Kid 2 Kid Puerto Rico Solar Oven Project

With the power taking so long to be restored in Puerto Rico, solar ovens could be really helpful.  So we tweaked the solar oven project to challenge students to engineer a solar oven out of household items that 7th graders could easily find and assemble.

  1. We started with a do-anything, make-any-old solar oven with no guidance. They got the hang of it, and some experiences to link the physics of solar ovens to. The challenge was to heat 60ml of water the most in 2 minutes. I provided boxes, pizza boxes, mylar survival blankets, masking tape, magnifiers, scissors, cling film and other office supplies I had lying around as they asked. This playing around piece might sound like a waste of valuable academic time but it really does make the rest of the learning and the engineering go MUCH more smoothly. It’s also straight up more fun for me – I hate having to over explain stuff and boss around kids who don’t quite get the instructions. Obviously, I keep an eye on safety and circulate all the time to answer questions and give encouragement/re direct. The level of engagement is so high that there are very few discipline issues – the chaos that seems to be implied is way less than you’d think.

2. Then we studied some physics on a need-to-know basis:

 

a. Energy transformations in appliances, toys, pets and cars to review concepts they learned in earlier grades.

 

b. We had to review the definitions of energy and matter with a card sort, this time on a continuum, rather than one or the other. Much easier this way.IMG_1624

c. Light and optics lab to learn about reflection and refraction using light boxes.

 

c. Students researched ideas from other solar ovens being used in the world – in developing countries, by off-the-grid homesteaders, by campers and even by The Chef in his solar oven episode.

3. They put together their knowledge of physics and already-invented solar ovens and designed new solar ovens to fit the challenge with a second build day.

4. All the ovens were tested for effectiveness (temperature change of 60ml of water in a bean can).  Good to repeat the test to iron out data collection issues. I have kids put the ovens by temperature rise rank on the black top so we can easily compare and contrast them.IMG_7364IMG_1727IMG_2179IMG_2961IMG_1731

5. We evaluated the ovens on the use of easily available materials, and on ease of assembly and use. Then we combined the best ideas – what do you think? Think, pair, share. Each class came up with a design that was based on one of the top two or three

6. Apply for a job in the How-2K2K Video Production Company. Here’s the list of jobs. The application was a half page for them to say why they wanted the job and why they would be good at it. IMG_5485

7. Review and test on the science concepts we have been applying – optics, spectrum green house effect, energy transformations. Students see the test and use it to guide their review – I’ll use different solar ovens and energy transformers for the real thing.

Here’s the test and answer sheets.

8. Make the How-To video.

This was harder than saying ‘Hey kids, now you know your jobs, make a video.’ Who knew? After some false starts (chaos 🙂 I grouped kids by their jobs and briefed each group on what I expected. The director(s) were only in charge of the filming.

It’s a good idea to let the ‘how to’ group re-assembling the solar oven rehearse first with the camera people. Maybe one to record a time-lapse, one to videotape and one to take stills.

Props was the hardest job in the end. Students had a really hard time getting past ‘we don’t have a steel bowl at home.’ end of story. Went over how to solve a problem like that and one mom did go out in the evening to actually buy something. Ugh, not what I intended. I used the props people as floaters to fill in for other jobs that arose.

We talked about ‘finding something useful to do’ if they had spaces of time when their job was not immediately needed. What a great life skill.

It was really hard for the directors to assert themselves with their peers, as it is for most of us.

I allowed a catch-up day for editors, script writers and any other crews to finish off their jobs. Much better than a rubbish end product.

9. The Kid 2 Kid Solar Oven How-To Movie Premiere!

Here’s one of our best videos from Period 7

Here is the link to our other videos. And from Marshall Sachs’ classes too.

 

 

 

 

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October 31, 2017 at 2:44 PM Leave a comment

The Hurry-cane Help Project

An engaging, upbeat (and manageable) way for students to respond to humanitarian crises!

Continue Reading October 4, 2017 at 9:21 AM 1 comment

Weighing in on Google and Chrome books

Using Google Classroom with Chrome Books for the first time and reacting to the NY Times article “How Google took over the classroom”.

Continue Reading May 21, 2017 at 7:47 AM Leave a comment

Ore to Store Mini-Project

What is the story of our favorite stuff? Student detectives follow the path to metals and ore all over the world.

Continue Reading April 21, 2017 at 2:16 PM Leave a comment

Sex Ed: Guess and Check

ARE there more teen pregnancies now than ever before? Are “kids these days…” more out of control, engaging in more risk behaviors and more likely to get pregnant in their teen years? Students start by guessing the answers to some key questions about sex – here’s the class sheet I used.

And then we discuss the way they will find out answers to their guesses using reliable, evidence-based, scientific sources that I provide for them. This is not a time to look stuff up on Google by themselves with these loaded questions. And searching for ‘teen sex’ is likely to come up with all kinds of inappropriate sites. Here is the link to today’s lesson plan which includes the links to reliable resources.

We talk briefly about scanning through charts and graphs looking for surprises – stuff that contradicts their guesses and anything else that startles them. That’s exactly what investigative journalists do – comb through boring-looking reports looking for the headline. In this case, it turns out that the headline “Today’s teens more responsible than you were!” would work. The trends with teen sexuality are by and large good news, well except when compared with other developed countries. That surprise leads to a short discussion of discrimination experienced even by the very privileged teens in my classes, just for being teens. FullSizeRender 19

For controversial topics like sex education, it’s extra important to use reliable sources and avoid fake news. This dull, dull topic is also re-vitalized when considered in the context of using science to figure out why the birth rate among teens has dropped, and why it is higher in some parts of the country compared to others. If we could figure out what is making the difference, effective policy could save lives and help teens launch into their adult lives without unwanted pregnancies.

This is just one piece of our sex education curriculum that we’ve developed. If you want the lesson plans with links, go to my school loop website. Sex ed started on March 9th, 2017.

After teaching this for about 33 years, I thought you might like a little list of tips that have helped me:

  • Talk over your sex ed curriculum with your administration ahead of time. You’ll need their support and backing. Sex ed stuff is the most likely part of the curriculum to get you into trouble with parents so front loading is extra important.
  • Try to teach similar stuff as your grade level colleague.
  • Share what will be taught at your grade level with parents in a neutral way – we have a folder of resources we use on Google Drive and shared the link with an e mail to parents from the principal. Parents can opt out.
  • Don’t try to persuade parents who want to opt their child out. Provide work from a text book so you don’t have to design an alternative curriculum.
  • Be clear that you are teaching information and not values. That’s up to families.
  • Frequently encourage students to talk to their parents about sex etc.- parent/child open talk about sex is the single most important factor in reducing risk behavior in teens.
  • Circulate a lot during activities, table discussions and while students are watching clips on their iPads etc. That’s when they might actually ask you a private, needed question. Many fewer parents that we think talk to their children openly about sex and yet we are in a culture saturated with it. They need a trusted, friendly and informed adult to talk to.
  • We teach our own sex ed and don’t outsource it to experts who will not have the depth of relationships that we do with our students.
  • Never, ever say “in my experience…”. Duh 🙂 And don’t share anything about your own private life.
  • Have a question box but don’t answer crazy stuff about unicorns (“If a man gets an erection on his head, is he a unicorn.” Yes. Really.), and unserious questions that are designed to disgust or embarrass you. Also questions that are inherently racist, misogynistic etc. You are the teacher. Don’t be bullied by naughty boys (mostly) intent on a laugh.
  • Re-phrase questions about your own sex life if the question seems serious. Re-phrase badly written questions that may have a serious point underlying them.
  • Model being matter of fact.
  • Talk about sex as an important part of life and a natural drive within the context of passing genes on to the next generation.
  • Scare tactics backfire. Being embarrassed is hard to avoid at first but the more relaxed you can be, the better you convey that sex is a normal part of life.
  • Give students time to practice talking about sex in mixed gender groups. It’s an important skill.
  • Embarrassment about ‘privates’ kills – my poor grandfather did not talk about changes in his bowel movements until his colon cancer was very advanced and it nearly did kill him. You might have similar stories in your family.
  • Re-phrase questions and answers in the third person. This avoids “You will find that…. ” which could seriously embarrass a student you might be glancing at accidentally. Generalizing “Many people find that…. ” is a safer way to phrase answers.
  • Some of the questions in the question box suggest that my 7th graders are viewing porn – how do we address this? This is a serious question that I don’t yet have a good answer for. It’s so easy for students to see it – if not at a parents house, then at a friends house or on a friend’s phone. Porn consumption is having a real effect on adult relationships. What is it doing to our children?  Our school community will need to engage with this question and soon.

 

March 16, 2017 at 1:41 PM Leave a comment

How do Flowers Work?

Relaxing laundry list requirements for this traditional lab results in this:

Usually, it’s a slog through the parts of a flower, structure and function followed by a recall test. Kind of sucks the joy out of it and anyway, all that is available on the internet in one second.

Just asking the question “How do flowers work?” is a much more open ended and fascinating investigation. Students watch for pollinators, they look up a variety of search terms:

 

They examine their flowers and draw them from life. If they really struggle with drawing, I give them a little instruction on how to ‘see’ the flower and get started. If they were still struggling, I had them take a photo of their flower and put tracing paper over the iPad screen – it’s better than just downloading a photo I think for appreciating the minute beauty of nature. Which is part of the subtext of the lab of course.

We talk naturally about the co-evolution of pollinators and flowers, about the benefits of cross-pollination.

Students who are confused about how to move beyond the structure and function grid, I ask them to tell the story of how pollinators are attracted to the flower, how they are guided for where to go etc. in a 1, 2, 3 kind of way.

Circulating, praising, poking flowers around with kids looking on, we are all fascinated with the pollen under the binocular microscopes. It’s pin-drop quiet right now with my squirmy 5th period completely absorbed in the old-fashioned art and science of making a nature notebook sketch to show others how flowers work. With classical music playing. So yeah, I have the best job in the world.

IMG_3605Instead of giving extra credit for extra greatness, I gave extra kudos by making a display of the best ones in the display boxes outside the school office. Kids are excited to see each other’s work. Should have thought of this years ago!

IMG_3616

March 10, 2017 at 12:18 PM Leave a comment

Truth, Science and Fake News

Here’s what we did today in the wake of this:

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And also, let’s be honest, because trying to get across the importance of using reliable sources and evidence is one of the hardest concepts and skills to teach. Something that might help keep democracy working.

Here’s what worked so well today that we were stunned when the bell went. So interesting to hear their thoughts about all this.

1. What is ‘truth’? Are there different kinds of truth? Why does truth matter? How is science related to truth? Similies? Opposites? Is it good or bad? When? Examples of useful truths and destructive lies. Write on your whiteboard. Share out in a ‘Socrates Seminar’

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2. Write about truth for 5 minutes in your journal.

3. Look up ‘truth’ on Wikipedia. Translate to simple English. How does it compare to what you wrote?

4. Read about fake news. Pick any of these:

5. Answer at least a couple of these questions in your journal:

  • What is ‘fake news’? Why is it created?
  • What was the most surprising ‘fake news’ you found? What was so surprising?
  • Why do people write, believe and spread fake news?
  • How can you tell if news or information is fake or reliable?
  • Why is fake news such an important issue in society right now?  What are hallmarks of reliable, evidence-based information?
  • What can you and your friends do to improve the amount of real news shared on social media?

6. Discuss what you learned about the importance of evidence-based information in science and in society. (And therefore why it’s important to use and cite reliable sources!)

December 2, 2016 at 12:47 PM Leave a comment

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