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Bloom your school with your biofuel and soap lab

Link to the resource (en): Click here

Teachers: Sweden & Greece

Subjects covered: Science, Biology, Chemistry, Physics, Technology and Arts

Age of students: 13 - 16 years old

This learning scenarios aims at an overarching understanding of bioeconomy by connecting everyday life examples to the topic at hand, then developing further into an entire project. First, learners create a poster on bio-based products they found in the market. Then, they are involved in experimental laboratory work. Students conduct three experiments, collect data and make conclusions according to the instructions given in three worksheets: * 1st Experiment: Making your Biodiesel * 2nd Experiment: Testing your Biodiesel * 3rd Experiment: Making your Soap Finally, students produce a 1-minute-long creative advertisement.

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Bloom your school with your biofuel and soap lab Link to the resource (en): Click here Teachers: Sweden & Greece Subjects covered: Science, Biology, Chemistry, Physics, Technology and Arts Age of students: 13 - 16 years old This learning scenarios aims at an overarching understanding of bioeconomy by connecting everyday life examples to the topic at hand, then developing further into an entire project.

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In the BLOOM project, 20 pilot teachers representing schools from Greece, Austria, Spain, Sweden, Poland, Italy, Belgium, Portugal, Israel, Croatia (two teachers per country) who teach physics, biology, mathematics, engineering, technology or chemistry, have been selected in order to produce new bio economy teaching resources, test these resources in their schools/classrooms and provide feedback on their implementation.

Additionally, these teachers will also encourage, train and support other teachers and schools to use the project resources, and disseminate the project, resources and other bio economy opportunities in their region. Finally, they will support and contribute to the development of a MOOC on bio economy and its applications in teaching, for primary and secondary school teachers.

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In the BLOOM project, 20 pilot teachers representing schools from Greece, Austria, Spain, Sweden, Poland, Italy, Belgium, Portugal, Israel, Croatia (two teachers per country) who teach physics, biology, mathematics, engineering, technology or chemistry, have been selected in order to produce new bio economy teaching resources, test these resources in their schools/classrooms and provide feedback on their implementation.

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Language: English Hub: No hub This guideline helps to record you own Podcasts and is used in the BLOOM project to develop the BLOOM bioeconomy podcast serial. Have a look and make your own Podcasts! Download guideline

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In the BLOOM project 20 pilot teachers from schools in ten different countries (Greece, Austria, Spain, Sweden, Poland, Italy, Belgium, Portugal, Israel, Croatia) who teach physics, biology, mathematics, engineering, technology or chemistry have been selected in order to develop bioeconomy teaching resources, test these resources in their classes, provide feedback on the implementation.

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In a previous article, our man Tyler investigated the efficacy of various DIY laundry detergents. What he found was that none of them performed as well as the store-brand, or our standardized testing detergent. But that was to be expected, since they lacked one very important component: enzymes. In this Science Blog post, we rectify that oversight by making our own enzymatic laundry detergent, and find out whether it's worth the effort.

Making enzymes is pretty easy-so easy that we do it all day every day, completely unconsciously. Our cells are constantly pumping proteins and enzymes into themselves and the space around them to perform various tasks. The problem is that those enzymes are all relatively inaccessible if you want to use them outside your body. Your stomach is full of enzymes that could be used to break down the food stains on your dirty shirts, but there's no way to get them from your stomach into the dishwasher.

(Okay, maybe there's one way, but it's distinctly un-appetizing.)

So, you need to find a way to make enzymes without using your own cells, which is a much more difficult prospect. Enzymes are not alive, in the sense that they don't reproduce by themselves, so you can't grow them. Making them by assembling amino acid chains is also pretty much out of the question, due to cost and degree of difficulty. As it turns out, the most efficient way of making enzymes in large amounts is by using nature's enzyme factory: yeast.

Yeast under the microscope.

Humans and yeast have had a symbiotic relationship for millennia: We give them carbohydrates and they give us alcohol, vinegar, and carbonation. But yeast also makes something else during its proliferation: enzymes.

All that sugar and starch needs to be digested, and without a stomach, the only way yeast can break it down is by excreting digestive enzymes into its environment and harvesting the broken-down components. It is those digestive enzymes we're after, and to get to them, we need just four things: yeast, yeast food (sugar, in this case), dietary supplements, and time.

4 simple ingredients that you may already have in your home: orange peels, dry yeast, brown sugar and water.

We prepared our yeast culture by adding five tablespoons of brown sugar, a packet of dry yeast, and the rinds of three oranges (oranges are rich in an additional digesting enzyme, known as pectinase) to an empty 1L Erlenmeyer flask and filling it to the shoulder with tap water. After two weeks in a dark, cool spot we removed the particulates using a coffee filter. What was left was a yellowy brown, vinegar-smelling solution of pure enzyme power. Or so we hoped.

After two weeks of fermentation, the enzymatic cleaner is cloudy with yeast and chock full of enzymes.

In order to test the efficacy of our home-brewed enzyme concoction, we decided to pit it against our standard detergent and the same washing machine testing strips we use during our washing machine testing routine. We added just a half cup of the enzyme mix to the test loads and ran it on the normal cycle; then we ran the same test using our standardized detergent.

After analyzing the spectra of the dried stain strips, we were able to compare performance in stain removal. Not surprisingly, our standardized, commercially available detergent won the overall head-to-head comparison. Still, we have to qualify that result with "...but not by much."

There was virtually no difference in performance when it came to removing cocoa and red wine stains from our test strips. In the case of the carbon/motor oil stain, the homemade detergent actually slightly outperformed the standard detergent. Only the sebum and bloodstains proved problematic for the homemade detergent; just enough so that the defending champion gets to keep his belt. However, this is an incredibly strong showing for something we put together from a total of five bucks worth of groceries.

Based on our data, homemade enzymatic detergent is quite good especially when dealing with food-based stains, which are likely to be the most common ones you come across. The question then becomes: Is this worth it? The answer here is a resounding "It depends!" The ingredients are cheap, the process is not too messy or unpleasant, and you can brag to your friends that you make your own laundry detergent. The only issue here is time.

Making this stuff takes at least two weeks, which means that if you don't plan properly and end up running out, you may have to fall back on the store-bought stuff anyway. If you do find it worth your time and effort to make DIY detergent, definitely go with this one... now with Extra Enzyme Power.

Recipe

If you want to make your own enzyme cleaner, here's the recipe we used:

Ingredients:
- Container
- 5 tbsp brown sugar
- 1 packet dry active yeast
- Rinds of 3 oranges
- 1L tap water

Procedure:
1. Combine all ingredients, then incubate for two weeks in a dark, cool place. Do not cover your container tightly-it could explode.
2. After two weeks, filter out particulates using a kitchen funnel and coffee filter paper (the coarser, the better).
3. Use enzymes immediately, or refrigerate for up to a month.
Photos: Flickr user "TheJCB" (CC-BY-SA-3.0)
Recipe via: One Good Thing By Jillee

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DIY: Make Your Own Enzymatic Laundry Detergent

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In a previous article, our man Tyler investigated the efficacy of various DIY laundry detergents. What he found was that none of them performed as well as the store-brand, or our standardized testing detergent. But that was to be expected, since they lacked one very important component: enzymes.

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Increase public awareness of bio-based products and applications supporting the growth of the European bioeconomy

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A new course- Boosting Bioeconomy Knowledge 

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A new course- Boosting Bioeconomy Knowledge 

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Twitter started to work for me :)

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I've been using Twitter for six months and it's already one of the best career decisions I've made.

For a while, it seemed that my relationship with teaching was going to be short lived (the first rush of excitement and energy was gone and in need of resuscitation). But thanks to some of the inspiring educators on Twitter, I have fallen back in love with teaching.

Earlier this year, a colleague (@historychappy) presented a 10-minute continuing professional development session on how to expand your personal learning network. By the end of the session I was convinced by his ideas, andhave since found Twitter to be an excellent way to develop professionally

Over the past few months, I have learned so much, not only about classroom teaching but also about wider educational debates. Here's why I think all teachers should join the conversation, and some tips for getting started.

Whatever resource you are about to make, stop - open Twitter and explore what is already available. Chances are that another teacher will have created something that is perfect for you, and is using strategies you've never thought of.

The productivity and generosity of teachers on Twitter is inspiring and I have also become more efficient in creating and sharing resources. Collaborating with online colleagues is an enlightening experience and as teachers we should want all students to learn, not just the ones in front of us.

The blogs of some incredible teachers have taught me far more about my profession, and given me more practical ideas, than my MA in education did. There is some incredibly useful research being carried out in education, but I didn't encounter any of it until joining Twitter and following groups such as The Learning Scientists (@AceThatTest).

And after a few days of reading blogs on everyday practice, my approach to lessons was re-energised. I've taken many useful pointers from Rebecca Foster (@TLPMsF) especially, who blogs weekly about practical ideas for the classroom.

It's fair to say that teachers are cruelly generalised. We are often portrayed as a miserable bunch, constantly striking and always angry about the latest injustice imposed on our education system. Even to me, the word "teacher" conjures an image of an exhausted, underpaid and overworked drone, counting down the years until retirement.

But this is not the case. Teachers of all ages and nationalities come together on Twitter and they are excited about the profession, their subjects and the students they teach. I've found that if you choose to associate yourself with these types of people, you might well become one.

Looking at teachers' Twitter accounts will show you that we're a diverse group and that many reject some of the prescriptive ideas instilled by PGCE training about how to be an outstanding teacher. Some of us have come to feel that much of the advice was just preventing us from being bad teachers, rather than encouraging us to be the unique teachers we wanted to be.

Early in my career, I had a suspicion that I liked didactic teaching. My PGCE experience made me afraid of "teacher talk" but Twitter made me realise that I was not alone and that there are schools built on the principles of didactic teaching. Without Twitter, I would never have read the blogs of their wonderful head teachers reassuring me that I wasn't meant for the dark ages.

There are so many incredible teachers, each with their own approach that they are happy to share. Twitter has opened my eyes to the fact that there isn't just one teaching style. I am proud to say that I've embraced different ideas and believe my teaching has improved as a result.

With marking, meetings, parents' evenings, administrative tasks and exam entries, teachers aren't left with much time to discuss teaching practices with colleagues. But we want to talk about what works. On Twitter, it's refreshing to get an outside view, away from the politics and day-to-day conversations of your own school.

First, set up a profile. Most teachers seem to use their real names, but you can make your account private, so that students can't find you.

You'll be asked to select areas of interest: choose education, schools and anything else that takes your fancy.

Add your interests to the "About You" section, so that people with similar interests can follow you, and you can build mutually beneficial professional relationships.

Follow everyone to begin with, then narrow it down. Twitter will then recognise the types of people you engage with and refine its recommendations. I've learned so much from @MrsSpalding, @FKRitson, @fod3, @mr_englishteach and @shadylady222 about teaching English. For wider educational debates, @DavidDidau and @JamesTheo are always posting interesting thoughts.

Take part in discussions, read blogs and see what resources are around. Teachers seem to be on Twitter and chatting on weekday evenings, and most subject areas have a specific chat period. For English, @engchatuk sets up a discussion on Monday evenings that anyone can host.

Use and follow hashtags. As an English teacher, #teamenglish is essential, and you can find hashtags for your subject areas and more here .

Think before you type and remember your Ps and Qs. Remember that the veil of a screen does not mean people won't be offended.

Be a radiator, not a drain. Don't just take resources, share them too. The lovely education bubble on Twitter can only exist for as long as we keep sharing ideas and resources.

If you're already a teacher on Twitter, thank you. If you're not, I hope I've convinced you to join. I promise that Twitter will save you more time than it will ever cost you.
Follow us on Twitter via @GuardianTeach. Join the Guardian Teacher Network for lesson resources, comment and job opportunities, direct to your inbox

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Teachers on Twitter: why you should join and how to get started

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I've been using Twitter for six months and it's already one of the best career decisions I've made. For a while, it seemed that my relationship with teaching was going to be short lived (the first rush of excitement and energy was gone and in need of resuscitation).

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Professional Learning Network

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Guest blogger Tom Whitby, a 40-year veteran of the teaching profession and an extremely connected educator, offers some basic, practical wisdom about what a PLN is and how to get one.

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for video notes

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Flip is a video discussion and sharing app, free from Microsoft.

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Flip (formerly Flipgrid) is a video discussion and video sharing app, free from Microsoft, built for classrooms and beyond. Learn more.

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In fact , I found myself at least 12 of them: but never the sports and the healthy eating teachers :)

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Suggested applications:

Padlet (easy) – The free version gives you 3 boards.

Sway (intermediate – advanced)

Alternatively, you can use any other tool for blogging or an online canvas. E.g.: Wordpress, Blogger, Jimdo, Wix, Adobe Spark, Weebly, Google Sites, etc.

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A new course- new beginnings and new learnings.

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A new course- new beginnings and new learnings.

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The networked teacher
I have started this course today and I will see what I can learn and apply in my teaching career :)

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Addditional Resources for colloborative learning

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Addditional Resources for colloborative learning

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Checklist for peer assessment of students’ collaborative skills (CoLab)

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Checklist for self-assessment of students’ collaborative skills (CoLab)

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Rubric for assessing students’ collaborative skills (CoLab)

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Join an activity with your class and find or create your own quizzes and flashcards.

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Formative assessment has never been faster.

Plickers is the free card activity your students will love.

Join millions and play in your next lesson.
Sign up for free
Used by K-12 teachers in over 100 countries

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Formative assessment has never been faster. Plickers is the free card activity your students will love. Join millions and play in your next lesson. Sign up for free Used by K-12 teachers in over 100 countries

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Login or sign up for free on Socrative - your assessment partner for real-time assessments and instant insights.

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Additional resources on colloborative learning

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Additional resources on colloborative learning

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learning scenerio for yes I can enpower students learning

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learning scenerio for yes I can enpower students learning

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for more educational videos on personlized learning 

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for more educational videos on personlized learning 

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Find solutions you would never have dreamt of

Unleash the power of social networks and let the whole world come togther to solve your problem. You can set up your crowdsourcing campagne within minutes. It has never been easier to get loads of opinions and new ideas. Your clients and potential customers will love this new way of brainstorming and voting online.

Free and no registration.

Multiple channels to attract innovators

Where to find the best ideas or potential customers? No need to limit yourself: use Twitter, Facebook, LinkedIn, E-Mail or Google to spread your question. Set up various points where people can find your crowdsourcing campagne: your blog, your website, your Facebook fan page or even the tricider Public Ideas Space. One fishing-rod with many hooks.

Let the crowdsourcing games begin

It's no secret: If there is something to win, we all put on a bit extra effort. But why not? Just add some small rewards to your question and give way for a brainstorming storm of great ideas.

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Brainstorming and Voting Amazingly Easy. Free Online Tool | tricider

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Collect ideas and vote. Free online tool for easy brainstorming and voting. For decision making, crowdsourcing and idea generation.

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Content Creation: Best Presentations, eCards & More | emaze

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Content creation with the help of AI. From amazing presentations and websites, to eCards and more, create beautiful visuals with our ready-to-use templates.

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Another learning scenerio for English teaching

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Another learning scenerio for English teaching

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Explore the ISTE Standards, the definitive standards for learning and teaching with technology.

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What is project-based learning and augmented reality?

According to the Buck Institute for Education, project-based learning is a teaching method in which students gain knowledge and skills by working for an extended period of time to investigate and respond to an authentic, engaging and complex question, problem, or challenge. According to the Oxford Dictionary, augmented reality is “a technology that superimposes a computer-generated image on a user's view of the real world, thus providing a composite view”. Augmented reality alters the viewer’s perception of a real world environment.

Teachers using both PBL and AR claim that their use in the classroom is beneficial, as AR changes the way that students interact with their world and the way they learn their subject matter. Besides, if you work with printed AR-enabled worksheets, you allow students to keep working with AR from home, which will keep their interest and engagement alive outside school. This aspect is very important, because it enables students to foster a positive relationship with education and technology, and they can advance at their own pace.

If you are interested in using AR, the International Society for Technological Education has a great number of resources on producing printable AR worksheets that can be adjusted to fit any age group and subject matter.

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Augmented Reality

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THE STUDIO

Our in-house studio team can help you leverage the power of AR for your brand. With over a decade of experience and valuable insights, navigating projects from entertainment and tourism to CPG, we can help you deliver experiences above and beyond every brief - whatever you want to build, we'll make it happen. Our expertise includes:

Subscribe to our AR newsletter

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Augmented Reality (AR) Company | Blippar

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Blippar provides augmented reality solutions and provides you with easy to use tools to build it yourself.

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The second workshop in 2016 was based primarily on transcription, in which students divided themselves into teams and worked together to transcribe a particular source. After a long day of transcribing, they presented their results and summarised their experiences in front of their classmates. The best transcribers and presenters were awarded prizes.

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Europeana in your classroom: Webinar 23 January 2019

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All Our Ideas - Bringing survey research into the digital age

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All Our Ideas is a platform that enables groups to collect and prioritize ideas in a transparent, democratic, and bottom-up way. It's a suggestion box for the digital age.

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Famous painters

Which painter had a serious problem with his eyesight?

Spin Again

You'll have to take our word for it that the wheel landed on Which painter had a serious problem with his eyesight?. Your browser cannot display the wheel of choices. Please upgrade to a newer browser that supports HTML5 (most new ones do). Wheel Decide would normally show a wheel right here with choices that you can set (lunch, games, dinner, anything!). You can spin it to get a random decision. Make your own wheel of dinner, wheel of fortune, wheel of lunch, wheel of whatever you want now!

Post your wheels to r/WheelDecide or our Twitter
Yours might be added to our Official Wheel Decide Wheels

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Spin Again You'll have to take our word for it that the wheel landed on Which painter had a serious problem with his eyesight?. Your browser cannot display the wheel of choices. Please upgrade to a newer browser that supports HTML5 (most new ones do).

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Flip is a video discussion and sharing app, free from Microsoft.

# data[].attributes.attachment_link.description
Flip (formerly Flipgrid) is a video discussion and video sharing app, free from Microsoft, built for classrooms and beyond. Learn more.

# data[].attributes.attachment_link.readable_text
ELA.RL.9-10.1

Common core State Standards

ELA: English Language Arts

RL: Reading Standards for Literature 6-12

9-10: 9th & 10th Grades

1:
Cite strong and thorough textual evidence to support analysis of what the text
says explicitly as well as inferences drawn from the text.

Download Common Core State Standards (PDF 1.2 MB)

|

ELA.RL.9-10.4

Common core State Standards

ELA: English Language Arts

RL: Reading Standards for Literature 6-12

9-10: 9th & 10th Grades

4:
Determine the meaning of words and phrases as they are used in the text,
including figurative and connotative meanings; analyze the cumulative impact
of specific word choices on meaning and tone (e.g., how the language evokes
a sense of time and place; how it sets a formal or informal tone).

Download Common Core State Standards (PDF 1.2 MB)

|

ELA.SL.9-10.1c

Common core State Standards

ELA: English Language Arts

SL: Speaking and Listening Standards 6-12

9-10: 9th & 10th Grades

1c:
Initiate and participate effectively in a range of collaborative discussions
(one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10
topics, texts, and issues, building on others'\x80\x99 ideas and expressing their own
clearly and persuasively.

a. Come to discussions prepared, having read and researched material under
study; explicitly draw on that preparation by referring to evidence from
texts and other research on the topic or issue to stimulate a thoughtful,
well-reasoned exchange of ideas.

b. Work with peers to set rules for collegial discussions and decision-making
(e.g., informal consensus, taking votes on key issues, presentation of
alternate views), clear goals and deadlines, and individual roles as needed.

c. Propel conversations by posing and responding to questions that relate the
current discussion to broader themes or larger ideas; actively incorporate
others into the discussion; and clarify, verify, or challenge ideas and
conclusions.

d. Respond thoughtfully to diverse perspectives, summarize points of
agreement and disagreement, and, when warranted, qualify or justify their
own views and understanding and make new connections in light of the
evidence and reasoning presented.

Download Common Core State Standards (PDF 1.2 MB)

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Discussion and Supporting Materials

Thought starters

1. How do students develop discussion skills by participating in both the inner and outer circles?

2. What can you learn from Ms. Price about using the language of the Common Core with students?

3. Ms. Price says that it's our responsibility to make it their responsibility. How does she do this?

School Details

Mountain View High School
3535 Truman Avenue
Mountain View CA 94040

Data Provided By:

Teachers

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Ninth graders in Paige Price's ELA class participate in a Socratic Seminar to discuss the role of poetic language. Paige sets up the Socratic Seminar with an inner and an outer circle. Students partner up so that one student participates in the inner circle discussion while the other partner observes from the outer circle.

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for discussions online

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for preparing worksheets

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Amaze your students with smarter worksheets. Wizer.me is a platform where teachers build beautiful, engaging online worksheets.

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https://www.europeana.eu/portal/en

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Europeana !!!!!!!

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“44% of Europeans (169 million) between 16 and 74 years do not have basic digital skills, while 40% of European businesses seeking to recruit ICT specialists are struggling to find them” (European Commission, 2017). Therefore, “to keep Europe growing we will need one million additional researches by 2020” (European Schoolnet), because “90% of future jobs will require digital skills which 44% of Europeans lack.”

(European Commission, 2018)

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The First Badge

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1. critical thinking
2.communication
4. Colloboration
4.Creativity

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for new technological educational trends 

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for new technological educational trends 

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free online professional development courses to enhance your teaching practice

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How can one accommodate 21st-century skills in the classroom?

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How can one accommodate 21st-century skills in the classroom?

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Another list of 21st-century skills was proposed by the non-profit organisation Partnership for the 21st-century learning (P21). They suggest:

Content knowledge and 21st-century themes;

Learning and innovation skills (better known as the 4C’s);

Information, media and technology skills;

Life and career skills.

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As the pioneers in this movement, champions of the 4Cs (Critical Thinking, Communication, Collaboration, and Creativity), and creators of the Framework for 21st Century Learning, P21 is the premier organization ensuring every child-without exception-experiences 21st century learning. And now, as a part of Battelle for Kids, P21 has even greater ability to make tangible and immediate impacts.

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It is important to note that there is no clear consensus on what skills should be included in the category of 21st-century skills. The term itself represents a list of skills that students need to acquire for work, life and citizenship. Let’s look at some proposed skills.

For instance, Tony Wagner suggests seven survival skills:

Critical thinking and problem-solving;

Collaboration and leadership;

Effective oral and written communication;

Accessing and analysing information;

Curiosity and imagination;

Initiative and entrepreneurialism;

Agility and adaptability.

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This is an important day, as on that day I started to change things in my teaching career.
I am Dilek, an Englih teacher who has been teaching since 2005 and that is nearly 13 years now.
At the beginning, as like most of teachers I was so panick striken and full of new ideas.I was open to learning new things, it was easier then maybe it was because there werent many new methods, technologies etc.
As the years passed by, I got used to getting ready-made things and applying them in my classrooms. I might say I have been successfull, but it was higly true that I was losing my enthusiasm and the feeling of being satisfied in creating new and original things.