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Earth & Space Science: About the Course

Teacher-Talk EarthSpace

Re: [Channel-talkearthspace] Session 1

From: strickland-stacy <strickland-stacy@harris.k12.ga.us>
Date: Thu Mar 15 2007 - 09:38:33 EDT

I am taking Essential Science for Teachers: Earth and Space Science and it's offered by Annenberg Media. You can access their website at www.learner.org <http://www.learner.org> and go to workshops and courses. If you want graduate credit for it, you can pay for the class and the enrollment is through Colorado State University.
 
Stacy Strickland
HCCMS, Special Education
 
"Our greatest fear is not that we are inadequate; our greatest fear is that we are powerful beyond measure."

~Marianne Williamson

________________________________

From: channel-talkearthspace-bounces@learner.org on behalf of Teresa Eastburn
Sent: Thu 3/15/2007 12:09 AM
To: Discussion list for ESSENTIAL SCIENCE FOR TEACHERS: EARTH AND SPACESCIENCE
Subject: Re: [Channel-talkearthspace] Session 1

Hi Stacy,

I'm not in the class that you are taking right now, but for some reason I am on the list serve.
I'm starting to wish I was in the class! Can you tell me what class you're in, the website
where I can learn about it, and also who's offering it.

Thanks much!

Teri Eastburn
Educator, UCAR/NCAR

----- Original Message -----
From: "strickland-stacy" <strickland-stacy@harris.k12.ga.us>
Date: Wednesday, March 14, 2007 12:31 pm
Subject: Re: [Channel-talkearthspace] Session 1

> Hi Neal, thanks. I would love to have someone to chat with also!
> That would be great.
>
> On the video . . .
> I too learned from the viewing of this video. Even though I took a
> Geology class as an undergraduate, it was several years ago, so
> some information was familiar and other was new. One thing that
> stood out to me immediately was that the soil is a vital part of
> our existence. We could not grow food without it, and that is
> really not something I have ever thought much about. I guess I
> just took it for granted, so it brought it to the forefront for me.
> Also, I really liked seeing the activities they used - both the
> class and the activities that the hosts did. The activity that the
> teacher did with his class where he used a soil auger is very
> similar to one that designed and did with my class this year. We
> used a soil auger to take soil samples and the students had to
> observe the samples and describe what types of materials they found
> in the soil. They also were responsible for analyzing the soil's
> color, smell, texture, appearance, etc. The kids seemed to get a
> lot out of it and they really enjoyed it. The only problem that we
> ran into was that we are in GA and our soil here is very compacted,
> very hard, GA red clay. It was really hard to get a good sample
> because the soil is SO hard. I had to almost SIT on the auger to
> get it to go into the soil! In the video, the soil looked very
> rich.
>
> On the reading . . .
> I have only read the concept mapping article at this point and I am
> also a fan of concept maps. However, one thing that I have found
> is that when there are student misconceptions, concept mapping
> doesn't really help the students to correct the misconceptions.
> Sometimes, it may not even show up in the mapping of a concept.
> That is a downside, as teaching a concept is difficult when we are
> unaware of what our students are thinking.
>
> I know I am cutting this short, but I have a grade level meeting.
> I'll write more about the reading when I get back! Thanks for the
> chats! I look forward to hearing more from you on our videos!
>
> Stacy Strickland
> HCCMS, Special Education
>
> ________________________________
>
> From: channel-talkearthspace-bounces@learner.org on behalf of Neal
> UteschSent: Wed 3/14/2007 12:37 PM
> To: Discussion list for ESSENTIAL SCIENCE FOR TEACHERS: EARTH
> ANDSPACESCIENCESubject: Re: [Channel-talkearthspace] Session 1
>
>
>
> Just some thoughts on the article from session 1 and some thoughts
> on the video from session 1, let me know what you think.
>
> Article Thoughts...
>
> I enjoyed the reading on concept mapping, even though I have a
> great deal of experience with using concept maps in my classroom.
> A lot of the work that we do on my plant unit for my science class
> that I teach deals with plant processes and anatomical parts of a
> plant. With that, I like to use a lot of concept maps or graphic
> organizers to help the students better understand the different
> processes that we are learning about. I think that it helps kids
> to understand better the link between parts and how one process may
> help lead to another process. I think that concept mapping can be
> a great way for kids to organize their thoughts on a topic and to
> help them organize them so that they make sense to them when they
> read them back. They are a great note taking tool when it comes to
> things that can be many parts to make a whole. I particularly like
> it when it comes to explaining the different parts of the plant
> cell and how they all contribute to help make the plant cell work.
> It helps kids to distinguish the different roles of the parts in
> the plant cell.
> Concept maps can also be used as a great way to study and
> memorize information with a lot of parts. The students can learn
> how to scaffold information so that each bit of the map before it
> builds onto the next bit of the map. I like the ideas in the
> article that suggest that sometime students can use linking words
> to help them in their concept maps. This may also help clarify the
> purpose of the information that is in the map for the students
> later when they are reading it to themselves or studying it. The
> key words or linking words can be simple, but meaningful to the
> link between the concepts on the map. These are links between
> concepts that can link different segments of knowledge on the maps.
> I also like the idea that concept maps can be polished by re-
> positioning information to make the map more user friendly for the
> reader. The flexibility of the concept map gives the student
> ownership and the freedom to make a mistake, because they can fix it.
> The idea that concept maps can be a pre-test type of
> information for a student is a good one. It helps the students
> visualize where the unit is going and what they are expected to get
> from it as they study. It helps them to organize how and when they
> want to study certain concepts or material and when they should
> expect to know the information. It is also used as a good review
> guide at the end of the unit to remind students of the ideas that
> they learned about.
>
> Thoughts on the video and session 1 in general...
>
> The first section dealing with soil formation was really good. I
> learned a few things that I did not already know and I was able to
> apply those things that I learned to my concept map that I created
> on the question: "What is Soil?" This is a question that would
> seem fairly easy to answer, but with the information from the
> video, I realized that a lot more goes into the making of soil than
> the average person would care to take notice to. I think that the
> idea of using concept maps is a good idea. They could prove to be
> a valuable tool for students who have a hard time making
> connections with difficult topics. Something that I have always
> had a difficulty with was the difference between chemical and
> physical weathering, but by putting the concepts of both into a
> concept map, it helps me to visually make the connections between
> the two and distinguish the differences and similarities. I
> enjoyed learning about how volcanoes directly impact the
> replenishment of soil on our Earth and how when you take a soil
> sample, you can investigate what makes the soil simply with the use
> of your senses. You can touch and see the soil and make some
> conclusions on how it originated and what exist in the soil sample
> that you take.
> Some ideas that I am going to take to my classroom to use
> with my students will be the concept mapping idea. Letting the
> students explore a concept and then map it out and make the
> connections, rather than the same old multiple choice test
> questions. If done correctly with modeling and expectations, I
> think that it can be used as a valuable assessment tool for
> students understanding. I will also take the idea of how to
> investigate soil samples and how to help students determine what is
> in their soil sample by giving them the knowledge of using their
> senses.
> Let me know what you think and I would love to continue discussions
> on each of the units with you.
>
> Neal Utesch
>
>
>
> >>> "strickland-stacy" <strickland-stacy@harris.k12.ga.us>
> 3/14/2007 7:48 am >>>
> Thanks Neal, I too am further along in the sessions, but haven't
> had anyone to start any discussions with. What kind of luck have
> you had getting your hands on the homework reading that goes along
> with the sessions? I have not been able to find them anywhere.
>
> Stacy Strickland
> HCCMS, Special Education
>
> ________________________________
>
> From: channel-talkearthspace-bounces@learner.org on behalf of Neal
> UteschSent: Wed 3/14/2007 10:37 AM
> To: channel-talkearthspace@learner.org
> Subject: Re: [Channel-talkearthspace] Session 1
>
>
>
> I am on session 6 right now, but I haven't posted any discussions
> on any
> of the sessions yet. I will certainly discuss session 1 with you
> if you
> want.
>
> Neal Utesch
> SB-L, 6th Grade
>
> >>> "strickland-stacy" <strickland-stacy@harris.k12.ga.us> 3/13/2007
> 8:01 pm >>>
> Is there anyone out there to discuss Session 1?
>
> Stacy Strickland
> HCCMS, Special Education
>
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Received on Thu Mar 15 12:55:50 2007
 

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