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Planning a successful science camp w integrating content cultural standards jones
1. Planning a Successful Science Camp:
Integrating Culture and Content
Standards
Webinar series #1
June 12, 2013, 12:00-1:00 PM
School of Education, U. of Alaska Southeast
Alberta Jones, Assistant Professor
alberta.jones@uas.alaska.edu
2. Presentation Layout
Purpose
Staffing
Curriculum Essential Questions, Big Ideas, Inquiry Cycle, 5 E’s,
12 Most Powerful Words, Standards, and Culminating Task
Partners and Collaboration
Student Recruitment
Budget/Materials/Supplies/Equipment
Rentals
Camp Meetings-Pre/During/Post
Assessments
Student/Parent/Staff Follow-up
Data Sharing and Thank you’s
3. Purpose
Your intent. Your passion. Your Goal.
Why? Who cares? What for?
Why would students want to go to it?
What is in it for them? Credit? Careers?
Stewardship of the Environment and Cultural Values
4. Recruitment of Staff
Your program is as strong as your weakest link
Hire qualified, motivated, enthusiastic, collaborative staff
(If not collaborative yet, groom them.)
Testimony-Secondary Honors/AP science teacher changed,
from working in his class/lab comfort zone to ‘teaming’ and
utilizing local resources and people
5. Curriculum
Scientist & Teacher Input and Ownership creates ‘buy-in’
As coordinator and grant recipient, you may have the goals
and objectives, but let them help create or edit
Honor teacher/scientist/elder/cultural expert experience of
working with students and effective pedagogy
6. Essential Question
The overarching question of camp/The big question of student
inquiry ---The theme
Students Essential Questions can relate to:
“‘How does this affect me?” or “What does this have to do
with me?”
Examples of Essential questions:
Why does research of our marine ecosystem affect our
relationship with the way we will live?
Why do traditional methods of putting up fish work?
How do plants impact the quality of our lives?
7. Big ideas
Big Ideas are unifying themes that connect lessons to each
other, so that students do not feel they are learning facts in
isolation.
Example
Life cycles-Several lessons about cycles of different organisms,
each time following the steps of the Inquiry Cycle to encourage
students:
to ask questions
create hypotheses and experiments to test their hypotheses
collect and analyze data
present their results to their peers, parents, etc.
8. The Inquiry Cycle
A method of teaching science by which teachers actively model
their lessons on the scientific method. In other words, teachers
create a scientific environment in which their students act as
scientists, following the steps of the scientific method at levels
appropriate to their age/grade level.
11. From ANSWER Camp, SERRC-
2007-2009
12 Powerful Words
Trace List in Steps
Analyze Break apart
Infer Read between the lines
Evaluate Judge
Formulate Create
Describe Tell all about
Support Back up with details
Explain Tell how
Summarize Give me the short version
Compare All the ways they are alike
Contrast All the ways they are different
Predict What will happen next
12. *Used at ANSWER Camp, 2007-
2009, SERRC
What To Do with Powerful Words
Tell students why they need these words
Reward students who use words
Use the words in science lessons
Talk a Mile a Minute
Vocabulary
Teachers use the words often
Highlight science words
Act out words
Rap
Require words in final presentation
Post in dorm rooms
Teachers role model words-skits
Flip book (Picture/terms)-Glossary
Words of the day-Pass to counselors
13. Standards Addressed
Content areas: Science, Cultural, Technology, Math, and
Language Arts (reading, writing, speaking, and listening)
standards-Department of Education and Early Development
(DEED) website
Western science & Indigenous Knowledge
Other terms for Native ways of knowing: traditional ecological
knowledge (TEK), traditional local knowledge (TLK), culturally
responsive curriculum, or indigenous knowledge )
Alaska Cultural Standards website (DEED)
new Guidelines for cultural standards available May 2012
*Alaska’s new evaluation system will include using the cultural standards
*A great deal of emphasis is now placed on the Common Core in districts
14. Culminating Task
The big event of sharing what students have learned.
Publishing in various formats, inviting all involved-
parents, community, science partners, staff, school board
members.
Challenge: Giving them enough notice and them fitting it
in to their busy schedules. Set date upfront and invite
early!
What to share:
Document with artifacts: report, pre/post test data,
pictures, posters, video, and slideshow. Slideshows are
easy to put together. (you can even have students submit
photos that you monitor and share/post—have permission
to share)
15. Partners/Collaboration and Networking
Players: Who is involved? Community Partnerships-key!!!
Science/Cultural grants?
Everyone has something to offer-Giving everyone a turn to talk,
as you will have different types of thinkers and personality traits
Use a talking stick, drum stick, ball, object for round robin
Create Meeting Norms-Respect, listening skills, timeliness, all
voices heard
Elders and culture bearers-time, tempo, respect and appreciation
****Introductions take MUCH longer than you’ll expect!****
16. Recruitment of Students
Population you are recruiting: Heterogeneous? Particular
population?
Networking: Email parents and parents who are networked.
Native community in southeast Alaska: Legislative, Sealaska
Herigate Institure (SHI), Central Council Tlingit and Haida
Tribes of Alaska (CTHITA), Goldbelt Heritage Institute, and
Alaska Native Sisterhood (ANS)
More aggressive and other recruiting modes are important—not
just email. Some populations listen to radio rather than email
and newspapers
Start recruitment early as families and staff make plans for
summer early-year before, and fall at the latest for a summer
camp
17. Budget
Materials, supplies, equipment
Hardware.-Hoodie sweatshirts, t-shirts, camp posters, mouse
pads, coffee mugs, H2O bottles
MOA (Memorandum of Agreement) set up prior to camp-Be
clear with staff on their pay—Interns too!!
Elders need things in writing, be clear with them on pay
Personnel-Teachers, interns, logistics coordinator, elders,
culture bearers, scientists
18. Budget (cont’d.)
Staffing examples from 2005-09 camp
$25/hour-Elders and cultural specialists
$250 for 24-7 (overnight) -teachers
$30/hour for teachers
$11.80/hr-College interns
$7-$10/hr for grades 9-12
Pay for CPR/AED/1st
Aid training ($42-?)
*Find out salaries from human resources in your program if you
have that
19. Budget (cont’d.)
Food-students, staff, gathering/celebration/presentation day,
healthy and local foods snacks-modeling wellness!
Supplies and equipment ordered early-What can you borrow
from schools and scientists and what do you need?
Reduce~Reuse~Recycle!
Check with local caterers or organizations that may cater as a
fundraiser for their programs-ANS/ANB, Lions, Moose, Elk’s
20. Book materials-Quality, age-appropriate material
Borrowed--Partners, Ordered early, Labeled
Camp binders & Write-in-the-Rain Notebooks inserted,
Dividers, set up prior to camp (great job for intern)
Copies
Local printer--posters. fliers, brochures, and prints
Local video producers-DVD or CD copies (approx. $3/DVD
copy
Custom embroidery or silkscreen print-
shirts/vests,sweatshirts, hats
Materials/Supplies/Equipment
21. Rentals
Reserve in the early fall for the following summer
Boats or research vessels-guides or research
Bus transportation-Laidlaw, Princess, or Goldbelt Heritage
Institute in Juneau, Sitka Tribe of Alaska in Sitka, and tourist
companies
Scheduling buses in advance, especially during tourist
season, Chaperones on buses and students aware of rules
Bus tokens and carpooling for students with no
transportation
**Some students may be too proud to accept free tokens, so it
may have to be low-key, one-on-one
22. Rentals (Cont’d.)
Buildings/Facilities
Research in the fall for following summer
Example camp locations:
Lodges/camps
Church or boy scout camps
Schools/gyms/auditoriums
Vocational Training & Resource Center-CCTHITA
Juneau Arts & Humanities Council
23. Camp Meetings/Supporting Staff
Pre Camp:
Administrators, teachers, science agencies, Native organizations
Partner meetings: 1-1.5 hrs-SEVERAL-keep to agenda! Some
may ask off topic which eats time, so set that time aside at the
end. May have some specific subgroup curriculum or logistic
meetings
Give plenty of time and reminder agenda notice as partners are
very busy
Have a note taker and distribute-some partners may be absent
5-7 months prior to camp
If you can afford a camp logistics coordinator, they are VERY
helpful and takes pressure off of camp coordinator when things
arise. * A ‘detail person’ on the logistics coordinator!
24. Camp Meetings/Supporting Staff
cont’d.
During Camp:
If not there the whole time, take time to SIT with and LISTEN
to each staff person.
Support each of them.
Take time to visit with and observe students and the dynamics
of students and staff
Talk to students too
Give student/parent evaluations to fill out and have them
LEAVE them on tables or box before they depart
25. Camp Meetings/Supporting Staff
cont’d.
Post camp:
Brief meeting-staff is exhausted
Give staff post camp evaluations early (can give before end
camp)
Deadline for evaluations-follow up!
Survey-SCAT
Successes~Challenges~Attributes~Threats
Strengths & ways to improve for next year
Hi-Lows with staff, talking stick (small gift for staff is very
nice for their hard work in their busy summer)
26. Assessment
Diagnostic (pretest)
Formatives-Quizzes and check for understanding/adapt along
the way
Summative (posttest-same test as pre)
Survey-Staff/Students/Parents
Quantitative-Lichert scale 1-2-3-4-5-6
Qualitative-Narrative, open ended
Result on data table/graph-’Learning Gain Scores’ formula
online (a simple formula to measure academic improvement in a
unit by using pre and post test scores)
27. Assessment
cont’d.
Non-fiction Essay
Research shows essay writing demonstrates what students
know and enhances rigor
Students/Staff use scoring guide
Get input from school literacy specialists or science/English
teachers when developing rubric(scoring guide) if you need that
support
28. Assessments: The Best Tool for
Advocating and Sustainability
Share data-school boards, science or business agencies
who sponsored likely want to see quantitative measures as
proof of success
They are often not at the camp so they do not know if there
were academic gains
Testimony from all involved is important too
How do you know camp was effective?
Be proactive, focus on positives
Longitudinal data is hard to track, but may pay off for
sustainability and funding opportunities. Keep good data!
Share with local newspaper agencies
29. Student Follow-up
*the hard part in camps--longitudinal data…
Track students following camp if possible
Continue relationship with students
Be a support network, and an advocate for the student
The ‘Power of Five’ caring adults makes a positive
difference for them!
Careers piece-Keep that in mind
30. Follow-up for Camp
Reflection: What worked and share it, what can you improve on
for next time
Complete Your Post camp report narrative before you forget key
pieces!
Honor and thank staff, partner, and community for their efforts
and contribution to the success of your camp
Thank you letters, letter to local paper or Native agency
community monthly letter, gifts from camp products
31. Credit and Kudos
My fondest memories as an educator for 25 years has been
working with Alaskan camps involving science, technology, arts, and
Indigenous knowledge with AN students from around the state. The
teachers and energetic staff also greatly enjoyed camps.
I appreciate the federal funding from Alaska Native Education
Program (ANEP) grants, Alaska Native community partnerships, and
local, state, and federal science agencies with the 15 summer and winter
camps I’ve been able to coordinate or have coordinated with teaching
teams.
I appreciate the cultural knowledge I have learned from various
Alaska Native elders at camps and from Alaska Native Student Wisdom
Enrichment Retreat (ANSWER Camp) in Sitka, sponsored By Southeast
Alaska Regional Resource Center (SERRC).
The staff, students, school district administrative support and
community members involved have made each camp unique and
successful.
32. Resources
Abell, Sandra K. & Volkmann, Mark J. 2006. Seamless
Assessment in Science: A Guide for Elementary and Middle
School Teachers. Heinemann, NH & National Science Teachers
Assoc., VA, ISBN-13: 0-325-00769-1
UAS ED 428 Science in the K-8 Curriculum syllabus/Resources
State standards: http://www.eed.state.ak.us/standards
Cultural standards:
http://www.ankn.uaf.edu/publications/standards.
html
12 Most Powerful Words handout, SERRC ANSWER Camp, 2009,
www.serrc.org