The document summarizes discussions from a team of teachers on integrating technology and student-centered projects into their science classrooms. The teachers discussed how topics in earth science, biology and physics relate to real-world examples. They also discussed how critical thinking skills learned in the classroom can be useful outside. The teachers proposed ideas for long-term student projects and the challenges of student-centered learning, and noted that the teacher's role is to facilitate and challenge students through probing questions.

1. Team on Tuesday, 2/7
Christopher Allen - documenter
Karla Nelson
Don Nenninger

2. The Virtual Mr. Fairchild

3. Team 4 in Our Pod
We huddled in the
back to avoid the
We welcome guests to our noise from the
humble pod sound test pod.
That’s That’s
Karla Don
This is
me

4. 1) What are some topics in your discipline that align well with
the “real world”?
• We found the question a little odd since our disciplines are all
about the real world. So we figured this was more about
things to which our students could relate.
• In earth science the weather, tsunamis, earthquakes, volcanic
eruptions, and meteors are regularly highlighted events in the
news.
• In biology human anatomy and physiology are quite familiar,
as are plants and animals.
• In physics students are accustomed to motion in sports, cars,
and amusement parks and electricity in lights and switches.

5. 2) How are skills learned in your classroom useful outside your
classroom?
• When we considered “skills” we thought less about content
and more about practice.
• Thinking like a scientist helps you observe things around you
better, ideally with less inherent bias.
• Students should be able to understand more of what is
pertinent to them through scientific literacy and
understanding.
• Improved critical thinking skills should allow students to draw
better conclusions or prove things better.

6. 3) What are ways to bring new forms of technology (not just
PowerPoints and Tvs) into the classroom for students’ use?
• There is some exciting 3-D simulation equipment which allows
students to view simulations of systems like parts of the
human body.
• Just like we’re all seeing this week, becoming familiar with MS
Excel can be helpful in the lab and perhaps in some of the
students’ later environments, too.
• Bringing in interesting technology can make the class more
exciting for the students because they are excited about the
technology in some way. For example, involving
entertainment like popular movies might engage them more.

7. 4) What are topics in your discipline that could be weaved
together in a long term project?
• In earth science the students could do a weather project or
plant a garden.
• In biology human looking at where energy moves within
systems could be a theme for many projects.
• In physics taking apart or building a complex device could tie
together many topics. For example, cars involve rotational and
translational motion, simple machines, electrical circuits,
engines, and more.

8. 5) What challenges do you anticipate in having students take
part in a long term, student centered project?
• Keeping the students on task could be difficult. If they are
excited enough this could be more about keeping them on a
schedule than on topic.
• Keeping an eye out to make sure all students are involved and
working together well in each group could be difficult, too.

9. 6) What is your role as a teacher in an environment that is
student centered?
• While not acting as the stereotypical fount of all knowledge,
you are still the expert on hand.
• The key is to act as a facilitator by asking the students probing
questions and challenging them. At the same time you can
make sure they stay on track and are working together well.