Week 3 Melting Icebergs Response

MELTING ICEBERG’S Response to question 9

What happens when the polar ice caps melt? To an extent, this depends if the ice caps are on land or on water. If the ice caps are floating on the water and melt, this type of iceberg will not raise sea levels because they have displaced all the water they’re ever going to. A serious problem from icebergs melting is the loss of habitat for certain animals. Polar Bears are most at risk because they are at the top of the food chain. They hunt sea lions and other small creatures. If these animals are forced to move to land in Northern towns, this would pose a problem for members of the community and other resident species. When polar ice caps melt which are on land, poses other problems, such as, raising the sea level. Some scientists estimate that ice on land, like Greenland, when melted, could cause the sea level to raise 23 feet. This would be catastrophic for towns and cities that are at sea level (Venice, Italy) or close to it (Louisiana). 

I do not have any questions right now regarding this type of Science Inquiry. I liked the process and was engaged throughout the activity. I am trying to think of ways to incorporate this into my lessons at my school. We only have one computer lab in our building, which houses over 700 students. There is a sign-up sheet to access the lab on a first come basis. I think I could only reserve the computers for a week, maybe twice a year, which would provide ALL of my students with a means to complete the activity.

Week 2 STEM Strategies Lesson Plan Reflection

            The STEM strategies lesson that I created encompassed the bacteria found in a classroom and The Germ Theory.  I found the 5 E’s strategy helpful for developing a high quality lesson. It made me consider all aspects when planning a lesson. This process is similar to how I usually plan a unit; however, I do not incorporate the 5 E’s into every lesson that I teach. What I have done in the past is incorporate the 5 E’s into at least one lesson that I teach throughout the entire topic/standard.  Well, at least I was doing something right. I now see the importance of using the 5 E’s format when designing every lesson that I teach.  The 5 E’s model that was developed by the Biological Science Curriculum Study group (BSCS), uses the components of Engagement, Exploration, Explanation, Extension and Evaluation to support scientific literacy for learners. (Buxton & Provenzo, 2011).

            If I were to implement this lesson, an issue that I would need to resolve ahead of time is the space that would be needed in the classroom for storing 48 shoeboxes of Petri dishes. The space in my classroom is limited, so this would need to be planned out prior to the lesson. I would also have to allow time to make the Petri dishes with the Agar solution. I would have to prepare 240 Petri dishes with the Agar solution, because we do not have any science equipment to heat a solution. I could use the Foods Lab, which contains a stove a pans. I would try to find some students willing to do this during their lunch hour or students that have mastered a concept, while I am re-teaching to those that still need help.

            Overall, I am grateful for learning to incorporate a Historical Perspective into lesson planning. This provides real world connections to what is being taught.

            References:

Buxton, C. A., & Provenzo, E. F., Jr. (2011). Teaching science in elementary & middle school: A cognitive and cultural approach. Thousand Oaks, CA: Sage Publications.