Feb 15

What does Mrs. Wilson think about learning?

photo (7)I asked my students to answer this question on a pink Post-it note (it was Valentine’s Day after all) after our test yesterday. Students then stuck them to the white board.

The one on the left is one of my favorites because it says so much about how we learn science. We need data, so we find the best ways to collect it. I really don’t see why we need senseless homework. I rarely give homework, but I do love projects. And of course, we all know how much I love learning about space!

It is neat to see that my students know that I love learning, I think it’s important, and I want to make it fun and exciting. I really enjoy asking my students a question like this after a test. It’s a fun way to debrief and to see if we understand each other.

I decided to type up all of the responses to a Padlet site (previously Wallwisher). It’s been a while since I’ve used the site, and it looks better than ever. Next time I ask a question like this, I will have students type it straight into the Padlet wall. The best thing is it can be embedded into a site like I’ve done below.

photo (8)

 

 

 

Feb 13

What’s the word game update

02-13-2013 Something new in my classroom 44/365 I shared the other day about an app based game my students love to play called What’s the Word. I knew I wanted to see if I could make this work as a class review game. Since we have a test, tomorrow, I decided it was the right time to see if it would work in practice.

I created a PowerPoint template that mirrors the look and feel of the game. I also created an example for my students. When I introduced it today, they all got very excited! With my first class, I assigned each group three words and had them work in groups of four. I quickly found that it was not ideal as groups were a bit too large. Thankfully, I had more laptops at my disposal, so I had students work in groups of two completing one word in the rest of my classes. This worked much better.

Since it was the first time we had done this, and I also took the time to show my students how to find images that are labeled for reuse, we did not have time to actually play our game today. However, students did a great job making the game slides. When I do this again, I will have students make the slides one day and spend a second day playing the game. I am not sure how challenging playing the game is, but I do think the process of creating the game slides adds a huge problem solving/creative thinking aspect to our test review.

Below you can see the game we created from our slides. You can also download the PowerPoint template to use with your own students. Please let me know if you have a chance to answer “What’s the Word?”

 


 

Feb 10

Cosmic quotes: a poster series

explorationimperativeI have been collecting quotes that inspire me about space and the stars. Some of them also just talk about exploration and the unknown. Quotes like this help me to dream.

I decided to start creating posters for these quotes. I have been sharing them on the Facebook Page for Stretching Forward. So far, I have been able to create four these posters, and I plan to continue adding to the series. I also share the high resolution images of the posters on my Flickr page. My hope is that you will also be inspired by the quotes. I also encourage you to share and print the photos.

For this series, I have been using The Gimp, which is a free program. It’s often compared to Photoshop. It can do many of the things Photoshop can do, and it’s free price tag makes it a lot easier to handle.

In order to not miss any of the new posters, be sure to like Stretching Forward on Facebook. I have several pages of quotes in my sketchbook just waiting to be posterized! I hope you enjoy the posters. Let me know what you think!

Feb 07

Perseverance lessons can be found everywhere – even in Jiffy Pop!

I LOVE popcorn. I usually make it on the stove then slather it in butter and Parmesan cheese. Yum! And I am really good at popping it on the stove. My parents taught me well. You pour in the oil and add three kernels. Then, you turn it to medium high heat and wait for the three kernels to pop. Once they have popped, you pour in the rest of the popcorn you want to pop. Let it sit for a bit, give it a shake, and listen to the sound of popping!

We are discussing the heating of the atmosphere via radiation, conduction, and convection. One of my colleagues shared that a great way to show our students how the heating works was via popcorn! What kids doesn’t like a popcorn party? You use a microwave popcorn for radiation, Jiffy Pop on a hot plate for conduction, and a hot air popper for convection. Easy, right? (Especially for a seasoned popcorn popper like myself)

Last year was the first year I tried to teach it this way, and everything went well except the Jiffy Pop. I could not seem to get those kernels to pop! I tried during all four of my class periods with no success. This year, I (crazily) decided to try again.

First period, I put the Jiffy Pop on the hot plate, turn it on, and wait to hear sizzling per the directions. Once it sizzles, I swirl and swirl – for 20 minutes! and nothing happens. I give up.

Second period, I repeat the process. I also enlist students who have had experience popping Jiffy Pop. One student reads the directions, and we realize I missed the part about preheating the hot plate. Needless to say, the popcorn never popped.

Third period, I preheat the hot plate, I place the Jiffy Pop on it, I swirl when it sizzles – and it doesn’t work! I decide that perhaps the hot plate wasn’t hot enough.

Fourth period, my last class of the day comes in, and I am ready to throw in the towel. I told my kids I didn’t think it would work, and I was thinking about not even trying. However, they convinced me we should try it. So, I preheat the hot plate – much hotter this time. I place the Jiffy Pop on and wait to hear the sizzling. Once it stars sizzling, I start swirling and swirling and swirling and swirling and . . . you get the picture. And then, the top starts to slowly inflate. It starts getting taller and taller. Then, the magic sound: popping kernels. First one, then another, then, another – then a chorus of popping! The container starts to get really puffy, and the kernels keep on popping!

Finally, we had success. If I had given up with fourth period, I would never have figured out how to pop Jiffy Pop. Since I did figure it out, I then popped some more for all of my classes the following day. Everyone was so excited – and finally we saw conduction in action.

A successful pan of Jiffy Pop!

A successful pan of Jiffy Pop!

And it’s amazing to me that I found another lesson to persevere – while trying to cook popcorn!

Feb 05

You might be a science teacher if…

scienceteacherThis might be the first in a series. Just a few thoughts I’ve had recently!

  • If you can find multiple uses for a used 2-liter bottle (to make clouds, build rockets, demonstrate air pressure, demonstrate water pressure, and as home for a Cartesian driver to name a few), you might be a science teacher.
  • If when your fellow teachers say, “Wow the kids are crazy today; it must be a full moon!” You interject it’s actually a waxing crescent AND statistical data shows no correlation between behavior and the full moon phase, you might be a science teacher.
  • If you inadvertently start giving the girl carrying the groceries out to your a car a science lesson about cloud formation when she asks you about the bell jars you purchased, you might be a science teacher.
  • If you implore your colleagues, students, and family to save and send to you empty bottles, toilet paper rolls, paper towel rolls, baby food jars, and other stuff most teachers would call “junk” in order to craft science experiments, you might be a science teacher.
  • If you serve popcorn during a lesson cooked in the microwave, on a hot plate, and using a hot air popper in order to show your students radiation, conduction, and convection forms of heat, you might be a science teacher.
  • If you use Oreos, vanilla pudding, chocolate pudding, and sprinkles to teach the layers of soil, you might be a science teacher.
  • If students are never late to your class because they know a fun adventure awaits, you might  be a science teacher.
  • If you are easily led on a tangent by a great science question from a student, you might be a science teacher.
  • If students explain a reason for a scientific concept and your response is “Well, actually…”, you might be a science teacher.
  • If you try to give your family science lessons at the dinner table, you might be a science teacher.
  • If you know how to use air pressure to crush a soda can, you might be a science teacher.
  • If you can simulate the rock cycle using gum drops, air heads, and crayons, you might be a science teacher.
  • If your classroom is filled with beakers, hot plates, pipettes, graduated cylinders, triple balances, and other science equipment, you might be a science teacher.
  • If you give your infant nephew a science lesson centered around his toys while babysitting, you might be a science teacher.

Do you have any others signs showing you might  be a science teacher? Please share!

Feb 04

What’s the word?

whats the wordMy students are currently engrossed in a new iPhone/Android game called What’s the Word? In each level of the game, you are presented with four photos, a set of letter space boxes, and eleven letters to help you spell out the word.

The four pictures represent the word in some way. Some of them are really easy – like the one on the left. Others of them are a bit more abstract and require a bit of creativity to reason through.

But as I have watched my students get engaged with this game, I realized it was so much more than a simple iPhone app. It could be used for vocabulary development and would make for a really interesting classroom activity.

What if we grouped students together and either assigned them a set of words or let them choose words related to a current unit? Then, students would create their own What’s the Word levels to math their words. Finally, once all students have created their words, the teacher could compile each level and the class could play the game as a review or the words could be made available for students on the class web site.

It sounds like it would be a lot of fun, and as I am eyeing the new project cart housed in my room, I am forming a plan to have my students create their own What’s the Word game for science next week. Does this sound like something doable for your?

(Oh, and if you haven’t seen the game, you should really check it out. It’s very addicting – although I’ve already worked my way through the currently available levels!)

Feb 03

Galaxy shoes for the space obsessed teacher

This is a little different post. I hope you don’t mind. It does have something to do with education – one, it’s a lesson in a way, and two, this is the perfect accessory for teaching space!

I am obsessed with space. I’m pretty sure you figured that out! I have this urge to not just study space, look at space, go to space, but also to wear space. A few years ago, you could buy custom printed Keds from Zazzle. They were awesome, but a little pricey, so I never took the opportunity to buy an awesome pair of space shoes. (Zazzle’s website indicates they will be making customizable shoes again in 2012, but that obviously didn’t happen!)

Recently, I felt the need to find shoes like these again, and thanks to Etsy, it’s not hard to find hand painted galaxy shoes. My weightless flight teammates and I decided that if we were accepted to the MicroGravity eXperience, we would each buy a pair of galaxy shoes to celebrate. But then I got the idea to see how hard it would be to do myself. I saw lots of different DIY galaxy shoe tutorials, but I loved this one from Chipkey because it seemed the most scientific (she actually used photos of space for inspiration).

I decided to see how well I could get on making a pair myself. Here is my first attempt and the steps that I took.

Duration:

It takes about an hour and a half to paint both shoes. You will then need dry time for the spray sealant. Your shoes should be ready to wear in 36-48 hours if you’re applying several coats of sealant. It’s definitely an easy weekend project.

Materials:

You will need

  • A pair of black canvas shoes. I picked up a $5 pair at a store called 5 Below.
  • IMG_2685Acrylic paints. I picked up an 18 color set because I know I’ll use it in other art projects. My set was $15, but they had simple sets at Michael’s with 12 colors for $5.IMG_2713
  • Paintbrushes. I bought two sets. The first one was an acrylic set of brushes and was about $11. The second set is for stencils and was only $3. I used the $3 set mostly and only one from the more expensive set. Once again, I know I’ll use the extra supplies for other art projects.IMG_2718
  • Cup of water for washing brushes.
  • Paper towels for drying brushes.
  • A paint pallet or plate for mixing your colors. I found one for $2 at Michael’s.IMG_2714
  • An old toothbrush for “spraying” the random sprinkling of stars.
  • Tape to cover the rubber parts of your shoe. My shoes had a very small exposed part because they are Tom’s knock offs. If you do converse, you’ll have more rubber parts to cover.
  • An acrylic sealer to make your shoes waterproof once you’re done. They come in gloss or matte, and I went with matte.IMG_2721

Procedure:

Step 1: Find Inspiration

orionnebula.jpgIf you’re going to paint the universe (or at least galaxies and nebulae) on your shoes, you need to remind yourself what they look like from our awesome telescopes. (Sadly nebulae would not look like their photos since they show several wavelengths of light not just visible light.) My favorite place for inspiration is the gallery on HubbleSite. I decided to use an image of the Orion Nebula which happens to be background image on my blog and also hangs above my desk in my studio. It’s my favorite nebula located in my favorite constellation. I also have it on my phone case. I can’t help it – it’s just so beautiful!

Step 2: Prepare to Paint

Prepare your space. Make sure you cover your work area in case you spill paint.

Next, you will need to prepare your shoes. You need to tape over the part of the sole that shoes next to the canvas in order to prevent getting paint on the soles. You can use any any type of tape you have available. I used cellophane tape, but masking tape, painter’s tape, packaging tape, etc. would also work.

Step 3: Paint your Base Layer

I decided to work with blues for my base layer. This was an easy decision because blue is my favorite color. I had two shades of blue in my paint pack and also used white and black. I used the white to brighten the colors (to indicate the intense star forming regions). I used black to tone things down or to show areas where the light was not shining as brightly through the dust. As you paint, do not  feel the need to cover every square inch of black. Remember that you are trying to simulate the clouds of dust and gas in galaxies or nebulae, and the blackness of space would not be completely covered. The paint may soak in a bit, so you may need to touch up some of the areas with a couple more coats. Also, I found the paint dried relatively quickly.

As you paint, you can use dabbing strokes and swirling strokes depending on the effect you are trying to achieve. The clouds of dust and gas can swirl in long flows, around a central point, or in random patterns. Trust your judgement as you paint. Remember, it’s really hard to make a mistake.

Step 4: Paint your Highlight Area

Now is the time to really consult your inspiration image. Choose the colors from your image to recreate the colors and shapes of the image. For the left shoe, I focused on the bright area in the Orion Nebula photo. For the right shoe, I focused more on some of the colored gases. Basically, I am allowing the left shoe to be the focal shoe. For my highlight area, I focused mainly on the toe area. You might choose to focus on other areas of the shoe. It’s entirely up to you.

Step 5: Paint your Stars

It’s time to paint stars into the area of your shoe. First, you will want to put the random smaller stars onto your shoe. To do this, grab your old toothbrush and put some white paint on it. You will be applying the paint using a flicking motion of the toothbrush head. Before you apply to your shoes, practice on paper to make sure there is not too much paint. If you get a large splatter of paint on your shoe, you can easily blend it in using your other paint colors.

Next, add large individual stars using your small paintbrush. You can place medium and large size dots around your shoe. You can also do crosses around some of them from the lens flare you’ll see in many photographs. The larger stars are usually closer stars to Earth than the object being photographed. It’s like seeing the mesh of a window screen when you’re looking out the window.

Step 6: Apply Sealant

Follow the directions on your can of sealant in order to waterproof your shoes. You don’t want to worry about your shoes getting damaged in the rain (or the science lab). It’s probably best to apply two to three coats of the sealant so that you are sure not to miss a spot. Make sure you allow the sealant to dry well between coats. Also, you should spray the sealant outdoors in a well ventilated area. (And as a science teacher, I really should recommend you wear safety goggles.)

Step 7: Enjoy your New Shoes

Yay! You’ve finished your amazing new pair of galaxy/nebulae shoes. It’s time to wear them to school. If your students are anything like mine, you know they will love them. Although, watch out, they might ask you to teach a lesson on painting galaxy shoes.

IMG_2724 IMG_2725

 

Data Collection:

Please share your photos of your new galaxy shoes. I would love to see them. What techniques did you find worked best for you?

Conclusion:

I find that working through a tutorial is a lot like writing a lab, so I went back and changed some of the headings to look a bit like a lab report. (Yes, I am a super nerdy science teacher!) It makes me wonder how we  could use something like this in our classrooms. Could you imagine how cool it would be to learn about galaxies and nebulae and then do this as the “lab”. As part of the data, students could explain the galaxy or nebula they chose to paint. What a cool way to do a lesson.

I hope you are inspired to paint your own pair of galaxy shoes – and maybe share the experience with your students.

My Studio

My Studio

 

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