Friday, July 19, 2019

Righting the Teaching/Learning/Living Ship: Next Steps

Today marks the last day of the Wade Science Institute, a week-long study focused on green chemistry and biomimicry. I learned a lot, and in the weeks ahead I'll take what I learned and update the year-long science curriculum with colleagues to include this wonderful, new knowledge.

At this point in my teaching career, there is so much positive work to do in order to provide students with a top-notch teaching/learning program, a program that's standards-based, relevant, meaningful, engaging, and reflective of who my students are, what they value, their interests, and their potential. The main areas of development include the following:

  • Social Emotional Learning (SEL) in order to help students develop the strong personal and interpersonal skills/knowledge for successful living, working, and getting along with others.
  • Math Education: Developing the program to better include standards-based worthy, deep, engaging learning tasks.
  • Science Education: Developing the curriculum to be deeper, more targeted, relevant, meaningful, and interdisciplinary.
  • Reading: Establishing positive reading teaching, habits, support, and conferencing for each and every child at fifth grade in the year ahead. 
These are solid goals that are well supported by the school, system, and state. There's lots of work to do to provide students with this rich foundation, a foundation of learning and living that will support their readiness for life, liberty, and the pursuit of happiness.

Politically, I hate to see our country become a more divided country of servants and those served--I want to support a more equitable country, a country where all people have the opportunity for life, liberty, and the pursuit of happiness rather than a greedy few. I hate the way our current president hateful words, lies, exaggeration, shaming, blaming, name calling, greed, cronyism, nepotism, lack of research/reading, little collaboration, less creativity and seemingly lawlessness to lead. He is taking our country backwards in self serving, destructive ways. I will continue to think about how I can work against this terrible threat to our good country and people. 

My family is spreading its wings in many ways, and I'll do what I can to support them to be the best that they can be. I will support their potential to live good lives for themselves and others.

Personally, I'll work to learn, maximize good energy, simplify my life with regard to material items, and make some time for love, laughter, and fun too. Onward. 

Wednesday, July 17, 2019

Stepping into Students' Shoes: Summer Study

To be a student during the summer months is to elevate your empathy for the students you teach. As you sit and learn, you realize how taxing learning can be from the students' point of view. You also notice pedagogical choices that work in your favor and those that don't. Personally I prefer a mix of active and passive learning. I also only have so much patience for listening alone, and when it comes to more complex concepts, I generally profit from a multi-media presentation rather than straight reading. As educators we can't forget the needs our learners bring to school each day--needs that include breaks, movement, healthy snacks/food, positivity, multiple learning paths/choices, positive teamwork, and caring coaching.

Tuesday, July 16, 2019

Updating Environmental Science Efforts for School Year 2019-2020

Our fifth grade team worked with MA Audubon's Drumlin Farm educators and naturalists to embark on a year-long standards-based study of the local watershed last year. This year we'll do that again, but only better. As part of the betterment process, I'm participating in the week-long Wade Institute: Exploring Innovative Solutions to Environmental Challenges Through Green Chemistry, Biomimicry and Real-World Technologies. As I participate in the course, I'm using the information to update our environmental education plans for school year 2019-2020. The ideas/information are embedded in the outline below.


Summer Preparation
  • Acquire needed supplies
  • Update/write specific learning experiences
  • Review Rehab the Lab prior to preparing classroom for new teaching year.
  • Review lab safety measures, make safety checklists
Timeline of Environmental Movement
First, students will consider what a timeline is and why timelines are helpful when studying any topic. Then, we'll review the timeline of life as well as an overview of the environmental movement's timeline.

Twelve Principals of Green Chemistry
In fifth grade, students use simple chemistry to study the properties of matter. As part of this study, students will learn the definition of chemistry (science/invention that identifies substances that make up matter; the investigation of their properties and the ways in which they interact, combine, and change; and the use of these processes to form new substances.), the definition of green chemistry (the design of chemical products and processes that reduce or eliminate the use and/or generation of hazardous substances) and the 12 principals of green chemistry.
Reference


We'll revisit specific green chemistry principles as we engage in specific physical science explorations and engineering problem solving. I will likely introduce green chemistry inventions such as Earth-friendly solar cells and hair dyes. I will tell students that in the past, and still today, some chemistry study and invention has resulted in toxicity which led to unhealthy environments and sick people. One example of this is the Nyanza pollution of the local Sudbury River. Students will also learn about the design criteria related to green chemistry and Earth-friendly/safe design and invention. 


Studying the SUASCO Watershed
Students will learn the definition of a watershed:
Students will then consider the many parts of a watershed including rivers, tributaries (brooks, creeks), ponds, lakes, wetlands, and hills. Students will make watershed models, then study maps to learn specifically what makes up the SUASCO watershed:

Students will study the SUASCO ecosystem
Students will learn about ecology and what an ecosystem is:


Students will specifically study the grade level standards related to how an ecosystem works, and then study the SUASCO ecosystem beginning with a timeline of the local Sudbury River pollution and conservation. As students study the local ecosystem, they'll conduct a number of tests, observations, and create STEAM projects related to the what makes up the ecosystem and the health of the ecosystem. Repetition of outdoor study will build student comfort, knowledge, skill, and interest with regard to learning in nature's classroom. Some of the tests and observations they'll make include the following:
  • Students begin their outdoor journals - set them up, add to journals as we explore the Dudley Brook conservation area in our playground ecosystem.
  • Students review safety measures for outdoor education: right clothes, poison ivy safety, tick prevention, observing the area to watch out for falling trees/branches
  • Choose regular times to study outdoors each week. 
  • Use a positive study attitude rather than doom and gloom. Use an attitude that the more you know about your environment, the better you can protect and utilize the environment for positive living. 
  • Students study the history of the land around our school and learn that the story of most land in our area moved from  forest to farming w/few trees left and then back to forest or to suburban/urban areas. Students discuss the clues that tell them about a place's history including street signs, trees, rocks, stone walls, arrow heads, bones, fossils, items they find as they hike the area. . .
  • Environmental facts: MA is the 8th most forested state in the United States, MA is short on meadows--how can we protect our meadows, can we create a school meadow w/mowed trails?
  • Review of senses - using senses and sketching to exploring objects in nature (if you are worried about parasites or safety of collected items, you can microwave for a few seconds, put in plastic w/borax, or simply store in a plastic bag fora while.
  • Save lenses w/packing materials so they don't scratch - organize, label science materials for easy use. 
  • Investigate the Migratory Bird Act
  • Properties hike. Count, name, map area - learn to look at objects from many angles.
  • Why are forests important? What do forests and trees do for us?
  • Decomposition hike coordinated with composting efforts - Mystery Science lesson
  • Local conservation expert comes to discuss the environment with students.
  • Tree study: Choose about 15 trees to study - label trees, paint a yellow line around the breast height: observe, identify, measure, share the data. Show students Twitter @awitnesstree and @harvardforest Learning about the relationships between trees and sunlight. Specifically measure diameter, carbon storage, study leaf shape/structure, growing season (leaf buds to leaf falls)
  • Water filter studies including Dudley Brook water quality tests and creation of water filters.
  • Creating nets and studying the macroinvertebrates in Dudley Brook
  • Charting the wildlife observed in and near Dudley Brook
  • Noticing the plants that exist along Dudley Brook, specifically studying standards related to plant and completing the STEAM plant packet project by making indoor gardens
  • Creating Dudley Brook maps
  • Using observations to determine the health of the brook--understanding the indicators that point to water health
  • Looking for evidence of pollution in and around Dudley Brook
  • Learning about the sun, making solar ovens, and also noticing the how much sunlight Dudley Brook receives (areas where the canopy is thick are areas of less sunlight)
  • Potentially participate in Harvard Forest research projects - data collection. 
Learning experience design can profit from the flipped classrom edpuzzle, Google classroom, Explain Everything, YouTube. Having tools such as magnifying glasses, cardboard tubes, measuring devices, popsicle sticks w/string to mark space and others can aid research too. 

Students will visit other areas of the SUASCO watershed and extend the knowledge they gathered from Dudley Brook to those areas.

Students will learn about biomimicry, and how biomimicry can lead to Earth-friendly invention and stewardship.
Students will take a standards-based look at what biomimicry is, and then learn about ways biomimicry helps people create Earth-friendly solutions to problems that exist.

Update, integrate STEAM activities w/science, tech, environmental engineering, art, math
  • Integrate biomimicry into our STEAM activities in the following way:
    • Review problem. Example: filtering/cleaning water (connected w/water facts/water cycle/clean water science/importance)
    • Notice how nature solves this problem
    • Research and design solutions, decided how you will test solutions
    • Build a prototype, test, redesign, test again
    • Report findings w/words, tables, images including collected data
    • example of "Lifestraws" invention.
  • Solar oven STEAM project - integrate standards related to energy and the sun
  • Plant packets project - integrate plant science standards/activities
    • Use of Microscopic Mycelium for plant packets (styrofoam replacement) from Growbio - connections to NASA's payload project, egg drop projects
  • Connections: water lessons from Beyond Benign

Students will learn about climate change, and specifically learn about ways that climate change is affecting the SUASCO watershed. 
Our naturalist in residence and local climate change activist will visit the classroom to teach students about this topic. Standards-based physical science study will add to this knowledge.

  • Intro to chemistry: solves complex problems, green chemistry: science of solutions.
  • Chemistry activities: Bag of Reactions (see lesson plans on file) - look for patterns, discover/see, changes, process, precision (science practices)
  • Butterfly tea exploration (Beyond Benign lessons) and math graphing
  • Changing temperature experiments: pixie sticks, citric acid, sugar
  • Resources: Bozeman science videos, Khan Academy science, Think Dirty safe chemical app, Crash Course videos, 
  • Personal products review: www.ewg.org.skindeep - New Balance story of green chemistry design.
  • Share Mad Hatter story as part of green chemistry explanation
  • What is a cycle? What is the carbon cycle? - Model Making
  • Carbon sink vs carbon source?
  • Review green chemistry principles and conduct a number of related standards-based physical science explorations/experiments. Explore the idea of biodegradable products, inventions.
  • Learning about soil and carbon stored in soil.
  • Learning about decomposition, respiration, composting
  • Introduction to and use of one or more data nuggets
  • Introduce students to recycling companies/projects and their recycle programs: Trex, Terracycle

Students will identify a local ecological problem that they would like to study and solve.
Students will learn about stewardship and ecological problem solving. They will work with teams to identify a local environmental problem and come up with a way to help solve that problem. They will organize their projects, complete the work, and share their project work with others.

  • Use UN Sustainability cards to identify areas identified as related to good, sustainable living. Provide students with a brief introduction to this study/work. Have students choose an area they are interested in and determine a local goal/project to forward in that area.
  • Focus on the ways scientists communicate - posters w/titles, data chart, images. . .
Teacher Study/Preparation

In time, we will fit in specific standards-based learning experiences for the specific areas above. Also as a team, we may revise the order and some of the specific actions above as well. With every learning experience (task) we'll focus on one or more of the science/engineering practices too.

As educators, we will engage in the following activities to develop this unit of study:
  • creating a chart that incorporates science practices and standards 
  • analyzing MCAS scores to see which science standards students met w/skill and which standards we still need to work to teach with greater success
  • meet and solidify unit timeline with the greater team in mid August and late September
  • potentially get involved in the state's kaleidoscope initiative
  • Solidify a strong series of learning experiences focused on building good teamwork skills and abilities
  • focus on specific science/engineering tasks using the state rubric for apt science/engineering teaching as well as the grade-level standards and systemwide science resources including FOSS and Mystery Science
  • In the future I want to take part in the Harvard Forest K-12 Environmental Education Classes


Future Advocacy and Efforts: Sustainable, Earth-Friendly Learning Communities
As I studied at Wachusett Meadows Wildlife Sanctuary, I thought a lot about how to make our schools more Earth friendly and sustainable. I wondered once again what our schools would be like if they mirrored nature preservations, organic farms, or other natural spaces. Below is a list of ideas I learned of and studied during the course.

  • hammocks, outdoor learning spaces with roofs
  • edible forest - Whittaker creates these environments at schools and homes: Green Abundance by Design
  • mowed paths for discovery
  • meadow spaces
  • focus on harmony of human-made items and natural items
  • noticing the colors of nature
  • using natural materials as much as possible
  • quiet learning spots and talk spots
  • constructed spaces to house specific plants, composting, more
  • Water well and pump vs water fountain
  • animals
  • places for pollinators
  • using space strategically to inspire 
  • do not rush classroom learning as much, model the way nature uses time too to create a more child-friendly learning environment

Monday, July 15, 2019

Do your work well

All of us have work to do--that work varies greatly from person to person, but we all share the common experience of having an agenda to follow and efforts to complete.

It's easy to procrastinate when it comes to our work, but when we clearly establish the goals for our work, and use our time well, we achieve in ways that bring us great satisfaction and good impact.

I am mindful of this as I embark on a week of deep science study as one way to elevate my ability to teach my young fifth graders next year. I know that if I understand the science I'm tasked to teach well, I will do a better job helping my students to learn, think, and work as successful scientists. I know that to understand science well and be able to successfully employ science practices gives students an advantage in the high tech world we live in, a world that's continually evolving and a world that looks to science in many ways to solve problems, innovate, and make better.

With the world of knowledge related to learning and education changing rapidly, there's much to learn this summer in order to be ready to teach well next year. Other areas I'll work on in the days ahead include the following:

  • Reading about and creating learning experiences related to teamwork--I want my students to be effective team members and utilize teamwork to solve problems, learn from one another, and support one another.
  • Reviewing the math curriculum and updating the related website.
  • Studying new brain-friendly mathways, and creating a number of rich tasks that promote rich math study and learning.
  • Studying Graspable, a new math software that will help students deepen their use and understanding of numerical expression.
  • Building a unit related to what mathematicians do and who the famous mathematicians are.
  • Planning an inspiring year of expert visitors and field studies with colleagues.
  • Analyzing standardized test data to cull information about areas where all students did well with regard to the standards and areas where we can teach differently so that all children succeed.
  • Making myself personally ready for a busy year of invested teaching and learning.
  • Reading a good book about teacher leadership to hone my skills in that area.
There's lots to learn in the  months ahead and a good use of time and energy will lead me in that direction. There's also some fun to be had during these summer months and that's important too. Time, like money, provides a great advantage if used well and directed in worthy ways. 

Humility in Trump Times


Trump's angry, disrespectful tweets, rants, and speeches point out the self-serving, unkind, discrimination he feels, understands, and forwards as President of the United States. Rarely do his words demonstrate inclusion, equity, care, compassion, and a will to work for, and with, the people for life, liberty, and the pursuit of happiness. It seems that Trump's life has been a life focused on gaming the system, skirting the laws, and advantaging himself in self-gratifying ways related to money, power, relationships, recreation, and ego. 

Some of us may see Trump as a broken child who learned to get attention by honing these self-serving ways--a child whose tantrums are a cry for help, evidence of a lack of a real education, and a friendless man who uses his money and power to continually try to convince himself that he has value. Others may see him as soul-less as he demeans the most challenged amongst us time and again while pandering to, and praising, world dictators who are known for their grave human rights violations. 

Still, some may have been enamored by his tough-guy, reality television persona, an example of macho leadership that puts him in charge of getting rid of the bad guy--a sort of wild west persona that brings comfort to people who believe that only some of us can survive in this world and people who desire a return to the comfort of good old days that seem less complicated and confusing. To some, it's easier to stay mired in old time discriminatory think/practice than to look around and embrace the new world we live in--a world of increasing international interdependence, a world of tremendous diversity, a world where ideas move quickly, a world of unfathomable technological invention/change, and a world where truthful and untruthful information are coming at us from multiple directions every minute of the day.

Like many, I believe Trump's upbringing, psychological profile, narrow life experiences, little will to read, research, collaborate, create, and seeming discriminatory mindset makes him a poor and dangerous President for the United States. He's a trickster who is mired in a pattern of behavior that has him scheming to increase his personal power, wealth, and ego at all times. He appears to make little time for the hard work of true leadership--work that requires that you read, research, work with others, choose the best and brightest, and truly believe in and support the hard work, ideas, and potential a diverse nation holds for betterment. Yet, as I speak so harshly about Trump, I am always aware that none of us have all the answers; none of us are perfect, and we all have room for growth.

Trump's example shows us who not to be and what not to do--his disrespectful, sensational, and often untrue speak show us how this kind of speak tears at credibility, support, and good work. His undisciplined efforts that continually waffle from one idea to another demonstrate the wasted time/energy that poor focus and lack of discipline bring to our work. His short-term debt-filled decision making illustrate that we need to be wise about how we spend our money and that we can't use money to create great personal debt--debt that imprisons us with long term struggle. Trump's use of nepotism and cronyism depict how working only with good friends and family members damages our ability to see in wider, more inclusive ways--ways that help us to grow as individuals, good leaders, and worthy contributors. His choice to hire, work with, and fraternize with criminals and crooks demonstrate that the company we keep matters--when we open our doors to people who cheat, harm, and hurt others, we disable our ability to live well without fear of retribution, violence, and harm for ourselves and our family members. Trump's lethargy, lack of discipline, and greed is his calling card, a card that demonstrates his me-first politics and conniving, troubling, and harmful leadership, an example of whom not to be.

We have to speak up in response to Trump's manipulative ways--ways that take our country down, and ways that seek to underserve rather than serve the majority of good people here in the United States and abroad. He's the president who cries wolf--an untrustworthy president mired in his own narrow vision, limited experience, and self-serving ways. His lack of vision, inability to successfully collaborate, and refusal to stay faithful to his oath of office clearly demonstrates a life path to avoid, a path that wastes our individual and collective time, energy, and money--we can do better.