I run an after school STEM club that involves many projects and activities. Students build robots for FIRST Robotics, race RC cars, use 3D printers, and build underwater vehicles. They dissect specimens, and create biodiesel from vegetable oil. So why would I bring this up on the Chemed Xchange? Our science club does chemistry activities, we are an ACS Chem Clubs(link is external), but I think there are many other benefits to this kind of club. Here are a few:
This year our school, through a unique set of circumstances, had final exams before winter break, two weeks of break and then one week left in the semester after break before second semester officially ends. It is a weird situation. We were in the middle of gas laws and now have to pick up where we left off after the kids have not been attending school for two weeks.
Last winter I watched a webinar put on by ACS and AACT called "NGSS in the Chemistry Classroom." As a result of watching that webinar, I took an activity that had NGSS Science & Engineering Practices (SEP) integrated into it and tried it out in class. In this activity, students are required to develop their own procedures and data tables.
Last year, I researched and practiced what I thought to be "flipping the classroom". But, now that I am taking part in a district-wide "High School Blended Learning Pilot", I can say that I was attempting blended learning early in my teaching career. You see, the flipped classroom is really a small subtype of blended learning. So, the goal of this post is to define blended learning and share what my professional development has in store for me during this academic year.
A description of a quick and easy lesson that is sure to add some spark into your next lesson on stoichiometry.
It's that time of year for those of us on the semester block system - end of course content state exams loom large and student stress is at an all time high. The longer I teach in this environment, the more I see how these tests push teachers to provide packet after packet for review. The stakes are so high for everyone - and teachers are afraid they missed something.
This month I spoke with Debra Johnson who teaches a variety of science subjects, chemistry and AP chemistry among, them at North Muskegon High School in North Muskegon, Michigan. Below she tells us how inquiry works in her classroom. Let us know what it looks like in yours!
Late last school year at a staff meeting, teachers were informed that we were going to be coached and encouraged to introduce more vocabulary instruction to our content areas.