Can you figure out how this experiment works?
middle school science
This past week, as part of our Thermochemistry unit, my students were completing one of my favorite Target Inquiry Labs entitled “ A Very Cool Investigation”. We were using calorimeters, dissolving ammonium nitrate, and my students were recording the change in temperature using a digital thermometer. Some of my students had
As with most conferences, even the small ones, there is way more than I could put in one blog. Here is what impressed me the most. Several people from the national and local ACS made a point of doing whatever they could to reach out to teachers. As Dr. George Bodner said (and I am paraphrasing), the ACS first looked at what they could do to teachers. They then examined what they could to for teachers. Now they are asking, "How can we work WITH teachers.
Although each individual educator has their own approach to improving their curriculum, many will be spending their time off aligning their curriculum to the Next Generation Science Standards. The idea of revising curriculum for each and every course can be daunting as educators try to identify a common theme that can be applied throughout the entire department. So where do we start? How do we thread a common theme for the professional development provided in our subject area?
Previously I wrote about taking part in a district-wide high school blended learning pilot. You can read about it here. I received my Chromebook cart near the end of February/beginning of March. A little late but just in time for the periodicity unit I was planning as a blended unit. The following is a breakdown of how I designed the unit.
Upon sharing my array of apps with some future chemistry teachers, they asked why so many Periodic Tables? My response was “Well not all periodic tables are the same”, upon which was followed by several blank stares...Let me explain: I currently have the following periodic table apps loaded on my iPad...
One of my favorite things to talk about with my colleagues is the use of lecture demonstrations in teaching. There seems to be a push in my district to stop using chemicals whenever possible and get to computer simulations and video in place of wet chemistry. I don’t think they are thrilled with me since I can’t envision ever taking the chemistry out of chemistry.
This year in the midwest United States, winter has been a fickle friend. I haven’t seen the same amount of snow or ice as in recent years, but I still made sure I was prepared for it at our home. I went to my local big box hardware store in December and contemplated buying rock salt (NaCl), and NaCl/calcium chloride mixture, or just calcium chloride. Growing up my dad had switched entirely to calcium chloride because it was less damaging to the brick pavers leading to our porch and backyard. In fact, calcium chloride is generally much safer toward plants and soil than NaCl. Even though calcium chloride is much more expensive than rock salt (it was about twice the cost for 10 pounds more), that what’s I chose. Why?
Last year, I researched and practiced what I thought to be "flipping the classroom". But, now that I am taking part in a district-wide "High School Blended Learning Pilot", I can say that I was attempting blended learning early in my teaching career. You see, the flipped classroom is really a small subtype of blended learning. So, the goal of this post is to define blended learning and share what my professional development has in store for me during this academic year.
Late last school year at a staff meeting, teachers were informed that we were going to be coached and encouraged to introduce more vocabulary instruction to