Earth Science Instructinal Plan - Using Models

Using models in the Earth Science classroom allows for rigorous and interactive instruction.  Because many topics and concepts in Earth Science are inaccessible, whether due to location or safety concerns, models provide the students the opportunity to investigate Science concepts.    Also, models are essential for creating an environment of differentiation.   Scientific representations offer students of all learning styles and preferences to examine components of systems, as well as how the system operates.

For my Earth Science Instructional Plan, I utilized two inquiry based activities that employed models.  My Science classes were in the process of studying earthquakes, so the models are based on that scientific concept.

Guided Inquiry – Student Created Model

After asking the students to create a goal, I began the lesson by asking students “How do seismic waves move?”  Students discussed this question in their groups.  I then asked the students to devise a plan or an experiment to demonstrate the movement of seismic waves using materials that could be found in the classroom.  Students wrote down their ideas, including materials needed and procedure.  Then, I asked them to test their idea.  The students were very eager to create their models of seismic waves.  Several of them had very novel ideas – such as using water in a cup that was tapped.  After the trials, students met back with their peers to discuss whether or not they had answered their question.

By using the student created model, I was able to formatively assess the previous knowledge that the students had.  It also allowed the students to synthesize their knowledge into a working model that demonstrated seismic wave movement that also reflected their perspective.

Structured Inquiry – Teacher  Directed Model

This model was utilized after students were given basic information pertaining to the movement and speed of primary (P) waves, secondary (S) waves, and surface waves.  In their groups, students manipulated a metal spring toy to illustrate the movements of seismic waves.  They timed each wave movement three times, and then found the mean (average).  Using the movement modeled by the toy, and the mean times, students inferred the type of seismic wave that they created. 

By using the toy, the students were able to model the movement and speed of the different seismic waves.  Instead of just reading that a primary wave moves back and forth, the students are able to visualize the movement.  Also, the model demonstrates the reason behind why surface waves are so devastating.

This is the first time I have assigned this task to my students.  I believe that it was successful based on informal observation and formative assessments (quiz).  The students demonstrated a desire and willingness to think outside the box, and worked well with one another.  Both my students and I enjoyed and learned from the model activity, and I expect to do it again next year.



Preparing for Disasters of the Natural Kind

Middle school students appear to have some sort of fascination with natural disasters - as long as the disaster is being shown on a film clip.  I found that natural disasters require a three pronged approach - science, preparedness, and response. 

The science of natural disasters is evolving every day.  Scientists of all kinds have been investigating and studying the mechanisms of various disasters, from earthquakes to tornadoes.  We have a better understanding of the factors that invariably lead to the disaster, from locations of faults to weather conditions.  Because of this, we are more likely to be warned of the impending disaster.  There are warning systems for just about every possible scenario, except for earthquakes or rogue asteroids that have been hiding in the shadows. 

My students require skills to understand and analyze the information that is available, as well as how it applies to them.  Learning about volcanoes can be fun.  However, the reason that volcanism is part of the curriculum is because it can impact the lives of my students.  Wait.....I live in Georgia.  How does a volcano affect me?  This is a question that I often hear.  I often use the supervolcano at Yellowstone National Park as an example.  Even though the East Coast will most likely be spared immediate damage, the volcanic ash will eventually travel to Georgia via the winds, causing various problems.  There will be disturbances to the student's daily lives (ash finding its way into car engines, etc.) as well as food shortages.  Making those connections is a vital step in making our students scientifically literate learners.

Being prepared is not just for Boy Scouts.  Having basic supplies, such as batteries or bottled water, could mean survival during a natural disaster.  I stress to my students how important it is to have a Emergency Preparedness Kit at home.  One assignment my students undertake is to create their own kit.  Not only do they add supplies, but they also have to explain why the item is important.  This often leads to discussion.  Many of my students will add a flashlight, but no batteries.  Completing this activity requires the students to extend their thinking in a manner that is rigorous and relevant.

Middle school students are notorious for being self absorbed, so it is vital that they learn the importance of responding in the wake of a natural disaster.  Every year, the school has canned food drives.  However, the students are usually disinclined in assisting in the drive unless there is some sort of reward attached.  Even though the canned food stays in the community, there is no personal connection.  However, I observed a different type of middle schooler last year.  Last spring, there was a massive outbreak of tornadoes in the South, including Georgia.  There were at least two areas in the city that I teach in that was affected - one area includes the district that feeds into my school.  Students that walked the halls of the school had lost their homes, their clothes, and even relatives.  The school quickly began to collect personal items and clothes that could be disseminated into the community through the Salvation Army and other local charities.  We had an empty classroom that was filled with clothes, toothpaste, and toilet paper.  The children did not ask if they would receive a reward - they were just happy to help.

Cultivating the desire to help others is a necessity.  Students must learn that assisting others does not always benefit them directly, but it does benefit the community as a whole.