GEAR UP Science 2 Preparing your Students for the GED Science Test The Scientific Method

okay welcome everyone I’m so happy to be with you today and my goal specifically is to help you in a sense review the scientific method and give you some strategies that you can use maybe tomorrow I mean that’s that’s my own kind of personal goal my background is in biology and I’ve been teaching for robbinsdale schools a delta academic program for about 12 years so I teach the science and a little bit of math at night too so I think we’re ready to begin and I was kind of amusing as I was waiting thinking this is the scientific method in action because it’s new for me and so if we run into a few snags we just may need to think scientifically as we solve our problems so here we go let’s see I’m just doing my arrow down which isn’t working let’s see Heather Sarah if you click right on your PowerPoint again click right on your PowerPoint again and then try your arrows well there you go okay okay very good thank you so the session objectives for today once again we are reviewing the scientific method and focusing in on some of that key vocabulary we want to look at some real-world applications and some examples for how it might appear on the GED tests we want to explore some instructional resources I’ve got some dynamite resources and also make sure that we have some ideas to scaffold because we can’t just throw the students out there and say design and experiment so we need to do some scaffolding and then too we will I will highlight for you those scientific practices which are addressed and are part of the new 2014 GED test any questions before we continue ok so the science practices and I’ll just kind of talk you through these some of you may have already taken some practice science GED tests as i have i’ve taken a few of them and i have seen that with the new test the scientific method is woven throughout so whether it’s multiple choice whether it’s the short answer where students are expected to type in the scientific method is addressed and another thing i’ve i’ve observed and i’m happy to have other feedback as well from some of the participants here is that there may be three or four questions for one item one reading for example so they may describe an experiment and then as a part of that you need to draw conclusions you need to explore the data and so there’s there’s much more i would say depth to the the understanding that is expected so not only our students expected to design an experiment or an investigation they need to be able to look at data look at graphics draw conclusions cite evidence to support those conclusions and then note this second to the last one understand and apply scientific theories I would say that the content is I would almost say secondary if you if you have a very

limited time to do science i would say hit scientific method really hard and some of those what i like to call the big ideas of science those big theories you know if you have time to incorporate a little great if not you know not to worry so i would say most important is that fundamental scientific process and finally as some of you may have noted from taking a practice test there is math and so I had one student just a like last week an older student coming in to get her GED and she said she just wanted to try all the tests well she didn’t do very well on the science and her first words good for mouth were boy there’s a lot of math on the science test and so you know students are expected to know those how to figure those statistical measures mean median mode and so on as well as manipulate equations so we won’t be talking much about that but that is an additional science practice that’s addressed does anyone have any feedback from the test that they want to share and look at this thank you okay if not we will continue and jump into the scientific method there are lots of PowerPoint presentations lots of materials out there for you to find and use I’m very happy with a lot of Amy Browns materials from teachers pay teachers and her her business is called science stuff and she is really pretty fantastic she includes with the PowerPoint let’s see let’s see if this works whoops sorry let’s go like this with her PowerPoint she includes student pages and there are blanks for students to actually do some note-taking as she as you know they go through the presentation together I think it’s very well done and so I’m a real fan of Amy Browns materials and this is a free download from teachers pay teachers so very easy to access let’s go through just so that everybody gets that little review I think we all got it in you know if not elementary school seventh-grade science but I want to just review the especially the vocabulary for the participants and of course take any questions as we go but I think we can move fairly quickly through the PowerPoint okay so we’re talking this process who explained processes in the natural world how does the natural world work and that’s the fun of science and so there is this organized way of kind of an orderly way of answering these questions that many of us wonder and so scientists are are proposing explanations and it’s important that they have proposed something that can be tested so it’s an organized way of using evidence about the natural world and now we get kind of to that process that curiosity that drives science so there’s

an observation and it could be a question as well it’s very good to clarify the types of data that can be collected both quantitative data than the numbers for example could be measuring length or mass or heart rate these sorts of things versus the qualitative sorts of data that are descriptions involve characteristics maybe colors maybe tastes these would be the qualities versus the numbers that make up quantitative data okay back to the process hypothesis all the students should have an idea of that hypothesis that is now shall we say staking out the experiments and as I mentioned before it has to be testable and we could say it’s it’s a prediction of sorts it’s it’s a possible explanation for a set of observations now we talk about the steps and they seem to go in order and be rather linear is the implication oh and I for your purposes of teaching the students I i would say stick to this rather linear process because that is how it’s usually taught that’s what it is expected I will mention some ways to kind of talk about the more fluid nature of scientific work a little later in the presentation so the an observation may be a question starts the process why does this Apple turn brown after I’ve cut it and what’s going on there and so then a hypothesis is formed and a possible explanation for this occurrence and then a controlled experiment needs to be set up data collected and recorded from which we can draw conclusions and see if our original hypothesis our guests are educated guess so to speak was correct so let’s talk a little more about the hypothesis or observation well actually step one whether we call it an observation or a question that is what we’re starting with so here are some few examples and from there then we want to form the hypothesis is everybody good so far everybody with me I asked my students that all the time are you with me and hopefully they are but back to thank you very much Catherine and others so the hypothesis that possible explanation and as I mentioned before you can think of it as a prediction and I would just mention a few suggestions as far as writing hypothesis of you could simply start students out with a i predict statement or sometimes i suggest that students use what we call the if-then format if i raise the temperature then the heart rate will increase that would be an example so

sometimes having those if you want to call it like a almost a sentence frame or just a kind of a starting point will help students with that hypothesis but just writing it as I predict is is fine continuing designing the controlled experiment and we call those factors that are involved in our experiment variables and some of those variables are listed there for you could be amount of light present temperature concentration of solutions and students will be asked on the GED test to design a controlled experiment and so what that means is that one variable is addressed at a time and all other variables are held constant and in that way we can see if the variable that we changed is responsible for the for any changes we measure so the controlled experiment is key and notice that these little blanks that the students are shown this is what they have on their worksheets so they can in a sense take notes during the presentation okay so we want to distinguish our groups control group versus experimental group the experimental group is the group receiving the treatment exposed to the variable and the control group is the group that does not receive the treatment so to speak or the change and so that control group then serves as the comparison okay so an example in order to test the effectiveness of a new vaccine fifty volunteers are selected and divided into two groups one will be the control group the other the experimental group notice that we want to make sure that the pill given is going to be identical in terms of size shape color and texture we this is a part of the controlled experiment making sure that these factors are held constant and then our control group is there for our comparison and they of course do not receive the vaccine but do take the pills you could at this point even mention a double-blind kind of study where the patient in this case since we’re talking about a vaccine the patient does not know if they are getting the the medication the true vaccine or whether it’s a placebo pill and even the researcher does not know either so the double-blind and then the experimental group of course getting the vaccine and what do we hold constant all those characteristics of of the pill okay and what is being changed whether or not that pill contains the vaccine so let’s put names on these variables the independent variable is the variable that is being changed and sometimes it’s helpful for students for me to say I for independent variable that is what I change in the experiment while the dependent variable the responding variable is the one where D for data and dependent variable where the data is collected so sometimes just using that first letter for either independent variable what I change and dependent data collected in the responding or

dependent variable can be helpful okay so in the in the above example what is my independent variable sometimes this is called the manipulated variable it’s what I change and it’s the addition of that vaccine and then what am I measuring well I want to see did the vaccine work so i guess my dependent variable then would be the health of my participants okay so any comments about that little example ok well let’s continue recording analyzing data is another big part that the students will be responsible for not just on the science test but the math and social studies tests as well so data is collected and analyzed and a part of that analysis is to determine draw a conclusion does the data support my original hypothesis okay if it does not I think everyone would agree that the experiment is not a failure if the hypothesis is not supported but certainly it’s whatever that conclusion often leads to either replication of the experiment or some modification of the experiment so replication is a key part of the experimental process I like that on this particular presentation Amy includes theory because we throw that around a lot and I use that term a lot for the big ideas of science cell theory gene theory plate tectonics theory evolution theory atomic theory and so for students to realize that the meaning of theory in science is a little different from how we might use it casually in our everyday conversation and that there is a lot of evidence to support our scientific theories so I think we’ll stop at this point but just know that within this PowerPoint now the students have a little practice problem where they can design an experiment from the hypothesis all the way through to a controlled experiment and draw conclusions any questions that anyone has at this point okay feel free to jump in folks either by raising your hand and unmuting yourself or typing in the chat okay so I hope that wasn’t too laborious let’s look at a couple of ways that you can practice the vocabulary of the scientific method first off the simpsons and i have to say i’m not familiar with the simpsons but i found this and I thought maybe students would find these the situations are a little corny but they might be somewhat amused and they’re very short little scenarios and easy for students to identify the control group what is the independent variable what’s being manipulated what is being measured what is my data collected that responding or dependent variable and what’s a reasonable conclusion and also how might the experiment be improved which is a little critical thinking in there so does anyone think that their students might find these scenarios amusing okay I’ll

take that as a maybe continuing here’s a totally relatable thank you again Catherine let’s go to another couple of historical cases one has to do with figuring out the cause of beriberi and so this goes back to 1887 and the scientists that had the good idea and and tested it out another fascinating story is how penicillin was discovered and I really love this story because you can get some great little videos about Alexander Fleming and how he some of you may know the story he dashed off in 1928 to go on holiday for a couple of weeks and supposedly he wasn’t a very tidy fellow a very tidy scientist in the lab so he threw a bunch of petri dishes into a sink and just left them for a couple weeks when he came back now if he was not a good scientist he might have actually just given them a toss but instead he actually as he was kind of cleaning them out he took a close look and that’s when he noticed that there was something that some mold that had grown in one of these petri dishes had this ring of clear area around it so the bacteria had not grown around that mold and that led to his discovery of penicillin so it’s kind of a fun story and you can find some great little videos about that okay so here I just included my little tiff about how to write a hypothesis and how to remember the variables okay continuing um see how we’re doing on time my favorite graphic organizer is also from teachers pay teachers and there are a ton of them out there whoops sorry I don’t want to go to my google Drive hang tight everybody let’s see here we go ok so the scientific method graphic organizer there are multitudes that you can find this is my favorite because it kind of guides the student as they’re looking at it they don’t have to kind of remember you know what again is the hypothesis well it’s my prediction and notice that under the box for experiment it includes those important variables what is the independent variable and it even says what do I change on the dependent variable what’s the data collected what do I need to hold constant and then there’s a little box for results and then even conclusion where you can actually evaluate was my hypothesis supported or not so this one’s my favorite and you may find another favorite but you might want to start using one of these because again it’s that idea of of scaffolding and really laying out that that experiment okay so let’s see I think I need to do this so thank you for being patient everyone i took this example from kaplan and some of you might be familiar with it it’s the electric shocks at the office scenario so it comes from what’s called the science practices practice questions and so this is a really nice little page page 506 within this series of practice questions because they give you a scenario

actually a little everyday experience or experiment that a woman came up with and then for questions to have the students consider in evaluating well I thought it was perfect for using the scientific method the graphic organizer of the scientific method so hang tight and i will just rotate this one around you’re going to get tired of my graphic organizer but basically um my students walked me through this so why do I experience the shocks um let’s see just double checking here and i’m just going to digress for a moment to show a page that i literally threw together in five minutes just off the internet but just a page about static electricity and a little review of atomic structure here’s the atom those negative electrons being held around the nucleus of an atom and those electrons getting rubbed off and then being discharged when we touch something and so even out some little experiments you could do and a little bit on the history so that was a single page that I included as a little bit of content for the students so back to our experiment from the workplace the manager who was asking the question why do I experience these shocks touching the file cabinet when my coworker does not and so the students kind of walked me through this and we filled it out together as a part of that scaffolding so the hypothesis we came up with I predict that wearing big well backtracking just a moment since we didn’t really read the do the reading but she noted that she wore nylon clothing a lot and her co-worker war cotton so her prediction was that maybe it’s that nylon clothing that results in the shocks here was their little experiment they were going to either where the cotton of the nylon for a good week then do a switch and their data the what they were recording was the shocks of the file cabinet so we were even able to stick in a tiny little data table here under the results and under experiment again we come down what was my independent variable what did I change it was the clothing what did I measure the dependent the number of shocks what did I need to hold constant right away my students were talking about well what about the shoes they were so they they’re pretty savvy on picking up these variables they just need this kind of organizational scheme to kind of lay it out and then finally the conclusion based on the data it looks like just a pretty significant difference in terms of shocks wearing nylon clothing results in more electric shocks than cotton clothing when touching the file cabinet and so her hypothesis was supported okay I think we’ve spent enough time on that is that something that you think you could use maybe you’ve already run across it in your use of or searching for materials to use with your students ok I’m going to keep kind of buzzing along creating an experimental design this is something that let’s see I may not have my graphic organizers for this one I think not but that same old same old one that I like so much I had students do with something that came from new readers press so new readers press takes you through a couple of the

types of writing short answer items that they may find on the GED science test so it could be cite evidence from the passage to support a particular conclusion or the other one that I’ve mentioned which is design and experiment so we used the example from new readers press about a particular software guy who wanted to see if his tutorial online tutorial would help students improve their math scores so we took the tiniest little prompt and we laid it out in that same graphic organizer and the students were really good at kind of picking up you know those different elements of the process ok let’s move to let’s see if I can okay good this popped up this is from another favorite website called the biology corner and look what you can give to students you simply print these off and the scientific or you know science related questions and cut them into little strips have students work with a buddy or in a small group and whether they use the graphic organizer or not it could be helpful to design an experiment how could I test if aspirin keeps cut roses fresh longer how could I test if hot water freezes faster than cold and so these are kind of fun and then once they map out their experiment then they can share that with the group so kind of some reinforcements some collaboration that we try to encourage and so let’s head on back that’s something that I like from the biology corner which just has a wealth of information if you go there and just click on scientific method along the left you’ll get tons of ideas back to some scaffolding strategies we’ve talked a bit about and using the graphic organizer in terms of just getting the students to write a little bit and practice their summarizing and main idea skills I sometimes will just oops let’s see hang tight we’ll grab an article off of PBS learning media org that’s another of my very favorites so this one for example how cancer cells grow and divide and I basically reformatted the essay that accompanies the video so you’ve got a great little video science scientists in action and then you’ve got this article that you can break it down into paragraphs and have the students basically just write a this main idea statement for each of these paragraphs and then combine each of those main idea statements into a summary okay so any other comments I know I’m kind of zooming along here but if anyone would like to chime in feel free oops okay i also want to mention that you know the graphic organizer we’ve used and used and used of course i also created a little page that i guess it’s my version of sentence frames which i don’t have a lot of experience with but designing an experiment so i felt that in a way this kind of guides the students through the process and then from this they could then take those sentence is and put them together to make a paragraph of how they would design an

experiment so I remind them what the independent variable independent variable is what they need to hold constant and I guess I wanted to write this out because I I felt like students could get mixed up between the word control and controlled so we say the controlled experiment but then we talked about a control group so we use it as a verb and a noun and so I just wanted to kind of frame it a little more the variables that are controlled for that are held constant and and on and on and then experimental control group the data and the conclusion was the hypothesis supported or not okay so a few scaffolding ideas continuing on I just want to highlight a couple of great resources one is from UC Irvine in Southern California and what you’re seeing here if you’re not sure these are little fruit flies a great animal model for scientific research and I would challenge all of you to watch this video it is very very exciting and I’m just going to kind of just talk you through a few things if you just had a couple of sessions you wanted to cover scientific method this is one thing you want to include because they walk you through the whole process and you see students scientists in action so this researcher from UC Irvine has been studying aging for about 20 years and I actually went to a few summer science Institute’s out at UC Irvine when i was living in Southern California so I I think it’s a pretty nice place but they basically use this current fantastic research with the students doing the work and walk you through the whole scientific process so they start with an original question do groups of organisms that reproduce when they’re older live longer than organisms that reproduce when they’re younger and they just walk you through this initial hypothesis might organisms that reproduce later live longer and so the animal model again was the fruit fly and there it is and why the fruit fly you might ask well it’s that short generation time so from egg to flies 14 days and another beautiful thing that is described here is the research piece and here’s a student checking out the website on Drosophila the fruit fly and finding that oh the entire fruit fly genome has been sequenced and so there’s just a lot of lot of good stuff that’s covered and so again they’re using this real life research to explain the process and it’s so beautifully done and they have all these seven different populations that they’ve created over a span of a couple of years and then they explain what they’re expecting to see these longer lifespans with the populations that are reproducing later and the standard is that 14-day they’re using as a control they talk about replication they have these you know for each population they have multiple little chambers where they’re monitoring them and hear one of the student scientist shows all of these there’s like seven populations with a thousand per chamber and then for replication each population has another five chambers that’s 35,000 fruit flies but there they’ll be counting as they die so

it’s it’s quite fascinating here’s the students in action they consider what do we need a whole constant well temperature and lighting and also food so here the students are you know boiling up a batch of fruit fly food that will be consistently given to to the fruit flies so it’s just too dynamite and again it uses the vocabulary it’s engaging it’s got the young people doing the science and I just love it and so here they are counting out you know those dying fruit flies okay so then they the research isn’t done but they even talk about the possible results will they see any relationship a correlation between the age of the population and the excuse me the population reproduction age with the lifespan or might they see where the hypothesis was not supported and the the data doesn’t seem to show a correlation so really pretty dynamite and then at the very end the student scientists interviewed so it’s very charming very wonderful go for that buzzing along no pun going there there’s a little another little video clip that is about four minutes if you had you know done a bit with scientific method and just wanted a reminder video I would encourage you to play this one for your students oops I might not be able to access this one but it’s a youtube video and the kind of charming thing about it well its first off it talks about the method but it talks about the reality of science it’s not always a step-by-step linear fashion and so I encourage you to watch this video as well just a reminder though for the GED the students will need to know that more linear process but it’s good to touch on on this as well also the end of this video this little for a minute video uses a real-life situation my laptop I have no internet connection with my laptop says this young person and so she starts hypothesizing and then she you know conducts her little experiment of you know checking plugins and checking the router in the modem and so on and it’s just really kind of a cute everyday problem and so after I’d shown it to my class I had this older gentleman say well I would do those steps I might not use those terms meaning you know he wouldn’t use well I have a hypothesis so it was it was really kind of kind of fun they got into that I’m just another favorite resource is PBS learning media org love it love it love it this is an entire lesson and if if you don’t already have an account with PBS learning media you must get one and then create a little file of your favorites this is too great it walks you through and has at the ready all these different little videos about the scientific process and it also kind of gives you the reality of the fluid nature of science and so students in little groups like of two or three with a laptop or a computer they could watch a particular video that’s what that’s the one their group is responsible for and then the next group has another video and basically they’ll you know come up with any of the science science processes science elements that they saw within that video and share it with the group so it could really be great now of these

videos i think i’ve watched stem cell breakthrough synthesizing an alkaloid let me just say this one is dynamite and it’s this percy Julian who is an African American scientist I can only imagine what he was going through in the 1930s as a black scientist and he it’s it’s about the goal which was to synthesize a drug that could be used to treat glaucoma and this other guy had you know it was kind of a race which often it is in science but this other guy had come up with this long drawn-out million steps to synthesize this compound and Julian Percy he or maybe it’s procedural and sorry he comes up with a more simplified version just minimal steps and it all came down to the melting point of this material and he found when he tested the melting point on this other guy who had just published his scheme that this other guy was wrong because it wasn’t the actual compound and so Julian became the the first guy that was successful doing this and his process was much simpler and more elegant so just a kind of a kudos to that video but I wanted to show you at PBS learning media how you just click on the support materials you’ve got a background si this is what I reformat sometimes for the students they even include some discussion questions so PBS learning media is the best okay um back to 0 this was another one from PBS learning media blood vessels help tumor tumors grow and just fascinating about how you know this doctor really believed that blood vessel growth had something to do with why those two that cancerous tumors grow so fast and but you know other scientists and doctors didn’t really believe him and he had to find the mechanism and it’s it’s just quite a fascinating little story okay so moving along nobody’s interrupting so Sarah is off to the races here another important skill of course is graphing and analyzing data so I’ve got a couple of nice little labs you can use one is Oaks I guess I may not be able to open this one but not to worry it will be on the resource page and this is about a neurotransmitter in the brain and this idea that if you have more of this dopamine around you may want to take more risky behavior so they’re they’re making the link there and it’s about a research study and they give you a lot of data and you know the the pages to print out our beautifully done they give you the nice little you know graph paper section there so you can graph the data and draw conclusions I love it because they’re drawing they’re they’re plotting those points they’re making a scatterplot they’re drawing a line of best fit and making you know conclusions from that looking at trend the trend overall trend in the data so the other one that I like very much and this is amy brown again from teachers pay teachers and this one is a free download let’s see if this works um let’s see I think I’ll just we basically have a little picture of it but again free

download and with this it’s a it’s a fun little activity if you have a scale if you can weigh your pieces of cardboard basically what you’re doing is for each group you cut some different rectangles of this corrugated box and then from there you also want to measure the mass so if you have a scale you can you can weigh them as well as measure length and width and use the area formula and so then you can plot on a graph the mass to area and it’s very nicely laid out draw your line of best fit then you give the students an irregularly shaped piece of that cardboard and for me there it was kind of amusing one of them i had made i didn’t intentionally do it but it was kind of the shape of the wine glass so it was kind of funny that the one group you know was always referring to their wine glass but so then from that irregular shape they find the mass of it they put it on the scale find the mass and then they can read their graph read up to that line but they created on their graph and then from that read back over to the area and so that is some good practice to okay I’m not going to say too much about heavy duty content but one of my new ideas this year because i have this favor evolution book and okay maybe I just guess I’m nuts oh yeah I’m going to take it from my google docs if you don’t mind I decided because this is my very favorite evolution book and Exploited explains natural selection so beautifully by using frogs and the artwork is so glorious that I thought well maybe I can do something with these picture books and so I actually found several of them a whole handful of these books at Hennepin County Library and brought them in and then had the students just kind of evaluate and see what they liked and and here I had to include my favorite pages where it actually explains natural selection so beautifully so you start with the three thousand eggs from the Frog and go through the tadpoles and how altima tlie there’s only ten little frogs that that make it and out of those ten frogs it’s the good jumper and the one with good eyesight that survived so it’s it’s got it all and I love the art so that’s kind of fun maybe that is something you’d want to try to then I’ve also have just identified here the best PBS evolution series ever and you wouldn’t have to necessarily go through the seven videos but they are just excellent and I would for sure hit the first one isn’t evolution just a theory so they really explain why theory and science is different how it is different then another video that is quite good is in the series is how does evolution really work and they go to Ecuador with the scientists who are studying the hummingbird and they’re making the measurements they’re drawing the blood for genomic studies I mean it’s it’s really you know science in action and it’s fantastic and they explained it so beautifully with these hummingbirds and bill length and flower size and all of that stuff the other video that I love very much is this number five in the series where they go into a prison over in Russia scary place but they they basically are looking at how TV has evolved and become drug resistant and how this population

is actually a pretty good population to study this so and then the final one is why is evolution controversial anyway and that’s a really good one too because I I have some of my students who can be they don’t really want to learn necessarily about evolution but it is central to biology and so I I do give them a little bit of a little bit of that okay um any questions anyone want to interject before I just highlight a couple of dynamite resources and websites for you Heather could you say hello hi we can hear you okay I suddenly had this moment of panic what have you been talking to myself all this time you has no we are still here okay great um let me just scroll down is that okay with you Heather if we just highlight a few of these dynamite whatever I solutely we’ve got time to do that okay super first off this oops let’s see maybe I need to do it let’s see this way yeah ok so this Utah site learn genetics is too amazing I mean if you really wanted to just let students explore on their own and just give them a topic you could in terms of genetics it’s got all these fantastic little what they call tours where they guide you through what is hereditary heredity what’s a gene what’s a protein and so on sometimes they call them interactives where you go right inside a cell here and just kind of roll over and look at some of that interior structure of a cell oops thank you and so anyway this this is a really pretty fantastic website and it’s got a lot of the the things that students are hearing about stem cells cloning and so on a little bit on genetic disorders and some virtual labs so I would say even some mathematics for Rebecca strong okay and you can see that a little clumsy here but everybody seems to be hanging tight another very great cool interactive if you want to just touch a little bit on some of these big ideas from PBS learning media here’s a little tutorial on atomic structure and I even put this on the big screen and on the smart board and just you know reviewed atomic structure this way because they you start with that tip of the pencil and you see that those vibrating particles and you zoom in and it appears fuzzy that that little Adam and then you see some of those subatomic particles and and so on and it goes through those different parts so really great another one of my favorites is TV 411 so I don’t know if anyone’s use this I’ve really just used it for the science but I am guessing that the other areas are good too this can be kind of fun it can actually be used both the science and math lessons you know with or without the accompanying video because for example let’s take this one on heat which gives you a little bit of content in the energy and the electromagnetic spectrum well you always get a recipe

and this you know cooking in the kitchen to start out and usually the students like that but it’s not just the cooking part they actually do some science in these videos and then you click on the science lesson and it walks you through so I’ve had students use a laptop in partners and it’s just really great because they teach by giving you just a little bit of text and graphics and then they ask you questions and you go through with your partner and if you get it wrong then it’ll you know lead you to the correct answer and then you know there’s usually several activities in here and here they’re talking about the electromagnetic spectrum they’re doing you as you know some drag and drop as they do on the GED test and then finally after you do several questions there then they will quiz you with you know about 10 multiple-choice so the students tend to really like this and I think it’s great and this way you can you know get a little bit of your chemistry and physics in there some of those some of those ideas okay plate tectonics another big idea and science here’s an entire lesson from PBS learning media and notice they have all these little videos selected for you with the lesson plan so you know you can kind of pick and choose but i think it’s it’s nicely laid out for you oops i should think i should be using my alt tab sorry and now a few that i have just been kind of researching of late climate change if you go to the NASA site you’ve got some unbelievable graphics so just having them doing some graph reading is is really pretty great the other one is this some student guide from the EPA’s I got a great little video on climate change basics what is the greenhouse effect and see the impacts and I actually wrote a little worksheet to go with this and I was a little like I was a little sheepish when I told the students you know that it was the the student’s guide to the global climate change but it was it’s just so nicely laid out and the information is so good that I think they they enjoyed it too and then there’s some little questions as they go through so excellent resource ok so I have to include one more little thing and this I i just did recently with my students so this came from teachers pay teachers and let’s see oops sorry um ok I think I don’t let’s say I just want to show you real quick um if I can sorry so this was a little worksheet that I made and I didn’t really plan to to do this on this little microscopic creature but I decided that and here’s the Daphnia you could find it in a in some pond water that you scooped up and it’s it’s used a lot in toxicology research so it’s it’s almost well it’s used as an indicator species it’s very sensitive to different chemicals and so when I saw some kind of a graphing lesson from amy brown and i did have to pay for this one

um I don’t know as I can kind of get that to you but it’s as I show you here it’s it’s a series of three different great graphing exercises and it reviews the scientific method it’s fantastic you’ll have to pay three dollars from teachers pay teachers and I was glad I did so example two out of the three is the one on the Daphnia heartbeat so the students can graph some results and then go on to design their own experiment and so I just decided well let’s introduce them to daphnia first and so I had this I gave the students this little sheet that I kind of threw together and I had them watch the video and then stop it and then sketch and the artwork the detail was astounding and then I had them they were using iPads then I had him find an image that where they could label the various parts find an image off the internet with the parts labeled and then record some observations and then even count the heartbeat because they get this little not even two minute video going and the heartbeat is really fast but they’re working with their partner and they really had fun with this and then write three questions so you’ve got this where you introduce the Daphnia they kind of get they kind of get close to the organism like it a lot and then they do the graphing part and draw some conclusions the final thing which I had different students student tables do one table was the nicotine group another table was the alcohol group and the other table was the caffeine group and their challenge in then was to design an experiment to test the effect of those chemicals on heart rate in the Daphnia so they’d have to write their hypothesis what’s the independent variable what’s the dependent variable what should they hold constant and you know just kind of lay out an experiment so that was a lot of fun the biology corner I referenced this I would encourage you to go there there’s all kinds of you know simple labs oh and also a lot of graphing practice so it’s a really good site and you can kind of see at this opening page on the left hand side scientific method that you can click on that okay this is some a guide to understanding science 101 is from the Berkeley site and this two gives you a different flow chart in terms of the scientific method not so linear lots of you know back and forth and retesting and so on and it kind of dispels a lot of the misconceptions about science and it’s it’s got some really great things on this berkeley site okay so as I look down I think I’ve mentioned everything except for science scientists at the Smithsonian and this could really be fun I haven’t used it a lot but you are with a scientist in the field here’s a dinosaur hunter um here’s a bee tracker here’s a monkey monitor and this is really fun to see these scientists in action and they’re doing the work and following the process and answering those questions about the natural world so very exciting and now I think we have a little time for some

processing reflection or questions would anyone like to share can chat in the chat box or raise your hand we can unmute you love to hear what people are thinking if Sarah’s presentation has sparked any new ideas or you have other resources that you have used that others might benefit from please do please do share or ways that you might adapt what you heard about to your own context or your learners I’m curious to see if any of you like the graphic organizer could you see yourself using that seeing some yeses coming in on the chat box okay you