2019 Summer PD – Ecosystems Across Kansas (Konza Prairie)

Several universities across this great state have partnered together on a massive interdisciplinary project (MAPS – Microbiomes of Aquatic, Plant and Soil Systems). As part of this project, they are holding annual Summer Institutes for teachers interested in these fields. This summer is the second edition, being held 17-21 June 2019 at the Konza Prairie Biological Station. Participants are given travel allowances and a stipend, and anyone with a commute >1 hour driving time from Konza will be provided with lodging.

If you are interested in applying, click here.

If you have any questions, contact one of the project leaders, Dr. Peggy Schultz (pschultz@ku.edu). KABT Members Drew Ising, Michael Ralph, Marylee Ramsay, Andrew Davis and Bill Welch were participants or organizers for the first summer institute and can also help.

KABT 2018 Fall Conference

The 2018 fall professional development conference will be held at the KU Field Station’s Armitage Education Center from 9:00 AM to 5 PM on Saturday, September 22nd. There is a $15 on-site registration fee and an optional year-long KABT membership for an additional $15. Yellow Sub sandwiches will be provided for lunch. Please view the attached flier for the schedule and contact sarahettenbach@gmail.com with any additional questions.

PBL: Water Quantity and Water Quality

A *New* Biology Adventure for Your Kansas Students: PBL – Water Quantity and Water Quality
KNE NewsThe NSF Kansas EPSCoR project titled, Microbiomes of Aquatic, Plant, and Soil Systems across Kansas (MAPS), a collaboration of researchers from KU, K-State, WSU, Fort Hays State, and Haskell Indian Nations University, hosted 12 Kansas biology teachers in a 2018 Summer Institute from June 4-8, 2018. Broken into three teams — Aquatics, Terrestrial, and ArcGIS, our goal was to work with researchers to investigate how the microbiomes of Kansas are critical to understanding several key issues for our state, including agricultural sustainability, water quality, greenhouse gases, plant productivity, and soil fertility. In addition to using ArcGIS to map native and restoration prairie species distribution under the direction of Drs. Helen AlexanderPeggy Schultz, and Jim Bever, we all did some aquatics field work led by the Deputy Director of the Kansas Biological Survey, Dr. Jerry deNoyelles, and Assistant Research Professor, Dr. Ted Harris, who specializes in Harmful Algal Blooms (HABs). We learned how to use lake surveying equipment to test water quality parameters and sampled macroinverts in thermally-stratified Cross Reservoir. We also seined Mud Creek, where Drew Ising apparently stumbled into a parallel universe when I botched this pano:

KNE News

The end result was this *NEW* PBL on Water Quantity and Quality, which I hope benefits your Biology students as much as I know it will benefit mine:

KNE News
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About Me and my PBL Life
Continue reading “PBL: Water Quantity and Water Quality”

Call For 2018 Fall Conference Presenters!!

KABT is hosting our annual Fall Professional Development Conference at the KU field station on September 22nd, 2018. The fall conference is a great opportunity to share ideas, collaborate with Kansas teachers, and nerd out about biology.

Presenting at this event is an awesome way to spread your favorite lessons, present a topic for discussion, lead a lab activity, or share about a PD opportunity you recently attended. This conference is teacher-led and offers you the chance to network and share your favorite things about teaching! You do not have to be a KABT member to present.

Presentation applications will be accepted June 22nd to July 31st. Presenters will be notified no later than August 10th if their presentation was selected.

Follow this link to complete a quick presentation form.

Please contact Sara Abeita (sarahettenbach@gmail.com) if you have any questions!

Teaching Animal Locomotion

It may be coincidence that two Blue Valley North teachers have posted here this week.  …ok it’s not. Daniel just motivates me to be a better teacher…and post more on here… and I love that.

So, on to the point of my post.  Nothing too profound or Earth changing here, just a fun and interactive way to teach your students about animal locomotion.  I had an idea last school year to find a more interactive way to teach my zoology students about how various animals moved. It came late in the year so we had already made it through most of the animal kingdom and were working on reptiles.  I have silly ideas floating around in my head to try this with other inverts as well in order to help students make comparisons between animal groups but have not done so yet.

We study four basic types of snake locomotion in my class.  Rectilinear motion, Lateral undulation, Concertina motion, and Sidewinder motion. Looking at diagrams and hearing someone lecture about it can be a bit bland, and frankly difficult for students to make connections to the purpose of the various types for the animals. To help with this I have my class become the snake.  Standing in a line, hands on the shoulders of the person in front of you the class works together as one snake. Each person (aside from the head) acts as if the muscles in the snake might in order to propel the snake forward through the environment. Then the class (snake) follows a few basic rules for that type of locomotion and attempts to work their way through an obstacle course of desks I have set up the in the classroom.

I like to add a little friendly competition in the mix just because it always seems to help motivate many of my typically unmotivated students.  …and it’s fun.  I will time each group as they move thorough the classroom and then compare their times with the other classes.  This year the winning class earned some tasty baked goods (chocolate chip scones) that I baked the night before.  I have done this in small groups (6-8 students) and with the whole class(about 15 students). there were only 15 in my classes this year because seniors were already gone at this point.  I think any more than 15 might get a little unwieldy but might be fun to try. Some students get a bit more into it and there may be chanting, singing, motivational music…I believe the rocky theme song was played by one group as they competed last year.

Finally, here is how I do it.

  1. I have student front load with the more technical information by completing a simple reading assignment and then answering some analysis questions about the types of movement.   (We use Integrated Principles of Zoology; 16th edition)                               _Type of Snake locomotion
  2. After completing the reading assignment, we discuss and then I give instructions for the activity. I will already have set up my classroom by moving desks around to create a pathway (usually a figure 8).  It is important that students are able to reach an object with their hands (desk, wall, chair) from any point in the classroom for this to work. (you can see in the videos why).
  3. I use the “student snake locomotion” document on the projector to walk them through the various types of locomotion, one at a time.  We review type one, then line up and try it out.  Once students are comfortable with the rules than we run through the timed round.  It’s important to make sure they know you are watching for rule breakers and that breaking a rule would disqualify them from the competition.                                                                                                                          student snake locomotion
  4. After each locomotion type we record the times and then introduce the next type.                                                                                                                             ** Not sure how to add the mov files as embedded images so I hope the links will suffice.**

rectilinear

lateral undulation

concertina

sidewinder

Well, that’s it.  Just a fun way to teach about animal locomotion.  I am sure there are plenty of ways to modify this for other animal types so have at it.  Also, I am sure my documents could use a little friendly editing so have at it.  Use them as you wish. Also would probably be good to add some additional reflection piece at the end (after completing the activity) to reinforce the concepts.