Pauker Learning Strategies Science Implementation

1. Pauker Learning StrategiesScience Implementation Jacob C. Greenwood, EdD

2. Using Graphics to Improve Comprehension Asking Questions to Increase Understanding During Pre-learning

3. Charts, Graphs, and Pictures • The teacher needs to train the students to answer four basic questions. • What is this drawing (picture, graph) about? • What is one very important idea in the drawing (picture, graph)? • What are two details you observe in the drawing (picture, graph)? • What is one question that I would like answered about the topic?

4. Charts, Graphs, and Pictures • Each question is to be answered in one or two sentences. Questions one, two, and four are answered in the following manner. • The students hear the question. • The students study the graphic for one minute. • Graphic is removed from student view. • While building the question into their response, the students record an answer within 30 seconds. • When completing prompt three, the students are permitted to view the graphic.

5. Charts, Graphs, and Pictures Teacher will ask for volunteers to share their constructed answers. Students can/should add/modify their responses from those shared by classmates.

6. ImplementationRHS Science Department Week of 2/1 – 2/5

7. Charts, Graphs, and Pictures Physics

8. Charts, Graphs, and Pictures

9. Charts, Graphs, and Pictures

10. Charts, Graphs, and Pictures • Any object, wholly or partially immersed in a fluid, is buoyed up by a force equal to the weight of the fluid displaced by the object. ~ Archimedes • Teacher blows into tube • Balloon inflates • Water in jar displaced by balloon filled with air and jar rises

11. Charts, Graphs, and Pictures • Share student work • David Waltimyer

12. Charts, Graphs, and Pictures • YouTube - Spinning top tricks#watch-main-area

13. Charts, Graphs, and Pictures Angular momentum Demonstrating that a spinning top will tend to stay vertical

14. Charts, Graphs, and Pictures • Share student work • Patrick Hughes

15. Biology The Cell Cycle - Dr. George Noyes

16. Biology Cell Cycle DNA Packaging and Folding

17. Biology • Onion cell mitosis • What is occurring in this phase? • What is one very important idea in this phase? • What are two details in this phase? • What is one question I skill have about this phase?

18. Biology • Onion cell mitosis • What is occurring in this phase? • What is one very important idea in this phase? • What are two details in this phase? • What is one question I skill have about this phase?

19. Biology • Onion cell mitosis • What is occurring in this phase? • What is one very important idea in this phase? • What are two details in this phase? • What is one question I skill have about this phase?

20. Biology • Onion cell mitosis • What is occurring in this phase? • What is one very important idea in this phase? • What are two details in this phase? • What is one question I skill have about this phase?

21. Earth ScienceMeteorology Upper air components of weather(will there be school tomorrow?)

22. Earth Science

23. Earth Science

24. Earth Science Jake, Yesterday I used the first (current) map with the "Question Prompts"Then, I showed the Jet Stream (the second file) to answer all thequestions of where the storm is going.... Other maps not included here showed the water vapor loop of the storm(BIG!),Radar and forecast maps further concluded the lesson.It was an awesome class!Today:  I put up a jet stream (included here) for 30 seconds.  We hadjust covered the upper air component of weather on Tuesday.I asked, everyone know where the storm will be heading based on this?(afterwards, a few maps explained the conclusion/forecasts they had). Jeff LaSala

25. Analytical Notes Increases comprehension and increases unaided recall of material from readings

26. Analytical Notes • Students record a sequence of analytical notes based on how the sections have been “chunked” • For each chunk the students will record one row of notes • Students follow prompts: What is, Why is this important, As a result

27. Earth Science • Viewing a movie

28. Earth Science • Typically, the teacher would ask the students to answer a series of questions as they watched the video, or after watching the video. • For greater comprehension and construction of answers, the teacher can direct the students to use the three columns of analytical notes to formulate an answer - Louis Hall

29. Earth Science “Wrestling the Mississippi” Study Guide Questions • 1. Why is the Mississippi River so vital to our nation's economic vitality? • 2. People who live by and work on the Mississippi River have said that it is a river that is “alive.” What do they mean by this?

30. Earth Science • Using the analytical notes approach, the teacher can prompt the students by asking them to make the three columns • Pause the video at the appropriate time to allow them to complete the two right columns

31. Earth Science

32. Earth Science Students formulate an answer by combining the three columns into a brief paragraph

33. Earth Science • The Mississippi River flows north to south through the Midwest to the Gulf of Mexico. The Mississippi River is important because it is a major shipping route for moving goods through the middle of the country. As a result, keeping the Mississippi River in good condition is important to our economy. The Mississippi River Delta is an expansive delta at the mouth of the Mississippi. The Mississippi River Delta is important because it is a major port for imported goods, as well as oil and gas from the Gulf of Mexico. As a result, the shipping channels in the delta are important to our economy.

34. Earth Science • Writing a lab report: Acid Rain

35. Earth Science • Students sometimes have difficulty writing lab reports that clearly identify the required parts of a lab report • Students will use analytical notes to identify these factors prior to designing and running their investigation • Louis Hall

36. Earth Science

37. Earth Science • During the investigation they record a second set of analytical notes.

38. Earth Science

39. Earth Science • After running the investigation, students will use both sets of analytical notes to write their lab report in narrative form

40. Earth Science • My independent variable was the different types of stone. In our lab we used granite, limestone, and marble. We chose these because they are common building materials that may respond to acid rain. My dependent variable is the final mass of the stone samples after soaking in acid rain for 30 minutes. This shows how much of the stone (if any) was lost due to the acid. My control was a sample of each stone that we soaked in plain water, in case water caused deterioration by itself. The starting mass, pH of the acid, volume of acid, and soaking time were the same for all samples. These constants eliminate all variables that can affect the outcome except the desired one – the type of stone.

41. AP Biology Organizing “The Dirty Dozen”

42. AP Biology • Each section of the 12 required labs is accompanied by an Analytical Notes coversheet • Quick reference for teacher to ensure students understand concepts • Organizes students thoughts and results from multistep labs • Used for exam review in May

43. AP Biology

44. AP Biology

45. AP Biology

46. BiologyGenetically Modified Food Advantages • There are many advantages to genetically modified food. GM foods can be made to be resistant to many diseases, weeds, pests and herbicides. They can even be made to be drought or flood tolerant. They can grow faster and have more nutrients than other crops while not going bad as quickly. They are also cheaper for farmers as you don’t need to use chemical sprays. These traits could be the solution to third world hunger. The crops in poorer countries wouldn’t be destroyed so easily after every drought or flood. They would be able to grow faster and there would be more of them as they are resistant to pests. The crops would also be healthier for people because iron and other minerals can be added to them, removing malnutrition problems. • Another advantage is that in the future, foods could be modified to make edible vaccines, like bananas that protect us against Hepatitis B. Edible vaccines would make large scale immunizations against diseases easier, painless and more accessible. Instead of waiting in line for a doctor you could eat a tomato. Dr. George Noyes

47. BiologyGenetically Modified Food Advantages

48. Biology Genetically Modified Food

49. BiologyGenetically Modified Food Disadvantages • Despite the many advantages to genetically modified foods there are also many disadvantages. First and foremost is that genetically modified foods are new and it is impossible to know all the future effects it could have on human health and the environment. The risks and benefits of new technologies are only fully known after they have been in use for many years. An example is nuclear power, forty years ago it was thought that t could solve all the world’s problems with unlimited, cheap and safe energy. Only now do we know the full benefits and risks of nuclear power. • Another disadvantage is the potential impact it could have to human health. The new genes that are put in food could be resistant to certain antibiotics; if we eat them the effectiveness of antibiotics could be reduced. New allergens could be accidentally created and known allergens could be transferred to other foods. For example, if a gene from peanuts was taken and put in a tomato, people allergic to peanuts could be allergic to that tomato. Most importantly, scientists can’t actually prove whether genetically modified foods are 100% safe because normal toxicology tests do not work for food. • There are many environmental problems involving genetically modified foods. These are mainly about pollination of plants. If genetically modified plants pollinate non-genetically modified plants this could spread them into the wild, where they could compete with other plants. This would upset the balance of nature, as these plants could easily take over. Plants that are made resistant to chemical herbicides could pollinate with weeds. This would be disastrous because then new, stronger sprays would have to be developed to counter them. This would increase ground and water contamination, something genetically modified plants are supposed to prevent.

50. BiologyGenetically Modified Food Disadvantages