PEER Perspectives Broadening the Reach of University Resources by Advancing STEM

2006 PEER Perspectives Broadening the Reach of University Resources by Advancing STEM

Lesson plans and novice teaching tips for middle schools; PEER research findings; graduate, undergraduate, and faculty testimonials

GK-12

Virginia Traweek and Larry Johnson Department of Veterinary Integrative Biosciences, Texas A&M University College Station, Texas 77843-4458 Letter from the chief investigator: My involvement in public schools started when I attended an open house at my son’s middle school in 1994. His teacher asked for scientists to serve as guest speakers to About Dr. Johnson: promote science and careers. I began routinely presenting a talk on the “Health of Larry Johnson, professor in the the Respiratory System” using anatomical specimens from the Texas A&M Univer- Department of Veterinary Integrative sity College of Veterinary Medicine and Biomedical Sciences and attending career Biosciences at Texas A&M University, days as a college professor and scientist. I was asked by the Center for Environmen- has published over 110 original, peer- tal and Rural Health (CERH) at Texas A&M to submit a grant proposal (CERH is reviewed, scientifi c journal articles; funded by the National Institute of Environmental Health Sciences (NIEHS)), as part given invited scientifi c talks on four of an outreach effort to help translate environmental health science research fi ndings continents; won a national research from CERH scientists into a form that was usable by K-12 schools. award; served on a research panel for the United States Congress; served on We assembled a team of scientists, veterinarians, educators, and staff to prepare NIH, NSF, USDA, and NIOSH grant the grant proposal. We received our fi rst grant for a program directed at increasing review panels; received NIH and/or interest in environmental health science in rural middle schools. Our approach was NSF funding for over 25 years; served to produce an environmental health science curriculum, train teachers, and sponsor on editorial boards of three scientifi c scientists’ visits to rural middle schools. We dubbed ourselves the Partnership journals; and received both college-level for Environmental Education and Rural Health (PEER). In our fi rst year, NIEHS and university teaching awards for his requested grant applications for a seven-year grant that integrated environmental histology courses. He also coordinates health science with science, mathematics, English language arts, and social studies. a graduate course on scientifi c ethics We added new members to the PEER team, including faculty experienced in those and recently initiated a graduate course areas. We obtained a second grant from NIEHS that allowed integrated curriculum and veterinary school elective on development, teacher training, and scientists’ visits to schools. the development of communication, organization, and mentoring skills Since that time, PEER has produced three life science and environmental health/ through public school outreach training toxicology online curriculum modules. We also created 14 additional modules that and experiences. integrate environmental health science into middle school science, mathematics, English language arts, and social studies. A group of 804 teachers has been trained through our workshops and 1,522 teachers and 35,000 students have experienced PEER scientists’ visits to their schools. The NSF GK-12 project was brought into PEER as a means of placing science, technology, engineering, and mathematics (STEM) role models and enhanced instruction in more rural K-12 schools. In our GK-12 program, 22 Graduate Fellows have served as STEM content resources for 56 teachers and 6,910 students in local rural schools; mentored University Honors Undergraduate Fellows; and produced 138 customized lesson plans that are available to all rural schools through our Teacher-Requested Resources. Broader impacts of PEER activities include broadening the reach of university resources to rural schools to advance discovery, enhance scientifi c and technological understanding, and provide STEM career knowledge and opportunity for all middle school students.

This monograph provides the “PEER Perspective” on institutions of higher education partnering with rural schools. PEER’s mission is to provide resources and role models in the four STEM subject areas for schools with limited access to university-level science and mathematics inspiration. The goal of this publication is to document and share experiences and accomplishments of university faculty and students. We also present research ﬁ ndings and useful resources, including lesson plans and tips for new teachers. Here teachers can see a glimpse of what awaits them at http://peer.tamu.edu.

Sincerely, Larry Johnson, Ph.D. Dr. Larry Johnson displays two lung casts illustrating highly branched airways of lungs.

2 PEER Perspectives 2006 Larry Johnson Principal Investigator, PEER Table of Contents Voice: 979-845-9279 Part I: Research Findings Page Article E-mail: [email protected] 19 The Making of Free Teacher- Page Article Requested Resources Jim Kracht 4 PEER Overview 20 Adventures of an Undergraduate Co-Principal Investigator, PEER 5 Project Products Fellow Social Studies Specialist Voice: 979-845-8364 6 Lessons Learned 21 Teaching Philosophy of a E-mail: [email protected] 7 PEER Curriculum: Experiences Scientist in Caldwell Middle School 21 “Wings Across Texas” Report William Klemm 8 Golden Nuggets Co-Principal Investigator, PEER 9 Snook: Science Bowl Victory Part II: Lesson Plans, Teacher Tips, Voice: 979-845-4201 10 PEER and GK-12 Improve and Worksheets E-mail: [email protected] Middle School Teaching 11 A GK-12 Experience in Page Article G. Donald Allen Mathematics 22 Under Pressure: Calculating Co-Principal Investigator, PEER 12 The Death of “Drill and Kill” Surface Area Voice: 979-845-7950 E-mail: [email protected] 13 Dr. Bill, Memory Medic 25 Crank Up the Volume! 14 Scientists’ Visits 29 Folding in the Scientiﬁ c Method Jimmy Lindner 16 Southwest Regional GK-12 30 Rational Code Cracking Co-Principal Investigator, PEER Meeting 32 Shoebox Apartments Evaluation Specialist 17 The Making of a 34 Walk This Way Voice: 979-458-2701 “Mathemagician” 36 Sequence Races E-mail: [email protected] 17 Value of Scientists in Public 40 How Low Can You Go? Schools 43 Seasonal Mathematics Jon Hunter 18 First-Year Classroom 47 Novice Teacher Corner Co-Investigator, PEER Improvement Mathematics and Engineering Voice: 979-862-1024 E-mail: [email protected]

Deborah Kochevar Editors: Virginia Traweek and Larry Johnson Co-Investigator, PEER Contributors: G. Donald Allen, Candace DiBiano, Kevin Curley, Shannon Degenhart, K.C. English Language Arts Specialist Donnelly, Jan Fechhelm, Jon Hunter, Larry Johnson, Michael Karka, Bill Klemm, Kelly Voice: 979-845-5700 Lazo, Danielle Lewis, Marta Kobiela, Shawn Martin, Diana Mowen, John Nelson, Bruce E-mail: [email protected] Ngo, Ryan Pedrigi, Melanie Ramon, and Virginia Traweek

K. C. Donnelly This monograph is published by the Partnership for Environmental Education and Co-Investigator, PEER Rural Health (PEER). PEER is funded by grants from the National Science Foundation Voice: 979-845-7956 (Grant # 0338310) and the National Institute of Environmental Health Sciences E-mail: [email protected] (Grant # ES 10443-03, ES 10735-06), cost-sharing of Texas A&M University and the Department of Veterinary Integrative Biosciences, and support for GK-12 Undergraduate Vince Hardy Fellows from the Texas A&M University Honors Program. PEER Coordinator Voice: 979-845-8339 Copyright pending. E-mail: [email protected]

Jeremiah McNichols Graphics Specialist Voice: 979-458-0521 E-mail: [email protected] About Virginia Traweek: Shawn Martin After beginning work as a GK-12 Undergraduate Fellow, Virginia Middle School Teacher Traweek is now a GK-12 Graduate Fellow involved in graphics and Voice: 979-458-4048 dissemination. Upon completion of her Bachelor of Environmental E-mail: [email protected] Science degree in architecture last August, she began studying for a Master of Science in Finance. She expects to graduate in May 2007. Virginia Traweek Graphics Specialist, GK-12 Fellow E-mail: [email protected]

2006 PEER Perspectives 3 Quick Definitions PEER Overview PEER- the Partnership for Environmen- Goals and Roles of the PEER GK-12 Program tal Education and Rural Health; outreach component of CERH. Visit peer.tamu. Larry Johnson and Virginia Traweek edu for more information. Goals of the PEER GK-12 program established; NSF- the National Science Foundation, are to enhance interest in learning, 9. Facilitate long-term interactions which supplies part of PEER grant fund- to improve academic performance of between teachers, teacher educators, and ing. Visit www.nsf.gov for more infor- K-12 students, and to enrich graduate university scientists; and, mation. education. The project hopes to inspire 10. Facilitate a long-term, sustainable the next generation of researchers in interface between Texas A&M and public NIEHS- the National Institute of Environ- academia, industry, and government schools. mental Health Sciences, which supplies to become aware of and sympathetic part of PEER grant funding. Visit www. to the challenges and opportunities Roles of participants in the niehs.nih.gov for more information. in K-12 education, and of how they GK-12 program: can contribute and improve the The main players are the GK-12 CERH- the Center for Environmental and Rural Health, parent organization of science, technology, engineering, and Graduate Fellows (Resident Scientists/ PEER, with the goal of promoting rural mathematics (STEM) content and interest Mathematicians) and Lead Teachers. health awareness. Visit cerh.tamu.edu of K-12 students and teachers. for more information. The GK-12 Graduate Fellow Objectives are to: provides STEM content expertise, NSF GK-12 Graduate Fellow- A Texas 1. Enhance students’ opportunities to demonstrations/presentations, materials A&M University science, technology, learn STEM content by increasing access and resources, and acts as a conduit to engineering, or mathematics graduate to inquiry-driven experiences in content university faculty and resources. They student who works in a local middle areas from national and state educational serve as an example of scientifi c and school classroom assisting math and standards; mathematical thinking and as a role science teachers. Known as a Resident Scientist/Mathematician. 2. Assist teachers in gaining more model of someone who enjoys and plans interest, knowledge, and confi dence in to make a career in STEM. NSF GK-12 Undergraduate Fellow- an teaching science and mathematics; undergraduate student at Texas A&M 3. Provide middle school students with The Lead Teacher assists the University who serves as support for a diverse STEM role models; GK-12 Fellows in meeting school needs, Resident Scientist/Mathematician and 4. Improve student attitudes toward organizes and obtains resources, mentors assists in developing activities for use in science and mathematics; the Fellows, and communicates to middle school classrooms. 5. Help GK-12 Fellows improve project managers how things are going pedagogical, communication, and in the school and what is missing. Lead Resident Scientist/Mathematician- NSF teamwork skills, thus enhancing future Teachers mentor and provide teaching Graduate Fellow who acts as a content specialist in his or her middle school career opportunities; opportunities for the Graduate Fellows. classroom. Teachers are asked to care- 6. Provide resources to rural schools fully distinguish student teachers from throughout Texas via Resident Scientists and Mathematicians. a distance learning community and STEM- Science, technology, engineer- worldwide resources ing, and mathematics, the areas of through the PEER education where American children website; perform below the world average. 7. Assess the short- term and long-term Lead Teacher- a teacher with whom the Graduate Fellow is assigned to work impacts of the directly in his or her classroom. program on middle school students, their TEKS- Texas Essential Knowledge and teachers, and GK-12 Skills, Texas educational standards for Resident Scientists; each grade level. 8. Assess the educational TAKS- Texas Assessment of Knowledge materials produced and Skills, Texas’ benchmark test for and educational NSF GK-12 Graduate Fellow, Kevin Curley Jr., and GK-12 Undergraduate academic proficiency. partnerships Fellow, Nathan Shepard, address a science class. 4 PEER Perspectives 2006 Project Products Larry Johnson Other PEER K-12 Project products include human capital Connections and teacher resources. - Middle school drawing and essay contest: PEER, in partnership with Sigma Xi Human Capital: and the Texas A&M University Distinguished Lecture Series, sponsors a yearly essay and drawing contest for middle school students. Topics change from year Personal interface between to year and are related to the spring lecture series topics. Graduate Fellows, K-12 students and teachers has been found to have a - Science fair judging: PEER undergraduate and graduate students travel to local positive infl uence on the Fellows, K-12 science fairs to assist with judging. students, and teachers and has forged sustainable partnerships between participat- - Science Sleuths Summer Camp: PEER offers a two-week summer camp for ing schools and Texas A&M University. middle school students that incorporates PEER integrated curriculum modules to solve a mystery. Distance learning commu- - Virtual scientists’ presentations: PEER’s website offers online videos by Texas nity extends the impact of the project A&M University scientists. The videos cover topics related to anthrax, toxicology, into rural Texas and beyond by providing the respiratory system, the scientific method, and scientists in the classroom. online lessons in a searchable database.

Southwest Regional NSF GK- by K-12 students of partner schools. Teacher Resources: 12 Meeting was an annual confer- Teacher-Requested Re- ence devoted to sharing of resources; Faculty and teacher presen- sources (http://peer.tamu.edu/ hosted and organized by PEER and at- tations on the GK-12 outreach efforts DLC/NSF_Resources.asp) is the online tended by 10 GK-12 groups in ﬁ ve states, were given by the teachers and faculty at interface through which teachers receive as well as Dan Carpenter and Sonia state and national conferences at a rate of personal assistance with their math and Ortega of NSF. six to 12 per year. science-related questions (see page 19).

NSF Fellows’ presentations Project evaluation mecha- These resources allow teachers in remote are posters presented at the 2005 South- nisms were developed for Fellows, areas of the state to request websites, west Regional NSF GK-12 Meeting by Lead Teachers, and K-12 students so that activities, and even customized lesson 13 of 15 Graduate Fellows and two Lead PEER could measure progress. PEER plans which our Undergraduate Fellows Teachers detailing specifi c activities, also uses a career tracking system for create with the assistance of their mentor- evaluation fi ndings, and successful strate- previous Graduate Fellows. ing Graduate Fellow. Teachers are able gies of the GK-12 program. to direct our activity to better meet their Science and math courses needs both in terms of subject area and To demonstrate cutting-edge scientifi c (VIBS 689 and MATH 689) were devel- lesson depth. Once a response has been (STEM) research methods in the class- oped to train other interested graduate produced, it is evaluated for content by rooms, 70% of our Fellows gave presen- students who are not part of the GK-12 STEM faculty, and for public school and tations on their specifi c research projects program. This helps STEM faculty in age-appropriateness by middle school in their routine teaching presentations. determining “Broader Impacts” of their teachers. own research grants or career develop- Introductory videos were ment awards. Mini-modules (http://peer.tamu. produced at the beginning of each school edu/MiniMods.asp) are the PEER in- year to help middle school students un- University funding for outreach tegrative (science, math, English, and derstand their Fellow’s area of research. includes three Undergraduate Fellows per social studies) curriculum divided into year (about $9,000) by the Texas A&M easy-to-use units, including download- These were presented before the Fellows University Honors Program and over able packets of slides, activities, work- attended class. As a result, the K-12 $400,000 in cost-sharing contributed sheets, teacher guides, and questions. students saw their future Fellow in their by the Offi ce of the Vice President for scientifi c research role, talking about Research. Southwest regional NSF GK- their daily activities including the specifi c 12 website (http://southwestgk12. research (cutting-edge STEM) of their Interface with the Sigma Xi tamu.edu/) allows other groups (South- graduate program, and enjoying hob- Educational Outreach Com- west Region and nationwide) to upload bies. The Fellow’s introductory video mittee helped institutionalize univer- lesson plans from their GK-12 program enhanced familiarity with the university sity outreach in STEM. and search the hundreds of lesson plans. and helped set up visits to the university (Continued on page 11) 2006 PEER Perspectives 5 Regional GK-12 Meeting PowerPoint Lessons Learned presentations to this site. In 2005, there Larry Johnson and Bill Klemm were over 2,000 pages of our site viewed Our GK-12 experiences have taught us fective web-based tracking of Fellows’ every day of the year. many lessons in the areas of training, activities and school demographic data is management, the use of technology, com- important. Fellows benefi t from monthly Use of Technology munication, evaluation, sharing resourc- evaluations. This information is used by Use of technology has enhanced ef- es, and sustainability. the management team to help Fellows fectiveness at all levels (data collection, who might have diffi culties and to reward management, evaluation, and sharing Selecting Effective Fellows those who are remarkably effective. resources). We use web-based technol- Selection of the right participants is Reward systems work well for both Fel- ogy to procure Fellows’ applications and crucial for effective K-12 learning. We lows and Lead Teachers. surveys to track Fellows’ activities and select Graduate Fellows on the basis of schedules through weekly journaling. grades, questionnaires, and interviews, We patterned our online scheduling This web-based system allows for the and we look for evidence of interest and tracker, journaling, and data collection creation and editing of lesson plans and experience in youth interaction extends our content resources to and performance. Selection teachers in geographically-iso- of teachers is not based on the lated locales through our Dis- principal’s choosing alone. We tance Learning Community and use feedback from two classes Teacher-Requested Resources. of Fellows and have instituted It also allows threaded discus- a questionnaire and formal sions, online evaluation surveys, interview process to select and sharing of lesson plans with teachers. University faculty other GK-12 programs and the are selected according to abil- world (http://peer.tamu.edu). ity and willingness to serve as lesson plan evaluators and to Each of the 12 Lead Teachers promote university support for were provided with a new laptop sustainability. and projector for use in their classroom during the project. Correctly Training Fellows and Teach- Communication ers Communication within and Training is essential for both among GK-12 groups is key to Fellows and K-12 teachers. evaluation and to keeping the Fellows receive one week of project on track. It is also criti- pedagogical training, journal- cal to expand the reach of the ing instruction, general plan- project through broader impacts ning with the teachers, and to the world. Within our GK-12 visitation to classrooms. We group, we have optimized effec- An Iola ISD student practices her strategy for a game of math bingo. also hold weekly Fellows tiveness of our Fellows through meetings, run by the Fellows, extensive online and in-person that allow them to share experiences and system after that used in the Univer- communication between teachers, school demonstrate successful activities and sity of Nebraska GK-12 program. This administrators, and university faculty. In lessons. Teachers attended our summer system collects data required by NSF for addition, we have conducted professional Fellow training program to learn about evaluation and progress reports. Online development workshops on our PEER their roles in the GK-12 program and to threaded discussions allow communica- curriculum. get acquainted with their Fellows. We tion among members of the NSF GK-12 discovered that monthly teacher meetings Southwest Region. Following the Re- Fellows’ Videos allow teachers from different school dis- gional Meeting, our group developed the We discovered that it is important to tricts to interact and share how their Fel- Regional website (http://southwestgk12. communicate to K-12 students informa- lows had been effective in their schools. tamu.edu), to house PowerPoint presentation about the Fellow as a person. We tions of the 10 programs present at the observed that students were motivated Web-based Interaction Regional Meeting and GK-12 lesson by relating to their Fellow as a person, Project management requires weekly plans, and to provide a threaded discus- and this was fostered by preparing an and sometimes daily attention, so ef- sion. We have also uploaded the AAAS (Continued on page 15)

6 PEER Perspectives 2006 PEER Curriculum we wrote compositions and discussed Experiences in Caldwell Middle symbolism, mood, and foreshadowing and then wrote a comparison essay. All School of that covers TEKS,” said Leda Long, Virginia Traweek Caldwell reading teacher. Teachers at Caldwell Middle School began using the PEER integrated curricu- PEER faces challenges as teachers at- lum following the spring TAKS testing. tempt to reconcile its environmental “It is already integrated, so students health lessons with TEKS objectives. carry ideas from one classroom to the “We’re using it in May because we like next,” said Kelly Lazo, Caldwell science integration, but alignment to TEKS is not teacher. perfect, so it’s hard to get in,” said Lazo. To address this, PEER hired former The PEER curriculum involves adven- teacher Shawn Martin to review all mate- ture-based stories about middle school rials for TEKS compliance. students who travel through time to solve Danielle Lewis demonstrates her mysteries. PowerPoint ﬁ les and lesson “The only other challenge I would say research to a middle school student visiting Texas A&M University. plans cover topics in the modules, and is that it’s hard for teachers to have time include pre- and post-tests to measure to meet and coordinate the curriculum, comprehension. Last year, Caldwell used because teachers have to stay after school “Texas: 1867,” a story about the yellow to prepare. If someone else creates a cur- TeacherSpeak fever epidemic in Texas after the Civil riculum and you just hand it to another Most rewarding part of having a War. This year, they will study “Dark teacher, it’s hard to understand what’s Fellow in the classroom: Poison,” a story about tenement housing, going on,” said Long. to explore the impact of cholera on the z “time in preparation saves the teacher’s time” New York population. PEER’s integrated curriculum is avail- z “Fellows develop ideas to fruition” able online where it can be downloaded z “rediscovering concepts in the classroom” “Last year, I don’t think the kids even as a series of mini-modules. The entire z “getting materials” knew that those diseases existed. Then, curriculum can be ordered, free of charge z “walking science encyclopedia” when we talked about it, they realized from PEER. For more information about z “more activities” people can still get smallpox in countries the curriculum and PEER activities, z “guest speakers” outside of the United States,” said Lazo. please visit http://peer.tamu.edu. z “she’s [my Fellow is] a fresh face”

“We read the story in reading class; then Areas where PEER has been especially useful: z Kids get excited about the Resident Scientist/Mathematician (RS/RM) coming to class. z The RS/RM makes math fun and exciting. z The RS/RM is always coming up with something new. z The RS/RM helps plan fi eld trips and guest speakers. z The RS/RM helps reduce the burden of creating and preparing activities. FellowSpeak Tips for interacting with your teacher: z Be fl exible. z Don’t be egotistical. The teacher already knows a lot. z Create an initial bond. Ask about the teacher’s life and interests. z Plan your meeting time in advance. Middle school students learn biology of the respiratory system during a scientist visit. The students z Treat the teacher like a colleague. examine a horse’s tongue with attached respiratory structures. 2006 PEER Perspectives 7 Golden Nuggets Benefits to Graduate Students from Involvement in GK-12 Experiences Larry Johnson and Virginia Traweek A “golden nugget” is a refl ection that at PEER have never taught before or me to practically apply the concepts in captures the spirit of the PEER GK-12 interacted with middle school students. my degree program. I now have a much program. PEER collected comments By the time they have reached the end of deeper understanding of the concepts un- from graduate students about their in- their year as Resident Scientists/Math- derpinning my program and their practi- volvement in the program and presented ematicians, many feel they have achieved cal applications.” the information at the national GK-12 a new level of understanding about their meeting. What follows is a brief summa- careers, their education, and their year “Any time you teach your discipline, it ry of the data and collection techniques. in public school. PEER investigated the forces you to master the material. The qualitative experiences of these graduate program has not only strengthened my PEER’s main goal is to assist middle students and used mathematical analysis basics, but it has also caused me to look school teachers in creating a fun and to help quantify their responses. Our more at the real-world approach.” inviting atmosphere in their science and goal was to understand how GK-12 expe- mathematics classrooms, where NSF riences have enhanced graduate student “Being in this program has changed my GK-12 Graduate Fellows serve as math skills, knowledge, and careers. life and has given me new goals in my and science content resources. Each career path. I am so happy that I have June, a new group of graduate students PEER “Golden Nuggets” found a profession where I can use my at Texas A&M University is trained for “I have done a few epidemiologically- creativity while also helping improve interaction in the middle school class- based activities with the middle school mathematical education in this country.” room. These students become Resident students. The kids had the chance to cre- Scientists and Mathematicians and spend ate their own outbreak scenario and have “The students have taught me more about their time working directly with students witnessed how fast a disease like yellow myself. The GK-12 program has also and teachers in local middle schools. In fever or malaria can spread in a popula- forced me to think about science in ap- addition to studying the benefi ts received tion. The kids enjoy learning about real- plied real-life situations.” by middle school students, PEER hopes life science.” to catalog the experiences of its Gradu- “Physics is a mathematically-based ate Fellows. Most Graduate Fellows “The GK-12 experience has enabled (Continued on page 9) 2005 PEER Graduate Fellow Survey Results Question Percent Agreement 1. Has your work in the GK-12 program strengthened your career path? Do you feel you have more 100 opportunities as a result of your involvement? 2. Do you feel that your experience in the GK-12 program has contributed to your knowledge or under- 90 standing of your discipline? Has it widened your view of how your discipline fi ts with the scientifi c/ mathematic community? 3. Have you integrated your STEM knowledge into the K-12 classroom? 90 4. Have you presented any of your research or research techniques in your classrooms? 70 5. Has an advisor, professor or colleague noted that your presentation/teaching style has improved? 70 6. Have you learned a general strategy or general information that applied to your specifi c research 40 problem? 7. Have you had a meaningful experience(s) in the public school classroom? 90 8. Has the GK-12 program made you a more complete scientist or mathematician or contributed to your 100 personal development? 9. Did you have positive benefi ts or effects from participation in this GK-12 program? 100 “...the past nine months have been a series of continually rewarding experiences.”

8 PEER Perspectives 2006 (Golden Nuggets, cont’d from page 8) discipline that ties with engineering. The mathematics can be made fairly simple for a middle school student. I have integrated my STEM knowledge into the classroom where the students pretend to invest in the stock market and then spend the year tracking their stocks.”

“I will deﬁ nitely participate in outreach in my community. There are disadvan- taged students everywhere. It is our responsibility to help them as we are able.” Middle school students examine a pig lung to demonstrate the effects of smoking during a scientist visit to their school. Students also learn about toxicology, anthrax, and a variety of other environ- “When asked on a job interview ‘What mental health science topics. have I been doing for humanity other than going to class and being a graduate “The program has opened my eyes to student?’, my GK-12 involvement gave me something to say.” the diversity of our public schools.”

Snook’s Science Bowl Victory elevator,” said Ramirez. The classroom How Two Graduate Fellows Helped a Small School Win Big elevator contest winners visited Texas Virginia Traweek A&M University, where Karka demon- When asked about competing in the Sebesta of the mandatory practices. strated laser experiments. Science Bowl, Ricky Ramirez said, “It was something that was completely fun.” Students met with Anitsakis and Karka, In the Science Bowl, Snook Secondary Ramirez, along with eight other students who focused on math and science using went 3-1 in the preliminary round and from Snook Secondary, a school of about hands-on activities to reinforce concepts. lost a tie-breaker in the playoffs. Stu- 150 students, competed in the Science In one such activity, Karka led the class dents and teachers were amazed that the Bowl and nearly won state. in a miniature competition. “We got ﬁ sh- previously unknown Snook team was ing lures and used the weight to create an almost unstoppable. The tournament The little team from Snook had tough (Continued on page 10) competition. Snook had never been to a Science Bowl nor did they have experienced Science Bowl coaches. The students practiced twice a week after school, honing their math and science skills. PEER Graduate Fellows Erin Anitsakis (Oceanography) and Michael Karka (Biomechanical Engineering) hosted the practices and used their science and math expertise to guide the team.

“They test through 8th grade, and a lot of our Science Bowl kids were 6th grade. They were being exposed to higher level mathematics,” said Laura Sebesta, Snook math teacher.

To prepare, the Fellows created a practice schedule that emphasized student responsibility. “[The students] took it Graduate Fellows Erin Anitsakis of Oceanography and Michael Karka of Biomechanical En- upon themselves to make sure they were gineering pose with the Snook Science Bowl team at the competition. The students, who had there all the time. Nobody had to be re- never before competed in Science Bowl, made it to the semifinal round of competition. minded,” said Snook math teacher Laura

2006 PEER Perspectives 9 (Science Bowl, cont’d from page 9) director told Karka that he was impressed Teacher Training with Snook making it so far in their fi rst Undergraduate Fellows, staff, and faculty, in addition to the GK-12 Graduate Fellows, year of competition. “I overheard some also interacted with teachers throughout the state via direct contact at teacher profession- kids asking their teacher where Snook al workshops or via distance learning connections. Rural teachers throughout the state was,” said Karka. “They were shocked reported a positive impact as a result of the PEER integrative curriculum and technology that our kids were so good.” training for themselves, their fellow teachers, and their students. Now that Science Bowl is over, Snook is already planning for next year’s competi- A group of 166 teachers from tion. “It felt good that all that hard work 9 workshops throughout Texas fi nally paid off. If we have it next year, scored signifi cantly higher on post-tests than pre-tests on content I’ll do it again,” said Cullen Hairell, team material for all four subject areas captain. (math, science, social studies, English) and toxicology. These As for the impact the competition has teachers shared the curricular had in the lives of the students, Nicky materials with 423 teachers and Wiggins said, “It makes me want to go 7,071 students. Additionally, 49% further into my career, not just get a of teachers ranked themselves as bachelor’s degree, but go on and get my having improved their PowerPoint Dr. James Kracht addresses teachers at a PEER master’s and a doctorate.” skills following the workshops. professional development workshop.

PEER and GK-12 Improve Middle School Teaching Diana Mowen After a full school year working with a These changes have contributed to an Improved Impact by GK-12 GK-12 Graduate Fellow in their class- increase in job satisfaction among partici- Fellows: rooms, teachers acknowledged experi- pating teachers. Even though the Resi- Teachers evaluated the performance and encing many positive changes. One of dent Scientists and Mathematicians will impact of the Graduate GK-12 Fellows in the most successful objectives of the NSF leave the classrooms to pursue STEM their classrooms at both the middle and GK-12 program was to increase Lead careers, the teachers will have a greater end of the 2004-2005 school year. As the Teachers’ content knowledge through knowledge of their discipline, greater year progressed, teachers saw improve- interaction with the GK-12 Graduate competence using and staying abreast ment in the quality of activity preparation Fellows. of new technologies, and a renewed by the Resident Scientists/Mathemati- appreciation of how fulfi lling teaching cians, as well as greater appropriateness Teachers reported increasing their use of young people can be. These changes will of activity objectives. technology in the classroom as a result continue to affect these teachers and their of their interaction with Graduate Fel- students for many years. The teachers reported increased effec- lows. At the beginning of the school tiveness of their own relationships with year, the GK-12 Graduate Fellows K-12 Student Interest in other teachers and parents. The work conducted activities with students using STEM: of the GK-12 Graduate Fellows in the new technologies (PowerPoint presenta- Almost 10% of students in participat- classroom also resulted in greater student tions, computer research activities, and ing classrooms changed their attitude of involvement in class activities. Teach- equipment commonly used in scientifi c STEM from negative to positive over the ers expressed approval of the increased research). As these types of technolo- course of one year. The major reasons ability of GK-12 Graduate Fellows to gies became more commonplace in the for changes included: NSF Graduate develop the interest of students while classrooms (the GK-12 program provided Fellows being present in the classroom, planning and implementing activities in a laptop computer and digital projector to and K-12 students wanting to go to col- the classroom. each Lead Teacher), teachers developed lege, liking subject material, thinking greater confi dence using them and began they were smart enough, and having a GK-12 Graduate Fellows improved their incorporating them into class lessons positive self-image. This is a signifi cant ability to conduct interesting and engag- even when the GK-12 Graduate Fellows fi nding given that most research shows ing activities, which resulted in class- were not present. Following teacher par- student interest in STEM has been shown room order being maintained. ticipation in the program, students will decrease after the sixth grade. continue to benefi t from the teachers’ use of up-to-date technologies. 10 PEER Perspectives 2006 A GK-12 Experience in Mathematics improving STEM education everywhere. This has led to my work on other STEM- G. Donald Allen type projects. Most of my work has been The GK-12 program seeks to involve ing. The most important question of the with teachers at the high school level and public schools, graduate students major- day is: “Why do children get turned off most have been from rural areas where ing in STEM areas, and faculty in high- to mathematics (and science) at such an the needs are most acute. Through this quality universities. It is nothing less early age?” Is it the students? Is it the GK-12 program, I see a very committed than a program with hundreds of varia- teachers? Is it the subject? The answer core of professors, graduate students, tions and thousands of possibilities. This is not clear. Middle schools are the prov- and teachers trying to raise the bar of complexity is tremendously attractive to ing ground, for this is where it happens. achievement of their students. Finally, academics like me who have devoted a It has been very rewarding to see the I am involved in other STEM projects career to mathematics research. fi erce dedication of our teachers and to with teachers and students across the see and measure their successes. We state, which may not have been possible What I do is listen and learn about the need to determine how and why the con- without this GK-12 project. issues affecting schools. In my personal fl uence of graduate students with teachers outreach to the schools, I interface with contributes to such successes in the class- Don Allen, professor in the Math- the teachers through various forms of room. This remarkable symbiosis seems ematics Department, has developed professional development. What I have to be common among GK-12 programs online mathematics courses and learned is that there is uncertainty among nationally. Also, it is rewarding to serve professional development work- teachers about the confl icts between as a mathemat- shops. the content they are asked to teach, the ics faculty pedagogy they are asked to apply, and reviewer of the high-stakes testing that is used to the Teacher- measure their performance. Through Requested my involvement in the GK-12 program, Resources that I fi nd the pure goal of teaching children broaden the refreshing. It is remarkable that STEM reach of the graduate students are fully involved in university to the process of middle school student rural schools. learning, since this is almost impossible in other environs. It is my great pleasure Another to help as we explore STEM teaching reward is that and learning. I’ve met a number of pro- This GK-12 program is one of my most fessional aca- rewarding professional endeavors. It has demics, gradu- shown me numerous research problems ate students, in the fi eld of mathematics education and teachers which need desperate attention to help all with the Dr. G. Donald Allen with a group of middle school math club students visiting resolve critical problems in STEM learn- same goal of Texas A&M University.

(Project Products, cont’d from page 5) roughly the same questions as asked of our faculty and answered in the Regional threaded virtual interviews (http://peer.tamu. discussion enables Fellows, edu/interviews.shtml) is that Fellows teachers, administrators, and did not drive home an underlying evaluators to select the specifi c type of faculty theme, namely that stamina communication in which they want to and maintaining focus are important participate. in preparing for and meeting academic goals. Perhaps the Fellows had not Online introductory video yet become hardened (matured) by streaming (http://peer.tamu.edu/ years of seeing the wasted talent of interviews.shtml) helps schools gain many undergraduates or perhaps they information about and access to graduate were correct in using their time on students in university math and science. stimulating comments. One lesson learned by comparing the Erin Anitsakis of Oceanography discusses her re- Fellows’ streaming videos addressing search in her pre-classroom introductory video. 2006 PEER Perspectives 11 The Death of “Drill and Kill” School Administrators Speak Out about Facilitating Hands-On Learning Virginia Traweek Though PEER graduate students have Michael Karka, Texas A&M University been active in approximately three dozen biomechanical engineering major, in her One of the benefi ts of having a college classrooms since the program began, the classroom. “Michael has taken things student in the classroom is the connection behind-the-scenes work has largely gone that I’ve had in my head and never had students make between their education unnoticed. In addition to needing willing a chance to do and seen how the kids and their future. “When they see their teachers, PEER Graduate Fellows have responded to them. We’re able to do a lot Fellow, they are developing an interest also needed the help of middle school ad- more with the kids,” she said. in things they could do in college,” said ministrative staff to approve projects and Reyes. provide support as teachers integrate new PEER involvement has gone beyond sim- teaching techniques into the classroom. ply assisting teachers. It has sometimes “When I have gone in and observed been responsible for tremendous changes classes where students were doing hands- Robert Reyes, middle school principal in classroom techniques. “I know in one on activities, the students are always for Snook ISD, has overseen three dif- case that there’s a night and day differ- engaged. I think they enjoy that instruc- ferent PEER Fellows as they completed ence in the way that one of our teachers tion,” said Maxwell. their year of classroom assistance. “I does instruction because of having PEER know [Ms. Donald] had a couple of in her classroom, so I am students that were maybe a little more happy about that,” said ‘at-risk,’ but when they were doing Maxwell. activities [with their Resident Scientist], they got along just like everybody else,” Most administrators felt said Reyes. that allowing the teacher freedom to change his or PEER’s involvement in Snook schools her teaching style was most began by word of mouth, fi rst with a important. “I don’t really summer tutoring session and then with do much. I just let them the placement of GK-12 Graduate Fel- run with whatever they lows in the classroom. Gerri Maxwell, need to do,” said Reyes. Snook curriculum coordinator, noticed a difference in the students. “We were able “If you really want to to have pretty good attendance all sum- maximize the effectiveness mer, which tells me that it was effective of having Fellows in the at least on that measure,” said Maxwell. school, I think you should have meetings with the Fel- After the initial summer tutoring, PEER lows, the administrators, placed a graduate student in the middle with the teachers involved Danielle Lewis, NSF Graduate Fellow, helps demonstrate a science experiment at the Southwest Regional GK-12 Meeting. school math class during the 2004-2005 and with the people at the school year. During the 2005-2006 university,” said Maxwell. school year, two new graduate students were placed in the middle school math and science classrooms. TeacherSpeak Having a GK-12 Graduate Fellow that we called “Resident Scientist” in my classroom “You can’t have one hundred percent for the past two years has been incredible. By far the best part was being able to bounce project-based instruction; you can’t have ideas off someone who was not a “teacher” in the traditional sense, but more of a “sci- one hundred percent drill and kill. Some- entist.” All too often, classroom teachers get bogged down with the real world and lose where there’s got to be a happy medium,” some of the excitement of real science. Having GK-12 Fellows for the last two years greatly improved my teaching. I learned so much (especially in the fi eld of genetics!) said Maxwell. The happy medium, it and I found that by working with them, I was able to think outside the box and come up seems, is combining the time and exper- with new ways to teach things. They also reminded me of the power of scientifi c inquiry, tise of the PEER graduate students with something that I have always used but I now use much more often! the curriculum knowledge of the teach- Jan Fechhelm ers. Cypress Grove Intermediate College Station, Texas Teacher Laura Sebesta spent a year with 12 PEER Perspectives 2006 Dr. Bill, Memory Medic bases, and he stops briefl y on each base. Bill Klemm Rehearse what you are trying to remember while it is still fresh in your Dr. Bill, “Memory Medic,” is a PEER register the information, increasing the mind. At this point, the information is Co-PI who specializes in helping stu- odds that it will be remembered. on your mental “scratch pad,” which is dents remember their school lessons. easily erased by new information. Don’t When Dr. Bill was in the 7th grade, he Relate new information in ways that let yourself be distracted until you have fi nally got interested in making good help give it meaning. For example, you rehearsed your mental pictures several grades. But, Bill had other interests too, can relate it to things you have already times. While rehearsing, think of all the so he had to fi nd ways to be effi cient at learned. Associate items to be remem- details that go with what you are trying school work. That meant learning how to bered in groups, and in those groups to remember. These details serve as clues remember school lessons without hav- include things you already know. The that help you remember it in the fi rst ing to read them over and best associations are place and make it easier to retrieve later. over. Besides, “drill and visual images. Invent Rehearse briefl y several times during the kill” was boring. Bill weird mental pictures to fi rst day and the next day. Doing this learned ways to get most represent what you are ensures you remember the information, of it right the fi rst time, trying to remember, and therefore decreasing study time. usually while he was still include in the picture in class. Today, Dr. Bill’s an image of things Retrieve as much of the informa- research has helped scien- you already know. It tion as you can. Remembering some tists understand how the even helps to have an parts will serve as clues for recalling the brain works, specifi cally animated video clip rest. If you are under pressure, as in a memory. He has devel- in your “mind’s eye.” test, don’t panic. Remind yourself that oped these tips to improve For example, suppose your brain has this information and that learning effi ciency: you want to remember you can get it out if you just think of the “chromosomes, genes, clues that you remembered right away. Register the infor- DNA, nucleotide bases,” Don’t bang yourself on the head saying, mation in the fi rst place. and the scientists who “Think, think, think!” Relax, trust your Most people fi nd it hard fi gured out how DNA brain to do its job, and chances of correct to remember names was made: “Watson recall will improve. Be patient. Think because the names never and Crick.” Create in about other things temporarily when you registered in the fi rst your mind a picture of are stumped. place. The key is to re- a baseball fi eld, seeing ally pay attention when the bases (nucleotide Bill Klemm is Co-PI of the PEER you are confronted with bases). Ask yourself project and has spent most of his new information that you Dr. Bill Klemm in his memory “What’s on (Watson) medic jacket. career researching memory. Visit are supposed to remember. fi rst base?” See a car, thankyoubrain.com for memory To do that, it helps to think with huge chrome tips and a blog on current topics the information is very important (even (chromosome) bumpers all around it. The in neuroscience, or read Dr. Bill’s if you don’t believe that it is). People driver of the car has a crick (Crick) in his book, “Thank You Brain For All You pay attention to things that they think neck that makes him lean out the window Remember: What You Forgot Was My are important and paying attention helps the whole time he is driving around the Fault.”

Comments about salient points. The author has interpreted recommended. Bill Klemm’s and reviewed, in plain language, the de- - Lavern Hall, editor, “A Glass Full of “Thank You Brain” tailed tests and results of years of scien- Tears: Dementia Day-by-Day” I recommend this book for the student, tiﬁ c experiments. the professional, and the senior citizen. - reader review, posted on Amazon.com [Whatever your memory problem, ] This is a book that everyone wanting Klemm (a.k.a. the “Memory Medic”) has to look “smart,” feel “smart,” and be Each chapter’s theme in this scholarly a solution for you. He has recorded his “smart” can read and enjoy. The book work is supported through charts, graphs, ﬁ ndings in this helpful book that includes presents technical information ... and research, lists of tips and citations, more than 150 ways to improve memory then rephrases it in easy to understand but not to worry, Dr. Klemm writes in for people of all ages and in all stages of terms for the lay reader. Key ideas at laymen’s terms and his conversational life. the end of each chapter summarize the tone speaks directly to readers. Highly - “Auburn Alumni Magazine”

2006 PEER Perspectives 13 Scientists’ Visits Virginia Traweek Thirty-fi ve thousand middle school stu- Students learn that most dents and over 1,200 teachers in central diseases are an over- or Texas and throughout the United States under-expression of a nor- can now say they feel differently about mal function. The con- science following interactive presenta- striction of bronchioles tions given by Texas A&M University (airways of the conducting professors. In addition to sending gradu- portion) in response to an ate students into classrooms for direct inhaled stimulus is nor- contact with middle school students, mal, but with asthma, the several professors travel to schools with airway constricts air fl ow specimens and activities to stimulate when it should not. student interest in the sciences. Students learn that the Dr. Larry Johnson, Principal Investiga- thickness of the barrier in tor for PEER, travels to middle schools the lung air sac between across the country with a collection of air and blood is much plasticized animal lungs and torsos to ex- less than the thickness of plain the dangers of smoking. Students a single red blood cell. test their lung capacity and are shown Hence, environmental human tissue samples of a smoker’s and materials that enter by a non-smoker’s lungs. inhalation are very close to your blood. What Thank you note from a second grader. He starts by asking students, “What is the you breathe infl uences function of the respiratory system?” Stu- your health. Students learn that smoking “The students were able to view actual dents ultimately state that it functions in damages ciliated cells of the conduct- specimens, and Dr. Johnson elaborated on material that they had learned in getting O2 into the body and discharging ing portion which move mucus out. It is class,” said Kelly Lazo, science teacher CO2. Dr. Johnson explains this function the loss of these cells that gives smokers called “gas exchange.” Like plumb- the “smoker’s cough.” Students see that at Caldwell Middle School. “Throughout ing in a school or house, the lungs have smoking fi lls the garbage traps of the the year, when we discuss similar topics, they bring up his visits and things they special structures that get air carrying O2 body (macrophages in the airway in this into air sacs where it can be exchanged case) and turns the lungs black. learned from him.” into the blood vessels in the walls of the sacs. The plumbing inside the body, Dr. Students learn that smoking can cause Another subject on which Dr. Johnson Johnson continues, is called anatomy, emphysema (breakdown of the sac walls speaks is toxicology, the study of poi- and the respiratory tract has two portions allowing too much air in the lungs and sons. Most students are surprised to to its anatomy. The conducting portion reduction in surface area of the respira- learn that almost any substance can be provides the conduit to the outside and tory portion). Other diseases discussed poisonous with the correct dose, even cleans, warms, and humidifi es air as it include pneumonia (swollen sac walls, salt, sugar, and water. goes into the air sacs of the respiratory edema, and increased thickness of the sac The premise behind these and other sci- portion where gases (O2 and CO2) are barrier through which oxygen and carbon exchanged. Carbon dioxide is discharged dioxide must pass for gas exchange) and entists’ visits is that most middle school by exhaling. Students are amazed that lung cancer. Students also learn about students think science is boring or too the surface area of the air sacs is the size the excitement of discovery, scientifi c diffi cult. PEER strives to spark interest of a tennis court due to elaborate branch- travel, opportunities, and satisfaction of among youth by encouraging inquiry- ing of the conducting portion. Students careers in science. based learning. “I start every visit with learn that inhalation (into the respiratory simple questions that the kids can answer system) is one of four routes of exposure Dr. Johnson’s approach is to try to easily. If they feel like they understand to environmental toxicants. The other facilitate a knowledge base that leads to early in my lesson, they tend to be more three are ingestion (route by which poi- greater self-esteem and self-awareness involved later on. Then I try to challenge son killed Romeo), absorption (through when choosing careers. “I get to stimu- them a little. When I talk about toxicol- the skin or eyes), and injection (like late their curiosity,” Johnson says, “and ogy, I ask them why one piece of candy mosquitoes that transmit West Nile virus that is very gratifying.” is fi ne, but a full bag makes them sick. and agents causing malaria). (Continued on page 15) 14 PEER Perspectives 2006 (Scientists’ Visits, cont’d from page 14) ticized specimens Dr. Johnson carries They all know that excess sugar con- on his visits) to “I learned all about sumption causes an upset stomach, but how the lungs worked, which I did not StudentSpeak often do not realize that they are verbaliz- really understand before the presenta- ing a fundamental concept in toxicology, tion.” Another student thought the most Things you liked about having the namely ‘dose makes the poison’ and not interesting part of the presentation was, Fellow in the room: the sugar itself.” “that the cause of hiccups is because z “having fun but still learning” your diaphragm is just having a contrac- z “Friday afternoon activities” “Middle school students are in special tion that you can’t stop.” One student z “having someone other than the teacher need of guidance toward science ca- even responded, “Texas A&M University in the room” reers,” Johnson said. “This age group is probably my future college, but all I z “playing math games” is sort of a forgotten group. The least thought of A&M was its sports. Now I z “joking with my Fellow” amount of attention is placed on middle see that their science program has ad- school, even though it is a prime devel- vanced technology and is worth looking Things your Fellow taught you: z adding and subtracting exponents opmental period. This is the time they into.” z FOIL method for binomial multiplication establish interest in careers. We want to z Pythagorean Theorem catch them before they decide that a sci- Creating contacts with teachers is an im- z calculating surface area ence career is not important.” portant aspect of Johnson’s involvement. z dividing fractions by whole numbers “Every year, we send out about 4,000 z multiplying and dividing fractions Ninety-three percent of students report letters asking teachers if they want a sci- z how to use weights to create an elevator learning something from the presenta- entist to visit their classroom,” Johnson tions. Seventy-nine percent plan to share said. “When I get invited, I try to speak what they have learned with others. “The to the students on their own level and try (Lessons Learned, cont..d from page 6) most important piece of data,” Johnson to be funny. They want to know what I said, “is the fact that the students felt the do and where I have traveled, but they introductory video about each Fellow. same about the presentations regardless also want to have fun during the lecture.” Fellows also participated in relevant out- of where I went and to whom I spoke. of-class activities (such as science/math This means that any scientist, anywhere, “Although not all will go to college,” contests, science clubs, and fi eld trips to can do this and get the same results.” said Johnson, “the goal is to make sure the university and the Fellow’s lab). that all are aware of their own poten- Students have written a variety of com- tial. We are reinforcing teachers as they Evaluation/Sustainability ments on the evaluations, ranging from, encourage students to make informed Evaluation has been useful for show- “I didn’t like the dog because it was decisions.” ing that the GK-12 program has had a dead” (a reference to one of the plas- signifi cant impact on Fellows, teachers, and K-12 students. We have added a new committee, the Educational Outreach Institutionalization Committee, and an institutionalization objective to the pro- posed GK-12 continuation application. The PI and two of our Co-PIs (Klemm and Allen) have formed a university-wide K-12 Educational Outreach committee under the auspices of the local chapter of Sigma Xi. PEER will attempt to revise the university’s graduate training infrastructure to include K-12 outreach as a routine part of graduate education for interested students. Institutionaliza- tion of the GK-12 concept will include the development of graduate science and math outreach courses, incorporation of projects of other faculty needing “broader impacts,” and alteration of the graduate assistantship fi nances to include K-12 outreach. Pre-med GK-12 Undergraduate Fellow Varun Chowdhary illustrates organs and systems in a dog to middle school students during a summer camp. 2006 PEER Perspectives 15 Southwest Regional GK-12 Meeting, October 2005 Larry Johnson The fi rst Southwest Regional NSF At the opening reception, Dr. Fuller GK-12 meeting was organized and Bazer, Executive Associate Vice hosted by PEER in the College of President for Research at Texas A&M, Veterinary Medicine and Biomedical discussed research enterprises of Texas Sciences at Texas A&M University. A&M University, and Sonia Ortega The expected outcomes of the confer- provided comments for NSF about the ence were to: value of regional NSF GK-12 meet- Sonia Ortega, NSF GK-12 Program Director, gets the 1) Establish collaborations through ings. The welcome was delivered by Southwest Regional GK-12 meeting off the ground! the immediate sharing of Evelyn Tiffany-Castiglioni, Associate resources and subsequently through Dean of Undergraduate Programs in an online threaded discussion the College of Veterinary Medicine. forum; Karen Watson, Dean of Faculty at 2) Share ideas to enhance Texas A&M University, spoke on “Re- effectiveness of the program, cruitment of Women and Minorities in including impact on participants, STEM.” During lunch, posters were establishment of links between displayed in the hallway for partici- higher education and public pants to view. schools, and sustainability and institutionalization of GK-12 Special topics covered training of graduate students; and during the meeting were: 3) Provide a framework for future Developing Lasting Networks and collaboration opportunities among Opportunities for Collaboration, Birds Mechanical Engineering GK-12 Graduate Fellow Ryan Pedrigi displays his “Fun with Physics” poster. regional GK-12 groups. of a Feather Breakout Sessions (Math Fellows/Teachers: Science Fellows/ Ten GK-12 groups from four states Teachers, PIs, Evaluators, and Manag- prepared a 12-minute presentation that ers), Sustainability, Birds of a Feather covered their program successes. Reporting, hands-on activities (involving geology, GPS, and general experi- Each GK-12 Fellow who attended mentation), and closing remarks by the meeting was required to prepare a Sonia Ortega. poster to present at a lunch-time poster session. Teachers and managers were Outcomes of the meeting: also invited to present. Posters pre- It was noted at these sessions that a pared by Fellows detailed fi ndings means for collaboration and sharing regarding the overall effectiveness or lesson plans was needed. As a result impact of the program, as well as an of the meeting, a Southwest Regional involved activity or series of activi- website was produced by our PEER Lead Teacher Pamela Donald shows off her class activities conducted in the Fellow’s school, GK-12 group (http://southwestgk12. ties with the GK-12 Project. an unusual fi nding of PEER’s in- tamu.edu). The site has details of the volvement in public schools, or other meeting, including session notes, a aspects of PEER or interactions with mechanism for uploading and shar- K-12 students or teachers. ing lesson plans among regional and national GK-12 groups, and a threaded Each attending GK-12 group created discussion for various groups in the a packet of fi ve outstanding lesson GK-12 programs (e.g., teachers, Fel- plans that refl ected original, polished lows, PIs, and administrators). activities that had been tested in the classroom. These were shared with other GK-12 groups during the “Birds of a Feather” session. Teacher Andrew Lyon demonstrates sediments to students and parents at the regional meeting. 16 PEER Perspectives 2006 The Making of a “Mathemagician” Marta Kobiela fi nd the correct sum. I remember distinctly the Christmas of six (Skittles) from your new answer. 1992. I was eleven years old and dream- Divide this by two (Take away half of the Being an amateur is not easy. My cos- ing of presents desired by every eleven- candies.). Subtract your secret number tume is poor, my salary is nonexistent, year-old girl: dresses, dolls, and the list (the last Starburst). and I never get asked to perform at birth- goes on. At the Christmas tree, I found a day parties or write books. But seeing different surprise. My dad handed me a Magically (or so it seems), each person the faces of the students makes it worth- package with an air of accomplishment, always ends the series of steps with an while. I know they are thinking, if even as if he had chosen the perfect gift. I answer of four, no matter what the secret momentarily, that math is cool. That is opened it to fi nd a book: “Mathemagics” number was. A regular magician would the best reward ever. by Arthur Benjamin and Michael Brant selfi shly leave the audience to admire Shermer. I realized that perhaps I was with awe, but as a “mathemagician,” I Marta Kobiela served as a GK-12 not meant for the cool life of hip clothes feel the true beauty of the process is in Graduate Fellow for the 2004-2005 and neat gadgets. I gave in and read a understanding why it worked. and 2005-2006 school years. She is chapter, but only a chapter. now pursuing her doctorate at Van- Another fun activity involves the amaz- derbilt University. For many years the book stood on the ing properties of dice. With my back shelf, a distant part of my life. It was turned, I ask for a volun- not until I was in college, studying math, teer to stack three dice, that I experienced a second encounter one on top of another. I with “mathemagic.” During a summer also ask the volunteer, research program in California, one with the help of the of my mentor professors, Joe Chavez, audience, to add together dazzled us with his mathemagic routine. the bottom face of the This routine had been used for years at lowest die to the four birthday parties, in classes, and for fam- faces that are touching. ily and friends. After turning around and glancing at the top of It was not until a year later that I became the stack, I can tell the hooked. At a math conference, amid the participant what his or equations and proofs, I saw the author her sum was. of my book, Arthur Benjamin, give a “mathemagic” performance. It was Simply enough, the mesmerizing, funny, quizzical, anything, opposite sides of a die and everything. From then on, I knew always add up to seven. my future. By subtracting the value on top of the stack from Being an amateur, I had to research to twenty-one, I can always fi nd good tricks. After reading books, searching the Internet, and modifying Value of Scientists in Public Schools ideas, I came up with a small, but not too shabby, collection of acts. My most Scientists gain much benefi t from interacting with teachers and students in secondary common act relies on the power of candy education. First, for a scientist to discuss their research with students in Grades 6-12, they to entice audiences. Using simple candy must understand it! Knowledge of science in its most basic form is critical to having a algebra, participants disentangle “se- meaningful interaction with young students. It is a benefi cial experience for any scientist cret” number puzzles. Skittles represent to gain such a detailed understanding of their work. In addition, breaking down science ones and a Starburst represents a secret into a form that can be understood by young students may allow a researcher to identify needed improvements that previously were not obvious. Secondly, while we all want to number. The participants can visualize think our research is important, igniting the lamp of interest in a young student may be our the problem using the candy. I might ask most important contribution to science. Certainly, our science and results contribute to a the audience to do the following: Pick better understanding of our area of interest. However, how can one measure the contribu- a secret number (represented by one tion of the teacher who motivated Albert Einstein or Jonas Salk? Starburst). Add seven (Skittles) to the number. Multiply your answer by two -K.C. Donnelly, Professor and Head of Environmental and Occupational Health (double Skittles and Starbust). Subtract Texas A&M University, Health Science Center

2006 PEER Perspectives 17 First-Year Classroom Improvement Shannon Degenhart

Methodology interests and beliefs in STEM subjects At the beginning of the school year, NSF Independent sample t-tests were used changed. The teacher did not have a Fellows were assigned to Lead Teachers to determine if signifi cant differences signifi cant effect (p <0.05) on student be- whose classrooms were to be their prima- existed between mean RTOP scores by liefs and interests in the presence of these ry focus. The Fellows were expected to semester or time of day. Analysis of Vari- two factors. Analysis indicated that stu- spend at least 10 hours per week interact- ance were performed in SPSS to deter- dents in Lead Teachers’ classrooms who ing in middle school classrooms, serving mine if signifi cant differences between interacted consistently with Fellows for as content specialists, and promoting mean RTOP scores were infl uenced by one school year held signifi cantly higher inquiry-based activities. Pre-surveys NSF Fellow, teacher, grade level, subject, (p <0.05) post-test beliefs and interests in were administered to all students prior observer, location, or announced observa- STEM subjects than did students in other to Fellows’ involvement. During the tions. teachers’ classrooms with occasional course of the school year, Fellows were Results interaction with the NSF Fellow. expected to reach out to other classroom teachers in the school and interact in their Analysis of responses to “Do you think classrooms as well. By the end of the you could become a [STEM special- school year, Fellows were expected to ist]? Why?” indicated that middle school spend approximately 60% of their time students developed positive beliefs about in the Lead Teachers’ classrooms and their abilities and increased willingness 40% in the classrooms of other teachers to persevere toward STEM educational within the school system. At the end of goals after their interaction with NSF the school year, post-NSF surveys were Fellows. RTOP fi ndings indicated that administered to students in both Lead and NSF Fellows, not teachers, signifi cantly other teachers’ classrooms. (p <0.05) enhanced classroom inquiry levels. Analysis also indicated a signifi - Middle school student data (n = 1,145) cant (p <0.05) increase in inquiry levels were collected from 12 Lead Teachers between the fi rst and second semesters. and 12 other teachers representing 10 schools in a 40-mile radius of the univer- Conclusions sity. Quantitative data were analyzed by Putting GK-12 Graduate Fellows in univariate and multivariate analysis using the classroom may provide many ben- the Statistical Package for the Social efi ts. Middle school students held more Sciences (SPSS). Classroom inquiry was positive attitudes toward STEM areas in measured using the criterion-referenced Pamela Donald meets with her NSF GK-12 Gradu- classrooms where Fellows were consis- Reformed Teaching Observation Protocol ate Fellow, Laura Oehler, to discuss lesson plans. tent factors. Fellows increased classroom (RTOP). RTOP quantitative scores are inquiry levels and affected the rate at derived from fi ve elements: 1) lesson de- Quantitative data were analyzed from which middle school students’ beliefs sign and implementation, 2) propositional the matched responses of 1,145 middle and interests in STEM subjects changed. knowledge, 3) procedural knowledge, 4) school students. Of the 1,145 stu- Students in Lead Teacher classrooms also student/student relationships, and 5) students, 471(41.1%) were 6th graders, held higher STEM interests than students dent/teacher relationships. Each element 290 (25.6%) were 7th graders, and 371 in other teachers’ classrooms. This is consists of fi ve items that are rated from (32.8%) were 8th graders. In addition, promising as it indicates that the negative 0 (never occurred) to 4 (very descrip- 517 (45.2%) students were male, 560 grade level effect (Morell & Ledermann, tive). Overall scores range from 0 to 100 (48.9%) were female, and 65 (5.7%) did 1998, and Weinburgh, 2003) documented (Sawada et al., 2002). not declare their gender. Other teachers’ in the literature may be decelerated by classrooms accounted for 418 (36.5%) Fellows in the classroom. Members of the evaluation team ob- students with 727 (63.5%) students in served each Fellow in the classroom mul- Lead Teachers’ classrooms. Analysis of the matched pre- and post- tiple times. The evaluator only observed, open-ended question “Do you think you scoring the classroom environment after Multivariate analysis indicated that when could be a scientist/technologist/engi- the class period was completely fi nished. the teacher and Fellow were present in neer/mathematician [like your resident Cronbach’s alpha coeffi cient was used the classroom, grade level and the Fellow scientist/technologist/engineer/math- to determine interrater reliability (.918) had a signifi cant effect (p < 0.05) on the ematician]? Why?” indicates that Fel- between evaluators. rate at which middle school students’ lows may also increase middle school 18 PEER Perspectives 2006 students’ self-effi cacy in those subjects. program. Journal of Educational Psychology, 86(2), Self-effi cacy is defi ned by Pajares and 193–203. Miller (1994) as “a context-specifi c as- References z Sawada, D., Piburn, M.D., Judson, E., sessment of competence to perform a z Bandura, A. (1986). Social foundations of Turley, J., Falconer, K., Benford, R., & specifi c task, a judgment of one’s capa- thought and action: A social cognitive theory. Bloom, I. (2002). Measuring reform practices in science and mathematics classrooms: bilities to execute specifi c behaviors in Englewood Cliffs, NJ: Prentice Hall. z Morell, P. D., & Lederman, N. G. (1998). The reformed teaching observation protocol. specifi c situations” (p. 194). Bandura Journal of School Science and Mathematics, (1986) linked self-effi cacy to a student’s Students’ attitudes toward school and classroom science: Are they independent 102(6), October, 245-253. motivation and achievement in a particu- phenomena? Journal of School Science and z Weinburgh, M. (2003). Confronting and lar subject. The potential of NSF Gradu- Mathematics, 98(2), 76-83. changing middle school teachers’ perception ate Fellows to build positive STEM- z Pajares, F., & Miller, D. (1994). Role of of scientifi c methodology. Journal of School related self-effi cacy is a particularly self-effi cacy and self-concept beliefs in math- Science and Mathematics, 103(5), 222-232. promising long-term benefi t of the PEER ematical problem solving: A path analysis.

The Making of Free Teacher-Requested Resources questions or a list of websites. The li- Bill Klemm and Larry Johnson brary is searchable by subject, grade, and Middle school teachers need a single- We created this resource system because content category. source electronic access point that allows we wanted our Fellows to have access to them to search for instructional resources a variety of activities and demonstrations When teachers want to submit a request that are tagged by grade level and subject that would interest and engage the stu- via the website, they see initial choice matter, designed by content specialists dents. We knew that Fellows would want options to browse what is in the database and refi ned by teachers. to generate their own lessons, because or to submit a request. Teachers typically of their own academic experience and browse to see what is already available Our program offers an Internet-based because lessons that are publicly avail- or search by category, subject matter, or nationwide service to science and math able are either hard to fi nd, inappropriate, by grade. Though the website houses teachers by providing them with qual- or inadequate. The Principal Investigators mostly middle school lessons, many can ity demonstrations and activities. After of PEER insisted that Graduate Fellows be scaled up or down for other grades. submitting an online request, one of our document their lessons in a formal lesson honors Undergraduate Fellows selects the plan, using the lesson plan format that In the browse mode, teachers see the title request, performs the initial work, and had been developed by the NSF GK-12 and a brief description of the items in the requests review and assistance from one group at Duke University. However, not database, which are hyperlinked to the of our GK-12 Graduate Fellows. After all requests require a full lesson plan. lesson plan. interacting to produce a draft response Some of the materials are answers to that includes state knowledge standards, the GK-12 Graduate Fellow submits the materials back to the requesting teacher Distance Learning Community and to our website library of resources (peer.tamu.edu/DLC/NSF_Resources. asp), whereupon an automated e-mail notifi cation is sent to a professor specializing in that area. The professor suggests changes as needed, which are then incorporated and re-submitted to the professor. Once the response is deemed acceptable by the professor, an automated e-mail notifi cation is sent to a middle school teacher specializing in that area. The teacher suggests changes as needed, which are incorporated and re-submitted back to the teacher. Upon teacher acceptance, it is approved and automatically goes to our live website as a “Teacher Requested Resource.” All materials in the library are searchable by subject, content category (lesson plans, computer activities, teaching content, self-directed), and Diagram of the iterative process for developing responses for teacher requests. grade. 2006 PEER Perspectives 19 Adventures of an Undergraduate Fellow Virginia Traweek I make a list so I don’t forget to bring ducts spaced at intervals. I move one woman in a mathematics-related career.” my cardboard models and a sheet so that of the tiles and talk about what makes I tell her it was no problem. It really is the students can’t see the models until a building function. I point out wires no problem. Coordinating my schedule I’m ready. I bring a few books about and plumbing. The students are amazed with a public school classroom is some- architects, a ladder, and a fl ashlight. I that anyone would have the audacity to times diffi cult, but for a person who has make a few printouts for props during look into the ceiling. They ask ques- always wanted to work as an educator, it my lesson, and I bring tions which sometimes has been both the most frightening and a tape measure for the delve into topics such as exhilarating experience of my undergrad- tower-building contest. ethics and professional uate (and now graduate) career. Though my job is not standards. Some students going into schools, to- have parents who work in I’ve learned that I do not possess the day is different. I have the construction fi eld, but energy to teach seven classes in a row. I been invited to speak all of the students seem to know that the challenges of having a new about architecture. be engaged. lesson prepared every day for students of different ages and grade levels can be This is not the fi rst At the end, I show my overwhelming at times. However, the time, but every time models and talk about ability to share knowledge with another I go, the experience how long it took to build group of people is amazing. I try to pres- is different. I tell the the tiny cardboard houses. ent things that will be fun for the stu- students about archi- Then I let the students dents, which means I have to remember tecture and how it build their own models what fi rst amazed me about architecture. relates to mathematics. out of toothpicks and If I can communicate that, I’ve shared We talk about different gumdrops. They go to a piece of myself with a whole group careers for people who work, and soon we’ve of young minds (at least, younger than get a degree in archi- got towers that are two or mine). tecture. I show them NSF GK-12 Undergraduate Fellow, three feet tall. pictures of famous Virginia Traweek, talks about When I get home from my visit, I’m logos, which help de- classroom architecture with a group of Soon the teacher announc- usually exhausted. Still, it’s a rewarding scribe the way people Jane Long Middle School students. es that class is almost experience. I’m getting an opportunity to view their world, an over. Students begin give back, an experience few of my peers important aspect of architecture. They cleaning their desks and asking if they have had. It’s not that I want architecture raise their hands to answer my questions. can eat their gumdrops. A few approach to be their future career, but I want to me to return the books I brought. They make sure they know it’s an option. The best part of the whole event is when ask me questions about architecture, and I open the ceiling. It works for build- I answer as honestly as I can. The teach- Virginia Traweek served as an ings that have a suspended ceiling, with er thanks me. “I’m so glad you came,” Undergraduate Fellow in 2004-2005. fl uorescent lights and air conditioning she says. “It’s good for them to see a She is currently a Graduate Fellow.

Undergraduate Comments Olympics,” which allowed them to prac- in mathematics. We had the students tice measurement and conversion skills. make scale models of cars, people, and I have been assisting Michael Karka this The students responded very positively buildings in order to teach them scaling semester with his work at Snook Middle to these activities and it was great for and proportion. The lesson was deﬁ - School. The bulk of my assistance has me to get the chance to interact with the nitely a success! come in the form of brainstorming with students and see the end result of the - Sarah Schott Michael and developing activities to be activities we developed. used in the classroom to reinforce the - Ryan Newman I have gone to Snook and presented a concepts the students are learning. On physics lesson that I had written the day one occasion, I worked with Michael Every week, I brainstorm activities for before! Through the PEER program, to carry out two outdoor activities that my GK-12 Graduate Fellow and then I have done TAKS tutoring for Snook we had developed, a “math sack race,” prepare an activity for him to present to ISD and volunteered for the TAMU which allowed students to practice his seventh grade class. Last Friday, I math camp, which was a blast! multiplication and division of positive went with him to Hearne Middle School - Ross Shockley and negative integers, and a “metric and helped present an activity on scaling

20 PEER Perspectives 2006 Teaching Philosophy of a Scientist Larry Johnson Driven by curiosity and imagination, wrong decision? humanity distinguishes itself by the Teaching yields “immediate gratifi ca- desire to learn. People want to elucidate tion” for one’s efforts. The evidence mechanisms, predict outcomes, prevent of one’s educational approach or point undesirable situations or consequences, made is immediate in students’ faces, and plan for the future for themselves, behavior, or questions they can now ask. their families, and for humanity. Young There are distinct behaviors that indicate learners quickly realize the power of students are learning. “Oh, so that’s how knowledge to establish and maintain it works,” a student may say. When a self-esteem, to communicate with peers research discovery is made, there is at Dr. Johnson demonstrates lung capacity during and others on interesting topics, to solve least 95% effort on verifi cation, and an a scientist visit. problems, and to overcome socioeco- expected delay in acceptance of one’s nomic barriers. discovery by the public. In teaching, the direct academic lives of students and to class is the public. Teaching allows sci- facilitate the students’ inherent desire to A teacher’s role is to facilitate students’ entists to try different ideas or approach- learn through stimulation of their curios- desire to learn through helping them es, to hold an investigation of what works ity and imagination. In return, instructors develop their knowledge base, their with a given group, with students being stay young in their thoughts, stay inter- life-long learning skills, and their career the study subjects. ested and stimulated in their subject, stay choices. Teachers direct thinking be- current, and enjoy immediate gratifi ca- havior, motivate and encourage students, In summary, teaching represents a unique tion for having affected a small part of widen students’ self-expectations and opportunity instructors have to mold and humanity. self-evaluation, and expand their oppor- Wings Across Texas tunities and career choices. November 2002 to May 2005 Jon F. Hunter, Professor Teachers can make a difference in the lives of their students. This includes im- Wings Across Texas is an airborne mechanism for university scientists to reach rural mediate and life-long learning behavior, public schools: development of learning skills, and direc- z 285 presentations to students attending 59 rural middle/junior high schools in 49 tion of careers. How many people in aca- Texas counties demia can cite the “third grade teacher” z Student contact: 9,832 hours or “college professor” who would not z Demographics: 63.6% Hispanic, 33.2% White, 2.6% African American, 0.2% Na- accept mediocrity, who directed them to a tive American, and 0.4% Asian; 62% of these students are on the free lunch program certain life-changing book, who widened z Total distance traveled: 76,440 nautical air miles (equivalent to 97,264 statute their opportunity, or who prevented a highway miles) z 128 scientists’ visits: Tuesdays and Thursdays (November 2002 – May 2005) z Averages: 34 students per presentation and 597 nautical miles (equivalent to 760 FellowSpeak highway miles) travel per trip Tips for a successful activity z Make it shorter than the time you have. E-mail from Ms. Sandra Weaver (Hardin Middle School) - November 3, 2004 If class is 45 minutes, aim for a 20 minute activity. Dr. Hunter and Adam, z Try to involve the entire class. Thanks so very much for the wonderful visit yesterday. The other teachers were z Limit the amount of lecturing time. coming to me after school asking what I had going on because it was the talk of the z Be able to adapt to the class’ skill level. school. It seems that the fi rst group of students fi lled everyone in on the wonderful z Make the activity as simple as possible. program. The winners were sporting their shirts and calculators today. We had test- The higher-level students will ask good ing all morning, so I didn’t get to visit with all students today. I will have them fi ll questions. out the evaluations tomorrow. I will send the evaluations and copies of the pictures z Make the set-up easy for the teacher. z Limit preparation and clean-up. to you. Thanks again so much, I don’t think either one of you really know how z Be enthusiastic. much of a positive impact you have on these kids. z Rewards and competition always encourage participation. Presentations included: Water Quality; Air Quality; Enterobacteriaceae; The Jade z Always have a “Plan B.” Dragon; Texas: 1867; and Three Rivers, Three Nations

2006 PEER Perspectives 21 Calculating Surface Area Under Pressure! Ryan Pedrigi

pressure and surface area. Once stu- in completing the push-up. Target grade level: 8 dents understand the concept, they are given the mathematical formulation. Pressure Concepts: Time Required: One class period There are then two quick examples, Pressure is the application of a force using the pressure formula, followed (a push or pull) over a surface. Pres- TEKS objectives: by two short activities requiring measure is the ratio of force to surface 8th grade math: 8.1 B, 8.2 A,B,C,D, surement and computation of surface area. Pressure is an important ele- 8.8 C, 8.14 B,C,D, 8.15 A area in order to calculate either force ment in many parts of nature, such rational numbers, real-life problems, or pressure. as in scuba diving or in keeping tires appropriate operations, volume and infl ated and functional. For example, surface area, problem-solving strate- Activity Plan: the pressure inside a balloon increases gies, communicating mathematical This activity introduces a creative as air in the balloon increases. The ideas way to practice measuring and calcu- balloon fi nally pops when the pres- lating surface area. At the same time, sure is too much for the balloon to Materials: it introduces pressure, a physical hold. “Calculating Surface Area Under principle commonly used in science, Pressure” worksheet technology, and everyday life. The Applications of pressure include the One 3-D object, such as a box, per activity begins with a presentation heart pushing blood through the body, group of qualitative examples of pressure. (blood pressure), divers worrying Two nails (for measuring/calculating Students are asked to follow along about the amount of air in their bodies the area of the tip versus head) per with the provided worksheet (see and kids using a bike pump to infl ate group “Calculating Surface Area Under tires. Two tape measures per group Pressure” worksheet, page 24) in or- Balloons (optional) der to maintain their focus. To make Provide the formula: Hammer and wood (optional) the presentation more interactive, a student volunteer is asked to come to Pressure = Force / Area Cost per group: Approximately the front to demonstrate a push-up. $1.00 The fi rst is a normal push-up, where Give a very simple example of its use: Activity Summary: the student’s palms are in full contact A force of fi ve pounds acting over The primary focus of this lesson is with the fl oor. The second is made a surface of fi ve inches square has a to introduce the basic qualitative harder by asking that the student do pressure of 1 psi (pounds per square concepts and associated mathemati- the push-up using only his or her fi n- inch). cal formulations for pressure. The gertips. This type of push-up proves motivation is to introduce the students to be harder because the fi ngertips Once students are comfortable with to a physical application involving the provide signifi cantly less surface area the use of this formula, they are measurement and/or computation of over which the student can exert a given two problems that reinforce surface area, which is treated as a sec- force to produce the motion. This their mathematical understanding of ondary objective. This lesson begins means there is more pressure on the pressure. These should be worked with a short presentation that qualita- fi ngertips. In this case, the force is out individually, but with the teacher tively defi nes pressure through exam- the weight of the body, the area is the leading students to the solution. ples. This gives students a tangible surface of the hand or fi ngertips, and representation of concepts related to the pressure is the level of diffi culty 22 PEER Perspectives 2006 Problem #1: exerted by each end of the nail on the Calculate the force acting over the The deepest part of the ocean is about block, students compute the pressure entire surface area of your submarine 32,000 feet deep, where the for both scenarios. They will need a if the dive depth is 1,000 feet, which pressure is about 16,000 psi. What nail and tape measure to measure the corresponds to a water pressure of is the total force acting on a sub- radius of both the tip and head of the 445 psi. marine that has a surface area of nail in order to compute surface area. 8,000,000 square inches? Answer: The calculations will demonstrate that The students should be given a box Force = 16,000 pounds per square the tip of the nail exerts a much larger that they use as a make-believe sub- inch * 8,000,000 square inches = pressure than the head because of its marine resting at a depth of 1,000 feet 128,000,000,000 pounds smaller surface area. (corresponding to a pressure of 445 psi). The students will again need to Problem #2: Activity #2: measure the dimensions of the object The rupture pressure in a balloon is Pretend that the and calculate surface area, and then 0.25 psi. If the radius of the spherical 3-D object calculate force using the pressure balloon right before rupture is six given to equation. inches, what is the force acting your group on the inner wall of the balloon? is a sub- The lesson is fi nished when the fi nal (Surface area of a sphere = 4 * marine. activity problem has been solved. The pi * radius squared) Answer: solutions to these activity problems Force = 0.25 pounds per square (or the individual problems) can be inch * 4 * pi * 6 inches squared discussed as a class or the teacher = 113 pounds may choose to have students turn in their solutions for as- Finally, two brief activity questions sessment. are given to allow students to work a pressure computation that requires the measurement of surface area (using the tape measure provided):

Activity #1: Why is it much easier to hammer the tip of a nail into wood versus the head? Assuming that the hammer exerts a force of 200 pounds on the nail, calculate the pressure exerted on the wood by the nail for (a) hammering the tip of the nail into the wood and (b) hammering the head of the nail into wood.

The teacher can demonstrate this phenomenon for the class by attempting to drive a nail into a block of wood (attempting each end separately). In order to show that the answer is related to the pressure 2006 PEER Perspectives 23 Name: Date: Class period:

Calculating Surface Area Under Pressure

1. What is force? P

2. What is pressure? ar t ners hi p

3. What does “psi” stand for? f or E nv i 4. What is the formula used to ﬁ nd the area of a circle? ronmen t a l

5. What is the formula used to ﬁ nd pressure? uca ti on an

6. What do the following letters represent? Remember to include units. d

ura l

P = H

ea lth

F =

A =

7. EXAMPLE PROBLEM 1: Submarine (show all work) W or k s h ee t

8. EXAMPLE PROBLEM 2: Balloon (show all work)

9. NAIL PROBLEM (with group)

10. SUBMARINE PROBLEM (with group)

24 PEER Perspectives 2006 ActivityCrank Summary: Up theDemonstrating Volume!! the Movement of Sound Danielle Lewis and Kelly Lazo This lab consists of a series of stations. Students will rotate through Volume.” The class size may warrant tap on the bottles and determine the each station and answer the questions duplicate stations. Depending on the difference in pitch. on the worksheet “Crank Up The level of the student, the teacher may ifEitlE idRlHlhWkht h k W lth H l R d ti Ed l t i E f hi t P need to read through the worksheet Part III – Homemade Telephones Target grade level: 8 with the students. The set-up for this Use a nail to punch a small hole in activity is described below in Materi- the bottom of each of six tin cans. Time Required: One to two class als List and Set-up. Students should Thread string of varying thicknesses periods already have been introduced to the and lengths through each can and concept of waves. knot the string or use a button to se- TEKS objectives: cure the string inside the can. There 8th grade science: 8.1 A, 8.2 B-D, Vocabulary: should be two cans per string for each 8.4 A, 8.7 A, 8.9 D Wave: a disturbance that propagates phone. One student talks into the lab skills, scientiﬁ c method, scientif- and carries energy through matter or phone. The second student listens ic tools, force and motion, physical space. on the other end. Students determine and chemical properties Vibration: the back and forth move- which phone made it easiest to hear. ment of molecules. Students should keep the string tight. Materials: Medium: any substance through Crank Up the Volume! worksheet which waves can travel. Part IV – Eh, What Did You Say? Station 1 (per station): Students make a cone out of paper 250 ml or large beaker or cup - salt Station 1: Time for the Salt and tape it. They cut a small hole in Pan (or tuning fork) Dance! the closed end of the cone and place it Saran Wrap Cover the top of a cup or beaker with in their ear, amplifying sounds in the Wooden spoon a piece of Saran Wrap. Use a rubber room. Rubber band band to secure the Saran Wrap. Place a small amount of salt on the Saran Stations III and IV are listed on the Station 2 (per station): Wrap. Students will use the wooden worksheets. Five 16 oz glass bottles spoon and pan to discover that the Spoon sound waves produced by hitting the Graduated cylinder pan will cause the salt to jump! Access to a freezer

Station 3 (per station): Station 2: Sound Through Dif- Three tin can phones ferent Media String of two different thicknesses, Part I – Characteristics of Sound (Two cut to the length of the room, (See worksheet, page 26.) plus one cut longer than the others) Part II – How does the amount of wa- Six tin cans ter in the bottle affect the sound? Six buttons (See worksheet.) Electrical tape (to smooth the rough Root beer or cream soda bottles work edges of the tin can) very well for this activity. Fill the bottles with 50 mL, 100 mL, 200 mL, Station 4 (per station): and 300 mL of water. For the bottle Sheet of paper for each person that will contain frozen water, add Tape 100-150 mL of water to it 24 hours prior to the activity. Do not leave the Cost per group: $2.00 cap on or ﬁ ll it too full, as the bottle may break. Students use a spoon to 2006 PEER Perspectives 25 Name: Date: Class period:

Crank Up the Volume!

Station 1: Time for the Salt Dance! Materials per station: 250 mL or large beaker Saran Wrap salt P

pan (or tuning fork) wooden spoon rubber band ar t ners hi p f

Sound is produced by a back and forth motion called a vibration. Sound travels or E

in waves from one place to another and it travels in all directions away from the nv i

source. ronmen t a l

1. Sound travels as what kind of wave? Ed

Answer: Sound travels as a longitudinal wave. uca ti

2. Place the Saran Wrap over the beaker and secure the Saran Wrap with a rubber band. on an 3. Place salt on top of the Saran Wrap. d

4. Hold the pan over the beaker and salt and hit the pan with the wooden spoon. R 5. Describe what happened to the salt. ura l

Answer: The salt dances! It moves up and down as you hit the pan with the wooden spoon. H ea lth

6. What caused the salt to act the way it did? Answer: Vibrations cause the salt to “dance.” W

Station 2: Sound Through Different Media or k

Part I s h In order for sound to travel, it must be transported in a medium. ee t 1. Name two substances (mediums) that transport sound. Answer: Water, air, and solid objects transport sound.

2. Place your ear on the side of the table. 3. Have your partner scratch lightly on the other side of the table. 4. What do you hear? Answer: You hear a scratching noise.

5. Can sound travel through solid substances? Answer: Yes.

Part II – How does the amount of water in the bottle affect the sound? For this exercise, you will use the four glass bottles ﬁ lled with water on the table and ask your teacher for the 5th glass bottle in the freezer. The amount of water in each bottle is as follows:

1 = 50 mL 2 = 100 mL 3 = 200 mL 4 = 300 mL 5 = 50-100 mL frozen

Your mission is to determine if the volume of ﬂ uid in the bottles affects the pitch of the sound made when you tap a spoon against each bottle. Pitch is how high or how low a sound is perceived to be.

26 PEER Perspectives 2006 Crank Up the Volume!, Page 2

For this exercise, write a hypothesis stating whether you think the sound will change or will stay the same. 1. I believe that when I tap a spoon against the side of the bottles containing different amounts of water, the pitch

will ______.

2. Now tap the spoon against the side of each bottle. ifEitlE idRlHlhWkht h k W lth H l R d ti Ed l t i E f hi t P 3. Record your results in the data table. If the sound doesn’t change, write “no change.” If the sound changed, write how it changed compared to the previous bottle – did the noise get softer, higher pitched, lower pitched, was it easier or harder to hear, etc.

Bottle 1-50 mL Bottle 2-100 mL Bottle 3-200 mL Bottle 4-300 mL Bottle 5-frozen

Answer: The pitch decreases as the volume of water increases.

4. Was your hypothesis supported by the evidence? Explain your answer. Answer: Students should examine their original hypothesis and decide whether they were correct or incorrect.

Part III – Homemade Telephones I bet you always wondered if you could hear through a tin can telephone. Well today, you will ﬁ nd out. 1. In front of you are three “telephones.” You and your partner should stretch the phones out. 2. Put your tin can next to your ear while your partner talks into the other can. 3. Change roles so that you both get a chance to listen. 4. Record your observations below. Be sure to include whether it was easier or harder to hear your partner when you used each of the three tin can phones.

Partnership for Environmental Education and Rural Health Tin can Worksheet with thin string

Tin can with thick string

Tin can with extra long string

Answer: The tin can that contained the thickest string should have the clearest sound. This is because the medium is more substantial.

2006 PEER Perspectives 27 Crank Up the Volume! Page 3 5. Based on your observations, on which tin can phone was it easier to hear? Answer: Students should review their data and observations and write down the tin can phone design that made it easiest to hear.

Part IV - Eh? What did you say? Vibrations and air movement occur when an object moves. This movement results in sound. Your ear is specially designed to pick up on these vibrations and air currents. Partnership 1. Take the large sheet of paper at your desk and roll it into a cone shape. 2. Make one end as large as you can.

3. Use your scissors if necessary to make a hole as big as a dime or penny in the other end. for

4. Use tape to secure the cone so that it stays together. Environmental 5. Hold the small end of the cone to your ear and listen. 6. Does the cone enhance your hearing? Answer: Yes.

7. Explain your answer. Why did you say yes or no to Question 6? Education Answer: Students should describe what happened to the sound in the room when they placed the cone up to their ear.

and

Rural

8. Are there similarities between the shape of the cone and our ears? Explain your answer. Health Answer: Yes, the ear also has a cone-shaped design to help pick up and amplify vibrations caused

by sound waves. Worksheet

28 PEER Perspectives 2006 Folding in Scientific Method Paper Airplanes and Scientific Principles Melanie Ramon calculate the speed for each plane Target grade level: 7 and determine if their hypothesis was supported by data produced. Time Required: One class period Below is a graph on which stu- atesi o niomna dcto n ua elhWorksheet Health Rural and Education Environmental for Partnership dents can record their speeds and TEKS objectives: distances. They calculate speed 7th grade science: 7.1 A, 7.2 B-E, by dividing the distance fl own by 7.6 A,B the number of seconds. An ex- lab skills, scientifi c method, force tension of this activity is graph- and motion ing results to look for trends, then comparing them to fellow Materials: classmates’ results. paper, copies of graphs shown at bottom of page Activity Plan: Day 1: Cost per group: None Build Airplane Models Days 2 and 3: A middle school student folds her airplane for the tests. It is sometimes diffi cult for students Test Fly the Airplanes to understand how the scientifi c meth- Day 4: od is used in real-world situations. In Graph the Data this activity, students design paper airplanes and develop a hypothesis re- “The students really enjoyed being able to get out of the classroom garding which one will fl y the farthest and do a hands-on activity. The students who won the competition distance or at the fastest speed. Using were so proud that they came up with an idea, took that idea and stopwatches and metersticks, students built it, and then put it into action. The students became very inter- test their models in several different ested in airplane-building and some of the students were even mo- trials. They fold a standard paper tivated to do some research about airplanes on their own. We had airplane, an airplane with a paper clip a discussion about the costs of developing a new airplane design. on the nose, an airplane with fl aps The students learned that building several designs and testing them on the wings, and an airplane of their all would end up being quite expensive in the real world and that a own design. For each trial, students great deal of math is involved in developing a new design.” measure the distance traveled and Melanie Ramon, NSF GK-12 Graduate Fellow

Model Trial 1 Distance Trial 2 Distance Trial 3 Distance Average Distance Standard Paper clip Flaps Personal Design

Model Trial 1 Speed Trial 2 Speed Trial 3 Speed Average Speed Standard Paper clip Flaps Personal Design

2006 PEER Perspectives 29 Rational Code Cracking Target grade level: 7 Bruce Ngo Time Required: One class period

Activity Summary: solve the expression. Make sure the TEKS objectives: In this lesson, the students calculate students write down the expression 7th grade math:7.1 B, 7.2 B,G, 7.14 the answers to rational expressions in and the associated letter even if they A,B, 7.15 A,B order to crack a “secret code.” An- cannot solve the problem in time. converting, adding, subtracting and swers are positive or negative rational 5. After the allotted time is up, the multiplying fractions, decimals and numbers written either as fractions students must move to the next sta- whole numbers, communicating or as decimals. Expressions involve tion. With 15 stations and a 45-min- mathematical ideas, logical adding and subtracting positive and ute class, students can have roughly reasoning negative rational numbers. Each ex- 2 minutes to solve the problem and pression will be written on a notecard, 1 minute to rotate. You may need to Materials: with the associated letter on the back, adjust these times depending on how Notecards and placed at several stations in the conﬁ dent the students are with solv- “Rational Code Cracking” classroom. The activity uses a “rota- ing the problems and how well they worksheet tion” approach through the stations to make the transition to the next station. get students active and interested. Cost per group: None Activity Scaling: Activity Motivation: The expressions can be altered in Simpler messages with fewer letters Spies often use codes to communicate order to match the capability of the would allow more time at the stations secret information. They are always students. Time available for solving to solve the problems. on the move to keep from getting the problems could also be adjusted. caught. Students will move from Station Answer Expression #1 Expression #2 Letter desk to desk, solving math problems 1 -8.3 -5.6 + -2.7 -10 + 1.7 M to discover clues that will help them decipher their secret message. 2 -4.4 -8.1 + 3.7 -2.1 - 2.3 A 3 5/6 1 1/2 + -2/3 -3 1/3 + 4 1/6 T Activity Plan: 4 34.6 23.4 - -11.2 H 1. Make notecards with the mathe- 5 -59 -34.2 - 24.8 -12.4 + -46.6 E matical expressions listed in the table 6 -1 3/4 -3 1/4 - -1 1/2 -2 5/8 - -7/8 I to the right. There are 15 different letters associated with the expres- 7 78 45.2 - -32.8 87.5 + -9.5 C sions. Students need to solve these 8 1 1/4 2 3/4 - 1 1/2 -3/4 + 2 S expressionsTOP in order to match the let-SECRET 9 -23/9 -17/1 + -6.8 -13.1 - 10.8 N ter to the value. Each notecard should 10 -97.8 -73.7 + -24.1 F have the expression written on the front and the associated letter written 11 -6.9 -15.3 - -8.4 U on the back. 12 41.6 45.1 + -3.5 R 2. Designate enough stations so that 13 -24.6 -10 - 14.6 L there will be one notecard at each 14 4/5 -1 1/2 - -2 3/10 O station. 3. The “Rational Code Cracking” 15 2 1/2 5 1/3 - 2 5/6 G worksheet has the four expressions listed in code format. Tell the stu- Message # Coded Message Order dents that they must use the clues left 1 Science is fun. 8-7-6-5-9-7-5-6-8-10-11-9 by the mathematician spy in order to 2 Mathematics 1-2-3-4-5-1-2-3-6-7-8 decode the secret message. 3 Rationals 12-2-3-6-14-9-2-13-8 4. Students will have a limited amount of time at each station to 4 Math is great. 1-2-3-4-6-8-15-12-5-2-3

30 PEER Perspectives 2006 Name: Date: Class period:

Rational Code Cracking In order to crack the code, you need to solve the problems below. Copy the problem from the notecard onto your scratch paper and solve. Match your answer and ﬁ ll in the letter on the card. Remember to show all of your work! You have been handed a top-secret, encrypted message from a mathematician spy.

Message #1 1 1/4 78 -1 3/4 -59 -23.9 78 -59 -1 3/4 1 1/4 -97.8 -6.9 -23.9

Message #2 -8.3 -4.4 5/6 34.6 -59 -8.3 -4.4 5/6 -1 3/4 78 1 1/4 Partnership for Environmental Education and Rural Health Worksheet Message #3 41.6 -4.4 5/6 -1 3/4 4/5 -23.9 -4.4 -24.6 1 1/4

Message #4 -8.3 -4.4 5/6 34.6 -1 3/4 1 1/4 2 1/2 41.6 -59 -4.4 5/6

2006 PEER Perspectives 31 Shoebox Apartments Candace DiBiano Target grade level: 6 (modifi able to “You have just decided to move into an 5th-8th grades) apartment with two roommates. You need to Time Required: Four to fi ve class design the interior of each bedroom and buy periods the materials and furniture you will need.” TEKS objectives: 6.2 B, 6.2 D, 6.4 B, 6.6 C, 6.8 B, Activity Summary: 6.6 C, 6.8 B, 6.12 A In this activity, students explore area, perimeter, and addition and subtraction, fractions volume by building miniature apartments in shoe boxes. and decimals, estimating, formulas, measuring, geometric relationships, They find the amount of wallpaper and carpeting they communicating mathematical ideas need, calculate the amount of space various decorations will use, and then calculate how much trim is needed to go Materials: around the different shapes. Shoeboxes Magazines Preparation: Construction paper Collect a shoebox for each student Rulers or group of students and cut out a Foam paper or felt rectangular door and several win- Various craft materials dows. Depending on grade level, the windows can be any shape from Cost per group: $5.00 a simple triangle or square to more complex shapes like semi-circles, sions of their shoebox. From these trapezoids, or combinations of shapes dimensions, students will calculate stuck together. Discuss how math can the box’s volume. be used in fi elds like architecture and interior design. Ask how much math Step 2: Flooring is required to be an interior designer. From the measured data, students will calculate how much carpet they need Step 1: Measuring the Box to cover the fl oor of the apartment, Have students measure the dimen- and will cut the carpet, and install it

32 PEER Perspectives 2006 in their apartment. Brightly colored doors, wall decorations, and the top ing, wallpaper, and trim required. foam sheets can be used for this step. of their apartment. Before they add Give prices for carpet, wallpaper and trim, they will need to calculate how trim per square meter. Have students Step 3: Wallpaper much trim it will take to go around calculate the cost to install each into Students use the dimensions of the the various shapes. To do this, they their apartment. Another extension box to measure the area of the four will ﬁ rst calculate the perimeter of is to charge for furnishings or to have walls for wallpaper. They subtract the these shapes. Yarn, string, or ribbon students create a budget and plan for area of the windows and doors to get work well for trim. certain purchases in their apartments. a total of how much wallpaper will This gives students an idea of what be necessary. Students then cut and When the apartments are complete, it might be like to furnish an apart- install the wallpaper. Wrapping paper students vote on their favorites and ment in the “real world.” Discus- with fun patterns can be used for this award prizes for top apartments. sion should include occupations, like since actual wallpaper is too heavy. contractors and architects, that neces- Extension: sitate estimating. Step 4: Wall Decorations An extension for this activity is to Students put objects shaped like rect- use a scale, such as 1cm = 0.5m, for angles, circles, triangles, and trape- the apartment. Have students ﬁ nd zoids on their walls. Students calcu- the scaled dimensions of their box late how much wall space each object and calculate the amount of carpet-

“It was fun to be able to win prizes and get furniture for our apartments. I’ve been kind of interested in architecture.” - Iola ISD Student

An Iola ISD student shows her apartment, which has blue wallpaper and carpet. will need. Photos of the students cut into the different shapes or miniature mirrors can be used. FellowSpeak Tips for handling your fi rst days in the classroom: Step 5: Floor Furniture z Work one-on-one with students or in small groups. Students add tables, chairs, and a bed z Learn the students’ names, interests, and thoughts about math and science. and calculate how much fl oor space z Let students know that you’re interested in their interests. they require. Painted wooden or sty- z Explain your role as a Resident Scientist/Mathematician. z Try to be comfortable with the kids. rofoam blocks decorated with fabrics z Make a video or presentation showing your interests to give the students an idea of make good beds. Students will also what your life is like outside of the classroom. be given a rectangular prism fi sh tank. z Work with your teacher ahead of time to build a friendship. They will fi nd its volume, convert the z Look for opportunities like clubs and extracurricular activities to interact with the kids calculation to milliliters, and then fi ll outside of class. the fi sh tank from a graduated cylinder to check their work. Small clear Tips for connecting with problem kids: plastic containers are available at any z Ask them a question. z Use their name. craft store. z Indicate that participation requires good behavior. z Have a worksheet ready for nonparticipating students. Step 6: Trim z Hold an outside conference with their teacher. Students add trim around windows,

2006 PEER Perspectives 33 Walk This Way: Interpreting Motion Graphs Jan Fechhelm, CSISD Teacher, and John Nelson Target grade level: 8

Activity Summary: Time Required: One class period Developing and interpreting motion graphs can often be challenging for middle school students. This activity requires no involved tech- TEKS objectives: nology and limited equipment, and teaches students to model the mo- 8th grade science: 8.1 A, 8.2 B-E, tion shown in time/distance graphs using their physical movements. 8.4 A, 8.7 A lab skills, scientiﬁ c method, analyz- While they themselves may be in lesson where students try to move in ing information, force and motion constant motion, getting middle such a way that their movement mir- school students to really understand rors a given time/distance graph. And Materials: the motion shown in time/distance as any middle school teacher knows, Masking tape graphs can often be a challenge – but a lesson that involves kinesthetic ac- Copies of motion graphs it’s a challenge that must be taken! tivities has a more lasting impression Stopwatches In virtually every listing of national on students and leads to a deeper un- and state science standards for middle derstanding of the material presented. Cost per group: $1.00 school students, the concept of graph- In other words, any lesson that allows ically representing motion is included. middle school students to get up out easily drawn on the board as each In the National Science Standards for of their seats and move while they are is discussed and then modeled by Middle School, Benchmark 3 states learning is a good choice! either a student in the room or the that middle school students should teacher. Then the challenge begins. “Know that an object’s motion can be To begin the lesson, students are (Depending on the length of the class described and represented graphically shown a variety of graphs which period, this could be carried out the according to its position, direction of illustrate basic motion (see below). following day if necessary.) Students motion and speed.” In past years, my These graphs can be quickly and are randomly assigned to groups of sixth grade students have measured and graphed the movement of toy cars, made graphs describing a walk through a local shopping mall, and even walked, hopped, and stood still so they could then graph their motion. And while these were all “successful” activities, I could tell by the students’ answers on assessments that they never really got it. Another option, if available, is to use graphing calculators and motion detectors. Yet, while that is a lot of fun for students and introduces them to technology they will undoubtedly be using in higher grades, this, likewise, left me feeling that my students still did not have a solid grasp of the concepts involved.

I found myself again racking my brain to fi nd a lesson that would re- Figures illustrating basic motion: A) steady speed (a straight line with a posi- ally get the students to understand the tive slope); B) rapid steady speed (a straight line with a steeper slope); C) graphic representation of motion. My acceleration, D) deceleration (curved lines); E) no movement (a horizontal Graduate Fellow helped me develop a line); and F) starting away from the starting point and returning to it. 34 PEER Perspectives 2006 three or four. The class moves into the walkers. Most groups the hallway, outside, or to any large become very enthusias- open area. At the center of the area, tic about the challenge, a series of markings are made with cheering their walkers masking tape at 1 meter intervals and to success. Once the marked from 0 meters to 15 meters. group thinks they can (With average class size of 32, I had model the motion shown four 0-15 meter sections marked off.) on the graph, they raise their hands and wait for Two groups are assigned to each set the teacher to come and of markings, with one group on the observe. If the group right side and one on the left. Each manages to model the group is given a basic motion graph movement shown on the and a stopwatch. I made a total of 15 fi rst graph, they are given different graphs. The students are a second, more compli- told to work within their groups to cated graph involving see if they can model the movement the movement of two shown in the graph, matching the dis- people traveling in dif- tance traveled and the time intervals. ferent directions (Fig. 3). Most groups start out unsure of what Group members are told to do, but quickly fi gure it out. It is to change jobs and begin interesting that students who would work. have had a diffi cult time in the classroom constructing a graph of their As the groups become own often seem to excel at fi guring it more profi cient, they out. master the challenges faster and faster. After Groups are allowed to decide their most of the groups have own method of completing the chal- mastered three different lenge and the variations are many. graphs, the class returns Most groups divide the tasks, but it to the classroom where seems to work best when the students the teacher shows the are allowed to work out “who does students a combination what” among themselves. For ex- graph showing many of ample, one scenario might be to have the possible movements one person acting as the timer and the student had just using the stopwatch to count the sec- modeled (Fig. 4). Allow onds aloud. Another group member the students, working in becomes the walker who, holding a groups, a few minutes copy of the graph, tries to match their to describe the motion movement to the graph according to shown. Virtually all the concept because they are totally the time called out by the timer. The groups are able to correctly interpret involved – mind and body! Even other students in the group (also with all parts of the graph. Even several weeks after completing the activ- copies of the graph) act as directors, weeks after completing the activity, students continue to come to me giving the walker additional informa- ity, the majority of students are still with ideas on how they could have tion such as, “Stay still for 2 sec- able to correctly interpret the motion accomplished the challenges more onds,” or, “Get ready to turn around shown on graphs. effi ciently or with suggestions on and head back.” more involved graphs, saying “….you This is a science teacher’s dream: no could use this one to really stump the Be prepared for noise as the students special equipment, no extensive prep students next year!” discuss how to model the graph and time, fun for the students, and no cost. give encouragement and directions to Most importantly, the students learn 2006 PEER Perspectives 35 Sequence Races Michael Karka the time given. Each of the problems throughout the sequence) of the previ- Target grade level: 7 is a different type of sequence. There ous one. are arithmetic and geometric number Time Required: One class period sequences that should be familiar, as Activity Extensions: well as some more challenging ones. For students who fi nish early, or as an TEKS objectives: The problems should be set up in extra activity, the teacher could have 7th grade math: 7.2 E-G, 7.4 C, order from simplest to most challeng- the students come up with their own 7.5 A,B ing. sequences for other students or the simplifi ng expressions, appropriate teacher to solve. operations, relationship between Assessment: terms in a sequence, equations The answers are given below. Teach- Troubleshooting Tips: ers should check the students’ an- If the students seem to get stuck on a Materials: swers at each station before they sequence, the teacher could give them Sequence Races worksheet move on to the next. a small hint based on the method used to generate the sequence. Cost per group: None Vocabulary / Definitions: An arithmetic sequence is a sequence Activity Scaling: of numbers for which the differ- With 15 different sequences, the Activity Summary: ences between successive terms is a teacher can choose those which are In this activity, students use pattern constant. A geometric sequence is a appropriate for the class. and sequence recognition skills to sequence of numbers in which each solve problems about sequences. The term is given by a multiple (constant fi rst students to make it through all of Answers and Reasoning: the problems win. (1) 13; 3x+1 (arithmetic sequence) Activity Plan: (2) 37; 6x+13 (arithmetic sequence) The teacher should print out the set (3) direction of lines rotates counterclockwise 45˚, shapes: circle, square, of sequences, removing those which triangle, repeat may not be appropriate for the level (4) 81; (3)x (geometric sequence) of the students, and attach them to (5) -64; (-4)x (geometric sequence) the wall at different points (stations) (6) 21; 6+5+4+3+2+1 around the room (or outside) so that (7) 8/27; (2/3)x (geometric sequence) the students have room to move. The (8) 64 stars; on each ring there are twice as many (geometric sequence), teacher stays at one central point and shapes: circle, square, star, repeat all students start at the fi rst station. (9) 64, 125; x3 The students race to solve the prob- (10) Dark box moves clockwise on corners, outlined box moves counterclock- lem at the station, then line up by the wise (corner, side, corner, etc.) and rotates 45˚ each time. teacher to have their answer checked. (11) 19, 39; x2+3 If their solution is correct, the teacher (12) 21, 34; Fibonacci: xn+2 = xn+1 + xn, x0 = x1 = 1 (each term is the sum directs them to the next station. If it of the previous two) is incorrect, they have to go back to (13) (30,-1); (xn+1, yn+1) = (xnyn , xn-yn) the station, solve the problem again, (14) 28; xn+3 = xn+2 + xn, x0 = 1, x1 = 2, x2 = 3 (each term is the sum of and get back in line to have their an- the previous term and the term 3 places back) swer checked. The winner is the fi rst (15) 13112221; 1 is read as “one one” or 11, 11 is read as “two ones” or 21, 21 student who makes it through all of is read as “one two and one one” or 1211, 1211 is read as “one one, one two, the problems correctly or the one who and two ones” or 111221, 111221 is read as “three ones, two twos, one one” or solves the most problems correctly in 312211, 312211 is “one three, one one, two twos and two ones” or 13112221

36 PEER Perspectives 2006 Name: Date: Class period: Sequence Races Station 1 X01234 Y14710? What is the next term in the sequence?

Station 2 X01234 Y13192531? What is the next term in the sequence?

Station 3

If these are the ﬁ rst 6 members of the sequence, draw the 9th member.

Station 4 X01234 Partnership for Environmental Education and Rural Health Y13927? Worksheet What is the next term in the sequence?

Station 5 X01234 Y 1 -4 16 ? 256 What is the missing term in the sequence?

2006 PEER Perspectives 37 Sequence Races, Page 2 Station 6

Partnership

If these are the ﬁ rst three members of the sequence, how many bowling pins will the 6th for member have? Environmental

Station 7

X01234Education Y 1 2/3 4/9 ? 16/81

What is the missing term in the sequence? and

Rural

Station 8 Health

Worksheet

What should be drawn on the outer ring?

Station 9 X0 1 2 3 4 5 Y0 1 8 27? ? What are the next two terms in the sequence?

38 PEER Perspectives 2006 Sequence Races, Page 3 Station 10 atesi o niomna dcto n ua elhWorksheet Health Rural and Education Environmental for Partnership

What should the next two boxes look like?

Station 11 X0 123 4 56 Y 4 7 12 ? 28 28 ? What are the two missing terms in the sequence?

Station 12 1, 1, 2, 3, 5, 8, 13, ?, ? What are the next two terms in the sequence?

Station 13

Partnership for Environmental Education and Rural Health Worksheet

If these are the fi rst four points in the sequence, what are the coordinates of the next point? (Hint: Write out the coordinates of the fi rst four points, then try to fi nd a pattern.)

Station 14 1, 2, 3, 4, 6, 9, 13, 19, ? What is the next term in the sequence?

Station 15 1, 11, 21, 1211, 1112211, 312211, ? What is the next term in the sequence? (Hint: Count the digits and read the digits out loud.)

2006 PEER Perspectives 39 relationship between time and tem- How Low Can You Go? perature. Is it a direct relationship (X Kevin Curley and Jan Fechhelm increases, Y increases) or an inverse In regions where freezing tempera- relationship (X increases, Y decreas- Target grade level: 6 tures and snowfall accompany the es)? winter months, it is a common prac- z What effect did adding the salt have Time Required: One class period tice to spread salt and sand over the on the temperature of the ice water? roadways. The primary reason for Was your conclusion correct or incor- TEKS objectives: this is not to melt the existing ice, but rect? 6th grade science: 6.1 A, 6.2 to prevent ice from forming on the z Why did the salt affect the tempera- B,C,D,E, 6.4 A, 6.7 A, 6.8 A roads. How does the salt prevent ice ture of the ice water mixture? lab skills, scientifi c method, from forming in freezing tempera- scientifi c tools, physical and tures? chemical properties, energy and matter Activity Plan: Materials List: (per group) Divide the class into groups of Two glass beakers (400 mL) three to fi ve students. Using Ice the “How Low Can You Go?” Water worksheet, have the students Thermometer conduct the experiment fol- Rock salt lowing the steps listed. After Stopwatch or clock clean-up, demonstrate how Graph paper to construct a line graph of How Low Can You Go? worksheet the water temperature over time. Each student should Cost per group: $10.00

Safety Issues: Rock salt is not the same as table salt and is not edible. Activity Summary: Background This simple activity allows Concepts: students to measure temperature At 0 °C, the rate of melting and freez- changes of ice water over time. ing is equal. This means that as the The addition of rock salt to ice is melting, new ice is also form- water lowers the freezing point, ing. This process continues indeﬁ - yet continued melting of the nitely until equilibrium is interrupted. ice results in plummeting water Adding salt, which dissolves in the temperatures. This activity can water, disrupts equilibrium by inter- be used for a variety of lessons, fering with the freezing of water mol- the simplest of which would be ecules. Salt does not inhibit melting. to have the students collect data Ice melts, but refreezes at a lower that can be plotted with a line graph. plot their group’s data. Discuss why temperature. The addition of salt or However, this can also be utilized to the addition of salt causes the water any other substance, like sugar, will introduce students to the concepts of temperature to fall below 0 °C. also lower the freezing temperature. endothermic and exothermic reac- tions, and the energy transfer that Assessment: References: accompanies phase changes of water. Here are a couple of questions that http://antoine.frostburg.edu/chem/sen- the students should be able to answer: ese/101/solutions/faq/why-salt-melts- Activity Introduction: z Based on your graph, describe the ice.shtml

40 PEER Perspectives 2006 Name: Date: Class period:

How Low Can You Go? OBJECTIVES:

1. Gather data to determine how salt affects the freezing temperature of water. 2. Create a line graph showing the data.

HYPOTHESIS:

If salt is added to ice water, then______.

EXPERIMENT/PROCEDURE:

1. Carefully read the temperature of the thermometer. Record this on the data table as “Temperature at time 0.” 2. Fill the beaker full of ice. 3. Add 50mL of water and IMMEDIATELY place the thermometer into the ice water mixture. 4. Every 10 seconds, read and record the temperature WITHOUT REMOVING THE BULB OF THE THERMOMETER FROM THE MIXTURE! (You can lift the thermometer slightly, but do not take the bulb out of the ice water!) 5. Once the temperature does not change for 20 seconds (2 intervals), add one scoop of rock salt to the mixture and gently stir. DO NOT REMOVE THE THERMOMETER! 6. Continue to read/record the temperature every ten seconds for an additional 60 seconds. 7. On the data table below, be sure to indicate with an asterisk (*) the time at which you added the salt.

DATA: Time (seconds) Temperature (°C) Time (seconds) Temperature (°C) 0 10 Partnership for Environmental Education and Rural Health Worksheet 20 30 40 50 60 70 80 90 100 110 120 130 140 ANALYSIS

2006 PEER Perspectives 41 How Low Can You Go? Page 2

Create a line graph to show your data. Line graphs are used to show how one thing changes in relation to another. Partnership

1. First, determine what data goes on the X axis (the independent variable) and what goes on the Y axis (the

dependent variable). for

2. Then look at the data and determine the minimum and maximum for each axis. Environmental 3. Label and number each axis. 4. Graph your data. For this data, you will connect the data points with a straight line. (BE SURE TO WORK IN PENCIL and USE A RULER!)

CONCLUSION: Education Please answer in complete sentences.

1. Based on your graph, describe the relationship between time and temperature. Is it a direct relationship and

(X increases, Y increases) or an inverse relationship (X increases, Y decreases)? Rural

Health

2. What effect did adding the salt have on the temperature of the ice water?

3. Was your hypothesis correct or incorrect? Worksheet

EXTRA CREDIT: (3 points) Why did the salt affect the temperature of the ice water mixture?

42 PEER Perspectives 2006 Seasonal Mathematics Target grade level: 7 Candace DiBiano Time Required: One class period

“Holiday Shopping z When the students complete the TEKS objectives: calculation for their fi rst gift, tell Activity” 7th grade math: 7.1 B, 7.2 B, 7.3 A, them to raise their hands to have you 7.13 A check it. Bring a calculator with you Activity Summary: converting fractions, whole numbers if necessary. If the student’s calcu- atesi o niomna dcto n ua elhWorksheet Health Rural and Education Environmental for Partnership In this fun seasonal activity, students and percents, estimating using lated price is correct, then have them review percents by going Christmas percentages, applying mathematics pick a second gift and calculate taxes shopping for their friends and family. experiences They will look through catalogs for and discounts using the information for Item #2. gifts to give and cut out pictures of Materials List: z Students should continue to work at the gifts they choose. Students will Catalogs their own pace through fi ve gifts, or have to calculate percent off to get the Giftbox handout item’s sale price and then add tax to as many as they can correctly complete within the period. Allow the the item’s price for a fi nal cost. Cost per group: None students to “exchange gifts” at the Activity Introduction: end of the period. Item #2 is on sale for 15% off. The Ask students where they see percents item is from Mississippi, so there is a in the real world. Many will likely Activity Extension: 7% sales tax. say they see them when shopping. This activity would be more inter- Ask what kind of percents students esting and realistic if you gave the Item #3 is on sale for 40% off. The see when shopping. Students should students a budget they had to follow item is from West Virginia, so there is include both sales and tax. Tell the for their fi ve gifts. The budget you a 6% sales tax. students that they will be using their assign could be $50, $75, or $100. knowledge of percents to shop for Students could also make separate Item #4 is on sale for 75% off. The presents for their friends and family. gift plans using different budgets. item is from Maryland, so there is a 5% sales tax. Item Pricing: Activity Plan: Item #1 is on sale for 25% off. The Item #5 is on sale for 45% off. The z To prepare for this activity, bring in item is from Alabama, so there is a item is from Kansas, so there is a catalogs or advertisements from the 4% tax on it. 5.3% sales tax. newspaper that include items students would want to give to friends and family for Christmas. z Start with the Activity Introduction and then have each student pick a gift out of their catalogs. At this point, you may want to review with the students how to calculate a price for something that’s on sale for a percent off and how to calculate the price of an item with tax. z Have students tape their choices on a piece of paper and list who receives their gift and the original price. The teacher announces that each item is selling at a discount, but is also subject to state taxes. Students then calculate the price with the sale percent Candace DiBiano presenting her Seasonal Mathematics poster at the National GK- and tax percent as given on Item #1. 12 Conference in Washington, D.C. 2006 PEER Perspectives 43 The Great Easter Egg Hunt Target grade level: 6 Candace DiBiano Time Required: One class period Activity Summary: you select students to assist you. In this activity, the teacher turns the z Begin by purchasing plastic Easter TEKS objectives: classroom into a gigantic coordinate eggs and enough sticky-back Velcro customizable plane and places plastic Easter eggs to attach a small piece to each egg. at points on the coordinate plane. Next, copy a page of TAKS ques- Materials List: Students in fi ve teams go on an egg- tions. The fi rst question will be given z 50-75 plastic, colored Easter eggs to-egg scavenger hunt, solving math to each team at the start of the activ- z enough sticky-back Velcro to put a TAKS problems found inside the ity. The rest of the questions are to be small piece on each Easter egg Easter eggs in order to get the coordi- hidden inside the eggs. The answer to z masking tape nates for their next point. After going the fi rst question should yield a point, z (Optional) Easter candy for inside through 10 points in this way, the which the students must fi nd on the eggs and/or for prizes hunt is over and a winner is declared. grid on the fl oor. The new egg should yield another point, which leads to Cost per group: $3.00-$5.00 Activity Introduction: another egg on the fl oor. Label each To introduce the students to the “rules proceeding question with the point slip will be located. Put the part with of the hunt,” pass out “The Great given from the previous one. For the two questions inside the Easter Easter Hunt” handout to each group example: egg, and tape the part with the loca- and go over it with them. Answer First question: tion of the question on the outside of any questions the students have about X- The greatest common factor of 12, the Easter egg. how the hunt will be run. 18, and 24. z When you set up your Easter egg Y- The square root of 25. coordinate plane, you will know Activity Plan: Answer: (6, 5) where each egg is supposed to go. z Because this activity requires a lot The second question should be inside z Many clues for the different team of preparation, it is recommended that an egg at point (6,5). colors will have the same coordinate Use a separate color of paper for each point as their location. Simply place team to minimize confusion when them into the same egg that is labeled coordinate answers occupy the same with that point. spot. z (Optional) Stuff candy inside some or all of the eggs. z After you’ve copied your TAKS z Place the sticky-back Velcro on the questions with their respective coor- outside of each egg. The other side dinate points, cut the questions into of the Velcro will be stuck to the fl oor strips to separate the clues for each where the coordinate plane grid is, to point. At this point, leave the answer secure the egg to its specifi c point. to the previous question as part of z The coordinate plane assumes only your strip to help you as you place the positive points, so you will just be eggs on the fl oor. making one quadrant. If the fl oor in z Put the fi rst question for each team your classroom has square tiles, you in a separate plastic bag, as you will can just use the tiles as your coordi- simply be handing this clue to them at nate plane grid. Otherwise, use mask- the beginning of the hunt to start them ing tape and the assistance of students out. to make a coordinate plane grid on z Now stuff the remainder of the your fl oor. In either case, you must horizontal slips into plastic Easter mark the X and Y axes with tape, and eggs. Here is the procedure to use: labeling every fi ve units is also help- Take the slip you are working with ful. Your grid should be at least 21 An Iola ISD student makes her way through the and a plastic Easter egg. Cut the strip units in the X direction, and 17 units Easter Egg Hunt, using each egg to fi nd the next vertically to separate the two ques- in the Y direction. coordinate point. tions on it from the point where the z Once the grid has been built in the 44 PEER Perspectives 2006 classroom, start placing your eggs at which egg will be next. When the encouraging participation. the locations they noted on the ques- students come across one of these tions, attaching them to the fl oor with WRONG eggs, they must report it Lesson Extensions: the other side of the Velcro. Place the to you. If they turn in fi ve WRONG This lesson can be extended to in- egg on its coordinate point. slips, they will not be able to win the clude the negative quadrants of the z Once you’ve placed all the Easter Easter hunt. coordinate plane. A revision of the eggs that will be part of the hunt, take z Now the hunt is ready for the questions, to include answers with the remainder of your plastic Easter students. Divide the class into fi ve negative numbers, can be made to ac- eggs, and put slips of paper that say teams, and give each group “The complish this. WRONG in them. Place these eggs Great Easter Egg Hunt” handout and at random positions on the coordinate their fi rst clue. You can award an plane. They will serve to confuse Easter prize to the fi rst group that gets students so they can’t just “guess” through all their points as a way of The Great Easter Egg Hunt Student Handout:

The classroom has been divided into a gigantic coordinate plane, with each ﬂ oor tile being one space on the grid.

Your group will be given a starting point, and you will need to ﬁ nd that point on the grid and open the colored Easter egg that is there. Take out ONE slip of paper from the Easter egg, the one that has your group color on it. You may also take any candy you ﬁ nd. Replace the egg EXACTLY where it was.

This slip of paper will direct you to your next point. However, it should say “(Color) Team, Point 2” on it. If your team color is not listed, you’ve gone to the wrong point, and you need to replace the egg and try again. In order to win, you need to have all of your group’s paper slips on your desk.

There will also be some eggs that just have a slip of paper with the word WRONG on it. If you ﬁ nd one of these, give the slip to your teacher and continue your hunt. If your group gets 5 of these slips of paper, you will not be able to win the egg hunt.

2006 PEER Perspectives 45 Task 1: You’ve been given a bag Valentine’s Day Hearts with various colors of Valentine’s Candace DiBiano hearts in it, and it’s now your task to 5 purple, 6 white ﬁ nd the fraction and percentage of Target grade level: 6 each color of heart. Each bag con- The teacher should also print out two tains 50 hearts. Time Required: One class period Valentine’s task cards for each group Calculate and reduce the fraction of that corresponds to their mix. They each of the following colors: TEKS objectives: are designed to be printed out on 3” pink, yellow, orange, purple, and Partnership 6th grade math: 6.3 B, 6.12 A by 5” index cards, but can simply be white. Using the fractions, calculate representing fractions, printed on paper and cut into slips. the percentage of each color in the communicating mathematical ideas bag. Each group will be given cards that for

correspond to their mix number. Materials List: Task 2: Using the candy hearts you Environmental z three or four bags of candy Activity Plan: have, create a mix of 36 candy hearts “conversation hearts” with the ratios given to you on your Divide the students into groups of two z small Ziploc bags task card.

or three and give each group a plastic Education bag containing their mix. Tell stu- Cost per group: $1.00-$3.00 Task 3: Using the candy hearts that dents to begin Task 1, using a scratch you have, you will need to create a

piece of paper to record their work. Activity Summary: mix of 25 total candy hearts with the and As they complete each task, check

In this activity, students will use mix- percentages given on your new task Rural their answers, and give them instruc- es of Valentine’s Day candy “conver- card.

tions for the next task. sation hearts” to study fractions and Health percents. They will also formulate their own mixes of these candies from TASK CARDS instructions given to them. Mix #1 Task 2 Mix #2 Task 3 Mix #4 Task 2 Grade Level: Target Grade: 6 Pink: 2/9 Pink: 28% Pink: 1/4 Time Required: 45 minutes Yellow: 1/18 Yellow: 40% Yellow: 1/18 Worksheet Orange: 5/9 Orange: 16% Orange: 5/12 Activity Introduction: Purple: 1/12 Purple: 4% Purple: 1/9 Mention to students the upcoming White: 1/12 White: 12% White: 1/6 holiday, Valentine’s Day, and tell Total: 36 Candies Total: 25 Candies Total: 36 Candies them they will be using candy hearts to study fractions and percents. Mix #1 Task 3 Mix #3 Task 3 Mix #4 Task 3 Preparation: Pink: 36% Pink: 5/12 Pink: 32% The teacher can make each group Yellow: 24% Yellow: 1/18 Yellow: 12% have the same Valentine’s candy mix Orange: 16% Orange: 1/36 Orange: 28% for simplicity, but this activity is Purple: 4% Purple: 1/9 Purple: 4% designed so there are four different White: 20% White: 7/18 White: 24% mixes a group can be given. Label Total: 25 Candies Total: 36 Candies Total: 25 Candies each plastic bag with its corresponding mix number and fi ll each with the following: Mix #2 Task 2: Mix #3 Task 3 Mix #1: 10 pink, 8 yellow, 20 orange, Pink: 2/9 Pink: 40% 6 purple, 6 white Yellow: 5/18 Yellow: 12% Mix #2: 10 pink, 12 yellow, 15 or- Orange: 5/12 Orange: 20% ange, 5 purple, 8 white Purple: 1/18 Purple: 4% Mix #3: 16 pink, 4 yellow, 10 orange, White: 1/36 White: 24% 5 purple, 15 white Total: 36 Candies Total: 25 Candies Mix #4: 10 pink, 4 yellow, 25 orange, 46 PEER Perspectives 2006 Novice Teacher Corner Shawn Martin, PEER Teacher Novice, beginner, fl edgling, rookie, apprentice. No matter how you say it, Last-Minute Tips you are a new teacher. You are scared to death and don’t know how to start, One of the hardest things about let alone teach a class full of students. So what do you do? Take a deep teaching is the fi rst year. Whether breath, breathe in, breathe out, and do what you know. Your students will it’s your “fi rst” fi rst year or the fi rst atesi o niomna dcto n ua elhWorksheet Health Rural and Education Environmental for Partnership come from a variety of backgrounds, economic situations, nationalities, etc. year in a new school, things will go It is your job to create a safe, bright spot in their lives where they can relax, wrong! I recently asked a group of think and have their creativeness shine through. veteran teachers, “If you could give novice teachers one piece of advice, 1. Your room needs to be comfortable. what would it be?” After much All of your students need to be comfortable in your classroom. That doesn’t laughing, crying, and story-telling, mean that you should go out and buy furniture for your room. Just arrange it we compiled a list of the top 10 sur- so that students are the focus. vival skills for the fi rst-year teacher.

2. Your classroom needs to be a community. 1. Remember to ask for help! You Make sure that your classroom has rules and consequences. No community can’t do it all, all by yourself. will work if antisocial behaviors are not addressed. 2. Make sure you have a good discipline plan and follow it. 3. Your classroom is a learning environment. 3. Be fi rm with students and par- Not everyone learns the same way. You must reinforce each student’s learn- ents. ing by allowing multiple learning styles in your classroom. Let each student 4. Contact parents often. receive recognition for his or her own achievements. 5. Be fl exible. 6. Don’t sweat the small stuff; pri- Once you have developed your classroom home, the learning will take place. oritize. You will have a classroom full of learners who show respect for each other, 7. Surround yourself with friends! who celebrate individualism, and who are open to thinking outside the box. 8. Become a lifelong learner. 9. Don’t take everything personally. For novice teacher help: 10. Don’t try to save the world your e-Mentoring and the GK-12 Program fi rst year! One of the concerns of any teacher is where to get answers to sometimes diffi cult questions. PEER offers a variety of pedagogical resources through our website’s e-Mentoring initiative, found at http://peer.tamu. edu/Mentoring.htm. Our goal is to provide a support system for all pre-service and novice teachers, as well as for those who have been teaching for a while.

Through this website we offer: a free service for requesting custom lesson plans, activities, and answers to content questions; free access to informational resources for new teachers, including articles, tip sheets, and links; free online interviews with scientists and educators to share with your students; free online web curricula; and the opportunity to request the free PEER curriculum, which integrates science, math, social studies and English content using adventure Shawn Martin presents strategies for integrating curricula at a teacher stories and PowerPoint presentations. workshop.

2006 PEER Perspectives 47 Visit peer.tamu.edu for free educational curricula.

z Mini-modules (one-class, self-contained lessons) z Free CDs containing all of PEER’s curricula z Adventure-based health science story lessons that incorporate math, science, social studies, and language arts z Online mentoring for novice teachers z Professional sessions across Texas z Distance Learning Community z Web curricula on life science and environmental health