Melting Icebergs Experiment

If the polar ice caps melt, sea levels will rise, as will water temperatures. Animals that migrate will search for new surroundings, make adaptations and find greater competition as the space for survival becomes smaller. Plants are not immune to global warming. Although plants take the carbon dioxide out of the air, the carbon cycle will continue to be greatly affected due to deforestation and use of fossil fuels. Some areas around the globe will have an increase in precipitation, and others, like African countries, will become even more drought-stricken. Science has confirmed, through research, observations, and precise measurements, global warming is a real issue (Bourne, 2008).

My research comparing various points of view on global warming only confirmed why this issue is so controversial. Environmentalists, climatologists, oceanographers, glaciologist, etc., have and continue to gather immense data through their research which clearly shows Earth is in fact warming. Case in point, NASA scientist, Jim Hanson, voiced his findings of global warming only to have lawmakers from Washington D.C. harass him for sharing his knowledge with the public (Kluger, 2006). Looking for a means to eliminate emissions isn’t an item many politicians want to deal with and often choose to look the other way when it comes to environmental issues. This is why, in my opinion, more scientists need to be on governing boards and have voice on issues so detrimental to society. One skeptic, William Yeatman, referenced the 2008 annual meeting of Noble Prize winners in this way: “half the laureates on the climate change panel disputed the so-called consensus on global warming” (2009). He is not alone in his thinking. During my research, many business leaders, politicians, and energy corporations refuse to acknowledge our climate is changing.

Our rising population is racing for greater modernization. Overuse of fossil fuels, deforestation, and an increase in industry are placing heat-trapping gases (greenhouse gases) into the atmosphere. Global warming is a real issue.
During my trip to Glacier National Park I spent time reading articles about the park and pouring through photographs from the past to the present. Mountain ecosystems in the western U.S. and the Northern Rockies in particular are highly sensitive to climate change (NPS, 2010). In 1910, Glacier National Park had one hundred and fifty glaciers; today only twenty-six exist. Spring thaws are coming earlier and freezes begin later. The waters displaced by these glaciers are going into the oceans. Melting glaciers are causing sea levels to gradually rise. Researchers, specifically climatologists, have shared abundant photos of our shrinking icebergs and glaciers due to an increase in temperatures caused by global warming (Bourne, 2008).

As glaciers melt, sea levels rise, and coastal areas are constantly changing. Rising sea levels are carving away and populations (humans and animals) living along the coasts are often finding the need to relocate further inland. As sea levels rise, beaches are eroded allowing seawater to encroach into our fresh water supply. Our ecosystems, and the plants and animals that inhabit them, are in great danger. A biologist from the University of Texas “found more than 800 studies documenting changes in species or ecosystems attributed in part to climate change (Science Illustrated, 2010). One such ecosystem, the Florida Everglades, is being greatly harmed today.

This means of inquiry welcomes integration of all content areas. Global warming and its effect on population growth, plant and animal life, economy, etc. could be an excellent means into a year-long project. The research alone would be compelling and grant students many avenues to pursue via interest levels.

The inquiry caused me to consider several other ideas that might be lead into structured or guided inquiry regarding the properties of matter, volume, and density. For example:

1. How could you determine the volume of the iceberg?
2. What percentage of the iceberg is submerged when floating?

Additional questions to consider?
3. What would happen if the water was placed in the bowl before the ice? Would the results remain the same?
4. How would changing the temperature of the water (room temperature versus cold water) affect the melting of the ice?
5. Do the properties (mass, temperature, density) of a large ice cube and a small ice cube affect their abilities to float?

References:

Banchi, H. & Bell, R. (2008). The Many Levels of Inquiry. Science and Children, 46(2), 26-29.

Biodiversity. (2010, January/February). Who Will Survive? Science Illustrated, 56-63.

Bourne, J. K. (2008, June). Changing Climate. National Geographic Magazine, Special Report.

Glacier National Park. Retrieved March 26, 2010, from http://www.nps.gov/glac/index.htm

Kluger, J. (2006) Global Warming Heats Up. Retrieved March 26, 2010 from http://www.time.com/

Mastrandea, M. & Schneider, S. Global Warming/NASA. World Book Online Reference, 2005. Retrieved March 25, 2010 from http://worldbookonline.com/wb/article?id=ar226310.

Yeatman, W. (February 3, 2009). Retrieved March 25, 2010 from http://www.globalwarming.org/2009/02/03/global-warming-101-science

Melting Icebergs, Global Warming, and Me

The research behind global warming, as well as thoughts from skeptics, offer a means for critical thinking and opportunities to engage students, including myself, to get involved in changing the world. The pollution which has caused significant damage to air, land, and sea is a tremendous burden all of us need to act upon in one way or another.

Having had the opportunity to spend time at Glacier National Park two years ago, the history behind the park, the glacier, and its future was unbelievable. Viewing the park by land was magnificent in itself; however, it was the view from a helicopter that captivated me. Breathtaking! I was fortunate to be in the company of a pilot who was both passionate and well versed on the glacier’s environment, past, present, and future. Although not a scientist, he convinced me the glacier had succumbed to global warming. The pictures of a receding glacier, spoke volumes.

Whether you are a skeptic or a believer of global warming, signs of a changing climate abound. Earth’s temperature continues to climb, glaciers are melting and erratic patterns of weather continue to wreak havoc across the world. While human population rates grow, carbon-capturing forests are being destroyed allowing more emissions into the air we breathe. A greater concentration of carbon dioxide creates higher temperatures.

Researchers, specifically climatologists have shared abundant photos of our shrinking icebergs and glaciers due to higher temperatures caused by global warming. The Arctic area is melting opening up passages for travel. New land has emerged allowing humans to venture into areas, stake their claim, and search for oil. A once frozen wilderness has now become part of the world’s economy (National Geographic, 2008).

As the Earth becomes warmer and warmer, glaciers and polar ice bergs continue to melt. What does happen when ice bergs melt? The sea level begins to rise. Rising sea levels are carving away and populations (humans and animals) living along the coasts are often finding the need to relocate further inland. What once was oceanfront property no longer exists.

I believe it is the plant and animal populations which have felt the warming of the globe the longest. Camille Parmesan, a biologist from the University of Texas “found more than 800 studies documenting changes in species or ecosystems attributed in part to climate change. (Science Illustrated, 2010). Animals are shifting their habitats, finding it difficult to adapt to their new environments. The migration leads to greater competition for food, shelter and water where only the fittest will survive.

Melting Icebergs:

Melting Icebergs opened doors for inquiry in all content areas. Global warming and its effect on population growth, plant and animal life, economy, etc. could be an excellent lead into a year-long project. The research alone would be compelling and grant students many avenues to pursue via interest levels.

References:

Bourne, J. K. (2008, June). Changing Climate. National Geographic Magazine, Special Report. .
Biodiversity. (2010, January/February). Who Will Survive? Science Illustrated, 56-63.

DEEP in thought…

The buzz around my school this week (other than our FCAT testing) is focused on the Legislative Update, specifically the revision of the ESEA, aka, No Child Left Behind, STEM, and the defining of effective teachers. The resources that my graduate course is currently providing grant me great insight and I actually feel confident discussing the aforementioned topics. It’s been exhilarating!

I was highly impressed with the NSTA’s synopsis as to what is taking place in Washington, and what caught my eye was both NEA and the AFT are very critical of the plan that is being proposed as I write. Once again, the revision to the ESEA relies on standardized tests “to identify winners and losers.” Please note if you haven’t already, the “blueprint” that is being considered places the responsibility for success on teachers, 100%.

Detailed data can be found on the administration’s goal for higher standards with focus on STEM instruction “for all students, including English Language Learners and students with disabilities. http://science.nsta.org/nstaexpress_2010 03 14_legupdate_nonmember.htm (Retrieved 3/16/10)

For some reason I am finding myself deep into dialogues that are taking place regarding reform issues, STEM, science inquiry, and science literacy. Another great article which correlates to the above can be found Scientific American Magazine (February 2010). www.scientificamerican.com/article.cfm?id=start-science-sooner&print=true (Retrieved 3/15/10)

The editors’ article: Start Science Sooner Excellence in science education must begin in kindergarten was well-written and timely. “A 2009 study found that Head Start children in Florida ended their pre-K year with significantly lower readiness scores in science than in any other domain.” As a Florida educator, this hit home.

Educational researchers at Purdue University have developed an approach which ties literacy into science beginning with kindergartners. What I really liked was the means in which the editors state that other curriculum need not go by the wayside to make room for science. Science would be integrated into the reading block utilizing nonfiction books. What a ‘novel’ idea! As a fifth grade teacher, teaching all content areas, the question of where to fit something else in occurs frequently in elementary schools. Having a reading block which focuses on scientific inquiry via reading and writing in journals…incredible! I am really entertaining the possibilities behind this idea. Here’s the link if you’re interested: www.purduescientificliteracyproject.org (Retrieved 3/15/10)

Let me know your thoughts!

Reflection: STEM Strategies Lesson Plan

I found the planning process for this week’s lesson frustrating. The resources this week were, for the most part, engaging, yet offered little to complete this assignment. I take great strides while creating units and lesson plans. They are extensive, with elaborate detail provided for my students’ diversity, acknowledging the big ideas/standards/benchmarks for each subject area, the instructional methods and transitioning, instructional materials, and step-by-step procedures. You get the picture.

For some reason the STEM strategies lesson planning caused much frustration, followed by an insurmountable tossing and turning last night. Spending nine hours on one lesson plan isn’t the cause of my angst, no; it was how I personally felt the resources this week provided little to no connection with the expectations of this assignment. So much so, that I changed the focus on my lesson several times. I have never felt so apprehensive submitting an assignment as I did yesterday.

The lesson I finally came to terms with submitting, focuses on content my students are currently learning, force and motion. Having researched Newton, Galileo, and others, I realized this would be a natural fit. Conceptually it was; trying to put this into the format provided wasn’t as agreeable. I’ve never felt so uncomfortable trying to put something which flowed so easily into a format where it didn’t seem to belong. Lesson plan formats from previous coursework provided resources, time and logical means of implementation; this one did not.

Acknowledging the standards from NSES, NSTA, Project2061, and those of Florida, was not difficult. Although subtle discrepancies exist between the organizations’ standards above, I found most of the correlations flowed with one another. As I look back on the format of this lesson plan I realized my decision not to incorporate the NBPTS standards may be a costly error on my part. It was purposeful; again, there was no mention of these in this week’s resources, which is why I choose not to address them.

The 5E’s Strategy (2006) is one I am very familiar with. My school has held several staff developments focusing on strengthening inquiry and active learning through critical thinking. This strategy requires connections to be made while planning for instruction with careful consideration being given to a diverse population of students. Due to the increase in both cognitive and strategic thinking, my below level students’ understanding will be scaffolded from peer discussions and questioning during this lesson. As students reflect on their understanding they will cite evidence from observations extend their thinking. The collaboration is an excellent means in generating a new hypotheses and incorporating the hierarchy of Bloom’s Taxonomy. The extension activities (Elaboration) will utilize Gardner’s Multiple Intelligences and students’ learning styles. I believe the 5E’s strategy allows for flexibility in planning, which enabled me to incorporate tiered lessons via a student’s readiness level, learning style/preferences, or student interests.

I will initiate this lesson plan, as well as, the extension activities I prepared to follow specifically because it is a continuum of content recently learned. Practical issues that need addressing are to ensure I am meeting the needs of my students through heterogeneous learning teams. Am I granting my below level and ELL students opportunities to engage in science and hold discussions to enhance both academic and social English? Am I challenging my above level students opportunities to extend their thinking? These issues will be addressed as I circulate, observe, listen to students’ discussions, and review their reflective journal writing.

Although the means of planning this way required a tremendous amount of thought and time, it is not the effort placed into the assignment which concerns me. It is the feeling of great discomfort I currently hold relative to the final result of my paper. I entered this week with the expectancy of receiving resources/materials that would grant me knowledge and confidence to effectively complete the assignment. Reflecting on this once again, I am disappointed with the end result and my confidence level continues to wane.

With that being said: if a picture is worth a thousand words, then the one located on my blog sums up my current feelings: I’m looking for a place to reflect and find peace following this assignment, yet feel like I have gone off into the deep end.

References:
Buxton, C.A. & Provenzo, E.F., Jr. (2007). Teaching Science in Elementary & Middle School: A Cognitive and Cultural Approach. Thousands Oaks, CA: Sage Publications

Hammerman, E.L. (2006). Becoming a Better Science Teacher: 8 Steps to High Quality Instruction and Student Achievement. Thousand Oaks, CA:Sage Publications

Friday has arrived! I have experienced a fantastic week of science, both in my classroom and through the coursework of Walden.

My students are discovering force and motion through balloon rockets, yo-yo's, cart launchers and ramps. It has been fun! We head into our FCAT testing next week and will continue through March 18th. Needless to say, there is a little 'tension' in the air.

The coursework with Walden this week has had me personally experiencing a myriad of emotions. The textbook is very informative, integrating the social and historical context of science. I have also enjoyed the posts from my colleagues; they are highly engaging. I am continuing to reflect on my own beliefs and those of my peers and must say how much I respect those of you who are science 'only' teachers. Your knowledge thus far has inspired me. Being a fifth grade teacher, and teaching math, science, reading and social studies, I feel spread thin sometimes.

This blogging is so new to me...I feel uneasy and yet exhilarated at the same time! What a journey!

The Nature of Science

Participating in a Nature of Science card game today, caused me to stop and reflect frequently. Although many of my thoughts about science have remained somewhat consistent, I am finding the more I know, the more I want to know, much like my fifth graders.

Questioning has become both an art and a science, not just for me, but for my students. The more we question, the more inquiry that takes place. Having the opportunity to discover science through the eyes and minds of twenty-five fifth graders is an incredible way to view the world!