Module V

How are climate, cultures and oceans all connected?

I like this image of global surface ocean currents because of the connected, ribon-like visual aid.
from: spacestation-shuttle.blogspot.com

1. Explain: What new learning or reflections have you taken from this module? 

I was intrigued by the animated image showing Alaska in the Global View of the Seasons and was left wondering why part of Alaska has white representing less vegetation in the area around Cordova/Yakutat area during the summer season?  That seems a bit strange. 

Overall, it's quite striking how much the Northern Hemisphere experiences seasonal changes when compared to the Southern Hemisphere. 

Also, I had heard of the toilet example and was shocked to learn it is not true!  Bummer—it seemed like such a great working example of the Coriolis effect!  Oh well.

2. Extend: How might you use this week’s information and resources in your lessons? 

I like the Interesting Ocean Facts list—I printed it out and hung it up in my classroom today, as it gets everyone thinking . . . especially about the math involved to calculate some of these statistics.

The Oceans of Climate Change video was a great example of a classroom demo that would be easy to emulate—not much in the way of materials (costs) and yet provides a very clear explanation & visualization of the difference in heat capacity between water and air.  Or, I could simply play the TD video for the class, too!  Awesome example!  

I will definitely perform the Destiny of Density Differences Lab (man, I can't even type that without typos!  Saying it is even worse!) with the blue and red food coloring—what an easy and affordable demonstration with a lot learning and discussion potential!  Cool. 

"What Causes Earth's Seasons" You Tube video link provided good visuals of Earth's tilt that I envision using in my classroom.  I just got a SmartBoard hooked up in my room this week, so I'm thrilled to show Google Earth on my widescreen Smartboard to the kids and have them "travel around" the world. 

3. Evaluate: How useful, insightful or relevant are this module’s information and resources?

I really enjoyed the review of science concepts overall, but much of it is beyond where my students are at educationally so I’m still waiting for more appropriate material that I can use . . . Not that this wasn’t good stuff, and a few things are appropriate for my classroom.  But overall this module doesn’t meet my students’ needs very well (think LOW, very low—more elementary and middle school for 17 & 18 year olds).

3 Colleagues
I enjoyed Ernestine Hayes' blog post from last week (Module IV), particularly her point about artificial light.  It's quite a pondering experience to imagine what our lives might be like without artificial light. 

Again, Matt Hunter provides a wealth of science review & trivia for us on his blog that's very educational.  I enjoy reading his blog each week after I complete the Module assignments for all the information he shares. 

Tracy Pulido had me chuckling over her comment about what being a science teacher in "conservative North Pole" might be like--I live in "conservative Kenai" and am a science teacher, to boot. While I haven't found a lot of Palin supporters in my classroom lately, I do find my students are truly uninterested in environmental topics.  Period.  It's as though when this topic is raised they blow it off like I'm speaking heresy.  Quite different from my high school (Juneau) & college (Fairbanks) experience, for sure. Thanks for bringing me a smile!