Week 14 Blog Post

1. What did you do in lab?

To start lab we talked about our interviews with our elders that we did over break. We tried to see if there were any similarities between each of elders and we found that quite a bit of our elders had no clue what we were talking about. Or if they had an idea, they just didn't really care about it. After this we started to talk about the CO2 measures within different places. As a class we discussed the ideas of why the levels have been increasing within the locations in the studies. Then we watched a video called The Science of Climate Change. This video started of by talking about what climate change is. It then moved into the Greenhouse Effect and how we as humans contribute to the problems at hand. After some other topics within this video, they began to talk about possible solutions for the climate change crisis at hand. One of these solutions is to reduce tilling of the soil through soil carbon sequestration. To end class we started with our activity for the lab. For this we used a PhET Simulation to look at different gases(CH4, CO2, H2O, N2, and O2) to see how photons and molecules interact for each of these gases. 

2. What was the big question?

What is the albedo effect and how does it affect climate? How does the GH Effect interact with the albedo effect? Is the albedo effect a positive or negative feedback loop?

3. What did you learn in Thursday's discussion?

During lecture this week we started off by talking about the final test that is coming up next week. We then moved onto talking about the albedo effect and what it is. The albedo effect is the reflectivity of a surface and how much radiation or heat is either reflected or absorbed. We were able to bring this into an example of the North Pole/South Pole vs places near the equator. The North and South Pole reflect off sun which means the water and area is a lot colder. Places near and on the equator do the opposite. The sun is reflected so the areas and water around it heat up. We then learned that these 2 aspects combined actually create a convection cell. Continuing with this idea, we were able to learn that the range for albedo is 0 to 1 as 0 is the most white (reflective) and 1 is less white (absorption). The albedo effect is a feedback loop. Positive cycles amplify while negative cycles negate effects. Because of this, ice caps melting at the North Pole are a positive feedback loop (increasing absorption rates).

4. Read the Pressbook. What did you learn? What was most helpful? What do you need more information on? 

I learned that climate change goes beyond just rising temperatures. It involves a wide range of changes to Earth's systems, including shifts in precipitation patterns, more intense storms, and ocean acidification. The chapter explains the human role in climate change, identifying fossil fuel use and land use changes as major drivers. It also highlighted how feedback loops accelerate the process, further intensifying its impact. One of the most eye-opening aspects was the stark disparity in climate vulnerability, with poorer nations and communities being extremely affected, despite contributing far less to the problem.

The chapter gave a clear overview of the greenhouse effect and helped distinguish between the natural and enhanced versions, which is a key concept in climate science. Real-world examples, like rising sea levels impacting island nations or heatwaves increasing mortality rates, made these ideas feel more tangible and relatable. The section on policy solutions, especially the Paris Agreement, laid out how international efforts are tackling climate change and highlighted the importance of global collaboration. It was also motivating to see the emphasis on actions we can take individually, like reducing energy use and supporting sustainable businesses, offering practical ways to get involved in the fight against climate change.

The chapter touches on the economic costs of climate change, but I'd like to dive deeper into how shifting to renewable energy impacts job markets, especially in regions that rely heavily on fossil fuels. I’m also curious about the cultural and social side of things. Such as how are different cultures adapting or resisting change in response to climate change? For example, how do indigenous knowledge systems play a role in building climate resilience? Another thing I’d like to know more about is how policies are enforced. How do international organizations make sure countries stick to agreements like the Paris Accord, and what happens when they don’t?

Week 13 Blog Post

 

1. What did you do in lab?

In lab this week we talked about SWH within different circumstances based off the ITBS Science Standard for each grade. Some of the circumstances we talked about was SWH vs no SWH, SWH with an IEP vs no SWH with an IEP, as well as SWH - low SES vs no SWH - low SES. The graphs we looked at helped us understand that under these different circumstances and how the SWH helps supports student engagement, comprehension, and critical thinking in science, but can change based on the student's life. 

Next in lab, we talked about our big and driving questions. Within this we started our group discussions and were assigned to find as much data as we could to answer these big questions. After reading the articles, my group and I discussed how without local action, the climate will continue to increase and therefore continue to harm livelihoods through sickness and weather due to the climate. Within the articles we found the main ideas of urging local action such as solar panels, renewable energy sources and changes in infrastructure. More ideas that went with this were how the heat will rise and cause major weather problems (tornadoes, rain storms, flooding, drought), there will be an increase in illnesses and death in certain populations, as well as how heat waves will hurt farming land and kill off livestock. Lastly, we found from these articles that the high heat days will increase by at least triple in the mid-century. We were also able to confirm this through several graphs that were provided to us. These graphs were the "Hot Days in Des Moines", "Less Furnace, More AC", as well as the majority of the precipitation graphs. These graphs continued to show the danger in the increase in heat and climate change if we don't make changes. 

2. What was the big question?

In lab we talked about a the big question of: How do we know the Goldfinch is in danger in Iowa? Other big questions we talked about were: What type of data do we have that supports that climate change is happening? What questions did you derive from the data shared? What answers did you find? Use SPECIFIC data, make a climate statement based on this data?

3. What did you learn in Thursday's discussion?

In lab we talked about how not everything on the internet is true and that a lot of people are trying to prove that climate change is not real. This idea was talked about to remind us that we need to have students be conscious about what sources our students are using and to teach them how to find respectable sites to use. We found out that Ted is not a liar and climate change is real. After this idea we mainly talked about the acronym LOWER. This acronym stands for Latitude, Ocean currents, Wind and air masses, Elevation, and lastly Relief. Latitude being distance from the equator to help determine if climate is hot or cold. Ocean currents being the temperature of ocean currents will affect the temp of air that passes. Wind and air masses is the volume of air that takes on climate conditions. Elevation talks about the high elevation has colder temperature and the lower elevation has warmer temperature. Relief is the precipitation when air mass rises to go over mountain barriers. 

4. Read the Pressbook. What did you learn? What was most helpful? What do you need more information on? 

I learned about the critical role Earth’s atmosphere plays in regulating temperature and climate. The information clarified how greenhouse gases function by trapping heat, creating the natural greenhouse effect, and how human activities, such as burning fossil fuels, intensify this process. I also learned about the albedo effect, which highlights how changes in surface properties, like melting ice, contribute to a feedback loop that accelerates warming. The explanation of ice cores provided valuable insight into how scientists use historical CO2 data to understand and predict climate trends.

The detailed breakdown of greenhouse gases and their sources was especially helpful in understanding the human impact on climate change. The concept of albedo, with its connection to ice melt and temperature feedback loops, made the implications of warming more tangible. Additionally, the explanation of how ice cores are used to track CO2 levels over time gave a clear view of how scientific data supports the conclusion that current levels are unprecedented.

I would like more information on how scientists use climate models based on ice core data and other evidence to predict future climate scenarios. Additionally, further exploration of specific strategies to mitigate greenhouse gas emissions and reduce the impact of albedo changes would be valuable. 

Week 12 Blog

1. What did you do in lab?

In lab this week, we discussed climate change, beginning with a conversation about the homework movie Before the Flood. We focused on the film’s main topics, key issues it raised, questions we have about climate change, and our preferred ways of learning about it. We then explored how climate change impacts Goldfinches, particularly in relation to rising temperatures and increased precipitation. These changes create conditions where young Goldfinches struggle to survive, leading to health issues that threaten the population. As a result, Goldfinches may need to migrate to areas with more suitable conditions, such as Canada, to sustain their numbers.

2. What was the big question?

How do we know that the Goldfinch in Iowa is in danger?

3. What did you learn in Thursday's discussion?

This week in lecture we took our Earth Science quiz!

4. Read the Pressbook. What did you learn? What was most helpful? What do you need more information on? 

This week’s reading focused on the difference between climate and weather. I learned that Iowa is likely to experience more frequent droughts and extreme precipitation or flooding due to climate change. While I was aware of past flooding issues at the university, I didn’t realize the full extent of the damage or the reconstruction efforts that followed. I found the acronym "LOWER near water" especially helpful for understanding the factors that influence climate, with each letter representing latitude, ocean currents, wind/air masses, elevation, relief (topography), and proximity to water. However, I’m still uncertain about how our agriculture might adapt to climate change. For instance, will crops like corn be grown in different regions, while our area shifts to crops more suited to the changing conditions?

Week 11 Blog

 

1. What did you do in lab?

In lab, we began the lesson by discussing last week’s reading, focusing on the importance of recognizing students' needs and natural curiosities. Next, we explored the law of superposition before examining different types of sand under a microscope. The samples came from various environments, including volcanic beaches, dunes, and rivers. We observed each sand’s composition, size, color, texture, and uniformity in comparison to other grains from the same location. To document our findings, we created a table to organize our observations and made educated guesses about each sand sample’s origin.

2. What was the big question?

What are the main characteristics of sand? What is the difference between weathering and erosion?

3. What did you learn in Thursday's discussion?

In lecture, we read about the story of Archimedes and the king’s crown, where he was asked to determine if the crown was made of solid gold or if some of the metal had been replaced. This story is the origin of the famous exclamation "Eureka!" Archimedes was so focused on solving the problem that he neglected basic needs like eating and bathing. However, while being bathed by his slaves, he noticed the water spilling over the edge of the tub, sparking the idea of displacement. He realized that if he filled a container to the brim with water, the amount of water displaced by an object submerged in it would correspond to the object's volume. By comparing this with a second object of the same weight, he could determine whether the materials matched. This discovery led to Archimedes' principle, which states that specific gravity can be calculated as the weight of an object in air divided by the difference between the object's weight in air and its weight in water.

4. Watch "Before the Flood." What did you learn? What was most helpful? What do you need more information on?

"Before the Flood" provides a powerful exploration of climate change, detailing its causes, impacts, and potential solutions through a global lens. Key takeaways include the severity of climate change impacts worldwide, especially in terms of rising sea levels, extreme weather events, and the decline of vital ecosystems like rainforests and coral reefs. Leonardo DiCaprio’s conversations with scientists, activists, and global leaders highlight how fossil fuel dependency and unsustainable practices are driving these changes.

One of the most helpful aspects of the documentary is its focus on the interconnectedness of climate issues and the urgency of systemic change. The film breaks down complex ideas, such as the role of carbon pricing and renewable energy, making them accessible and relatable. Additionally, seeing the effects of climate change on vulnerable communities underscores the need for immediate action.

However, more information is needed on the practical steps individuals and communities can take to contribute to larger climate solutions. While the documentary encourages renewable energy and responsible consumer choices, more details on feasible actions for various demographics could strengthen its impact.

Week 10 Blog

1. What did you do in lab?

This week in lab we talked about what a rock could be and why we thought it was a rock. We also talked about the idea of assessments in the classroom. We talked about what assessments mean when assessing students, what does it mean, how do we know what to teach, etc. With this idea we also discussed the idea of what makes a student a "better student" in the classroom especially when looking at assessment scores. After this discussion we moved into what are the layers of the Earth and how the tectonic plates move. This is where we all had the chance to watch each other's videos about convection cells and tectonic plates. We then got to apply our knowledge in the experiment we got to do using starbursts, heat sources, foil, and any other materials we wanted to use. My group used cold water for our extra material. 

2. What was the big question?

What creates the different types of rocks? How can one create the other?

3. What did you learn in Thursday's discussion?

In our lecture on Thursday we learned about earthquakes, volcanoes, earth layers, plate tectonics, as well as rock cycles. Although this was a lot of information to learn about, we had the chance to discuss why each of them occur and how different circumstances can change the type of event or outcome. Along with these ideas we talked about how the rock cycles change into the next type of rock, how it can change back, and how the cycle continues. This included talking about erosion, weathering, and deposition. 

4. Read "Teaching for the Conceptual Change: Confronting Children’s Experience". What did you learn? What was most helpful? What do you need more information on?

In Teaching for Conceptual Change: Confronting Children’s Experience by Bruce Watson and Richard Konicek, one of the most impactful lessons is the importance of engaging students’ preconceptions to promote meaningful understanding. I learned that students often enter the classroom with deeply held beliefs about the world that may not align with scientific concepts, and challenging these misconceptions through hands-on inquiry can be pivotal for genuine learning. Encouraging students to confront their ideas, such as the belief that "warm clothes" produce heat, allows them to actively test and reshape their understanding based on evidence, which is far more effective than passive instruction.

What I found most helpful was the emphasis on inquiry as a process that students must lead themselves. The teacher’s role is to facilitate, guide, and create conditions where students can explore, question, and ultimately internalize new concepts on their own terms. This insight reshapes how I think about classroom management during investigations and how essential it is to allow space for students to grapple with their ideas, even if it means stepping back as a teacher.

I’d like more information on specific strategies for helping students identify their own misconceptions and guiding them through moments of cognitive conflict without leading them too directly. While I understand the general approach, additional examples or techniques for encouraging students to reach conclusions independently would be valuable.

5. What questions, concerns, and/or comments do you have?

A concern I have is that I am not going to be ready for this test next week on Thursday. 

Week 9 Blog

https://www.youtube.com/watch?v=82EeHGMEP-w 

1. What did you do in lab?

This past week in lab we talked about the timeline of space existence after the big bang. This included us writing our guesses on a timeline for when humans, dinosaurs, land plants, land animals appeared on Earth as well as when the moon was created. After this we split into groups and really looked into the main events that happened within certain points in time on our timeline. We talked about each of our sections and main events in a whole group setting to ensure we all knew the important events. We finished lab talking about our quiz and answering any last minute questions that we had. 

2. What was the big question?

The big question I feel like this week was: When do you think these first big events (humans, dinosaurs, land plants, land animals appeared on Earth as well as when the moon was created) occurred? Why?

3. What did you learn in Thursday's discussion?

This week during Thursday's lecture we took our space science quiz. 

4. Read "Activitymania". What did you learn? What was most helpful? What do you need more information on?

"Activitymania" highlights a common issue in elementary science education: an overreliance on structured, teacher-led activities that often follow step-by-step instructions to predetermined conclusions. This approach, while convenient, can result in shallow learning as students merely follow procedures without truly engaging with the underlying scientific concepts. By focusing on rigid activities, "activitymania" prevents students from experiencing authentic scientific inquiry, reducing science to a checklist of tasks rather than an exploration of questions and ideas. This limits students' opportunities to develop critical thinking and problem-solving skills, as well as their understanding of science as an investigative process.

The article’s focus on the limitations of rigidly structured activities was particularly helpful. It reinforced the importance of designing learning experiences that allow students to engage in real inquiry, where they can ask questions, make predictions, test ideas, and analyze results in a less prescriptive way. Encouraging curiosity and resilience when exploring new concepts in science helps students view themselves as capable learners and problem-solvers.

It would be helpful to have more specific examples of how to transition from activitymania to a more inquiry-based model, especially in classrooms where teachers may be limited by time, resources, or curriculum mandates.

5. What questions, concerns, and/or comments do you have?

I cannot wait to retake the space science exam.

Week 8 Blog

1. What did you do in lab?

In lab on Monday we went over quite a bit as we had student led presentations. With these presentations we talked about the Big Bang as the origin of the universe, lifecycles of the stars, origin of the Earth, galaxies, black holes, as well as exploration of space. We learned the universe is over 13 billion years old and that light didn't happen until 300,000 years after the Big Bang. The Earth is only 4 and a half billion years old despite the fact that the universe is over 4 times as old. We went over this plus so much more within these presentations

2. What was the big question?

Within the presentations the big question was: What is the most important thing to know about this topic? What are the misconceptions about this idea?

3. What did you learn in Thursday's discussion?

In Thursday's lecture, we discussed the topics from the lab further and really learned why each of these aspects of space is happening. I learned about the life cycle of a star and how the explosion of a supernova created our entire solar system that our plant, moon, and sun is in. We also learned about how the sun and planets are just a bunch of remnants that stuck together and formed a sphere in which lit up for the sun, but didn't light up for the planets. Another thing we learned about is the past and present of space exploration, with how other countries have put us all in a space race to see who can get us the most information and exploration first.

4. Read Pressbook chapter 13. What did you learn? What was most helpful? What do you need more information on?

From reading Chapter 13, "Origins of the Universe," in the Pressbook, I learned about various scientific theories regarding the formation of the universe, primarily focusing on the Big Bang theory. This chapter explained how the universe began approximately 13.8 billion years ago from a singularity, an infinitely dense and hot point, and how it has expanded ever since. Key concepts like cosmic inflation, the formation of fundamental particles, and the development of galaxies were discussed in detail, highlighting the progression from simple to complex structures.

What was most helpful was the explanation of cosmic microwave background radiation as evidence for the Big Bang theory. This residual heat from the early universe provides critical insights into its origins and supports the idea of an expanding universe.

 

I need more information on the implications of dark matter and dark energy for the future of the universe. While the chapter briefly touched on these concepts, I would like to understand their roles in the universe's expansion, potential future scenarios (such as the Big Freeze, Big Crunch, or Big Rip), and how they influence our understanding of cosmology.

5. What questions, concerns, and/or comments do you have?

Will our space explorations ever take us further than Mars?