In My Classroom # 9: I’ve Come to Have An Argument

Welcome to the KABT new blog segment, “In My Classroom”. This is a segment that will post about every two weeks from a different member. In 250 words or less, share one thing that you are currently doing in your classroom. That’s it.

The idea is that we all do cool stuff in our rooms, and to some people there have been cool things so long that it feels like they are old news. In this segment, if you are tagged all you need to do is share something you’ve done in your classroom in the last two weeks. It must be recent, but that’s it. If you are tagged, you’ve got two weeks to post your entry. Who knows… your supposedly mundane idea, lesson, or lab might be exactly what someone else really needs. Keep it brief, keep it honest about the time window, and share it out! Here we go:

 

This year, I am working on what kind of labs my students are conducting, and building my students skills in inquiry.  We have spent the first weeks focused on questioning and the inquiry process.  My students have already conducted a guided inquiry on Drosophila behavior in choice chambers where they came up with their own testable and measurable conditions, and followed through the scientific method. It was a great learning experience for all of us, but I want to find ways to make these labs a richer experience for the students.

Students are investigating Drosophila behavior in their choice chambers.
Students are investigating Drosophila behavior in their choice chambers.

In a process to embed the Scientific Practices and Cross-Cutting Concepts into my labs, I am starting to follow the model for Argument Driven Inquiry in my classes.  I have so far been very pleased in how my students have engaged in the experiences, and it’s exciting to see my students have a chance to engage in planning investigations and leading their own learning.  They also get a chance to share their ideas and understanding with the class when they defend their claims in an argument session.

My students are currently working on their second argument.  In our first argument, students worked on making and defending a claim to answer the question “Should Viruses be considered a living or non-living thing?” We talked briefly about the problem, and the data they had access too, but I did not explicitly teach them much of the characteristics of life before jumping in.  I simply helped model the process and what are final product could look like.  I was blown away by the results.

One group of students begins defending their claim to whether viruses are living or non-living. Their evidence and justification were a key part of their boards that they were assessed for.
One group of students begins defending their claim to whether viruses are living or non-living. Their evidence and justification were a key part of their boards that they were assessed for.

Most of my students were digging much deeper into the content then I had ever planned on assessing them for.  I had many groups looking into how viruses replicate and asking questions about why some viruses had DNA and others RNA. Students were going as far to research and describe plasmid structure, and how that may affect their claim. I did not ask for a specific amount of evidence, but only that it be sufficient to defend their answers to the guiding question.

Argument Boards

Once the evidence and justification was gathered, we all had a round-robin where we went around and critiqued other groups arguments and evidence.  Many of my students sided with the camp that viruses are non-living, but I had a couple groups that defended their status as living things.  This made are initial argumentation session somewhat one-sided, but the conversations we had were excellent.  After students recieved critiques, they went back and reformed their arguments if needed, and turned in final written arguments as groups.

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A student in my class defends his group’s divided claim on virus’ living status. Some groups found evidence to support both sides, and were a little divided on whether viruses fit the model for life.

Having this experience made teaching the characteristics of life much easier. I am now having my students forming arguments on “Why do Great White Sharks travel such long distances” as a way to study animal behavior and ecology. We are using real shark tracking data from a group called OCEARCH , and going deeper into the process by having students formulate their own methodology for collecting data.  My advanced bio classes will also be doing a peer-review of final argument papers to help improve their content writing. So far, my students seem to really enjoy the process of argumentation and I hope to post more on this topic in the future.

For now, I am passing the torch on to our Kansas Teacher of the Year, Shannon Ralph, to see what’s going on in her classroom.

In My Classroom #8 – Get At the Engineering

Welcome to the KABT blog segment, “In My Classroom”. This is a segment that will post about every two weeks from a different member. In 250 words or less, share one thing that you are currently doing in your classroom. That’s it.

 

The idea is that we all do cool stuff in our rooms and to some people there have been cool things so long that it feels like they are old news. However, there are new teachers that may be hearing things for the first time and veterans that benefit from reminders. So let’s share things, new and old alike. When you’re tagged you have two weeks to post the next entry. Your established staple of a lab or idea might be just what someone needs. So be brief, be timely and share it out! Here we go:

 

My student teacher and I made a decision to try to do a better job of addressing the engineering aspects of the NGSS expectations this year. I wanted to take a new look at the end of my Scientific Method unit to insert some engineering considerations. Vivian Choong had the idea to discuss water quality and use the 2016 Olympic Games in Rio as a context for a PBL.

 

It's in the standards, seriously.
It’s in the standards, seriously.

 

We decided to retool my blackworm lab to use them as bioindicators of water quality and take measurements of the worms’ homeostasis before and after different remediation attempts on some “polluted” water. Students designed ecological water filters (soil, sawdust… that kind of thing, not chemical filtration) and considered the economic costs and ecological benefits of their interventions.

We thought the students would measure blackworm pulse rate or other behavior indicators, but they gravitated much more to measurements of water turbidity and coloration. It’s super cool and they’re really engaged with the topical nature of the problem. This is a keeper that I hope to formalize after some debrief and further revision.

Here is our anchor video for the activity. Don’t ask me for submission tiers, because we’re not there yet!

https://www.youtube.com/watch?v=z_w16PjoNVE

IMG_20150902_090823 IMG_20150902_090839

That’s it for me. Tag Andrew Davis, you’re it.

 

 

In My Classroom – #7 (Natural Selection Activity)

Welcome to the KABT new blog segment, “In My Classroom”. This is a segment that will post about every two weeks from a different member. In 250 words or less, share one thing that you are currently doing in your classroom. That’s it.

The idea is that we all do cool stuff in our rooms, and to some people there have been cool things so long that it feels like they are old news. In this segment, if you are tagged all you need to do is share something you’ve done in your classroom in the last two weeks. It must be recent, but that’s it. If you are tagged, you’ve got two weeks to post your entry. Who knows… your supposedly mundane idea, lesson, or lab might be exactly what someone else really needs. Keep it brief, keep it honest about the time window, and share it out! Here we go:

This year, I tried the bird beak adaptation activity for natural selection for the first time. I looked at several variations of the activity online, and took pieces of some and added in my own. I not only wanted to show adaptation, but also how adaptation might be different in different environments (islands with different food sources). So here is what we did.

All of the “birds” went to the library with their “beaks” (tweezers). This was the mainland, a big continent. We noticed that some beaks were slightly different than others.

Beaks1tweezers

 

We then were swept up in a hurricane and brought to the classroom, where we found refuge on different islands (tables), too far away for any birds to travel back and forth with normal circumstances. Each table had a different environment, and different food source (big beans, little beans, toothpicks, pennies, paper clips, barley).2FoodSource

The students then took turns “eating”. The one who go the most food had 2 offspring. The bird who got the least died before they could reproduce. The one in-between had one offspring. The offspring were exactly like the parents. These rules made it super simple, which was nice for an introduction activity. Throughout the activity we talked about how simplified this model was, and how real life would be different.

Next, I introduced some mutations (a spoon and a test tube clamp). image3mutations

They acted out three generations. Obviously the spoon was very successful with big beans but pretty detrimental with toothpick prey. We had a nice conversation about how mutations are neither good nor bad, it depends on the environment. They also got to see one way geographic isolation can lead to speciation. We followed up with a more real life example using some HHMI Pocket Mouse activities. This activity was done before we really talked about evolution. It was nice way to begin our discussion. I think having the different tweezer beaks at the beginning was confusing, so next year I think I’ll simplify it further and have all the tweezers the same. I would also like to add in a more complex natural selection activity later on. What’s your favorite natural selection activity?

 

Tag Andrew Taylor, you’re it! Tell us about something you’re doing in your classroom.

In My Classroom – #6 (Getting Students Interested in Science)

Welcome to the KABT new blog segment, “In My Classroom”. This is a segment that will post about every two weeks from a different member. In 250 words or less, share one thing that you are currently doing in your classroom. That’s it.

The idea is that we all do cool stuff in our rooms, and to some people there have been cool things so long that it feels like they are old news. In this segment, if you are tagged all you need to do is share something you’ve done in your classroom in the last two weeks. It must be recent, but that’s it. If you are tagged, you’ve got two weeks to post your entry. Who knows… your supposedly mundane idea, lesson, or lab might be exactly what someone else really needs. Keep it brief, keep it honest about the time window, and share it out! Here we go:  

This year I’ve been on a mission to get students interested in science. On the first day of school, I asked my students to draw a picture of what they think a scientist looks like. As you can probably guess, their pictures were predictable and full of stereotypes. Sometimes they were holding a beaker containing a mysterious bubbling liquid, other times they were next to a microscope. But every drawing was of an older white male in a lab coat. Why would my diverse students be into science if they saw it as something for old white dudes? My students obviously did not know many scientists, so I decided to change that.2

I reached out to about a dozen biology graduate students at KU and asked if they would be interested in partnering with me for a semester-long project. Our goal is to design and plant a pollinator garden in one of the courtyards at Wyandotte High School. The grad students have been coming to my class every other Friday to work with my students on the garden project. Their lessons have covered a range of topics from Colony Collapse Disorder, to ways of measuring biodiversity. My students have researched native plants that attract pollinators and have made scale drawings 4of what they think the garden should look like. We’ve picked a winning design and plan to begin planting the garden early May. Once the garden is established, we plan on creating a database to continually monitor pollinator population data.3

Overall the experience has been extremely positive. I’ve seen a significant increase in the number of students interested in science careers. My students have taken real ownership of the project, are excited to continue their work, and have formed meaningful relationships with the grad students.1

Send some emails. Invite scientists into your classrooms. Help your students dispel stereotypes associated with science and get them involved in projects where they can apply real science skills.

In My Classroom – #5 (Public Interactions/Real World Experiences for Students)

Welcome to the KABT new blog segment, “In My Classroom”. This is a segment that will post about every two weeks from a different member. In 250 words or less, share one thing that you are currently doing in your classroom. That’s it.

The idea is that we all do cool stuff in our rooms, and to some people there have been cool things so long that it feels like they are old news. In this segment, if you are tagged all you need to do is share something you’ve done in your classroom in the last two weeks. It must be recent, but that’s it. If you are tagged, you’ve got two weeks to post your entry. Who knows… your supposedly mundane idea, lesson, or lab might be exactly what someone else really needs. Keep it brief, keep it honest about the time window, and share it out! Here we go:


20150326_090006This year, I have completely changed how I teach.  An absolute turn-around.

The course that I teach is Veterinary Medicine.  It is taken by high  school juniors and seniors.  Many of my students know they want to pursue a veterinary or vet tech path.  Other students are taking my course to see what is out there; they love animals but are not sure how to weave that love into a future career.   The challenge going into the school year was how to provide meaningful experiences for the students which are rich in content and exploration (I am not a veterinarian).

My approach follows the model which my school uses – community interactions.  Depending on the course you teach, you may not be able to incorporate this model to the full extent, but I believe each classroom could implement a little community interaction for a win-win.  With all of our community interactions, I tweet pictures and quips about our experiences.  This gets the word out about our business partners AND gives us community exposure!

  1. Guest speakers20141203_144128(0)This is the easiest to implement since it does not require buses, permission slips and budget. I used to be afraid? embarrassed? to call someone up to ask them to come speak to my class, feeling like it would be an imposition.  Not anymore!  I have 20140919_140703found folks are very supportive of education; professionals love sharing their passion with students!  I have had veterinarians, vet techs, ranchers, former students who are pre-vet, and even a speaker representing the beef industry.
  2. No farther than your own backyard – Of course your school grounds could be a utopia for teaching, but have you looked at the people there? The nurses in my building have been invaluable a teaching my students skills (intramuscular injections, venipuncture, catheterization).  Have you have talked to your School Resource Officer about speaking to your class?  He/she could lend a wonderful application of biotechnology via crime scene evidence during your unit on DNA.
  3. Not-for-profits as a resource20150114_090433Charitable organizations love to get their message out! Many of them have educational programs already in place. For your class, consider a local food bank during a unit on nutrition or digestion.  What about a visit from a cancer philanthropy during your cell unit or a conservation group during your environmental unit?  The possibilities are endless!  This quarter, my students spend Thursdays at a local horse rescue (http://horsesave.com/).  Students are getting HANDS-ON experience working with horses, lending a hand to the owner. We learned shelter medicine AT the animal shelter (http://www.waysidewaifs.org) and continue to go their regularly.
  4. Businesses (small, big and everything in between!)20140829_143731 Look into businesses that sell services or products which have an application to your class. For example, I have had a dog trainer come to my class.  We had “BYOD day (bring your own dog)” and had a training session on school grounds.  Another example?  I have built relationships with two large veterinary pharmaceutical companies in my area.  One offers us guest speakers.  The students love asking questions about how they got where they are.  The other company designed a project for my students to work on.  Real world experiences!!
  5. Site visits20150311_090321Transportation (and thus budget) is an issue to taking the students on site visits. All of my students & parents have signed a blanket field trip form allowing them to drive themselves, carpool, or take school transportation.  This has greatly simplified the possibility of seeing what professionals do where they do it!  We have gone to private farms, a dairy, various sizes of cattle ranches, the Zoo and a slaughter/processing facility (wow – we saw the lymph nodes which are an important part of the meat inspection process!).  Where could you go to punctuate what you are learning in the classroom?
  6. Professional societies20140927_112429Something that you teach will a professional society associated with it.  Contact them.  See if there are speakers, conferences or field trips your students could attend.  You are spreading the word about what they do to a potential market (your students).  For example, for years my colleague Eric Kessler has been taking students on the Kansas Herpetological Society field trips (http://www.cnah.org/khs/).  Students walk fields WITH herpetologists, learning from them as they go!

I feel that we have the ultimate flipped classroom using this model!  We are out of the classroom 3-4 days a week.  We SEE/DO the concepts in real-world settings, the return to the classroom to apply and process what we have learned.  As we have these experiences, student vocabulary and knowledge increases at a rate faster than if we would have presented the material in the classroom.

Students keep a lab notebook where they document and diagram what they learn.  I have skills practicals where they are warranted.  Students practice writing gracious and meaningful thank you notes following our interactions.

I challenge you to add just ONE community interaction this semester!

Now a question for you:  how else would you hold students accountable for their learning?  Do you have other ideas for me from “in YOUR classroom” regarding accountablity in this setting?