The Journal of the BC Science Teachers’ Associationresources.bcscta.ca/momentum/Winter05-06.pdf · The Journal of the BC Science Teachers’ Association ... His thoughts tumbled

The Journal of the BC Science Teachers’ Association

Winter/Spring 2005-06 Volume 7 No. 2

Inside this Issue:

• Nelson BC Probe 8-10 • Executive Info • A Play on Words • MerlanScience/Vernier • Heeping Pennies • Raising Raisins • Deep River Academy • MSOO Infinity • Resources • Science in the Rockies • Implementation • Prentice Hall Chemistry • BC Hydro Power Smart • Chemistry Listserve • Bernoulli’s Law • Web Watch • Panterra • Bi 11 Portfolio Assign. • Prentice Hall Biology • Science/Reading • Nelson BC Probe 4-7 • Genome BC • ProLab Scientific • Multimedia/Biocorp • Free Space DVD • Catalyst 2006 • Brain Chemicals/TRIUMF • BC Science 8 • Science Foundations 10

Page 2 Winter/Spring 2005-06 Vol. 7 No. 2 www.BCScTA.ca Momentum

Momentum Winter/Spring 2005-06 Vol. 7 No. 2 www.BCScTA.ca Page 3

Steve Williams Treasurer, Co-Editor Salmon Arm Secondary, JL Jackson Campus Box 1000, Salmon Arm, BC V1E 4P2 ph 250-832-2188 fax 250-832-5221 [email protected]

Ann McDonnell 2nd Vice-President South Nelson Elementary School 814 Latimer Street Nelson, BC V1L 4V7 ph 250-354-4139 fax 250-354-4407 [email protected]

Wayne Wood MAL Penticton Secondary School 158 Eckhardt Ave. East Penticton, BC V2A 1Z3 ph 250-770-7750 fax 250-770-7766 [email protected]

Karen Morley President, Co-Editor North Surrey Learning Centre #200, 9260-140 St., Surrey, BC V3V 5Z4 ph 604-587-2314 fax 604-582-7956 [email protected]

Pam Kaatz MAL West Sechelt Elementary School P.O. Box 220 Sechelt, BC V0N 3A0 ph 604-885-2825 fax 604-885-6448 [email protected] Grahame Rainey MAL, Catalyst Registrar Ashcroft Secondary School Box 669 Ashcroft, BC V0K 1A0 ph 250-453-9144 fax 250-453-2368 [email protected]

Momentum is the journal of the BC Science Teachers’ Association. Any opinions expressed are those of the author. Reproduction of articles for educational purposes is acceptable as long as credit is given to this journal and the author and no fees are charged. Contact the editors for additional information.

Do YOU have a change of address? PSA membership addresses are maintained by the BCTF

Go to: www.bctf.about/membership/ChangeOfAddressForm.html

Sandy Wohl Secretary Hugh Boyd Secondary School 9200 No. 1 Road, Richmond, BC V7E 6L5 ph 604-668-6615 fax 604-668-6569 [email protected]

David Barnum Past President RR #22, Conference co-Chair 3716 David Drive Roberts Creek, BC V0N 2W2 604 740 0806 [email protected]

Anne Laite MAL, Conference co-Chair Chatelech Secondary School P.O. Box 1430 Sechelt, BC V0N 3A0 ph 604-885-3216 fax 604-885-7991 [email protected]

Tim McCracken 1st Vice-President H. J. Cambie Secondary School 4151 Jacombs Rd. Richmond, BC V6V 1N7 ph 604-668-6430 fax 604-668-6132 [email protected]

Lauri Roche MAL Retired from Middle School [email protected]

Dr. Gurmit Bains MAL Elgin Secondary School 13484-24th Avenue Surrey, BC V4A 2G5 ph 604 –538-6678 fax 604 –538-6491 [email protected]

British Columbia Science Teachers’ Association

Executive 2005-2006


A Play on Words - High School Essay Analogies and Metaphors

1. Her face was a perfect oval, like a circle that had its two sides gently compressed by a Thigh Master. 2. His thoughts tumbled in his head, making and breaking alliances like underpants in a dryer without Cling Free.

3. He spoke with the wisdom that can only come from experience, like a guy who went blind because he looked at a solar eclipse without one of those boxes with a pinhole in it and now goes around the country speaking at high schools about the dangers of looking at a solar eclipse without one of those boxes with a pinhole in it.

4. She grew on him like she was a colony of E. coli and he was room-temperature Canadian beef.

5. She had a deep, throaty, genuine laugh, like that sound a dog makes just before it throws up.

6. Her vocabulary was as bad as, like, whatever.

7. He was as tall as a six-foot-three-inch tree!

8. The revelation that his marriage of 30 ears had disintegrated because of his wife's infidelity came as a rude shock, like a surcharge at a formerly surcharge-free ATM.

9. The little boat gently drifted across the pond exactly the way a bowling ball wouldn't.

10. McBride fell 12 stories, hitting the pavement like a Hefty bag filled with vegetable soup.

11. From the attic came an unearthly howl. The whole scene had an eerie surreal quality, like when you're on vacation in another city and Jeopardy comes on at 7:00 p.m. instead of 7:30.

12. Her hair glistened in the rain like a nose hair after a sneeze.

13. The hailstones leaped from the pavement, just like maggots when you fry them in hot grease.

14. Long separated by cruel fate, the star-crossed lovers raced across the grassy field toward each other like two freight trains, one having left Cleveland at 6:36 p.m. traveling at 55 mph, the other from Topeka at 4:19 p.m. at a speed of 35 mph.

15. They lived in a typical suburban neighborhood with picket fences that resembled Nancy Kerrigan's teeth.

16. John and Mary had never met. They were like two hummingbirds who had also never met.

17. He fell for her like his heart was a mob informant and she was the East River.

18. Even in his last years, Grandpappy had a mind like a steel trap, only one that had been left out so long, it had rusted shut.

19. Shots rang out, as shots are wont to do.

20. The plan was simple, like my brother-in-law Phil. But unlike Phil, this plan just might work.

21. The young fighter had a hungry look, the kind you get from not eating for a while.

22. He was as lame as a duck. Not the metaphorical lame duck, either, but a real duck that was actually lame. Maybe from stepping on a land mine or something.

23. The ballerina rose gracefully en pointe and extended one slender leg behind! her, like a dog at a fire hydrant.

24. It was an American tradition, like fathers chasing kids around with power tools.

25. He was deeply in love. When she spoke, he thought he heard bells, as if she were a garbage truck backing up

26. Her eyes were like limpid pools, only they had forgotten to put in any pH cleanser.

27. She walked into my office like a centipede with 98 missing legs.

28. It hurt the way your tongue hurts after you accidentally staple it to the wall.

A cursor used profanity A virus was the flu A CD was a bank account

A hard drive was a long trip on the road A mouse pad was where a mouse lived???!!!

Remember when……

Memory was something you lost with age An application was for employment A program was a TV show A keyboard was a piano A web was a spider's home



This activity first appeared in the Manitoba Association for Cooperative Learning Teachers’ Journal, Fall 2005. It portrays the idea that group cohesion is stronger than the individual members that form the group.

Heaping Pennies Materials: Eyedroppers, pennies, toothpicks, liquid soap, paper napkins Procedures:

1. Have each student place a penny on top of a paper towel. 2. Using the eyedropper, count the number of drops of water it takes to create a dome on top of

the penny. 3. Take the toothpick and dip it into the liquid soap. Prick the dome of water with the toothpick.

What happens? 4. Student will count the number of drops it takes to break the dome.

Extension

• shake some pepper onto the surface of a class of water. • drop a drop of soap onto the surface and observe.

Explanation Water molecules have a strong attraction to each other. The cohesion of molecules pulls the top of the water as if it were skin. H20 is a polar molecule which means it has a positive end (hydrogen) and a negative end (oxygen). Polar molecules attract other polar molecules. The oxygen from 1 water molecule is attracted to the hydrogen end of the other water molecule. The soap breaks the surface tension of the water molecules because soap molecules are hydrophobic; they repel water. They also break up fat molecules into smaller particles that can be dissolved in the water and washed away.

Veteran Pillsbury spokesman, the Pillsbury Doughboy, died yesterday of a severe yeast infection and complications from repeated pokes to the belly. He was 75. Doughboy was buried in a slightly greased coffin. Dozens of celebrities turned out, including Mrs. Butterworth, the California Raisins, Hungry Jack, Betty Crocker, the Hostess Twinkies, Captain Crunch and many others. The graveside was piled high with flours as longtime friend, Aunt Jemima delivered the eulogy describing Doughboy as a man who “never knew how much he was kneaded.” Doughboy rose quickly in show business but his later life was filled with many turnovers. He was not considered a very smart cookie, wasting much of his dough on half-baked schemes. Still, even as a crusty old man, he was a roll model for millions. Doughboy is survived by his second wife, Play Dough. They have two children and one in the oven. The funeral was held at 3:50 for about 20 minutes.


News from ERAC (Educational Resource Acquisition Consortium)

ERAC has established a two-year, global provincial license, starting immediately, for a special K-12 bundled Thomson Gale online information service. It is available at no charge to ERAC member districts. There will be training sessions for teachers and teacher-librarians in BC on using the service with lesson planning, research and student instruction.

This resource will be available to teachers and students in ERAC member districts both at school and at home. This full-text information and database service includes reference content, periodicals, journals, serials, websites, newspapers and newswires tailored to the needs of students in grades 4 through 12.

Information on the deployment of this service and the associated training will be distributed to ERAC contacts in every member school district. For more information, contact your ERAC district contact as listed on ERAC's website, www.bcerac.ca.

Raising Raisins Purpo se: Observe what happens to raisins when they are placed in different solutions Mater ials: Water, glass, soft drink, stopwatch, 3 raisins Pro cedur es:

1. Fill the glass with water 2. Add the 3 raisins 3. Observe and record what happens

each minute over the next 5 minutes

4. Empty the glass and replace with soft drink

5. Repeat steps 2 & 3 Extensio ns Try other materials (spaghetti, macaroni) Different soft drinks Diet vs. regular

Deep Deep River Science Academy

Do any of your students have a strong interest and aptitude for Science?

If so, please tell them about DRSA, an exciting 6 week summer science camp experience for students in Gr.10 -12. DRSA is a non-profit charitable organization that offers students an opportunity to do original scientific research under the supervision of scientists and university tutors.

Scholarships and Bursaries available.

1-800-760-drsa [email protected]

www.drsa.ca

nurturing today’s students to be tomorrow’s leaders in science and engineering

ATTENTION

High School Teachers


Math + Science = Infinite Options ms infinity is sponsored by:

For more information contact: [email protected]

604.895.5800 ext 5414 www.harbour.sfu.ca/scwist/msinf.html

Help young women find their path in math, science and technology!

ms infinity Conferences

Grades 9 and 10

Through hands-on workshops give students

the chance to meet women working in math, science and technology

careers.

Telementoring Program

Grades 9 to 12

Through an email based mentoring program

connect girls one-on-one with a woman working in a

specific area of math, science or technology.

Resources

Climate Change in the Classroom

Get involved in Canada’s One Tonne Challenge. Every Canadian is asked to reduce their greenhouse gas emissions by one tonne, because small contributions from individuals can add up and make a big difference. Teachers can help students take action by going to www.climatechange.gc.ca. Click on “Resources for Teachers” and check out the tools available to K-12 teachers.

Diabetes Education

The Canadian Diabetes Association provides a free teacher resource kit, Kids with Diabetes in Your Care, that has important background information and tools to assist teachers. A new teaching tool aimed at children ages 6 to 9 is called Meet the Cellbertons, is geared to help teachers promote healthy lifestyle choices. This 6-minute animation has an accompanying teacher guide. Contact the Diabetes Information & support Centre at 604-732-4636 or email [email protected] to request a teacher’s kit or more information on diabetes. Agriculture in the Classroom (AITC) has unveiled the BC School Fruit and Vegetable Snack Program that was developed as part of the School Fruit and Vegetable Program pilot study. Go to http://www.aitc.ca/bc/snacks/ for details.


‘The Burgess Shale Geoscience Foundation presents: Science Connections in the Rockies

An Earth Science professional development workshop Date: August 17-20, 2006 Location: Yoho National Park, British Columbia Cost: $400/person including 3 night’s accommodation, meals, and lots of resource materials Optional: guided hikes to world-famous fossil sites Contact: email [email protected] More Info: visit our website at www.burgess-shale.bc.ca Graduates say: “The best mini-science conference I have attended in six years!” “Everything was very well organized.” “…exceeded my expectations! I received fantastic resource materials to make my lessons more interesting and fun!” “I have a much more holistic picture of Earth Science and this will allow me to connect all of the topics in my curriculum.” “The location and setting were astounding!” “This was the best use of 4 days I’ve seen in a long time!”



BC Hydro Power Smart Students Program BC Hydro is working with teachers to help students in our school system understand how they can play a part in reducing the amount of electricity each person in our province will use in the future. Power Smart Students Program modules provide teachers, students, community associations and B.C. citizens with innovative and effective ways of helping reduce the province’s electrical demand. The programs explore issues of sustainability, stewardship and the environment, and provide opportunities for students to demonstrate leadership, teamwork and citizenship. The programs are designed with curriculum connections for each grade. In addition materials and tools are provided to support teachers.

School Campaigns BC Hydro offers schools, grades three to nine a free, two-part workshop series where students are encouraged to become energy detectives and discover hidden ways to save energy in their schools. These high-energy and interactive workshops provide materials and training for students to, identify how their classrooms and schools use energy, conduct energy investigations of their schools and plan and deliver energy conservation campaigns. The curriculum connections include interpreting data, weather, electricity, ecosystems, renewable and non-renewable resources, exploration of extreme environments and atoms and elements electricity. Teachers are offered training and resources to incorporate the energy investigation and conservation campaigns into their teaching materials and lessons.

Energy Reviews Energy Reviews is a technical work experience program for students in Grades 10-12. The program is developed and implemented by BC Hydro in partnership with school districts. Energy Reviews provides training, materials and ongoing support for students and school districts throughout B.C. to find new ways to save energy.

BC Hydro provides training, materials and support to the Energy Reviews program in order to find new ways to save energy in school districts throughout British Columbia. The program involves everyone from students and teachers to facilities personnel and school district staff.

Electrical conservation and efficiency education will play a major role in our province’s energy future. Giving our schools and teachers the right tools and program materials to help our future generations understand why we need to conserve today, is critical to maintaining reliable and low cost energy for their needs as adults.

For more information contact Power Smart Students at 604 623-4148

Or visit www.bchydro.com


A Recent posting and responses on the Chemistry listserve. To join the Chemistry Listserve send an email to: [email protected] Subject: subscribe chemistry. The BC Science Teachers’ Association would like to thank John Vogt for maintaining this listserve.

I'm looking for comments on the statement: a monatomic ion is an atom My own thought is that an ion is a type of atom, and to use the term "atom" in isolation (as in "an atom of sodium") does not imply charge or neutrality. That said, in many contexts we assume that neutrality is intended. Following this line of thought, on seeing K+ we would normally describe this as representing an ion, or charged atom, but could also say that it represents an atom. I would prefer to refer to the Na+ species as a sodium cation rather than an atom. The term cation (or anion) can be used for anything with a positive (or negative) charge. Using the term atom would be problematic for a binary cation such as the mercury(I) cation (Hg2

2+) or larger ions such as the tetrachlorophosphorus cation (PCl4+). Personally, the term atom has always been associated with electrical neutrality. An ion, as I define it with my students, is a charged particle; this includes polyatomics such as nitrate and even subatomic particles such as the proton or electron. As far as I've ever taught chemistry the term atom, by default, implies electrical neutrality. I have tried not to define the ion as a charged atom beacause, as mentioned, species such as polyatomics and subatomics are ions but not atoms. I still use the definition of "atom" we were taught way back when. "An atom is the smallest particle of matter that can take part in a chemical change." I know this is not strictly correct, but, especially for junior students, it works well and avoids the charge issue very nicely. My working definition for an ion is: "An ion is a charged atom or a charged group of atoms." This is also somewhat problematic, but it does emphasize that an ion must, by definition, have a charge. It is often difficult in science to avoid circular reasoning, and definitions are often the victim. On a related issue, how does the field define "molecule" for their students? I use: "A molecule is the smallest particle of matter that can normally exist by itself." Thus, there are three basic types of molecules - monatomic, diatomic and polyatomic. Therefore, my students are taught that the atoms of the Noble gases are also molecules (monatomic). I know this contradicts the Heath text (p. 39) and our junior Science Probe texts, which define a molecule as being composed of "two or more atoms", but I do not agree. By the way, I'm very glad that the concept of "combining capacity" may finally be going the way of the DoDo! I would agree with this convention. The usage of terms such as "neutral atom" or "charge ion", seem redundant but yet required unless we establish that an atom is by default neutral and only becomes and ion upon the addition or removal of electron(s). This distinction is clear in test questions which ask "how many electrons are present in an atom of fluorine?" vs "how many electrons are present in a fluoride ion?" This avoids cloudy and superfluous terminology.


These lessons were presented at the NSTA Regional Conference in Seattle, Washington, 2004, by Camille Stegman and Jennifer Willden, Storey County School District, Virginia City, Nevada.

Bernoull i’s Law Doesn’t Suck, It Blows

Background: Bernoulli’s Law states that the faster a fluid travels over a surface, the less time it has to push on that surface.

Objective: To observe Bernoulli’s Law.

Materials: Per Class: Per student: 4 funnels 1 Straw 4-6 ping-pong balls 1 plastic cup 4-6 empty aluminum cans Alcohol wipe 1 dozen balloons 1 piece of 8.5 x 11” paper 2 golf balls 1 box fan

Part 1: The Fountain

1. Cut straw in half 2. Fill cup half-way with water 3. Place the straw upright in the water. Describe the water level in the straw. 4. With the other half of the straw, blow across the straw in the water. What happens?

The water rises in the straw and spouts out like a fountain. The atmosphere is pushing down on the water in the cup and in the straw. When students blow across the straw the air is concentrated over the small area which causes it to move very fast and reducing the pressure over the straw. The pressure around the straw remains the same and causes the water in the straw to shoot out.

Part 2: Floating Balloon

1. Turn on the box fan and tilt it about 15-20° so it is blowing straight up. 2. Blow up a round balloon and place it in the air stream of the fan so it floats. What happens?

The balloon floats. The air is moving along the sides of the balloon and not on top. The atmospheric air is pushing down on the balloon and the fan air is acting as a bowl to support the balloon. Part 3: Defying Gravity

1. Place a ping-pong ball in the bowl of a funnel. 2. Bend your head back and blow hard through the spout of the funnel. What happens? 3. Bend your head down, hold the ball in the funnel then start blowing into the spout. What happens?

The air coming out of the spout is moving very fast and exerts less pressure on the ping-pong pressure. The ball spins around in the funnel but does not fall out since the atmospheric pressure pushing up is higher.

Part 4: Kissing Balloons

1. Suspend 2 round balloons side-by-side, without touching, with 40 cm of string each. 2. Blow into a straw at the lower level between the balloons. What happens?

The Balloons will come together. The air blown from the straw has a lower pressure than the atmospheric air which pushes the balloons together.


Part 5: Floating Golf Ball (or egg)

1. Place a golf ball in a glass and move the glass under a faucet open at full power. Maneuver the ball into the water stream. What happens? The ball will rise against the stream of water. As the water speed increases from having to split and go around the ball, it lowers the surrounding pressure and the ball rises. Part 6: Flying Sheet

1. Hold a sheet of paper against your bottom lip. 2. Blow across the top of the paper. What happens?

The paper flies upwards. The paper is surrounded by air and with the same pressure on both sides. The faster moving blown air exerts less pressure so the sheet goes up.

Part 7: Tubular

1. Seal off one end of a toilet paper roll with tape or stuff it with tissue or cotton balls. 2. Place a ping-pong ball inside the tube. It needs to move freely inside. 3. Blow across the open end of the tube. What happens?

The ping-pong ball will fly out of the tube. Blowing across the top of the tube lowers the pressure inside the top of the tube. The higher pressure under the ball pushes it up and out.

Part 8: Super Soda

1. Line up several straws side by side on a table with a small space between them. 2. Place 2 empty soft drink cans on the straws about 2 cm apart. 3. Blow directly between the cans but not on the cans. What happens?

The cans come together because the faster air between the cans exerts less pressure than the air on the outside of the cans. The straws allow reduced friction so the cans can slide.

Part 9: Sticky Newsprint

1. Hold 2 sheets of newsprint about 10 cm apart. 2. Blow in between the sheets. What happens?

The faster moving air lowers the pressure between the paper and the sheets are pushed together by the higher outside pressure.

Part 10: Collapsing Tent

1. Fold a piece of letter-sized paper in half like a hamburger. 2. Place it on the table like a tent. 3. Blow into the tent. What happens?

The faster blown air exerts less pressure than the outside air causing the tent to collapse.

Part 11: Hovering

1. Bend your head back and hold a straw in your mouth OR bend a flexible straw 90 degrees with the short end point upwards. 2. Place a ping-pong ball on top of the straw and blow. What happens?

The ball will hover above the top end of the straw. The blown air below the ball is at a lower pressure than the surrounding air so the ball floats.


www.sciencemaster.com This site has a great collection of science photos, videos and more. There are links to teacher and student science sites.

www.genesismission.org/educate/scimodule/Launch_Propulsion.html.

"Investigating Water Rockets," water bottle rocket activity from the Genesis Mission's Dynamic Design: Launch and Propulsion module. This science module focuses on the launch and propulsion of the Genesis spacecraft. It also contains video and audio clips.

http://school.discovery.com/sciencefaircentral/scifairstudio/teachers.html.

Science Fair Organizer. Find a wealth of resources for a successful science fair, from getting kids on track to judging the final experiments.

www.gemal.dk/browserspy/

BrowserSpy allows you to spy on yourself. It tests your Internet browser and computer and reports on your: operating system, browser and version, connection to the Internet, cookie information, versions of various software and more. It shows you what other Web sites can potentially find out about you. Most of this information is mundane and harmless. It is best used to identify what needs to be upgraded.

http://pubs.usgs.gov/gip/geotime/contents.html Geologic Time is a short, easily understandable U.S. Geological Survey booklet that discusses the relative time scale, fossil succession, rocks and fossils, and radiometric time scale.

Energy Education Resources for Teachers and Parents

www.ed.gov/free/s-scienc.html

Ask Dr. Global Change is a searchable collection of answers to questions about global warming, ozone depletion, greenhouse gases, and other issues related to climate change. This free service is from the Global Change Research Information Office.

http://school.discovery.com/networks/junkyardwars

Junkyard Wars in the Classroom, the website from the popular cable series contains resources teachers can use to bring the science behind the show into their classrooms. The site's Activity Library features activities in which students can create build devices and structures, such as air-powered rockets, bridges, wheels, and boats. The Create Your Own Challenge section gives teachers tips, forms, certificates, and rubrics for designing their own classroom challenges. The site also has games, puzzles, and videos from the series for students.

www.lessonplanspage.com This site contains over 2500 downloadable or printable lesson plans written by teachers.

www.ed.gov/free/s-scienc.html

Ask Dr. Global Change is a searchable collection of answers to questions about global warming, ozone depletion, greenhouse gases, and other issues related to climate change. This free service is from the Global Change Research Information Office.

http://faculty.washington.edu/chudler/experi.html Neuroscience for Kids is found on this University of Washington faculty site. It includes experiments and activities for k-12 students. Some are interactive, others downloadable and printable.




This is an example of a portfolio assignment from the Career Education Society website. It was submitted by Shona Becker.. Visit the website for more assignments or to contribute a portfolio assignment.

Biology 11 Bacteria & Virus Assignment

Information Technology - Aspect 5.2

You are to research a bacteria or virus that attacks some part of the human body. You are to use the internet as well as books to research your report. This project needs to be typed up with a title page and placed in a duotang. You must include the following information in your report. You can choose to present this information in any way you choose.

• History of virus/bacteria (first outbreak, where, when) • Who discovered it? When? • Include a picture of the bacteria/virus with labelled parts • If you have chosen to investigate a virus you need to:

o Outline both the lytic and lysogenic cycle of infection o Give examples of ways to reduce the chance of contracting a viral disease

• If you have chosen to investigate a bacteria you need to: o Discuss the effectiveness of various antibiotics, disinfectants, and antiseptics on bacteria

cultures o Outline the processes by which bacteria adapt to become resistant to antibiotics

• How does your body fight this? o You must outline step-by-step how your body’s lines of defence work both the first time you

see the foreign body and the second time your body sees it o You must outline all the cells of your body which contribute to your immune system fighting

an infection of a foreign body You must outline what search engines you used to find the websites that you found information on. To show that you have completed this part of the portfolio criteria you must complete the following:

1. Print off two specific search results that you used (use “print screen” function) 2. Using one of the websites that you gathered information from, write a paragraphs that

outlines how you found it for ease of use. What did you find easiest to use about the website? What would have been a benefit to also have on the site?

3. Answer the following questions in paragraph format • Are all websites created equal? Why or why not? • How can you trust the validity of the information you read on a website?

Criteria #1 & 3 Demonstrate use of the internet to research information and applies technology skills to download and store relevant research information

Criteria #2 & 5 Document specific search techniques used to access relevant information & evaluate the quality of relevant website for ease of navigation, general user appeal, and quality and reliability of content


You must include a proper bibliography that includes all websites, books, encyclopedias that you used to gather sources. You are to use www. noodletools.com to help you create a bibliography. If you have any other questions the library has some great handouts that outline how to create a bibliography and the rules to writing them. Marking Criteria

• 10 marks History of virus/bacteria (first outbreak, where, when, etc) • 10 marks Who discovered it? When? • 20 marks Bacteria/virus specifics (see outline above) • 5 marks Labelled picture of the bacteria/virus • 20 marks How does your body fight this • 10 marks Paragraphs of internet searches and website • 5 marks Bibliography • 10 marks General neatness and professional looking report submitted in a duotang • 10 marks Going beyond! (The WOW factor!)

Criteria #4 Demonstrate that information has been incorporated into the school project without being plagiarized

Total marks = 100



This article was contributed by David Barnum, past president of the BCScTA. David is an elementary teacher in SD #46, Sunshine Coast. He is currently on secondment to the BC Children’s Hospital developing Healthy Buddies, a multi-dimensional elementary program that addresses children’s health issues.

Science as a Reading Opportunity

As you look for ways to incorporate reading into science instruction consider the excellent work being done by the Network of Performance-Based schools. The Network is a voluntary action research community designed to improve student learning and to strengthen public education. The schools involved in this learning community are from all areas of the province.

The BC Performance Standards provide teachers with valuable tools for use in assessing students' abilities to apply their learning in realistic performance tasks in the areas of reading, writing, numeracy and social responsibility. Used with other methods, they can be an important part of a comprehensive assessment and evaluation system. Based on a “Not Yet Meeting Expectations” through to “Exceeding Expectations” scoring guide, the standards give a clear picture to teachers and parents of how a child can improve their learning.

Over the last 4 years I have been working to incorporate the reading performance quick scales into my science text-reading activities. Not only has this helped me focus on effective instructional techniques it has provided parents (at report card conferences) with an unbiased snapshot of their child’s progress in relation to widely-held expectations. Many standards are also formatted in child-friendly language, allowing the rubrics to be used by students “as learning” not just “for learning”.

The website is www.npbs.ca/. Here you can download many useful tools developed by educators. The two rubrics accompanying this article were originally distributed on the network listserv and have been very useful in helping me incorporate authentic reading assessment as part of my science instruction.

GRADE 3: READING LITERATURE PERFORMANCE STANDARDS

For Students/Families (March/April)

Adapted from the BC Performance Standards Developed by A.B. Greenwell Elementary 2003

ASPECT NOT YET WITHIN EXPECTATIONS

MEETS EXPECTATIONS

(MINIMAL LEVEL)

FULLY MEETS EXPECTATIONS EXCEEDS EXPECTATIONS

SNAPSHOT

• Sometimes I can read familiar short stories and poems.

• I need help to read and respond.

• I can read stories and poems and respond with some help.

• My work has some details.

• I can read stories and poems and respond on my own.

• My work is correct and complete.

• I can read challenging stories and poems.

• My work is correct, complete and has extra details.

STRATEGIES

. Adjust for purpose

. Word skills

. Comprehension Strategies

• I sound-out to read new words.

• I can guess what might happen next.

• I guess at details.

• With help, I use some strategies so print looks right and makes sense.

• I use what I know to make predictions.

• I can reread to find some details.

• I can use many strategies so print looks right, sounds right and makes sense.

• I use what I know, and story details to make predictions.

• I can reread and skim for details.

• I can use all strategies so print looks right, sounds right and makes sense.

• I use prior knowledge and story structure to support my reading.

• I can reread accurately and skim to find details.

COMPREHENSIO

N . Accuracy, Completeness . Characters . Events . Retell; explain Relationships . Inferences

• I need help to answer questions.

• I can name some main characters and events.

• I need help to retell events in order.

• My answers are sometimes complete but need details.

• I can name main characters and most events.

• I can retell some events in order.

• My responses are complete and have some detail.

• I can describe main characters and events.

• I can retell events in correct sequence.

• With help I can “read between the lines”.

• My responses are complete and have many details.

• I use details to describe characters, events and setting.

• I can retell events in sequence and explain when one event has been caused by another.

• I can “read between the lines” by myself.

RESPONSE AND

ANALYSIS . Connections to Experiences and Other selections . Opinions

• I need help to make personal connections.

• With help I can give opinions.

• I can make personal connections.

• I can give opinions about the story and find details with help.

• I can make connections to other stories and my life.

• I can give opinions with some detail from the story: “This reminds me of ____ because ___”,

“I think ___ because ___”.

• I can make and explain connections to other stories and my life.

• I can give opinions using details from the story.


Reading Expectations for your child in March/April

Grade 3

Aspect Not yet Within

Expectations Meets Expectations

(Minimal Level) Fully Meets Expectations

Exceeds Expectations

SNAPSHOT The student may be able to read and recall simple, short selections with familiar language. Often needs one-to-one support.

The student is able to read simple, direct fiction and poetry on their own. May need help answering questions about the story. Details lacking.

The student is able to read simple, direct fiction and poetry. Can independently answer questions about the story. Work is correct and complete.

The student is able to read a variety of stories and poems of increasing complexity (i.e. chapter books) and can independently answer complex questions about the story. The answers go beyond what is expected independently.

STRATEGIES Does the child: adjust for purpose? use word skills? use all comprehension strategies to understand meaning?

relies on sounding-out predictions are often guesses and may not be logical does not reread to check details

uses phonics and context clues (see definition) with help can make predictions based on what they already know beginning to reread to find details needed

uses phonics, word structure (e.g. rhyming words) and context clues (may need prompting can make logical predictions using what they already know from past experience and patterns in stories rereads and can find details when needed (skimming)

easily combines phonics, word structure, and context clues can independently make logical predictions based on own experience and knowledge of story structure rereads and skims for details

COMPREHENSION Does the child: have accurate and complete understanding? understand the characters? understand events? retell; explain relationships? read between the lines?

answers to questions may not be complete or accurate may identify main characters and some events often mixes up the order of events cannot read between the lines because they have limited understanding of the story

responses to questions or tasks are generally correct, but may lack detail correctly recalls main characters and most events may have difficulty with order of events may have difficulty reading between the lines

responses to questions or tasks are correct, clear, and complete correctly describes main characters and events can retell a story in the right order can read between the lines successfully with some help

responses to questions or tasks are correct, clear and thorough thoroughly describes main characters, events and setting retells events in correct order; can explain when one event has been caused by another can read between the lines independently

Response and Analysis make connections to experiences and other selections? form opinions?

can make simple personal connections with help opinions are expressed, but not explained

can make some personal connections on their own offers simple opinions; can explain when asked

makes connections to themselves and to other stories offers simple opinions which they can support with details

makes and explains connections to self and to other stories; often unusual and thought provoking offers opinions can support opinions

Cowichan Valley School District



Genome British Columbia’s Education Programs

Genome British Columbia’s education programs aim to keep the general public (and you and your students, of course) informed about the science, technology and issues connected with genomics and proteomics.

We want to help create a community of learners that links scientists, students, teachers, business people and members of the interested public.

We’re beginning to do just that. We continue to offer public forums with research scientists around the province. We’ve also created a dynamic education website (www.genomicseducation.ca) and offer Genomics on the Road and Genomics in a Suitcase outreach programs to secondary schools. We can even schedule scientists to give presentations in your classroom. Go to our education website for the details.

Some of you may know that for two years now we’ve contracted secondary school science teachers to develop curriculum materials targeting the learning outcomes for genetics in Science 10. These classroom-ready materials are posted on our education web site (www.genomicseducation.ca ). They’re free of charge; so we invite you to download them, use them and tell us what you think.

We want to make www.genomicseducation.ca the go-to site for thought-provoking genomics and genetics activities for grade 10-12 biological science teachers and students. So we’ve begun building a learning community, and we invite you and from your students to participate. To that end, we’d like your feedback on how we’re doing. Are our online and in-class activities for students relevant to your needs? How do your students react to them? Are the activities too easy? Too hard? Boring? Download some of our articles that examine some topics and issues, and discuss them with your students. What other genomics-related areas would you like to see us cover in online articles and activities?

One of Genome British Columbia’s primary educational goals is to give you and your students access to some of the most excellent scientific minds in the country. With that in mind, Genome British Columbia is very pleased to be a major sponsor and presenter at the May, 2006 Catalyst Conference at Whistler.

Thank you for your interest in and support of Genome BC’s education programs. And thank you in advance for any suggestions you send us.

For further information, please contact:

Linda Bartz, Director of Education and Communications Genome British Columbia [email protected]

Sid Katz, Chairman Genome British Columbia Education Committee [email protected]

Brian Hansen, Education Consultant, Genome British Columbia [email protected]

This song is an example of several nervous system songs written by teachers. These can be found at Neuroscience for Kids, http://faculty.washington.edu/chudler/songs.html


“The Brain Chemicals” sung to the tune of "Old MacDonald" lyrics by Julie Jeppesen, Sean J. Weinberg, Rhonda Waggoner, Marcie E. Ball, Beth Cowman, Sharon

LeaTrea - all Illinois teachers

Acetylcholine in my brain B-R-A-I-N


It's most abundant - aids in memory and thought

abundant, abundant, memory and thought


Norepinephrine in my brain B-R-A-I-N

Norepinephrine in my brain B-R-A-I-N

Short term to long term - improves mood

short term, long term - improves mood Norepinephrine in my brain

B-R-A-I-N Dopamine is in my brain

B-R-A-I-N Dopamine is in my brain

B-R-A-I-N Physical movement, improves mood Physical movement, improves mood

Dopamine is in my brain B-R-A-I-N

Serotonin in my brain B-R-A-I-N


smooth muscle movement - improves mood

smooth muscle movement - improves mood


There is GABA in my brain B-R-A-I-N

There is GABA in my brain

B-R-A-I-N Keeps us calm; neurons don't fire at

once Keeps us calm; neurons don't fire at

once There is GABA in my brain

B-R-A-I-N Endorphins are in my brain

B-R-A-I-N Endorphins are in my brain

B-R-A-I-N Makes me feel good; helps me

concentrate feels good – concentrate feels good - concentrate

Endorphins are in my brain B-R-A-I-N



FREE SPACE CAREERS DVD

The Space Awareness and Learning Program of the Canadian Space Agency, in collaboration with representatives of the Canadian space industry and academia, recently developed a new career video, to be used by members of the education community to inform students about their career options within the Canadian Space Program.

The video has commentary by scientists, engineers and astronauts from coast-to coast, and it emphasizes the human element of the Canadian Space Program. It is an inspiring and informative tool which, based on focus group testing with 230 educators, is dynamic and speaks to the diversity of the people and opportunities within the program. By extension, it also speaks to the varied interests and strengths of the student body to which it is targeted.

To order your FREE copy of the "Canada's Space Program and Your Future" DVD, please visit: www.space.gc.ca/asc/eng/educators/careers-dvd_form.asp


Catalyst 2006, “Inspiring Science” Whistler, BC

May 12 & 13, 2006

As well as the great selection of science keynote speakers, feature speakers and concurrent presentations we would like to welcome Dawn Reithaug who will present on Friday, May 12, 2006. Dawn is sponsored by PITA, the Provincial Intermediate Teachers’ Association. Dawn is presently a member of a District Support Team in School District #41 – Burnaby, and is a speaker who gives presentations, based on her publications, throughout Canada. She has written seven books. Thousands of teachers in Canada, the United States, and Australia are using her Orchestrating Success series of books. She holds a Master of Education degree in Special Education from the University of Victoria. For details on registering for Dawn’s presentation please check out PITA’s website: www.pita.ca.

For further details and registration for the 2-day science conference go to

www.bcscta.ca

Title of presentation: Manageable Practices to Help Meet the Diverse Needs of Our Students

Presenter: Dawn Reithaug

Friday, May 12th, 2006 This presentation is in two parts, and addresses practices that can help support the diverse needs of our students within the classroom. The first part (for 1 session) has participants briefly reviewing the existing research on adolescents and literacy. They will then align this information to seven research-based literacy strategies they can use across the curriculum so their students can improve their ability to read texts in content areas. These strategies can permeate the school at every level, in any grade or subject area, if teachers use them as a school wide focus. The second part (for 3 sessions) addresses certain practices for students who need support with increasing written output, improving their organizational strategies, or demonstrating knowledge in different ways. Materials are included in each session so teaches and supporting personnel can immediately implement these practices within their classrooms. .


Building Vocabulary- Mapping a Word Purpose: • to promote understanding of a word’s many levels of meaning • to pre-teach new vocabulary. • to create personal associations for unfamiliar words. • to encourage the application of personal knowledge.

_____________________________________________________________________________________________ Materials Needed: • 2 graphic organizers titled Mapping a Word for

each student • overhead transparency of Mapping a Word • overhead projector

_____________________________________________________________________________________________ Procedure: The teacher models: • Introduce the name of the method and its purpose. • Display the graphic organizer titled Mapping a Word on the overhead and write an unfamiliar

word/concept in the circle. • Think out loud as you supply the words to fit the boxes on the map. • Explain how you arrived at these terms. • Write a sentence at the bottom of the map that contains the definition for the new word or concept. • Have students copy your map for a reference.

_____________________________________________________________________________________________

The teacher guides: • Give each student a graphic organizer titled Mapping a Word • Have students, working in pairs, look in their textbooks to find two new words/concepts. (They will

be using two graphic organizers – one for each word/concept.) • Have them create their own maps. • Encourage students to use information from the glossary, dictionary, and their background

knowledge, and to refer back to the teacher’s example. • Remind them to create a sentence that contains the meaning of the new word/ concept. They will

be creating a sentence with a contextual clue. • Circulate, giving positive feedback and guidance when needed.

_____________________________________________________________________________________________ The student independently uses the method: • Have students use this mapping procedure when they want to know the meanings of new

words/concepts. • Have them keep a few maps in their binders. • Have them discuss their maps with others.

Manageable Practices to Help Meet the Diverse Needs of Our Students by Dawn Reithaug

Catalyst 2006 – “Inspiring Science” - Conference at Whistler, BC in May 2006


Mapping a Word

What is the word?

What is it like?

Where is it used?

What is it related to?

Here is my sentence using it.

Manageable Practices to Help Meet the Diverse Needs of Our Students by Dawn Reithaug

Catalyst 2006 – “Inspiring Science” - Conference at Whistler, BC in May 2006



Documents

The Journal of the BC Science Teachers’ Associationresources.bcscta.ca/momentum/Winter05-06.pdf · The Journal of the BC Science Teachers’ Association ... His thoughts tumbled