Implementation of ImagineIT Report
To review, my project’s big idea is, “empowering students with STEM: connections matter”. I want my students to use technology to locate, understand, and analyze science text and data to make informed personal choices.
It has been a very busy Fall in room 302! My students had many opportunities to make science connections. While I mainly focused the ImagineIT project on my 7th graders I feel I was able to implement connections to my 8th grade science students!
7th graders were able to explore Ecology concepts by conducting various ecology experiments on the Chicago river. I partnered with the Friends of the Chicago River who helped me bring my 100 7th grade students to the Chicago River. Mr. Mark Hauser, the education coordinator for Friends of the Chicago River, worked with me to create a focused field trip. Students conducted an invasive species survey and went on a nature scavenger hunt. They tested the Chicago River for phosphates, nitrates, dissolved solids, turbidity, pH and dissolved oxygen. Students also collected macroinvertebrates and counted the various species present and determine their pollution tolerance. Students had a fantastic time collecting data and enjoying the Forest Preserve.
To see more photos, please visit the photos tab of my website.
I averaged the data collected from the student groups and a week later Mr. Hauser came back to talk with the students about the data found. Students had a conversation about the data with Mark and collaboratively they came to a conclusion about the overall health of the river. He talked about the history of the Chicago River and the various issues facing the Chicago River watershed throughout history to present.
I feel that students really connected with the content. They were able to make connections as to how their household choices (using cleaning products that have hard chemicals, not conserving water) affect the Chicago river. I wonder though if these connections will follow through with more informed choices. I am still wondering how to assess this. I also fear that while I feel successful about the unit and content learned I do not know how this will relate in improved standardized test scores. I know I have provided a rich experience but I am evaluated on how my students perform on tests, not better choices.
In 8th grade science we have been studying chemical and physical properties of materials. Students investigated density by creating life jackets to save Barbie. I also had two Chicago Firefighters come and speak to students about how chemical and physical properties of materials help them fight fires. Students really enjoyed both experiences and I feel gives them a richer idea of how science connects to their life.
We are still learning and exploring. 7th grade students are now working in groups to produce a public safety announcement using digital tools of their choice. I am really excited to see what they create!
7th graders were able to explore Ecology concepts by conducting various ecology experiments on the Chicago river. I partnered with the Friends of the Chicago River who helped me bring my 100 7th grade students to the Chicago River. Mr. Mark Hauser, the education coordinator for Friends of the Chicago River, worked with me to create a focused field trip. Students conducted an invasive species survey and went on a nature scavenger hunt. They tested the Chicago River for phosphates, nitrates, dissolved solids, turbidity, pH and dissolved oxygen. Students also collected macroinvertebrates and counted the various species present and determine their pollution tolerance. Students had a fantastic time collecting data and enjoying the Forest Preserve.
To see more photos, please visit the photos tab of my website.
I averaged the data collected from the student groups and a week later Mr. Hauser came back to talk with the students about the data found. Students had a conversation about the data with Mark and collaboratively they came to a conclusion about the overall health of the river. He talked about the history of the Chicago River and the various issues facing the Chicago River watershed throughout history to present.
I feel that students really connected with the content. They were able to make connections as to how their household choices (using cleaning products that have hard chemicals, not conserving water) affect the Chicago river. I wonder though if these connections will follow through with more informed choices. I am still wondering how to assess this. I also fear that while I feel successful about the unit and content learned I do not know how this will relate in improved standardized test scores. I know I have provided a rich experience but I am evaluated on how my students perform on tests, not better choices.
In 8th grade science we have been studying chemical and physical properties of materials. Students investigated density by creating life jackets to save Barbie. I also had two Chicago Firefighters come and speak to students about how chemical and physical properties of materials help them fight fires. Students really enjoyed both experiences and I feel gives them a richer idea of how science connects to their life.
We are still learning and exploring. 7th grade students are now working in groups to produce a public safety announcement using digital tools of their choice. I am really excited to see what they create!
Final ImagineIT Report
My project’s big idea is, “empowering students with STEM: connections matter”. I want my students to use technology to locate, understand, analyze science text and data to make informed personal choices. I partnered with Friends of the Chicago River (Friends) and took my students on a field trip to test the water quality of the River as part of our ecology unit.
In reading the book, “What Should I Do? Confronting Dilemmas of Teaching in Urban Schools” by Anna Ershler Richert, I felt there were two dilemmas facing my project.
Reflecting back on this project I felt that I was able to tackle teaching in Urban Settings well. Through conversations with colleagues I found the Friends gave my students a nature experience within an Urban setting.
In reading the book, “What Should I Do? Confronting Dilemmas of Teaching in Urban Schools” by Anna Ershler Richert, I felt there were two dilemmas facing my project.
- Teaching in Urban Settings
- Assessment
Reflecting back on this project I felt that I was able to tackle teaching in Urban Settings well. Through conversations with colleagues I found the Friends gave my students a nature experience within an Urban setting.
I was not so successful with assessment. After the trip I invited Mark Hauser, Education Coordinator of the Friends, to come to our class and speak about the history of the Chicago River. Students presented their water quality data and discussed the results with Mr. Hauser.
After these events I had students work in collaborative groups to produce a public safety announcement that highlights the issues facing the Chicago River. Students chose the technology and how the information was presented. The videos are impressive but I am struggling with how to assess connections to content. I developed self reflection essays and exit slips to gage how students were completing their projects however; will these experiences change student perception on how they affect nature?
After these events I had students work in collaborative groups to produce a public safety announcement that highlights the issues facing the Chicago River. Students chose the technology and how the information was presented. The videos are impressive but I am struggling with how to assess connections to content. I developed self reflection essays and exit slips to gage how students were completing their projects however; will these experiences change student perception on how they affect nature?
In reading the book and working with my imagineIT project I know there are no clear answers. Each school has it’s own personality and culture which makes implementing an, “one size fits all” solution difficult if not impossible.
Taking these dilemmas to my students and colleagues was eye opening. I don’t give my students enough credit; their insight was valuable and realistic. For example, students told me that they need guidance and requirements and were very realistic about group work; no matter what criteria is put in place to encourage equal participation, some students may not be motivated. My colleagues were extremely helpful and echoed similar sentiment as my students. Chunking up the project into more manageable steps was extremely helpful. This part of my ImagineIT project is still formulating in my mind; I want my students to show growth. I plan to have students at the end of the year find evidence within their work of growth; academically and personal.
My insights about this project are many. First, my students are amazing! The videos that they produced were fantastic. Students used many types of technology from green screen to screen recorders. Students also incorporated film editing to improve and perfect their videos. Second, this took an incredible amount of time and I need to reflect on how to improve time management. Third, I need to continue to formulate assessments to reflect if students have internalized the information to make more informed consumer choices.
The key items I will change for round 2 is time management and assessment. I really want to continue allowing students to produce technology pieces to show their learning. I will brainstorm for shorter activities that will achieve the same goal; students showing what they know using technology. For assessment I would like to probe student understandings to see if what they have learned 1st quarter is applied to 2nd quarter science concepts. I want to know if students can take not only content, but the technological and personal skills learned from 1st quarter and apply them for the rest of the year.
Taking these dilemmas to my students and colleagues was eye opening. I don’t give my students enough credit; their insight was valuable and realistic. For example, students told me that they need guidance and requirements and were very realistic about group work; no matter what criteria is put in place to encourage equal participation, some students may not be motivated. My colleagues were extremely helpful and echoed similar sentiment as my students. Chunking up the project into more manageable steps was extremely helpful. This part of my ImagineIT project is still formulating in my mind; I want my students to show growth. I plan to have students at the end of the year find evidence within their work of growth; academically and personal.
My insights about this project are many. First, my students are amazing! The videos that they produced were fantastic. Students used many types of technology from green screen to screen recorders. Students also incorporated film editing to improve and perfect their videos. Second, this took an incredible amount of time and I need to reflect on how to improve time management. Third, I need to continue to formulate assessments to reflect if students have internalized the information to make more informed consumer choices.
The key items I will change for round 2 is time management and assessment. I really want to continue allowing students to produce technology pieces to show their learning. I will brainstorm for shorter activities that will achieve the same goal; students showing what they know using technology. For assessment I would like to probe student understandings to see if what they have learned 1st quarter is applied to 2nd quarter science concepts. I want to know if students can take not only content, but the technological and personal skills learned from 1st quarter and apply them for the rest of the year.