What will happen when the ice caps melt?
According to the experiment, it seems that nothing would happen, but that goes against everything I have heard. Upon more research and thought, I would say that oceans will rise. Not all the ice that is and will melt is in the ocean, so as that water melts it will eventually drain into the oceans. If ice or water was added to the full bowl of water, it too would have "flooded". Also, the experiment was in a bowl; the Earth is not bowl-shaped. And wouldn't surface tension play a role in the water staying in the bowl? The bowl was also left unjostled. If jostled, water "flooded" out. The Earth is not still; plates are constantly moving.
Animals and plants that do live in those icy habitats will have to adapt. THe amount of fresh water will change, less of ot will be stored in glaciers and ice. The density of the ocean water will be altered, thus changing currents, which will further effect the climate.
Other questions:
Does surface tension play a role in the experiment?
Anybody used this with their students?
Anybody have any other experiments that deal with melting ice caps or global warming taht they would like to share?
Also, This American Life on January 13th, (A program on NPR and PRI)there was a global warming debate story. A teenager taht completely believes global warming is a myth and a scientist that studies global warming shared their views, including back up evidence. It was an interesting show. http://www.thisamericanlife.org/radio-archives/episode/424/kid-politics?act=2
Monday, January 23, 2012
Saturday, January 14, 2012
The 5 E's Lesson Plan Reflection
This week for a graduate course, I had to write a lesson plan using the 5 E's Strategy. The 5 E's for those who happen upon this blog who are not in the same course, are:
Engage – hook
Explore – experiment
Explain – introduce new material
Elaborate – real world connections
Evaluate – assessment
I thought that taking the lesson apart and looking at them with these 5 E's in mind was helpful in making sure that I planned a more engaging lesson that provided opportunities for my students to explore and make connections to the real world.
We are required to turn in lesson plans on a weekly basis to our assistant principal. On them, we are required to include strategies for: Instruction, Guided Practice, Independent Practice, and Assessment. These are similar to the 5 E's.
At first I was going to say that this procedure took much longer than my normal lesson planning does, but if I just look at the 5 E's part of the lesson plan template, it did not take any more time. The entire process required to complete the entire template took a long time. This is still a new format, and I am sure it would go faster as I used it more.
One note I found while researching the standards addressed in this lesson was on the Benchmarks Online (Project 2061) website, it said that students in grades 6-8 “cannot be expected to become knowledgeable about details of atomic structure or bonding” (www.project2061.org). This is at odds with what the Indiana State Standards say that I am supposed to teach. We spent weeks on atoms and the periodic table and are currently struggling through chemical reactions, including bonding. Who is right?
Engage – hook
Explore – experiment
Explain – introduce new material
Elaborate – real world connections
Evaluate – assessment
I thought that taking the lesson apart and looking at them with these 5 E's in mind was helpful in making sure that I planned a more engaging lesson that provided opportunities for my students to explore and make connections to the real world.
We are required to turn in lesson plans on a weekly basis to our assistant principal. On them, we are required to include strategies for: Instruction, Guided Practice, Independent Practice, and Assessment. These are similar to the 5 E's.
At first I was going to say that this procedure took much longer than my normal lesson planning does, but if I just look at the 5 E's part of the lesson plan template, it did not take any more time. The entire process required to complete the entire template took a long time. This is still a new format, and I am sure it would go faster as I used it more.
One note I found while researching the standards addressed in this lesson was on the Benchmarks Online (Project 2061) website, it said that students in grades 6-8 “cannot be expected to become knowledgeable about details of atomic structure or bonding” (www.project2061.org). This is at odds with what the Indiana State Standards say that I am supposed to teach. We spent weeks on atoms and the periodic table and are currently struggling through chemical reactions, including bonding. Who is right?
Friday, January 6, 2012
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