STEM Content Knowledge in Practice

Stem training

National Science and Math Initiative (NMSI) summer 2019

After participating in the Applied Math and Science Program and Inquiry Institute through RICE, I was convinced that growing my own content knowledge would improve my ability to meet the needs of my diverse students and create inquiry-based experiences that would help them develop much needed process skills. I learned of the National Science and Math Initiative (NMSI) shortly after my first summer training as a Noyce Fellow and was immediately intrigued.

During this four day long event, we carried out a number of biology-related investigations, including exploring the cell membrane using jelly spheres in the Fluid Mosaic lab, the cell cycle using onion root tip in the Cell Division lab, and cellular respiration using crickets in the Cricket Respiration lab. We delve deeper into biology concepts that are often neglected in the general education classroom, explored the importance of being able to transfer learning from one setting to another, and collaborated on how to develop cultural responsiveness in our lessons.

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ "Our mission is to advance STEM education to ensure all students, especially those furthest from opportunity, thrive and reach their highest potential as problem solvers and lifelong learners who pursue their passions and tackle the world's toughest challenges." ~ NMSI Mission Statement

(n.d.). Retrieved from https://www.nms.org/About-Us.aspx

Cricket Respiration: A Structured Inquiry Experience

We investigated the effect of temperature on ectotherms using live crickets. Specifically we investigated the question: How would a decrease in temperature affect the rate of respiration in crickets? We hypothesized that if we lowered the temperature then the rate of respiration would decrease due to molecular movement slowing down. We found that our data supported the hypothesis.

Observations

Quantitative Data

Bar Graph

Transfer of Knowledge

NMSI emphasized how vital it is that students develop understanding of concepts as opposed to memorizing descriptions of concepts. When students memorize information without actually processing what the information means, they are less able to recognize and/or demonstrate the concept in a different circumstance from what they have memorized. Furthermore, this can hinder students from developing critical thinking and problem solving skills, which are both vital skills for success in STEM classrooms and careers.

In small groups we explored the cell cycle. Each group received a scenario and had to analyze it in order to determine which phase of the cell cycle they would be responsible for creating. Each group received a different set of materials to build with. For instance, we received a bag of faux dollar bills and coins while another group received pipe cleaners and pom-poms. After each group created their phase, we all participated in a Gallery Walk, in which we had to identify which phase each group had created. Despite my being greatly familiar with the phases of the cell cycle, each design was so different that I had to take my time in processing what many of the designs were demonstrating. This was an evaluation of not only how well we understood the process of making new cells but also, of our ability to transfer our understanding from one setting to another.

Interphase

Prophase

Metaphase

Anaphase

Breadth Versus Depth

Deadlines, high-stakes exams, a swiftly moving pacing calendar, and other conditions can keep us from exploring the depth of concepts in effort to cover the breadth of the curriculum. NMSI, however, reminded us that depth matters. We were charged with demonstrating the process of cellular respiration in eukaryotic cells using manipulatives and labeling. My partner and I stumbled through some of the moving parts of the process, including key enzymes and electron carriers produced during glycolysis and the Krebs cycle. So the phrase goes “use it or lose it”. This was followed by our instructional specialist demonstrating an in depth grip on cellular respiration effortlessly. It left many of us feeling a bit inadequate. Had we lost it?

Personal reflection revealed that I had been so focused on keeping up with the flow of the pacing calendar in order to cover as much of the curriculum as possible that I often grazed over some of the fancy details involved in producing ATP. Fortunately, rather than wallow in my feelings of inadequacy, I used those feelings as motivation to do something about it. I looked for opportunities to dig deeper into concepts through personal research and class lessons, especially those which students struggle with like DNA and gene expression.

Explore

Explain (start)

Explain (finish)

Texas Leadership Initiative for inquiry science teaching (TLIIST) Summer 2020

The TLIIST team gathered together for a second summer of special training in leadership and inquiry. Though unable to gather in person due to an unexpected global pandemic, we explored topics of biology, leadership, pedagogy, and communication virtually. Virtual teaching and learning is a new experience for many of us as educators. Summer training was an amazing experience exposing us to new ways that we can maneuver through this unfamiliar territory with engagement, creativity, online tools, household materials, and both independent and group interactions.

Universal Design for Learning

We were introduced to a fascinating educational tool known as Universal Design for Learning (UDL). UDL is a research-based educational framework that promotes the development of flexible learning environments to meet the needs of individual learners. Every student is capable of learning, however, every student does not learn the same way. So how do we meet the needs of each unique student in the science classroom (and others)? UDL demonstrates that inclusive learning environments where students can leverage their strengths and grow their weaknesses can be acheived by providing students with multiple means of engagement, representation, and expression.

Biology: SARS-CoV-2

Biology was the science content area of choice this summer with a focus on viruses. Viruses are covered in the biology curriculum each year for high school students. Making real-world connection with this topic is rarely difficult as most students have at least heard of popular viruses such as HIV and influenza. This school year the real-world aspect is especially vivid as we have all had to make adjustments in our way of living due to the global outbreak of SARS-Cov-2, also know as the coronavirus. We explored SARS-CoV-2 and gained a more in-depth understanding of the virus and its impact through a variety of methods despite the limitations of virtual learning.

Trashy Virus

Using household materials or "trash" around the house, we created models of SARS-CoV-2, highlighting its unique external and internal structure. The outer membrane is made up of a lipid bilayer with an array of proteins protruding from the surface, including spike proteins, envelope proteins, and membrane glycoproteins. The genetic material (RNA) is securely kept inside the capsid.

Choose Your Own Adventure Story

The TLIIST team first delve into a few case studies to gain a better understanding of the background and decisions of individuals that led to the current events we have seen with the coronavirus. Keeping the case studies in mind, we worked in small teams to develop a "Choose Your Own Adventure Story" about coronavirus. In our story, we explored the impact of the virus on our every day lives, including social distancing and hand-washing, how the virus is spread, how to avoid it, and how to handle being infected with the virus.

Choose Your Adventure Story: COVID

Dr. Yousif Shamoo: Covid-19 Series

Talks with guest speaker, Dr. Yousif Shamoo, were both engaging and insightful. Key points taken from his talks include:

the major means of transmission of the virus is through air droplets and aerosols released when an infected person coughs or sneezes
N-95 masks filter 95% of particles and cloth masks do not filter aerosols (limited but needed protection)
the virus can be spread by a person who is asymptomatic
the goal --> R0 is less than 1 (each existing infection causes less than one new infection resulting in the disease eventually declining and dying out)
social distancing, proper hygiene, and use of PPE buys time to develop a vaccine, which is the key to getting back to normalcy

Texas Leadership Initiative for inquiry science teaching (TLIIST) Summer 2021

The TLIIST team gathered together for a third summer of special training in leadership and science. Summer training was held virtually again due to Covid-19, but we made the absolute most of it. We explored topics of chemistry, leadership, pedagogy, and effective communication with both colleagues and students. Our discussions were supported with hands-on activites that we can implement with our students to help them gather greater understanding of science concepts.

Chemistry: CO2

Chemistry was the science content selected for this summer. Chemistry is not a branch of science that I have much familiarity with, but Dr. Hutchinson engaged us in wonderful discussions of CO2 and its impact. Is CO2 and change in the climate related? Well, it seems that way. Data shows that as CO2 concentration increases, temperature is also rising. However, we discovered that this relationship between CO2 and temperature is not a proportional one, rather it is correlational. CO2 results from burning hydrocarbons, which is done in excess. Our daily activities contribute to this increase in C02 production. Trees are naturally able to absorb and use CO2. So we explored the idea of using trees to offset the increased concentration of CO2. We found that despite the 3.04 trillion trees on earth now, trillions more would still be needed to combat this issue of increased CO2 in our atmosphere.

Don't Burst My Bubble

Using two household materials - baking soda and vinegar - we observed a chemical reaction between a solid and a liquid. When a solid and liquid react with one another, they produce a gas. Together the baking soda and vinegar created CO2 gas. We trapped the CO2 in a balloon, which caused the balloon to inflate. Some of us successfully inflated our balloons, while others struggled. The cause of variation in results was likely due to each person using varying amounts of the reactants that were not proportional to that of the balanced equation.

Buckeyball C60

We constructed a buckyball C60 model. The buckeyball was discovered in 1985 by a group of researchers at Rice University. Buckeyballs are composed of 60 carbon atoms that are connected in the same pattern of pentagons and hexagons as is found in a soccer ball, giving it a spherical structure. The bonds between the carbon atoms are covalent bonds, which make the buckeyball very strong.

pre-ap summer institute for biology content 2022

In preparation for providing Pre-AP students with engaging, student-centered learning experiences, my biology team attended the Pre-AP Summer Institute hosted by College Board.

Through a variety of hands-on investigations, we explored the "Areas of Focus" for science disciplines, which are emphasis on analytical reading and writing, focus on applying mathematics, and attention to modeling. In addition, we learned four shared principles or strategies that support students in these areas of focus: close observation and analysis, evidence-based writing, higher order questions, and academic conversations.

In the bubble membrane lab, we engaged in three of the shared principles as we explored how the cell membrane behaves. We closely observed the bubble membrane as we placed objects (string) on top of it and attempted to go through the membrane, we shared in academic conversation about our observations, and wrote about how the bubble membrane demonstrated a cell membrane using our observations and knowledge of cell membrane function.

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