STEM Tool by Elizabeth Barrett-Zahn https://padlet.com/ebzscience/8dw3wy8dybl9lwkx Choose a STEM Tool to share with the class. en-us 2021-10-16 16:09:40 UTC 2023-03-02 18:27:34 UTC hello@padlet.com Mujahed Alawadi love123mujahed46 https://padlet.com/ebzscience/8dw3wy8dybl9lwkx/wish/1855727071 Why is it important to learn about Climate change and what people can do about it.  
This Teaching Tools for Science, Technology, Engineering and Math (STEM) Education “Scientific literacy involves understanding global climate change & what people can do about it” focus on the difficulties of climate change and its interdisciplinary nature can make it feel like a daunting teaching task. Climate change is complex and involves many systemic issues. This complexity makes it an ideal platform for incorporating contemporary scientific inquiry into the curriculum. Climate change refers to long-term shifts in temperatures and weather patterns. Our climate is the earth’s normal weather over a very long time. Recently, our climate has been changing much faster than ever before. All these changes make life challenging for our plants, animals, and people around the world. The cause of climate change is humans. For example, when we use fuel, like oil and gasoline, or remove forests to make room for cities or farms, we release greenhouse gases into our atmosphere. These greenhouse gases cause our climate to get warmer. We must understand how the climate is changing so that we can prepare for the future. 

PreK to grade 12 teachers should teach students about the climate changes because it will help the students predict how much rain the next winter might bring or how far sea levels will rise due to warmer sea temperatures. Knowledge regarding this experience helps students to understand and engage in the consequences of global warming, encourages them to change their behavior, and helps them to adapt to what is already a global emergency. Education will be a key tool in the fight against climate change in the coming years. 

According to the framework, teachers’ climate change can be taught in different ways in different science classes. Students can use different approaches to analyze and predict the effects of climate change.  Climate shifts can disrupt ecosystems and affect the biological life cycles of plants and animals. They can also alter the phenology of plants and animals. In chemistry, students can study ocean acidification, which occurs when seawater absorbs CO2 from the atmosphere. It can also harm marine life. In physics class, students will investigate how atmospheric gas composition changes can affect the flow of energy and matter within the earth. In Earth science class, Computer models and Geographic Information Systems help students study the impacts of climate change. Students can also create their models by analyzing and recreating existing ones.



]]> 2021-10-30 17:06:50 UTC https://padlet.com/ebzscience/8dw3wy8dybl9lwkx/wish/1855727071 Mary Kemoh mkkone32 https://padlet.com/ebzscience/8dw3wy8dybl9lwkx/wish/1856928327 The STEM Teaching Tool asks the question, "What is the Issue"?

 The issue is that many science educators focus on
pre-teaching technical vocabulary at the start of the unit to help students become comfortable with the science lesson. The articles suggested that this approach is especially common with students from historically marginalized
communities, particularly in emerging multilingual students.
 
 As an educator, it is more productive to support learners to
develop concept meaning first as they develop language. Instead of pre-teaching vocabulary, educators should understand that students come from all works of lives and backgrounds; therefore, they should encourage all students, including emerging multilingual students, to express themselves in multiple ways. The articles recommend some action educators can take.

Rather than starting with a list of scientific vocabulary to be learned, creating a " word catcher" with students will help them learn the vocabulary and use it in several communication forms. Engage students in making sense of phenomena using home and heritage languages as well as English.

 According to the Science Framework," classroom must allow all students the opportunity to figure out instances of real-world phenomena that are relevant to their everyday lives and emphasize the value each student brings to the collective understanding of their local and global scientific community. ]]> 2021-10-31 16:44:16 UTC https://padlet.com/ebzscience/8dw3wy8dybl9lwkx/wish/1856928327 Genoveffa Mazzella https://padlet.com/ebzscience/8dw3wy8dybl9lwkx/wish/1862237845 http://stemteachingtools.org/brief/68
Why is it important to focus on creating solutions and building community Resilience?
The issue of climate change has impacted all of us, but especially people of color with low income resources. As the issue arises people ages thirty years of age and younger and strongly being affected more heavily. These individuals specifically have been affected with increasing levels of sleeping disorders, despair, depression, and substance abuse. Research has shown that speaking about climate concerns has increased the probability of anxiety and phobias.  As a whole, people have suffered from social emotional effects due to these climate conditions. To enhance their awareness of climate change their should be a job and life preparation incase of an emergency in the community. Preforming an experiment of pro's and con's about how the climate has effected each individual specifically can give others an idea of the surrounding area in which they live in and why they were impacted by the climate change. As stated in the article "Students of color are underrepresented in environmental careers, such as green building or wind and solar research, manufacturing and maintenance". It could possibly be that because of financial distress many people of color may have a difficult time surviving during climate change. Allowing individuals to understand the field of learning about climate change could include scientist, local green technology, farmers, water and soil scientist experts to help the students think about those you will partner with locally to help you better understand climate change and help keep away from communities that are largely effected by climate issues. Engaging students with scientist to collect, analyze, and apply data could help with the effective practices in climate science education focus on solutions. ]]> 2021-11-02 16:38:06 UTC https://padlet.com/ebzscience/8dw3wy8dybl9lwkx/wish/1862237845 Megan Kleemann https://padlet.com/ebzscience/8dw3wy8dybl9lwkx/wish/1863237069 Building partnerships with scientists, families and other community members is a successful way to expand a STEM project.
The brief talks about the importance of engaging community members in projects that can be used and supported by those that live within the same area. It encourages to use of language such as, "nonscientists" in order to have a common space for all collaborators. To me this means, you do not have to have extensive scientific knowledge in order to participate in events that are based on scientific situations. The goal is to look at populations that are often not as active in STEM projects or groups that are misrepresented. There is a focus on equity in scientific instrumentation. I ask myself, "How does this look in society?" Furthermore, citizen science has many goals. Its main purpose is to engage the public in science and contribute to community scientific literacy. According to the text, "Collaboratively identifying and communicating goals builds a collective understanding that all stakeholders (e.g., researchers, community members, students, etc.) bring valuable and diverse expertise to the project, including the design process."

Information~
Citizen Science Projects: (CAISE)
contributory projects (designed by scientists with data collection contributions from the public),
collaborative projects (designed by scientists with public contributions like data collection, project design refinement, data analysis, and sharing of findings), 
co-created projects (designed by scientists and members of the public working together throughout the process)
~Example: Botanical gardens, parks, museums and science centers, zoos and aquariums

Links~
-Gardenroots Project
-Black Brilliance Research Project
-West Oakland Environmental Indicators Project

This article made me initially think about the benefits and production of a community garden or flower bed. Community members work together, all with different scientific backgrounds, to have a common goal using multiple forms of knowledge in this subject area. All in all, it's important for students to know their part as scientific community members. This can be modeled in school and followed through with at home.






]]> 2021-11-03 01:32:15 UTC https://padlet.com/ebzscience/8dw3wy8dybl9lwkx/wish/1863237069 JASMIN http://stemteachingtools.org/brief/15 jmorais1110 https://padlet.com/ebzscience/8dw3wy8dybl9lwkx/wish/1865790533 Jasmin Morais

I enjoyed this STEM teaching tool because I believe equity should be a focal point in education. It also tied into our discussion last week on equity vs equality. This will be a challenge that exceeds years into the future because we have a far way to go to achieve true equity in the educational system. This passage advocate for “inclusive approaches to science instruction” that will aid in closing opportunity gaps in minority communities. I’ve seen these issues firsthand growing up. Not only do students have less access to high-quality learning opportunities, but there is also conflict with feeling connected or competent enough to succeed in a subject like science. I appreciate that the article brings out that “all science learning can be understood as a cultural accomplishment”. It was also beautiful that they note, “a diversity of perspectives leads to more rigorous solutions.” Our children from low-income backgrounds have so much to offer. Yet their talents are seldom harvested and built upon like those from high-income families. High-quality science should not only be accessible to these students but be instructed in a way that speaks to them, so they can have a connectedness to a subject that is just as much their own to master as it is anyone else’s. ]]> 2021-11-03 20:29:53 UTC https://padlet.com/ebzscience/8dw3wy8dybl9lwkx/wish/1865790533 CYNTHIA http://stemteachingtools.org/brief/20 cpucci88 https://padlet.com/ebzscience/8dw3wy8dybl9lwkx/wish/1865840882 I enjoyed this teaching tool because I am a firm believer in having the students get their hands dirty. This teaching tool is beneficial for outdoor science learners because it plays a big role in the student's socio-emotional, learning, cognitive development, physical health and their overall well being. It is great for teachers to be able to provide opportunities for students to explore the natural world outside of the classroom. I believe that by having the students be able to go out in the natural world and get their hands dirty, they are not only having fun, but are learning at the same time. Outdoor teaching practice is a great way to promote important science learning. It is also a great way to connect outdoor learning to learning in the classroom! -Cynthia P]]> 2021-11-03 21:05:39 UTC https://padlet.com/ebzscience/8dw3wy8dybl9lwkx/wish/1865840882 STACIA http://stemteachingtools.org/brief/20 https://padlet.com/ebzscience/8dw3wy8dybl9lwkx/wish/1865908457
It is crucial teachers design lessons and lesson plans that include hands-on activity. Most importantly activities outdoors when teaching science. I enjoyed reading about engaging learners in authentic science practices outside the classroom because it is a beneficial strategy in having students participate in learning. The article raised a good point in the "Attending to Equity" paragraph when it mentioned the alarming rate of suspensions young boys of color were experiencing due to not being able to get active in and move outdoors. I have considered this when I was a Pre-K teacher and experienced how impatient many of my male students would get after sitting for long periods of time. After learning the benefits of having students utilize 10-15 minutes running in the gym or in the school playground I would allow them to do it often because it helped them throughout the day. ]]> 2021-11-03 21:57:06 UTC https://padlet.com/ebzscience/8dw3wy8dybl9lwkx/wish/1865908457 FERNANDA fernandamorenosoto24 https://padlet.com/ebzscience/8dw3wy8dybl9lwkx/wish/1865932642 This teaching tool addresses how we can teach students who are ELL's. I would use these tools for my MLL's too because I have students that are non-native Spanish speakers. A lot of my students need to be supported through the use of translating. Having a journal where students can write science vocabulary words in both languages would be very helpful. I will also make sure to make clear differences when explaining different phenomenon's. In regards to equity, I will have my students' upbringings and home practices in mind. I should not be making assumptions that we all have similar practices and same beliefs. This would have to be considered when using "everyday examples" because my students all come from different homes and structure. 
- Fernanda Moreno Soto]]> 2021-11-03 22:18:40 UTC https://padlet.com/ebzscience/8dw3wy8dybl9lwkx/wish/1865932642