Smith's Super Six Science & (Literacy) Skills

Friday, June 5, 2009

Really and truly...

...the last day of school 2008-2009!
See you later!

Thursday, June 4, 2009

OK, OK!!

Have a great vacation!
Thanks for a wonderful year with your
truly special students.
Dr. Smith

Wednesday, June 3, 2009

Is today the last day? No....

I am closing the year with an overview of the newest research on cosmology and the origins of life. We will then review the greatest discoveries in the history of medicine with Bill Nye.

Your support is appreciated...the knowledge base advances daily!

Tuesday, June 2, 2009

Monday, June 1, 2009

This week in Science we will be discussing new theories on the origins of the earth and life itself. Fresh data has revolutionized this area over the last few years and I want our students to have encountered these radically new ideas. One activity will be to try to create a truly alien being that is not simply an earth creature with a "weird head."
In Literacy Skills the students voted to view The Lord of the Rings: The Fellowship of the Ring, one of the greatest films of all time made from one of the greatest books of all time. Talk about aliens!

Career Day

Everyone is a scientist!

Friday, May 29, 2009

Cruisin' But School Still Isn't Over!

While most of the 6th grade is on the Boat Cruise
I am here conducting Science classes
for those students remaining.
In my view we get the better deal!
Oceans and reptiles are on the agenda....

Thursday, May 28, 2009

Mastery Redux--YAY!!

Here are the results for key recent assessments; to my great satisfaction (and hopefully yours and your students') the average level of performance indicates

MASTERY or EXCELLENCE (see "Grades") in the areas indicated. Nice work!

Literacy Skills

Independent Reading (required novels + assessments) = 85%
Science
Orange: Anatomy Final = 87%; Pig Dissection = 92%
Yellow: Anatomy Final = 81%; Pig Dissection = 89%
Blue: Anatomy Final = 86%; Pig Dissection = 89%
Red: Anatomy Final = 84%; Pig Dissection = 90%
Green: Anatomy Final = 83%; Pig Dissection = 87%

Wednesday, May 27, 2009

Celebration!

Congratulations
to all the
WINNERS
on TEAM 6-1!!

Friday, May 22, 2009

STAR Test

Literacy Skills

One of the assessment tools we use for our students is the above-named reading test. Students took the test--which measures grade equivalent (GE) reading level--in the fall and then again recently. These results are not "formal" as are ISAT results; they do help us monitor the effectiveness of our reading programs.
Overall the average GE for my Lit Skills students rose from 8.1 to 8.7, while the actual grade level went from 6.02 to 6.86. You have excellent readers, who continue to improve!
If you are interested in your student's results please contact me.

Next week....

...IS NOT THE LAST WEEK OF SCHOOL!
For all Team 6-1--Monday is Memorial Day (no classes), a time to remember those who sacrificed, and those who still sacrifice, to protect us.
Tuesday is the field trip to the International Museum of Surgical Science (pictured above). If you have not been designated a Sweepstakes Winner (i.e. a chaperone) and wish to join us you may meet us in Room C102 at 8:30 a.m. or at the Museum at 10:00 a.m. Admission is $7, and THERE ARE NO FOOD FACILITIES!! Parking is also VERY scarce.
Friday is the 6th Grade Boat Cruise.
In Science--Wednesday will be our Celebration honoring our GREAT GLAND MAP CONTEST winners as well as others on Team 6-1 winning AWARDS that day.
Thursday we will engage the HISTORY OF SCIENCE while Dr. Smith is with the rest of the Science Dept. training on the new curriculum adopted for next year (hint: in 6th grade we will be doing basic biology and earth science rather than physicis and anatomy).
In Literacy Skills--We will watch the film version of HOOT on Wednesday and Thursday.
...AND NOT THE END OF LEARNING, EITHER!

Thursday, May 21, 2009

Touchdown!

Yesterday we played the Review Game (a highly modified version of football). Overall the ladies scored 551 points and the
men 564--nice work all around.
YELLOW period had the highest total score of 294,
but the "lowest" total score was still 190!
Today and tomorrow will be the Anatomy Final, and I expect overall performance to be in the MASTERY range.
I am truly proud of what your students have accomplished!
I think we have also had fun
(depending upon ones definition of fun).

Wednesday, May 20, 2009

Artistry!

The students did well on the
fetal pig dissection and
in general met or
surpassed my
technical expectations!
Nice work, all!

Monday, May 18, 2009

Dissecting Room--1920

This week in Science we will do the ultimate dissection--the fetal pig.
The tables will be scored as a group (students chose their partners last week) on the basis of what I am calling ANATOMICAL ARTISTRY.
The point is to create a product
that is both accurate and aesthetically balanced.
This will require kinetic and visual skills rather than linguistic and will
challenge the students to be CAREFUL and METICULOUS.
I will let you know how it turns out!

Friday, May 15, 2009

Mastery!

Students did a great job on the Reproduction & Development Assessment!
Average score was 85%!
Orange = 89%
Red = 84%
Blue = 84%
Yellow = 83%
Green = 75%
Nice work...plus they have learned how to do wicked concept maps!

Wednesday, May 13, 2009

R & D ASSESSMENT...er...TEST TOMORROW!

Open book, open notes, open class, open mind!

HINT: CONCEPTS!!!!

Monday, May 11, 2009

The GREAT GLAND MAP CONTEST

The MAPS were in general very well done!

The scores (determined by rubric) were generally over 85%.
The CONTEST was decided by scored ballots cast by teachers and based on
CREATIVITY and AESTHETICS.
Fabulous prizes will be awarded!
Congratulations to:
GOLD MEDAL: Red Period, Table 4--Vicky, Julia, Eliza, and Kalah
SILVER MEDAL: Orange Period, Table 3--Jessica, Maureen, Rose,
and Chelsea
BRONZE MEDAL: Yellow Period, Table 3--Eric, Malik, Terrell,
and Charlie

Thursday, May 7, 2009

Don't be embarrassed!

Today and tomorrow
I am showing the award-winning NOVA program,
The Miracle of Life.
Ask your student...
whatever you want to know!

Wednesday, May 6, 2009

Reproduction & Development STARS

E. coli: repro champ!

The following students scored >80% (mastery) on the PRETEST
and will participate in the
STAR CURRICULUM (see Assignments).
Nice work!
Jordan D. / Joseph J.-J. / Sebastian T. / Bobby S.
Ben A. / Avery C. / Ryan B. / Bess L.
Jack P. / Sam B. / Mara K. /David M.
Roy W. / Ted S. / Riley S.

Monday, May 4, 2009

Week 8

Reproduction!
PRETEST Tomorrow!

FINAL WAD QUIZ OF THE YEAR -- WEDNESDAY!!!
parturition
gestation
puberty
endocrine
exocrine
zygote
reproduction

Friday, May 1, 2009

Literacy Skills: READ, READ, READ

The following is the list of books assigned for independent reading in Lit Skills. Credit will be given based on the number of books completed (as documented by an Assessment). Note that the score is only for this portion (about 1/3) of the overall Lit Skills grade. Please check with your student and see where he/she is in his/her progress!

D'Aulaire's Book of Greek Myths
The Egypt Game
The White Mountains
The Bronze Bow
A Wrinkle in Time
The Westing Game or Shakespeare's Secret
Roll of Thunder, Hear My Cry
The House of the Scorpion
Bridge to Terabithia
BONUS: King Matt the First

Books / Score
1 / 65
3 / 75

6 / 85
9 / 95

Wednesday, April 29, 2009

Bait and switch? Hidden agendas?

Artists' self-portraits

Today we started working on the Gland Maps. :-)
I have found that students frequently think that there is a set of "invisible directions" associated with some of these more "free form" assignments. This project has basic requirements: 1) it needs to use the 12" x 18" drawing paper as the foundation; 2) it must show all the required glands; 3) the glands must be "cut outs" pasted on the body; and 4) it must have the specified legend. Beyond that I want the groups to use their collective creativity.
This freedom of choice seems to cause some anxiety! I have been asked if the body MUST have legs (no, unless there are endocrine glands in the legs), if the glands can be different colors (yes), if gland images can be taken off the internet (yes), and if the organs can be drawn on rather than pasted on as cut outs (no, see basic requirements above).
This exercise requires a complex web of thinking skills and group working strategies--just like science itself! And like science (and life) when all else fails, follow the directions--beyond that, go for it!

Tuesday, April 28, 2009

6th Grade HOTS

See BRAIN POWER below for the latest in pubertal thinking!

Subscribe to: Posts (Atom)

"Grades"

I would prefer NOT to give letter grades but below is how I translate my assessments of performance into same.
Excellence (A): These students are more than retainers-of fact; they are diligent, participatory, curious, challenging, and always put forth extra effort. Due to the fact that I engage in frequent and diverse forms of assessment, performance over time is key. These students show a desire for excellence from day one, are learning to think like scientists, and consistently access higher order thinking skills, especially Evaluation and Synthesis.
Mastery (B): These students are solid fact-retainers; they occasionally engage higher order thinking skills like Synthesis and are becoming scientifically literate. They do not always pursue the additional level of understanding that excellence demands. They are consistently able to think at the Analysis level.
Competence (C): These students consistently utilize Knowledge, Comprehension, and Application level thinking skills well but do not demonstrate consistency; they are sometimes incurious and content do do "OK". While they appreciate scientific material they do not seek to be challenged or access material they perceive as "too hard".
Does Not Meet Standard (D): The primary reason any student performs at this level is that he/she does not demonstrate consistency and diligence. He/she operates primarily at the Knowledge and Comprehension levels and is content not to seek challenges and opportunities for excellence. They may just not "like" science or perhaps they are already focused on another life choice; they are certainly able to master the material and thinking skills required but choose not to do so.
I do not believe ANY student FAILS (F). For a variety of reasons a student's performance may be Unsatisfactory (U) but this is always due to incomplete effort.

All students can excel; I would be pleased if every one of my students attained Excellence and will work with them toward that goal! Your help and feedback are appreciated!

Textbooks

The results of a recent study published in Science concludes that "peer discussion improves student performance on in-class concept questions." (2 January 2009 VOL 323, page 122)
I knew it!!
The manner in which my students engage our textbooks--an excellent series by Holt, Rinehart, & Winston tested out by myself to be written at the 8/9 grade level--is in collaboration. Students form in-class study groups (or work alone if they choose) and write individual answers to the review questions at the end of each section (for which they have to read and discuss the material). They receive points for completion and may use the answers on open book exams.
I am finding this an excellent way for students to assimilate concepts. Now a study has supported my hypothesis!
YAY!

Below is part of an email I sent to the parent of one of our students in response to her noting that he was upset about his presumed poor performance on the CELLS test. The student--normally one who EXCELS--neglected to study and "lost" all of his notes.

Part of what goes on in my classroom is working to establish patterns and practices that might assist students in the future beyond simply "academic" achievement. That includes organizational and, yes, test-taking skills.
Some students did not attend to my daily reminders and instructions about the test, which I have been giving since I rescheduled it. The Syllabus was also quite clear. "Open notes" seemed to suggest to some that studying was not required. I gave them specific material that I said would be useful on the exam. I suggested that as they studied they might take notes that they could then use on the exercise. Some students took advantage of these "helpful hints."
My sons were in the habit of taking tests "cold" and relying on their presumed "smarts"--this was not always successful! In our environment test-taking is a legitimate skill that can be learned. The old "I don't test well " excuse simply will not suffice in the world-wide competitive environment.
I told the students that this test was not of such significance (nothing in my curriculum is) that if they did poorly they would "fail" ( a word I never use anyway and find distasteful). I try to conduct my classes in a manner such that "playing school" is neither necessary nor sufficient for success.
I want each of your students to be and feel successful in all that they do, including taking tests!

Higher Order Thinking Skills (HOTS)

These include levels IV (Analysis) V (Synthesis) and VI (Evaluation) of Bloom's Taxonomy--the true traits of a scientfic thinker. A recent Reflection on a DVD about time (part of our lessons on Relativity) asked your students when they would like to live and why. Below are some HOT answers! With not-so-hot editorial remarks.

I would like to live in the past so I could meet my ancestors.

Pretty straightforward!

I would like to live in the future to see how it's going to be and I would like to live in the past to see how it was.

Truly having it both ways!

I would like to live in the present because if I chose to live in the future that would become the present as well.

Cosmic, and irrefutably logical!

I would like to live in the days of the Spartans.

I hope this young man never saw 300!

I would like to live in the present because global warming is going to kill me in the future. If I live (sic) in the past I would have to debate for things, like how there was (sic) racism.

A very thoughtful if somewhat pessimistic young woman!

I would like to live in 2017 because I would finally turn 21 and I would love to see what Apple comes up with then. Also...2017 is the year that scientists think the Yellowstone Super Volcano will erupt. I think that would be cool to see.

A man who definitely is looking ahead!

As are we all, I hope!

Assessment

Documenting achievement of learning objectives is required in Illinois for science teachers' certification and is very important to me specifically. This can only be done through careful pre- and post-assessment using identical tools.

The process of "pre-assessment" is critical to effective science teaching for a number of other reasons, a major one being the identification of misconceptions. Students are concerned (even anxious) when they know little that is asked on a pre-assessment exercise, but I tell them after it is over that the results are used only to validate learning objectives and to differentiate for any who score at a mastery level (80% or higher). This process is utilized for all major units.

Formative and formal assessments are based on the learning objectives validated during pre-assessment using similar if not identical tools. This process allows for demonstrating that actual learning has occurred! What a concept! If you have any questions about this let me know.

Missing and Late Assignments

I note in my overview for parents and students that late work will not be accepted. I spend a great deal of time reminding students of missing work. I will rely on the syllabi, the assignments themselves, the blogsite, and the online My Gradebook to keep everyone apprised of due dates and missing work.

Unless arrangements are made otherwise, work is DUE on the DUE DATE! What a concept! Assignments NOT turned in on the due date will receive a ZERO score. If the work is turned in late it will be marked down accordingly.

Students are responsible for attending to due dates and completing work on time. The constructive nature of the curriculum is such that if work today is not done material next week will NOT be understood!

Please contact me with questions.

The following are samples of your students' answers to this question. Editorializing is irresistible!

I want to be able to lift things with my mind.
This is called telekinesis and was a very commonly desired skill.

I would like for my brain to be able to read other peoples brain.
Another common response. Should we be afraid?

Walk through walls.
Actually, quantum theory demonstrates we can do this if we wait about a billion years and try a few billion times.

When I am watching TV or something and I lost one remote then I would want for my mind to change the channel without me moving.
Nothing like ambition!

I would want my mind to be able to control other people.
Wouldn't we all?

I would like my brain to see what other people say in {their} cars.
Seeing speech WOULD be cool!

I wish my brain could heat up food and drinks....I would also like to freeze foods and drinks with my brain.
Practical!

Control time and space.
Now, this is REALLY thinking big!

I would like my brain to see into the future.
Would you?

I would like to be able to lucid dream.
(Lucid = the ability to control one's dreams at will, while still being asleep.)
Wow!!

I want my brain to be able to remember my dreams.
Some of them, anyway!

I would like to talk to people with my brain without actually speaking.
This might cause more than a few conflicts....

I want my brain to be able to make me teleport so I can go back to the good times in my life.
Nostalgia at age 12?

Fly! (or float)
Lovely!

I would like my brain to be able to store valuable information better.
You and me both, bud!

I would like my brain to be able to have a photographic memory.
Of some things!

I wish my brain could make me move at supersonic speed.
The thought makes me tired!

I want my brain to be able to make my eyes shoot lasers.
Why?

I would like to sleep better.
A little sad....

...if it could play any music I wish at any time, that would be cool.
An implanted iPod?

I would like it if my brain could control weather around me. Then if it's cold I could make it hot....
VERY practical!

...and, the ultimate power of all:

I wish my brain could tell the future so that I would know ahead of time when tests are.

Adventures in the Scientific Method

The following are examples of Analysis and Evaluation from Experiment #1 Lab Reports. Pretty cool, over all! Editorial remarks in italics.

Our groups' variable was that we would yell at one of our plants. ..the plant we yelled at grew very nicely and was very straight and tall....The plant we didn't yell at did very poorly and...was slumped over the side of the can. We think that the ES (experimental subject) did better because of us breathing on it by yelling at it.

Actually an empiric observation about the positive effects of carbon dioxide on plants; the basis for talking to them?

Our hypothesis was wrong. The {control} subject survived but the ES {was} not alive. We think...Lysol is deadly to plants.

Sometimes it is helpful to prove what might seem obvious!

Our prediction based on our results is that if you put a plant in a terrarium for a snake, it will start out doing OK, but then it will get really bad.

Fear of snakes in a plant?

We think that the explanation for all this would be that the plant outside was in it's environment and the other wasn't....The only reference we had was common sense.

How does common sense get to be common? Observation!

One unexpected results (sic) were that the purple flower on the ES caught a disease that we named yellow-spotenitis, since it has yellow spots.

Creativity is the essence of science!

Our hypothesis was that the soy sauce would make the plant healthier because it was based on another plant. This was totally false....Our plant was in a terrible state just three days after we first fed it soy sauce, and it just got worse from there. ...A possible explanation...is that the large amount of salt in soy sauce deprived the plant of necessary water.

Who says 6th graders can only think concretely!

When we researched the subject, we found that few people have performed this experiment {"watering" the plant with beef gravy!} but, when they did, the plants found the same fate: Death. Considering this, we created our hypothesis: The plant will wear out and die due to lack of water and inappropriate feedings. Wow-that sounded pretty scientific!

Sixth grade irony?

What interested us was a slight burst (what was our interpretation of) health from the ES {"watered" with Red Bull} and then a sudden crash. We thought it was interesting because usually that is what energy drinks do to humans....
References: Our brains & each others' brains!

SUPERB!

Our prediction based on the results were that if we keep feeding (sic) the plant orange juice then the plant is going to die a slow mold- and bug-infested death.

A new horror movie series?

..And that's our report.

Yes, it is!

Adventures with Isaac

I was extremely pleased with how the students addressed the laws of gravity and motion--creatively and with real enthusiasm. The students identified the following real world applications or uses of these laws. If you don't know the law, ask your student!
Law of Universal Gravitation

Elevators/escalators
The water wheel & hydroelectric power
Household dispensers
Accelerometers
Satellites
Airplanes
Pogo sticks (!)

Law of Motion #1 - Inertia

The pendulum
The bicycle
All games played with sticks and balls
Friction drive slingshots (aircraft carriers!)
Roller coasters
Trains
Baby carriages
Vacuum cleaners
Seat belts
Skateboards
The remote control vacuum

Law of Motion #2 - Force

Hammers
Ramps
Elevators
Crash test systems
Martial arts
Bullets
Automotive vehicles
Bowling & basketball (!)

Law of Motion #3 - Action/Reaction

Bulldozers
Rockets
Automobiles
FRICTION!

Adventures in Physics

Part 1: ENERGY
As expected , the results of the physics pre-assessments indicate a major learning opportunity! Students have some general understanding of energy but little depth; they have almost no knowledge of atomic structure or mechanics. SO--here we go! I am excited! They have indicated they want to know more about physics--specifically gravity and electricity so far--and I am looking forward to some mutual fun and discovery.

That being said, I promised to share some of their interesting misconceptions with you. Actually these are not enormous obstacles but will need to be addressed. Actually your students seem reasonably well "grounded" (so to speak) compared to last year's group.

Thanks for the chance to share the wonder of physics with your children!

Several students seemed a bit hazy on the relationship between the earth and the sun. In response to the question,
"If the sun were exhausted of its nuclear energy, what would happen to our energy resources on Earth?" I noted the following (editorial comments in parentheses):

The sun would cause the energy to burn up making the earth extremely hot. (Unclear as to why the Earth is warm in the first place?)

The resources will go out of energy and are (sic) energy will explode. (!!)

We wouldn't have light, our energy would be low. (Right instinct but too cautious!)

If that happened the plants and animals would die and the temp. would drop. Also, all the solar pannel (sic) powered divices (sic) would no longer work. (Exactly correct but a little narrow in interpretation....)

We'd use more electricity 'cause the sun would go dark. I think.
(For a while, perhaps...and thinking is always good!)

And my favorite:
"If the sun was exhausted of nuclear energy, another Ice Age would start. " (Absolutely!)

In response to the question, "How are fossil fuels formed?" we find:

"Fossil fuels are formed when people burn fossils." (Paleontologists everywhere shudder!)

"Fossil fuel is made non-handmade...it just forms in a way." (Specificity is risky!)

"Burning dinosaur bones." (Striking fear into the hearts of museum curators around the world!)

"Fossil fuels are formed when old things that are from years and years ago combined." (Maybe a new use for all the old stuff in the 'fridge?)

"Energy resources are different than fossil fuels because fossil fuels are from fossils and energy resources are not." (New leverage with OPEC?)

When asked to explain "e=mc squared" in their own words not one but two students responded,

"It is pie." (Not sure if that's in 'as easy as' or the mathematical enigma....)

I am not making fun of these students; these honest and original thoughts are what make them so wonderful. I will close this section with answers that emphasize this honesty:

"I don't understand the question."
"I forgot what potential energy, kinetic energy, and fossil fuels are."

...and the capper,

"Address unknown, Dr. Smith. I have no clue."
(Sometimes I haven't either!)

ENJOY!

Part 2: ATOMS & MATTER
Frankly, most of the papers submitted from this pre-test were blank (or filled in with slightly hysterical question marks). The following represent some interesting thoughts about the object of Einstein's affection.

Most students seemed to have a vague idea about an atom looking like the classic "nucleus with orbiting electrons"; unfortunately this model is no longer correct. :-(

In response to the question, "What are the four states of matter?" I received the following:
"Rocks, dirt, gold, silver" (the essentials!)
"Gas, matter, liquid, oxygen" (?)
and, of course,
"Illinois, California, Florida, Texas" (I am not making this up.)

A molecule is, depending on your point of view, "a cell", "a microscopic piece of matter" (not too far off), "somting (sic) small" (yes...), or "a thingy" (I can relate).

Atoms are held together by "glue" (logical but of course very wrong) or DNA (the answer to everything, right?).

An element is "either earth, wind, water, or fire." (Aristotle would be proud!)

The part of an atom with a negative charge is a "negatron" (extremely logical but still incorrect--wasn't he a smog monster?).

And, of course, the wistful answer to at least two questions of particular note,
"I wish I knew".

Me, too!

Physics Humor?

My family and friends make fun of me because I am the worst joke-teller in the world. I simply am unable to deal with the complexities of the joke format. So, my store of jokes is small--yea, "subatomic" in size. Below are two of my favorites.

A proton, a neutron, and an electron walk into a bar. The neutron addresses the bartender. "How much for three beers?" the neutron asks.
The barkeep considers for a moment and responds, "For you, my friend, no charge."

Two protons walk into a black hole....

Year Round School?

At the beginning of this school year (my second year as a teacher) I contemplated the frenzy about us. Each day was a struggle against the inertia of summer as well as a major drive to assemble academic structure in the face of a myriad of administrative issues.
I want to go on record as being in favor of "year round school", which consists of four terms, three separated by two weeks each and the fourth/first by six. My niece and nephew attended such a school and it was much "smoother" for all. When I was at Concordia in my master's/certification program I researched this issue and found significant data supporting it.
Alas, I am probably an iconoclast in this as in so much else. I love summer, too!

Why Science?

The above is the name of a book by James Trefil, co-author of The Dictionary of Cultural Literacy. It is a wonderful work that all scientists, science teachers, science students, and parents of science students should read.

Dr. Trefil's argument is that scientific literacy, or the comprehension of the fundamental scientific and techno-scientific issues of the day, is essential for ALL adults in our advanced and increasingly technological society. The results and costs of NOT being a scientifically literate population are clear, as noted in the book's final, and perhaps chilling, quotation, from the writings of Carl Sagan:

We've arranged a global civilization in which the most crucial elements ...depend on science and technology. We've also arranged things so that no one understands science and technology. This is a prescription for disaster.