Why is Pluto not a planet? How are the different types of planets organized? What properties can be used to help identify these designation? A simple NGSS-correlated activity for MS teachers will be presented here. Materials provided to get you started.
Teachers, pick up free and inexpensive resource for all your Earth science related needs from rocks, mineral and fossils from Michigan Earth Science Teachers Association. Ideas and activities will be shared with teachers from other disciplines to showcase the interdisciplinary aspect of Earth Science and its ability to address topics in the NGSS Crosscutting Concepts and STEM applications. The session will be all day Friday and till noon on Saturday.
We will build a model tetrahedron to illustrate molecular geometry, first using it as a Silicon tetrahedron (SiO4), which comprises 90% of the Earth's crust. We will then use the same model as a Methane tetrahedron (CH4), the simplest organic molecule. This technique of modeling tetrahedrons was introcuced by the AIMS Foundation in 1985. Our next model, a magnetometer, was introduced by TOPS Learning System and later developed for Windows to the Universe in 1995 to illustrate the detection of magnetism in such varied uses as space science, oceanography, geology, environmental science, archeology, engineering, and other critical applications for STEM Education. Together these models will ignite curiosity and build confidence in science learners as they begin to see and manipulate abstractions.
Join TCI in this interactive science investigation that has students mining chocolate chip cookies as they observe some effects farming and industry have on Earth's system. Participants will review the cause and effect relationships of farming and industry upon Earth's systems and complete activity from the point of view of a farmer, a miner, and two scientists.
Former Middle School Teacher and National Account Manager with Teachers' Curriculum Institute (TCI) . TCI recognizes that every student is unique and that all students benefit from learning in different ways. TCI uses a variety of proven instructional practices that allow students... Read More →
Friday March 6, 2020 1:00pm - 2:45pm CST
Capitol 3
Have students analyse data about physical factors and climate that affect the level of the Great Lakes. Data from a simple lake system will help students think about what factors might be involved. Then students will generate a model for lake change and participate in a structured investigation of some data, leading to a "claim - evidence - conclusion" statement and "if .. then.." prediction statement. Sources of data will be shared. This activity was developed to directly address several NGSS standards.
AMS Education provides both K-12 teacher and undergraduate packages of professional development in weather, ocean and climate. Three on-line courses are available (course fee, but 3 grad credits free). Summer field experiences and new teacher certification program now available... Read More →
Students take on the roles of civil engineers as they use a river model to investigate how flowing water erodes and deposits sediments to create common landforms. They then design erosion-control structures and use the river model to test them. Based on the results of their initial testing, students redesign and retest their structures. This activity, from the new SEPUP Interactions middle level unit (NGSS middle level edition) addresses MS-ESS.A, MS-ETS1.A, and MS-ESS2.C.
Lab-Aids proudly publishes the Science Education for Public Understanding Program (SEPUP) which began developing science intructional materials with funding from the National Science Foundation (NSF) in 1987.
Take a Watershed Walk! 4th and 5th grade NGSS Performance Expectations ask students to think broadly about where water occurs on Earth and its power over time. Join the Teaching Science Outdoors: Urban Partnerships’ Team to go OUTSIDE and explore the Grand River watershed. We’ll build observation skills, connection and awareness of local water resources. Using phenomena - observable, measurable natural events - in the local schoolyard, provides relevance and engagement for students. TSO-UP works to share best practices for outdoor teaching that support your use of existing Michigan Science Standard-aligned curriculum in your schoolyard.
KBS LTER K-12 Partnership Coordinator, Michigan State University
Hello! I'm currently the co-chair of the LTER Education and Outreach Committee. Come talk to me about teaching outdoors, place-based teaching and teacher professional development! karahaas.org karahaas@msu.edu
I have over twenty years of experience in science and environmental education in informal settings and in classrooms. I am interested in educator environmental literacy and supporting teachers learning to teach outdoors.
Guided tour of historic buildings in downtown Lansing and the geologic materials they are made from. Used in Integrated Science and Geology classes. Field trip could be modified for other urban areas and also include history as well as geology. Come take a walk with me and get some fresh air!
Taught college for 40 years. Also some high school students. Many different courses over those years. Mostly Biology but I am now teaching Physical science.
Friday March 6, 2020 3:00pm - 3:45pm CST
Capitol 3
This workshop will take a “Systems” approach to teaching Earth Science. Using the EarthComm curriculum, we will explore Earth Science as an interplay between the geosphere, hydrosphere, cryosphere, atmosphere, biosphere, and anthroposphere. Lead students to understand the relationship between the different systems and the relevancy of the science they are learning.
For the past 18 years Gary Curts has worked with It's About Time's Professional Development Department as one of their Implementation Consultant/STEM Specialists and has been instrumental in helping support many teachers across the USA who have implemented that curricula or are focusing... Read More →
Rock and fossil evidence found within sedimentary layers provide insights into Earth's geological past. We model an activity in which students investigate how different landscapes changed over time, including a Michigan geological mystery. Students support their interpretations using claims, evidence, and reasoning. Sharing their observations, they construct a general geologic time scale. Students apply their skills to design their own rock and fossil sequence to be evaluated by peers. Additional ideas for evaluation include rock sequence in national parks or on Mars and using a video of paleogeographic changes test their interpretations.
Learn about access to a new NGSS-aligned middle school curriculum that teachers in the Flint River watershed are using to connect students to local and global water issues. Explore how this resource supports teachers as they empower students to take the lead as citizen scientists using their own data to construct questions, explanations, and community action projects.
Course Subject(s): Life/Earth Science and Chemistry (LS, ESS, & ETS with support for cross content collaboration in ELA, CTE, Soc. St.)
Education Programs Manager, Flint River Watershed Coalition
I am an experienced and dynamic education specialist with specific interest in connecting classroom curriculum to outdoor experiences across content areas and grade bands. I have an undergraduate degree in Fisheries and Wildlife from Michigan State University and 12 years of experience... Read More →
Using Paper to create a Roller Coaster to understand Gravity and other physical science. Students will be restricted as to which building pieces to use and to how high to create the roller coaster. I will challenge students to not only create a roller coaster that has the marble... Read More →
Since 1957 (Sputnik), space agencies and private companies around the world have launched thousands of artificial satellites into orbits around Earth. We will build a wire model providing students with the basic understanding of the differences between Polar and Geosynchronous orbits and differentiating which satellites (e.g. spy, communication, environmental, weather, etc.) would be launched into each kind of orbit. Our second model consists of a tennis ball container filled with salt water, a floating golf ball, and food coloring to illustrate for students such concepts as density, solubility, color, estuaries, optics, chemistry, and other critical applications for STEM Education. Together these models will ignite curiosity and build confidence in science learners as they begin to touch and manipulate abstractions.
Need something to get your students excited about science? Come visit MESTA’s fabulous Rock Shop! We have a variety of rocks, minerals, fossils and other oddities that will spark your student’s curiosity. These purchases can be used as classroom showpieces and make great gifts. There is something for everybody. All proceeds go towards Earth Science educator scholarships and grants awarded through the Michigan Earth Science Teachers Association. Cash, check, and cards accepted.
Intense rainfall events lead to surface water pollution. We look at connections between agriculture, specifically hog production in North Carolina and its impacts on water quality. Hurricanes cause extreme rainfall and flooding, affecting waste lagoons, leading to surface water pollution. Participants will explore connections between hurricane paths, rainfall intensity, watersheds, flooding, with farm location and environmental impact. Rainfall events in Michigan can cause flooding and surface water pollution. We use examples of waste lagoons from Three Oaks and waste water treatment plants across Michigan to connect human activities to environmental impacts. Participants will design potential solutions using criteria and constraints.
We converted a dated in-class pen and paper workbook to a hands-on learning experience that constructs students’ rock and mineral identification skills that they then apply to the school’s rock garden. The new rock garden contains more than 100 rocks and is 12x40 meters. The boulders are glacial erratics consisting of igneous, metamorphic, and sedimentary rocks that are common in Michigan. Students apply their new knowledge to identify rocks in the garden and interpret their process/environment of formation. Students construct a rock cycle and connect samples to their source. A similar rock garden is possible at your school!
