct investigations, use models, simulations, and appropriate technologies and information systems to build an understanding of microbiology.

Objective 7.01
Compare and contrast microbes:

Size, shape, structure.
Whether they are living cells.

Objective 7.02
Describe diseases caused by microscopic biological hazards including:

Viruses.
Bacteria.
Parasites.
Contagions.
Mutagens.

Objective 7.03
Analyze data to determine trends or patterns to determine how an infectious disease may spread including:

Carriers.
Vectors.
Conditions conducive to disease.
Calculate reproductive potential of bacteria.

Objective 7.04
Evaluate the human attempt to reduce the risk of and treatments for microbial infections including:

Solutions with anti-microbial properties.
Antibiotic treatment.
Research.

Objective 7.05
Investigate aspects of biotechnology including:

Specific genetic information available.
Careers.
Economic benefits to North Carolina.
Ethical issues.
Impact for agriculture.

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Students Study Reptile Habitat and Gecko Behavior

October 14, 2006 by jmmblake.

This past week in my science class, my students have been exploring the behavior of a gecko. We ordered it from a biological supply along with a new habitat. Students researched the characteristics of the lizard and investigated requirements for its healthy life.

Photographing a moving gecko is not as easy as it looks. I took 5 or 6 shots of it and only have one image that looks half way decent.

technorati tags:Gecko, reptile

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Busy Times

October 7, 2006 by jmmblake.

Writer’s block,  not enough time,  focusing on different interests, lazy, burned out, whatever the excuse, I have not been blogging regularly.  I have no time at school to reflect, much less read anything except student assignments.  When I leave school, I have been heading to the gym.  Meetings after school on various school and civic committees demand blogging time as well.  Now, I am not complaining about having a busy life, my point is- writing takes time. 

I have never claimed to be a writer, storyteller, or even a blogger.  It has been my experience that by writing down my thoughts, sometimes my memory of events are more lasting.  I tried to carry a Palm Pilot for years, but kept too much in my pocket.  My pants pockets can only hold so much.  I bought myself a vest the other week.  It is one of those from Columbia, that must already be discountinued.  It is like wearing a fanny pack, and I am not sure if I am going to wear it to teach in.  Maybe I will.  It will be cold enough soon to wear a jacket.  So, I better put on the vest a couple of times before the temps drop. 

This Friday in my classroom, we worked on a project that has been going on for three weeks.  Each Friday, our middle school students are working on creating a animated movie about the life cycle of a plant.  We began the project with students viewing several examples of claymation animation.  Students then researched the life cycle of plants on the web and in books we have in our small library.  We talked about their observations and experiences with house plants, family gardens, or past classroom activities.  From this, students worked in pairs to create a storyboard for their animations.  In the past, when I have tried to teach students to animate, I used storyboards with only 5 or 6 frames.  Well, this might be sufficient for students that can think more abstractly, my concrete thinkers need to see every frame!  So, they were assignment was to sketch  all 30 frames for their movie/animation.  We used this storyboard to build their clay models.  The most difficult part of this project has been managing student behavior.  We have several students that none of the other students can deal with.  I know team building activities and have used them, but some students have real baggage.  Tried switching groups, guidance counseling,  and prayer!  Long term projects with kids with attention problems just spell PROBLEMS.  They have to see immediate results.  In revamping this activity, I have to figure out how to make incremental short attainable goals for the students to meet.  Think of it as levels in a video game.  I have to work on this. 

We are going to shot the scenes next Friday, and I will post their work soon!

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Podcasting as Assessments?

October 7, 2005 by jmmblake.

I have a question- how can I use podcasts to help my students improve their test scores? I read this article:
“At any point in the instructional cycle, teachers can gather valuable evidence of student learning through formal and informal observations, one-on-one interviews, and class discussions. These observations and conversations are most often used to “take a pulse” of student progress and to inform instructional decisions at the beginning of or in the middle of a unit.

In the middle grades, hands-on investigations are frequently ripe opportunities for teacher observations. These observations can range in structure, from informal note-taking to formalized checklists that identify specific performance features. Though structure varies, teacher observations are usually planned and deliberate, and are linked to specific learning outcomes.

Post-unit performances, such as presentations or simulations, are also prime opportunities for teacher observations (e.g., the glue factory example described above). As a performance proceeds, teachers can use rating rubrics/scales to observe and score students on presentation skills and group interaction, for example. In these situations, observations are used to assess achievement (not simply to “take a pulse”), and thus they tend to be quite structured.” Source: http://cse.edc.org/products/assessment/middleschool/observations.asp

This week, I tried to use a podcast as a post-unit teacher observation. I need to work on that rubric of podcasts. However, I have changed the focus of each podcast. For example, in our first podcast, the student basically read the chapter into the podcast. I realized that this was not working and was nothing more than asking the to read-aloud. before the podcast, we brain-stormed about what they had learned this past week in their hands-on mineral labs.

Lesson learned– students like to podcast, but they love to let their peers hear what they created. So, during lunch on Mondays, we turn up the volume on a set of speakers and use the digital projector to present their podcasts. We will use a rubric to have their peers evaluate their learning.
My Odeo Channel

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