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.