Science in Your Own Backyard

This weekend, on my family's road trip to eat some delicious BBQ at The Salt Lick, we happened to be driving by my old Alma Mater (I was the last graduating class of Southwest Texas State University, now called Texas State University) and I made my husband quickly pull off the interstate so that I could take my girls to see Aquarena Springs and ride on the glass-bottom boats.

We had a great time and the girls were amazed to see all of the life that was going on beneath the surface of the river.  Thousands of springs were bubbling up from the Edwards Aquifer.  Spring Lake is also home to one of the most dense turtle populations ever studied in the United States, so they saw their fair share of several different turtle species (up close).

But the part that really got the science teacher in me thinking was when we visited their indoor discovery hall and aquarium exhibit.  We were able to see several Endangered Species, such as the Texas Blind Salamander, San Marcos Salamanders, and Fountain Darters.  I started thinking how simple it would be to take a local (well...semi-local for me) spot like this, with so many educational opportunities and bring them into my classroom, or other classrooms across the state.

In 8th grade, we teach concepts, such as biodiversity, symbiotic relationships, and human impact on the environment.  In 7th grade, students model the effects of human activity on groundwater and surface water in a watershed.  All of these things could easily be tied in with a lesson about the local rivers in your area.  Science is right outside the 4 walls of your classroom, if you just look for it.



I happen to be fortunate to be located just a few miles down the road from Enchanted Rock State Park.  We have been able to partner up with the rangers on several occasions to have them speak to the students about the importance of conservation and keeping walking trails to a minimum.  Students discover what vernal pools are (and the tiny creatures that are a part of this fragile habitat) and see primary succession occurring on the giant granite dome with lichens.

Chemistry DIY for Your Classroom

In today's post, I'm going to share with you some simple DIY for your chemistry unit.  This is something my teaching buddy and I created this previous school year for our STAAR Review Camp, but I think it's definitely something we will be using during our chemistry unit for years to come.

It's an Atom Building Model that's magnetic.  And the best part is, most of the materials we used were things we already had around the classroom.

In my classroom, I have 2 different atom model sets.  The first one shown below cost somewhere in the $50 range and the second model pictures runs much higher, in the $70 range.  I like both of them for different reasons, but buying more of these for my students just wasn't going to happen.

I wanted some magnetic atom models that had a nucleus, 3 energy levels, and plenty of protons, neutrons, and electrons to allow my students to build atoms for atomic numbers 1-20.  I've noticed that in order for my students to master the structure of an atom and retain this information all year long, the key is to practice, practice, practice.

So, with all of the creative geniuses in my science department, we came up with a much cheaper version, that I actually ended up liking even more.

How To Get Started With Stations in the Science Classroom

I've a had a few teachers email me asking about how to begin to use stations in the science classroom, so I thought a quick How-To Post was in order.

My students are doing stations this week (4 out of the 5 days), so I will refer to those stations throughout this post, in addition to adding some pictures I snapped in class today.

First and foremost, I've discovered that not all content easily lends itself to stations.  And not all students are 100% ready for this different way of doing things.  This year, I teach five 8th grade Pre-AP classes and one 7th grade regular science class.  I do stations a lot with my 8th graders because I have spent time (since the start of the school year) introducing more and more stations and I feel comfortable knowing that they will take the stations seriously and be more responsible for their own learning.  If you teach lower grades, you may have to ease them into it or start with some stations that are typically easier content to comprehend.

My 8th graders are beginning their weather unit.  Weather tends to be a unit that is quite challenging and fairly unfamiliar to most of my students.  Last week we did several labs to remind the students how density and temperature are related.  I also provided them with some simple models that would help them remember more difficult concepts.  For example, I blew up a balloon and we discussed where the pressure was greater (inside the balloon).  Then I released my fingers from the neck of the balloon and allowed the air to escape.  The students were able to verbalize that this created wind.  So, we discussed that wind is simply moving air.  Then, we took it a step further and got to the big idea of the whole demonstration which was ... Air moves from high to low pressure.  They've all experienced letting air out of a balloon, so to have this simple model/memorization tool to help them remember a more difficult concept (how air moves in relation to pressure), was priceless.  They even remembered it today (after a 3 day weekend)!  Woo Hoo!

Today my students did stations on wind and air pressure.  There were a total of 5 stations (I always set up two of each station, so that there is always somewhere for my students to go).  That is pretty important in my opinion.  You don't want students to be standing around, so make enough stations to always have an empty one.  It's also good to consider the amount of time that each station may take.  If all of your stations take 10 minutes, but you have one station that is taking them 15-20 minutes, you are going to have a major traffic jam at that "longer" station.  Have a plan.

At station 1, they were doing a card sort in which they identified different tools used to measure both wind speed and/or wind direction.  Each station has a sign with directions and all of the handouts, tools, and resources needed to complete that station.  I even have directions telling them where to glue it into their Interactive Science Notebook (ISN).

Nerd Year Resolution- Nerd Libs Link-Up

I'm linking up with Mel and Gerdy for their latest Nerd Libs!


To be honest, I don't make New Years Resolutions, mainly because I know I'll drop them after a week or two. But there are a few on my Nerd Lib that I might be able to keep up with. I'll let you guess which ones! Hee, hee!


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Top 5 Reasons YOU Should Be Using Stations in Middle School

It's like David Lettermen's Top Ten List, but better!  Only 5!

5.  It gets middle school students moving around the room, completing several organized tasks.
Let's face it - their attention spans are short and they learn best when they are able to communicate with their peers.  Instead of completing a boring packet of work or completing a series of practice worksheets, try making stations out of the activities.  Simply breaking the tasks into smaller chunks makes it seem more manageable to the students and isn't so overwhelming.  Varying the types of activities at each station allows you to reach all of the different types of learners within your classroom - try a quick lab, a reading passage with questions, a card sort, a video or other online activity, a station with the teacher to do a quick direct teach, etc...  Differentiation happens naturally.  I rarely have my students complete a typical worksheet anymore.  I find ways to incorporate them into station activities or questions on task cards that can be found around my room, building, or school campus.  You would be amazed at how hard the most unmotivated student will work, when you make it more of a competitive activity.  The most important thing is to keep them moving and don't let them spend more than 10-15 minutes on any one activity.  

4.  It saves time.
In one day, the students will complete more work in a stations setting than they would if working individually or simply sitting in their chair.  There is something about getting a list of tasks completed by the end of the period that motivates students for some reason.  As soon as they finish what they are working on, they know they have the "reward" of being able to move to something else.  Now, to be honest, the prep work for YOU is a bit more, but once it's set up, you aren't busy at all.... Which leads me to #3...