Join
Menu
Menu Search Join
 

"Fall" into SciLinks

By Mary Bigelow

Posted on 2007-10-01

It’s October already–the air is getting a little cooler, the leaves are changing color, and the number of daylight hours is decreasing. Some birds have left for their winter homes, and others are arriving or passing through. And, of course, the World Series is just around the corner and football season is underway!
What a great time of year to be a science teacher! There are so many opportunities to connect science with these events, and SciLinks has lots of websites that can help to make these connections. I searched the database to come up with a few examples:
Leaves
What Tree Is It? is a dichotomous key that is easy to use at any age.
This lesson at Look at Those Leaves will have students observe, measure, and sort tree leaves along with examining leaves individually, in groups, and in relationship to the entire tree.
How Leaves Change Color describes the reasons behind the beautiful fall foliage.
Seasons
Astronomy with a Stick is an online project to help your students understand how the positions of the sun and the earth affect the daylight hours. Free registration allows your class to interact with other classes worldwide! The directions say for students to use newspapers to get the time of sunrise each day, but the U.S. Naval Observatory’s website lets you enter a location and date to get this information!
What Causes the Seasons? has many diagrams to explain the reasons for the seasons.
The fall was my favorite time to do a comparison study of trees and leaves and to explore the effects of temperature on the behavior of living things. What other investigations are your favorites for the fall?

It’s October already–the air is getting a little cooler, the leaves are changing color, and the number of daylight hours is decreasing. Some birds have left for their winter homes, and others are arriving or passing through. And, of course, the World Series is just around the corner and football season is underway!
What a great time of year to be a science teacher! There are so many opportunities to connect science with these events, and SciLinks has lots of websites that can help to make these connections. I searched the database to come up with a few examples:

 

Getting the Most out of Electrophoresis Units

The Science Teacher—October 2007

At Oklahoma City Community College, they have developed gel electrophoresis activities that support active learning of many scientific concepts, including: pH, electrolysis, oxidation reduction, electrical currents, potentials, conductivity, molarity, gel electrophoresis, DNA and protein separation, and DNA fingerprinting. This article presents six different ways that electrophoresis can be used to help students learn multiple science concepts.
At Oklahoma City Community College, they have developed gel electrophoresis activities that support active learning of many scientific concepts, including: pH, electrolysis, oxidation reduction, electrical currents, potentials, conductivity, molarity, gel electrophoresis, DNA and protein separation, and DNA fingerprinting. This article presents six different ways that electrophoresis can be used to help students learn multiple science concepts.
At Oklahoma City Community College, they have developed gel electrophoresis activities that support active learning of many scientific concepts, including: pH, electrolysis, oxidation reduction, electrical currents, potentials, conductivity, molarity, gel electrophoresis, DNA and protein separation, and DNA fingerprinting. This article presents six different ways that electrophoresis can be used to help students learn multiple science concepts.
 

September publications and SciLinks

By Mary Bigelow

Posted on 2007-09-08

Each month, I’ll mention some sites that relate to that month’s themes of the three K-12 NSTA journals. These are sites that illustrate what I think is a good use of the technology.
Science and Children – Animals – I’d certainly like to show younger students that there are many interesting animals in addition to the dinosaurs!
History and Biology of the Horseshoe Crab
This site shows how a clean design and chunking of the text and other features work together in to create a user-friendly site. This is appropriate for younger students, but older ones will find the information interesting as well. I spend a great deal of time on the Delaware beaches and my community is a horseshoe crab sanctuary – and yet I learned a lot from this site myself!
Classifying Critters
Anything from the Howard Hughes Medical Institute is a quality site, in my experience! This is part of a really nice site for younger students on using physical characteristics to classify animals, and one I might use with the whole class. This could lead to interesting discussions.
Critter Guide
I like this one for older elementary or middle school students, in that it is a very browseable, searchable site with interesting pictures and information that is well organized. (My one criticism would be the use of Marine Life as a category, when the other categories are based on physical characteristics).
Science Scope – Reading – This is an area of professional interest to me. Reading in the science classroom was the focus of my graduate work, and I loved being able to help students learn how to read nonfiction, such as science textbooks and magazine articles (and now websites) in my classes.
Building Big
I was impressed at how this site combines text and graphics in a browseable format that lets the user pursue topics of interest. But the Build-a-Bridge feature focuses on using what has been read to create structures in an interactive segment, and the users then get feedback on their designs (and a timely topic given the issues of infrastructure after this summer’s event in Minnesota). I’ve found that most PBS sites are excellent and can be used independently of their programs.
Classroom Exploration of Oceans
These explorations have beautiful photographs and real-life stories about scientists and their studies. NOAA has an amazing number of quality sites.
Windows to the Universe
In SciLinks, there are many components of this site entered in the database separately. What appeals to me as a middle school teacher is the fact that there are three levels of text: beginner, intermediate, and advanced. Sometimes the amount of information differs from level to level, and other times the text is chunked differently. Nevertheless, the site can be personalized to the student.
The Science Teacher – Weather and Climate – I’ve just finished up monitoring a summer program that had teachers creating weather maps and learning about climate change. I hope they have access to sites such as these.
Weather
This site looks at the relationship between the oceans and weather. What I like here is the section for educators that has suggestions on how to use this site in a classroom.
Weather World 2010 Project
In SciLinks, there are many individual components of this site in the database. For me, I’d save money on meteorology textbooks and use this site instead (and channel the textbook budget into purchasing a weather station!). It’s written in an interesting style so that teachers can use it for their own background knowledge, too, or teachers can use the section on “Projects and Activities.”
Weather and Climate Basics
This is a good site to let students read about the differences between weather and climate. It’s full of really good graphics.
To see many other SciLinks sites, go to www.scilinks.org. If you’re not registered, login as a Guest to check out what’s here. Or use your NSTA member number to login, or you can register (free) as a teacher/parent.
Each month, I’ll mention some sites that relate to that month’s themes of the three K-12 NSTA journals. These are sites that illustrate what I think is a good use of the technology.
Science and Children – Animals – I’d certainly like to show younger students that there are many interesting animals in addition to the dinosaurs!
 

From cyberspace to Scilinks: content and credibility

By Mary Bigelow

Posted on 2007-09-02

How does a website become part of SciLinks? Potential topics are identified from the content of SciLinked textbooks or NSTA publications. (The SciLinks homepage has a list of textbooks). Sites are then selected from the database, or spotters are asked to search the web for potential sites. All sites in the database have been through a review process that includes a rubric.
Reviewing the Sites – Content
The vast majority of sites suggested and screened by the spotters are included in SciLinks. Some get higher ratings than others. I’ve taught classes in web design at the high school and college level, and over the years, I’ve seen improvements in design, either because we’re more design-savvy or because the technology is getting better. My personal guideline is “Would I want my students spending their time with this site?”
I certainly want our students to have access to accurate content. One of the first sites I reviewed noted that “the tide comes in in the morning and goes out at night.” Needless to say, this site did not make it into SciLinks! But the SciLinks spotters are good at filtering out sites with incorrect information.
I also want our students to have access to interesting and meaningful content. In my state, the reading tests show weaknesses in reading and interpreting nonfiction or informational text (aka “expository text”) at all grade levels. Here is where SciLinks can provide a wealth of good content reading. However, one of my concerns is with sites geared to younger students. I think sometimes that we adults don’t quite get it. Some sites are designed to be cute, with dancing earthworms and talking spiders. The research on reading shows that students have an interest in nonfiction, so why do site developers continue to decorate their sites with cartoonish graphics (rather than photographs or accurate drawings) or try to be “with-it” by using teenage slang, which becomes outdated very quickly? Another component of many sites for younger learners is the “fun” link that often leads to coloring pages, mazes, or find-a-word puzzles. In an era when the time for science classes is shrinking to accommodate more time for reading and math, I don’t think I would use precious class time for activities that have little science in them. Not that these wouldn’t be perhaps OK for indoor recess or take-home packets (not graded homework, though), but even then, there are so many other activities that are both enjoyable and meaningful (and now I’m off my personal soapbox!).
The SciLinks sites also provide a way to extend what is in your textbook for interested students. One criticism of American science textbooks is that they do not treat topics in depth. The SciLinks websites can supplement textbook topics with additional information and features such as animations, graphics, and video clips. Sometimes the sites reiterate basic textbook information. I think that’s OK – some students may need to see the information displayed in a different format or with different graphics to understand. I know one elementary teacher who puts the 10-year-old textbooks on the shelf and uses nonfiction trade books and web resources to implement the school’s science curriculum!
Many of the sites have links for teacher resources. These include suggestions for incorporating the site into science lessons, hands-on activities, and inquiry learning. The sites also are correlated to the National Science Education Standards (NSES). Although the states have their own lists of standards, most are reflected in the NSES, perhaps in different terminology.
Each month in this blog, I’ll describe a few components of the rubric we use to evaluate the sites.
Reviewing the Sites – Credibility
Assuming that the content of the site seems correct, the site moves to the review process with its rubric. Two of the categories deal with the credibility of the site. The reviewers look at a site’s “Authority.” In general, sites from colleges and universities (and their professors), scientific and environmental agencies (including NOAA, NASA, USGS), other research agencies, museums and libraries, and zoological parks and botanical gardens rate high in this category. Some commercial sites are free of sales pitches and are very good; those that are basically commercials or sales pitches for products or services are not included. Personal sites probably do not rate as high, unless the author notes his or her credentials and includes sources with the site.
Having a way to contact the site developer via e-mail is part of the “Collaboration” category. Giving users the opportunity to contact the author with questions or feedback adds to the site’s credibility. Another form of collaboration occurs when the site fosters communication and dialog between users (to date, this has not been very common).
I’m not sure we have a decision on whether to include articles from wikis, blogs, or YouTube. I know there are teachers that discourage students from using these as formal sources of information, especially if they cite no sources for the information. Any thoughts?
No matter how reputable the site’s author, the design of the site is what captures our attention. I’ll describe this part of the rubric next month.

How does a website become part of SciLinks? Potential topics are identified from the content of SciLinked textbooks or NSTA publications. (The SciLinks homepage has a list of textbooks). Sites are then selected from the database, or spotters are asked to search the web for potential sites. All sites in the database have been through a review process that includes a rubric.
Reviewing the Sites – Content

NSTA Guide to Planning School Science Facilities, Second Edition

Science-learning spaces are different from general-purpose classrooms. So if your school is planning to build or renovate, you need the fully updated NSTA Guide to Planning School Science Facilities. It’s the definitive resource for every K-12 school that seeks safe, effective science space without costly, time-consuming mistakes.

Science-learning spaces are different from general-purpose classrooms. So if your school is planning to build or renovate, you need the fully updated NSTA Guide to Planning School Science Facilities. It’s the definitive resource for every K-12 school that seeks safe, effective science space without costly, time-consuming mistakes.

 

Idea Bank: Thinking Like Scientists

The Science Teacher—September 2007

Students often find it challenging to adopt the mindset needed in inquiry-based science classes—that is, to think and act like scientists and use the processes of science. To familiarize students with this mindset, begin the school year with the activities described in this article. These activities introduce students to the nature of science and scientific thinking, which they will use throughout the school year and throughout their lives.
Students often find it challenging to adopt the mindset needed in inquiry-based science classes—that is, to think and act like scientists and use the processes of science. To familiarize students with this mindset, begin the school year with the activities described in this article. These activities introduce students to the nature of science and scientific thinking, which they will use throughout the school year and throughout their lives.
Students often find it challenging to adopt the mindset needed in inquiry-based science classes—that is, to think and act like scientists and use the processes of science. To familiarize students with this mindset, begin the school year with the activities described in this article. These activities introduce students to the nature of science and scientific thinking, which they will use throughout the school year and throughout their lives.
 

Formative Assessment: Redirecting the Plan

The Science Teacher—September 2007

The science teachers at New Hampshire’s Concord High School are no longer satisfied with what Wiggins and McTighe call the “teach, test, and hope for the best” learning cycle (2005). These teachers have been stepping up to the professional responsibility that demands more of them and their students—the responsibility to teach for understanding by continuously checking for understanding. This article chronicles some of the experiences of this dedicated group of teachers as they have worked together to build a collective understanding about teaching and learning.
The science teachers at New Hampshire’s Concord High School are no longer satisfied with what Wiggins and McTighe call the “teach, test, and hope for the best” learning cycle (2005). These teachers have been stepping up to the professional responsibility that demands more of them and their students—the responsibility to teach for understanding by continuously checking for understanding. This article chronicles some of the experiences of this dedicated group of teachers as they have worked together to build a collective understanding about teaching and learning.
The science teachers at New Hampshire’s Concord High School are no longer satisfied with what Wiggins and McTighe call the “teach, test, and hope for the best” learning cycle (2005). These teachers have been stepping up to the professional responsibility that demands more of them and their students—the responsibility to teach for understanding by continuously checking for understanding. This article chronicles some of the experiences of this dedicated group of teachers as they have worked together to build a collective understanding about teaching and learning.

The Story of Science: Einstein Adds a New Dimension

Now, it’s time for your students to look over Albert Einstein’s shoulder as he develops a new kind of physics that points the way to more recent theories of particle physics and quantum mechanics. Joy Hakim will demonstrate how scientific thoughts today are often written in the language of mathematics, such as E=mc2, and explains clearly what this means. Students will learn why relativity and quantum theory are perhaps the most important ideas in modern science, maybe of all time.

This is the third book in the Story of Science series. The book is full-color throughout.
Now, it’s time for your students to look over Albert Einstein’s shoulder as he develops a new kind of physics that points the way to more recent theories of particle physics and quantum mechanics. Joy Hakim will demonstrate how scientific thoughts today are often written in the language of mathematics, such as E=mc2, and explains clearly what this means. Students will learn why relativity and quantum theory are perhaps the most important ideas in modern science, maybe of all time.

This is the third book in the Story of Science series. The book is full-color throughout.
 

Welcome back to SciLinks

By Mary Bigelow

Posted on 2007-08-02

For many of you, the school year is starting, or will soon. Summer flies by in a blink. But if you have a little prep time left and are looking for new materials to add to your curriculum, I encourage you to try SciLinks, NSTA’s online source to vetted web pages — that means “reviewed” to you and me ;).
Back in 1999, I was sitting in my office and reading the newsletter from NSTA. The article that really caught my eye was the one describing the new “SciLinks” project. I had been involved in educational technology since the early 1980s (and do I ever have stories about what now appears to be primitive technology!), and I was teaching a course in educational computing at the graduate level. The moment I finished the article, I contacted NSTA to find out if/how I could be involved.
What intrigued me was the idea of having a set of websites on a particular topic that students and teachers could easily access and use. Even in the late 90s, searching for websites on a particular topic resulted in thousands of potential sites, and some were not worth the time or were not appropriate for students or for using in a classroom setting.
That spring, I became a site reviewer. My task was to review sites that had been suggested by “Spotters” who searched for sites on a specific topic and to correlate these sites to the NSES standards. At first, we just did a holistic thumbs up/down review, but eventually a rubric was developed. I estimate that over the last 8 years, I’ve looked at least 10,000 science-related sites (as one of several spotters and reviewers!). And I’ve seen the good, the bad, and the ugly. I’m hoping that we’ve filtered out the bad and ugly!
Brief Autobiography
I was a middle school life and physical science teacher for 16 years and a high school computer science teacher for 11 years (during which time I was also the district’s technology coordinator, among other assignments on a very full plate). I had a brief stint in higher education, and I recently retired as an administrator at a regional service agency, where I was involved in research and evaluation and served as the science resource person. In this capacity, I worked with many elementary teachers and classes in various projects related to science, mathematics, and reading. I say “retired” but I’m actually “retooling” into new opportunities, one of which is blogging. I’m still a reviewer for SciLinks, and I’m doing some consulting work for a Math-Science Partnership project.
How would I use SciLinks sites?
As NSTA members, we have access to the database at the www.scilinks.org site either by using the codes in a SciLinked textbook or NSTA publication or by searching for a keyword or standard on the site.
Recommending sites to students. As a teacher, I can provide logins for students to look at particular sites, or I can give them a printed list of suggestions. For interested students, I might go to the next grade level or I would go down a level for students who may struggle with the text. I’d share a login with the librarian so that he/she can remind students of this resource. In my town, many students use the technology at the local public library. Perhaps the staff there could be alerted to how and why students would access this. Parents or other caregivers may also be given logins to SciLinks, too.
In large group settings. Why just talk about science topics when there are many sites that lend themselves to illustrating the concepts? Building bridges, watching volcanoes erupt, seeing animals congregate around a water hole at night, or accessing photographs and video of various topics bring these topics to life. If you’re fortunate enough to have a smart board or projection unit, using a simulation or video clip with the class or a small group of students could be an engaging experience for them – and the resources are free and ready when you are. I’ve even printed some of the pages of a site to supplement or update the textbook information.
Teacher learning. One thing I’ve enjoyed over the years is using the SciLinks websites to keep current on topics such as the human genome and climate change. I especially love the earth science topics (I taught life and physical science, so I’m continuing to learn). If you’re unfamiliar with a topic, searching for sites geared to middle or high school students would be a quick and painless way to learn more about it. My former district’s teacher evaluation plan had an option for self-study, so I would have taken advantage of the SciLinks list (Note: NSTA has excellent professional development modules).
So how exactly does a site get from cyberspace to SciLinks? The next blog post will address this!
For many of you, the school year is starting, or will soon. Summer flies by in a blink. But if you have a little prep time left and are looking for new materials to add to your curriculum, I encourage you to try SciLinks, NSTA’s online source to vetted web pages — that means “reviewed” to you and me ;).
Back in 1999, I was sitting in my office and reading the newsletter from NSTA. The article that really caught my eye was the one describing the new “SciLinks” project.
 

A Drop Through Time

Science and Children – July 2007

Did you know that the water you use today is the same water that was used millions of years ago? How is this possible? Water is continuously replenished through a naturally occurring process known as the water cycle. To help students learn about this important concept, an eight-day unit was created for fifth-grade students to explore the water cycle and its components, including evaporation, condensation, and precipitation. This unit uses the “Do-Talk-Do” instructional strategy (Kemper and Ramsey 1997), an easy to follow planning strategy for teachers that involves students in authentic hands-on experiences, social interaction, and concept development based on prior knowledge.
Did you know that the water you use today is the same water that was used millions of years ago? How is this possible? Water is continuously replenished through a naturally occurring process known as the water cycle. To help students learn about this important concept, an eight-day unit was created for fifth-grade students to explore the water cycle and its components, including evaporation, condensation, and precipitation.
Did you know that the water you use today is the same water that was used millions of years ago? How is this possible? Water is continuously replenished through a naturally occurring process known as the water cycle. To help students learn about this important concept, an eight-day unit was created for fifth-grade students to explore the water cycle and its components, including evaporation, condensation, and precipitation.
Subscribe to
Asset 2