Charles, Lway, Selena, Corrina and Kameron share their research on teen pregnancy

Yesterday I attended a poster symposium put on by students of the Academy of Health Science (AOHS) at the Rochester City School District STEM High School. Since I spent two weeks with the STEM faculty in a summer institute on teaching through Problem-based learning, I was excited to participate in the culminating activity of the first problem.

About 6 weeks ago, the students of AOHS were presented with a real life problem regarding teen pregnancy and STDs in the Rochester area.  Each Wednesday, students researched, participated in lab activities, and learned about different aspects of to this important topic.  As a culminating activity, students created a tri-fold displaying what they’ve learned and solutions to help teens with this current health crisis.

Students worked in groups of four or five and created posters to present their research. Most students found the topic deeply engaging and relevant. According to Charles Nash, a tenth grader at STEM,

“Having a baby changes your life. You lose your childhood when you become a parent..its really hard”.

I asked the students what was the most surprising information they learned though their research and learned some surprising statistics:

• One-in-four U.S. teens get pregnant by age 18.

• The US has the highest rate of teen pregnancy in the industrialized world.

• 95% of teens live in poverty (!) (the actual rate is closer to 20%).

Asked about their sources of information, students gave a range of responses, but clearly the internet was the primary if not the only source used.  Some simply Googled their question and accepted the answers at face value, while others told me that they relied on websites that ended with .gov, .org or .edu. Several student groups cited the U.S. Centers for Disease Control and Prevention. Clearly, there was a range in the level of student understanding of credible vs. noncredible sources of online information.

In addition to asking about the research project itself, I also asked students how they felt about learning through Problem-Based Learning, as opposed to through traditional classroom instruction. All of the students I spoke with said they preferred it, believed they learned more and felt they were more likely to remember what they learned than through traditional instruction. Corrina Soto, a ninth grader at STEM summed it up nicely when she said,

“Its nice, you can teach yourself, instead of a boring lecture. It helps you know more when you teach yourself. When you put it in your own brain, it stays there”.

The Xerox Science Challenge Day is an annual event organized by the Xerox Science Consultant Program.  The program challenges local elementary students to participate and compete in one of two primary events, The Invention Convention and The Engineering Structures Competition.

The Invention Convention allows students in grades 3 through 6 to display and present their inventions to challenge day attendees, other participants, and a team of judges.  Each inventor is required to display their invention and give a short presentation.  The inventions and inventors are judged based on a series of criterion including creativity, marketability, communication and salesmanship, use of resources, use of the invention process, enthusiasm, quality of display, and design and construction.

A'sana and Anthony, 5th graders from Nazareth Academy, present their invention The Smell Good Shoe!!

The Engineering Structures Competition involves students in the creation of structures using basic concepts of engineering.  The students are challenged to create strong structures using the smallest possible amount of materials (straws and paperclips).  Results are determined by piling an increasing number of weights onto the structures until they finally collapse.  Each structure receives a score based on the amount of material used and the amount of weight the structure can hold.

Students from John Walter Spencer School No.16 test the weight capacity of their structure.

Matthew, a 5^th grade student from school #16 in the city of Rochester described the structure building process. “We spent a few days during science class building and testing our structures.  You see, you want to build a structure with the least amount of straws and paperclips that will hold the most weight.  I was able to build and test 3 different structures in class before coming up with this structure.”  Matthew went on to say that the competition was not about winning but having fun with science. “This has been the coolest thing we’ve done in science class so far this year, other then dissecting frogs.”

Winners from both competitions were announced in a short ceremony at the end of the event.

To learn more about Xerox Science Challenge Day and the Xerox Science Consultation Program contact Mike Long at scienceconsultantprogram@xerox.com

Article and photos by Katie Monroe, RACCEMS Graduate Student.

Big Brother Jim and Little Brother Raajon photo by Caurie Putnam

by Caurie Putnam, coordinator, STEM Mentor Program

From time to time The STEM Blog profiles pairs from the STEM Mentor Program – an innovative collaboration between The Rochester Area Colleges Center for Excellence in Math and Science (RACCEMS) and Big Brothers Big Sisters of Greater Rochester.

This program matches adults with a career, education, or interest in science, technology, education, or math (STEM)  with 4th, 5th, and 6th graders from the Rochester area.  STEM Mentor pairs - also called “Bigs” and ”Littles” –  meet once a month to engage in a STEM related activity or outing. 

All STEM Mentors first go through the thorough background check and training process to become a volunteer with Big Brothers Big Sisters. 

Big Brother Jim and Little Brother Raajon, age 9,  have been part of the STEM Mentor Program since its inception in Fall 2009.  The pair is extremely active in the program and enjoy doing STEM activities both with the group and together – often far exceeding the requirement of one STEM interaction a month.

For example, here are the STEM activities the pair did in March 2011: 1)  Created a paper mache solar system 2)  Attended a HO Model Train Display  3)  Played a computer game where Raajon was a “surgeon” operating on patient (30 minute limit) 4) Played chess 5)  Cooked a dinner – Raajon helped with the measuring

Jim and Raajon at the Corning Museum of Glass in December 2010

Over the course of their time in the program Raajon’s interest and enthusiasm towards STEM involved activities has flourished.   

Here is an example of his excitement as Jim recalls their visiting the Rochester Museum and Science Center this month for Opening Night of the Dinosaur exhibit:

Raajon was so excited he couldn’t eat his dinner beforehand, and couldn’t eat much of the snacks [at the museum] – but nevertheless he bounded and bounced back and forth through the exhibits for 2 and 1/2 hours.

Another great example was Raajon’s own quote as he was driving with Jim and his wife to the Corning Museum of Glass for a fun-filled day of science in December. Before they even arrived at the museum Raajon said:

This day has already been great!  Why, already we have seen seven [science] things:  hawks, road kill, three live deer, cows, horses, a salt mine [he remembered RMSC's multi-media presentation on the American Salt Company] and a cheese factory! 

As the coordinator of the STEM Mentor program I’ve had the opportunity to witness many wonderful interactions between Jim and Raajon where Raajon’s eyes light up with excitement during a discovery. Jim is constantly encouraging Raajon to ask questions, dig deeper, and think like a scientist. Here is a wonderful example of that in Jim’s words:

Raajon likes to ride with the car window down, and noticed the intermittent “whoosh” sound when our car passes parked cars.  His two partial hypotheses: because there’s air between the cars, and because the street is wet which makes more noise.  I acknowledged that each had something to do with it, but challenged him to find a more complete explanation before July 4th.  He liked the challenge very much.  

Thank you to Jim and Raajon for adding so much to the STEM Mentor Program and allowing me to share their story!

If you are interested in learning more about the program please email Caurie Putnam, program coordinator, at cputnam3@zimbra.naz.edu

Raajon engineering a tower at the RMSC provided photo

Water Wonders stars young sibling scientists Sydney and Symon, as they “show what they know” in their science and engineering explorations. Through the use of talking, listening, reading, writing and drawing, the siblings embody the STEAM approach, which aims to introduce the arts to STEM education. STEAM is a way to invite more learners to use creative ways to express their STEM learning and encourage original and creative thinking.

Along with its irresistible characters and engaging storyline, Water Wonders also encourages young scientists and engineers through its demonstration of wondering, questioning, predicting, planning and observing. A much enjoyed addition to the story itself is a section of the book that is filled with Science Activities, an Answers and Explanations page that divulges the secrets behind the activities it encompasses and an area that lists how to Find Out More that allows for excited readers to extend their STEM learning.

The Curious Adventures of Sydney and Symon in: Water Wonders was first printed and distributed by RIF and NWP to schools and programs nationwide in disadvantaged communities. It is now available for the general public as a free download in either English or Spanish at http://www.rif.org/documents/us/WaterWondersFinal-en.pdf. Check it out and find out what a “Super-Duper-Flower-Saving-Turkey-Baster-Power-Pumper” really is!

The first year of the challenge featured competitions for students and developers.  Twelve students from across the U.S in grades 5 – 8 were selected as winners of the Youth Prize for their original game designs.  The Youth Prize winners were selected from a group of over 500 entries for their ability to use STEM concepts to design engaging, innovative and well-balanced games.   The students will receive an EMD-based laptop computer and educational software.  A cash prize of $2000 will also be awarded to their school or a non-profit organization of their choice. 

The organizations outreach partners believe that the process of making video games isn’t just fun, it can help you develop valuable skills our country needs – skills like critical thinking, problem solving, and creative design. 

For more information on the STEM Video Game Challenge visit www.stemchallenge.org.

In addition to the devastation caused by the earthquake, a tsunami was unleashed, racing across coastal Japan and radiating out through the Pacific Ocean. 

In the wake of such a catastrophic event, it is very important for students of all ages to understand the cause of such a disaster and the effects on human life and property.  It is important that students see how people in their communities, their country and all over the globe are affected by catastrophic events such as the Tsunami is Japan, the Haitian Earthquake, Hurricane Katrina, etc.     

There are many resources on the internet for teachers and parents seeking to help educate their students about natural disasters and their aftermath. 

Here are some we recommend:

FEMA for Kids - Learn about the different kinds of disasters, how to prepare and stay safe, and how to become a Disaster Action Kid.

http://www.fema.gov/kids/

NEOK12 – Kids science videos, lessons, quizzes and games for K-12 grade school kids that make learning fun and interesting.

http://www.neok12.com/Natural-Disasters.htm

Discovery Education – Ready Classroom will provide elementary and middle school teachers with resources to integrate natural disaster preparedness information into their curriculum.

http://readyclassroom.discoveryeducation.com/#/map

 PBS Teachers – Lesson plans, videos, and interactive games to provide teachers with resources on teaching about different Natural Disasters. 

http://www.pbs.org/teachers/search/resources/?q=natural+disasters&x=53&y=21

At the request of a reader of The STEM Blog, we have compiled a list of educational websites with Earth Day activities for teachers.

We hope you find these links useful – if your class does an Earth Day activity derived from this list please send a photo and brief description to cputnam3@zimbra.naz.edu and we’ll happily put you on the Blog!

http://teachers.net/projects/earthday/ Has a list of projects and requests for projects submitted by a variety of individuals. The dates that the projects were submitted are listed as well. List includes all levels.

http://holidays.kaboose.com/earth-day/ It’s the 40th Anniversary of the holiday and this site has crafts, coloring pages and activities.

http://funschool.kaboose.com/globe-rider/earth-day/  Celebrate Earth Day with free online games for kids, Earth Day puzzles, crafts and coloring pages. Colorful graphics and lots to explore for younger children.

http://www.teachervision.fen.com/earth-day/teacher-resources/6612.html  Lessons, printables, and references are provided as well as fun hands-on activities for science and art, K-12.

http://eelink.net/pages/EE+Activities+-+Earth+Day North American Association for Environmental Education provides a list of curriculum, resources, and ways to celebrate Earth Day.

http://www.dltk-kids.com/crafts/earth.html This site includes information about Earth Day and  activities (including online jig-saw puzzles, poems and a variety of word games).

http://www.enchantedlearning.com/crafts/earthday/ A variety of crafts for pre-school, kindergarten and elementary students.

http://www.epa.gov/region5/publications/happy/happy.htm The EPA has a coloring book that can be downloaded as well as a document entitled ABC’s of Environmental Education. This site refers to Region 5 which includes the Great Lakes, but not New York State.

http://www.apples4theteacher.com/holidays/earth-day/ Articles, crafts, activities, poems and reading materials are included in this site.

http://edhelper.com/EarthDay.htm  Worksheets, lesson plans and activities for kids (including materials in Spanish).

Lily Walker, 4, of Bergen with a sapling from the 2010 EcoFest.

Teachers, students, and parents – mark your calendars now for one of the area’s COOLEST STEM (science, technology, engineering and math) events of the year!

The 6th Annual CoolKids! EcoFest will be held Saturday, April 9th from 10 am to 2 pm in the student forum and cafeteria  of Genesee Community College (One College Road, Batavia, NY)

Seem like a bit of a hike from Rochester? It is so worth it!

I attended the event last year and was blown away by the number of STEM related hands-on displays, activities, and educational presentations. 

This year’s event will feature approximately  forty-five booths as well as a free pizza party for all at 12:30 pm and an exotic wildlife show at 1 p.m. on the Cool Kids Stage.

The most eye-opening part of the festival for me last year was its E-Scrap Drive.  Approximately 30,000 pounds of recyclables were collected last year! Trucks, bins, and barrels were teeming with old computers and sneakers. The drive will be part of this year’s festival as well. 

You are encouraged to bring the following items to the festival to be recycled:

- OLD ELECTRONICS (drive up service available – TVs cost $5 to recycle – no businesses or agencies can recycle)

The following electronics are free to recycle:

~ Computers, laptops and printers
~ Fax machines
~ Cash registers
~ Wiring
~ Phones – cell and rotary
~ Stereos
~ Microwaves
~ Rechargeable batteries
~ Calculators
~ Typewriters
~ IPODS & PDAs
~ Peripheral computer equipment— mouses, keyboards, cables, modems, external drives, etc.

- OLD SNEAKERS  (no metal parts!) for Nike-Reuse-A-Shoe Drive!

- Paperback BOOKS (no hardcovers–or Romance novels) for Operation Paperback!

For each recyclable you bring from the list above, you will earn a raffle ticket to win a mountain bike.

The massive E-Scrap Drive at the 2010 EcoFest.

You can also earn raffle tickets by getting a FREE tire pressure check with Dunn Tire of Batavia (and a free tire gauge) and by getting your car checked for a mercury light switch by AAA. 

These events will be held in the parking lot along with a huge display of alternative energy cars (hydrogen, ethanol, electric and vegetable oil)

Read more about last year’s Eco Fest in my STEM Blog Article from April 2010.

by Caurie Putnam, Coordinator, STEM Mentor Program

In June 2010 I profiled McQuaid Jesuit science teacher Jeanne Kaidy on The STEM Blog.

Kaidy had just been named by President Barack Obama as one of 103 American teachers to receive the Presidential Award for Excellence in Mathematics and Science Teaching.

Kaidy, who has been teaching for thirteen years and is the chair of the science department at McQuaid Jesuit, attributed her recognition for the unique hands-on, inquiry based approach she brings to teaching science.

“I have an entirely inquiry and hands-on approach to teaching,” Kaidy said. “It appeals to kids who need tactile hands-on learning. That’s really what science is.”

Last week Kaidy invited me to see her approach in person when her AP Environmental Studies students presented their Mock Wolf Trial – a culmination of a month of research and preparation.

The excitement in her classroom was palpable when I arrived.

The boys – mostly juniors and seniors – were busy making final touches on their costumes.  Most had changed out of McQuaid’s signature navy blazer, khaki pants, and tie uniform and into clothes that represented the characters they would role-play during the trial.

Among the costumes were: an environmental activist, a Yellowstone National Park official, the governor of New York, a dairy farmer, a deer hunter, a commercial land developer, an ecotourism tour operator and more.

The name of the mock-trial was “Bringing Back the Wolves” and the question posed was “Should gray wolves (Canis lupus) be reintroduced to the northeastern U.S. (Maine, New Hampshire, Vermont, and New York)?

Kaidy set up her classroom like a courtroom – on one side were the plaintiff’s – the “Defenders of Wildlife” arguing that wolves should be reintroduced to the wild.  On the other side were the defendants – the State Government of Maine – arguing against the reintroduction of the wolves.  In the middle was the witness stand.

As the “trial” got underway it was instantly clear that Kaidy’s students on both sides had prepared.

To facilitate preparation, prior to the hearing each team had to submit finished copies of opening and closing statements, a list of questions for witnesses (with expected answers), a list of questions expected on cross-examination (with answers) and a complete bibliography.

Each student also had to submit a reflection paper and a position paper.

The trial was judged by teachers Kaidy asked to observe.  The teachers scored the teams on opening statement, questioning, closing statements, judges questions, team participation, and costumes.

While I personally favored the costumes and team spirit on the plaintiff’s’ side, as the trial progressed I could see more preparation on the defendants’ side come through.  Having grown up in the Adirondacks and knowing a bit about this issue myself, I thought the plaintiffs would have a slam dunk, but by the trial’s end it was obvious the defendants won.

Kaidy said this is not the first time this has happened. “Sometimes the defendants prepare more because they feel they will be the underdog,” Kaidy said. “We saw that today.”

I spoke to members from both sides of the courtroom after the trial and quickly forgot what side they were on – what stood out was how much they had learned.

“This experience totally changed my opinion about wolves,” said senior George Grobe. “I learned more by having to research the issue myself instead of just hearing about it from Ms. Kaidy.”

Junior Alex Bourdelais agreed.

“I like hands on work,” Bourdelais said. “I learned that with the re-introduction of any species you have to look at the direct consequences and the indirect consequences. Sometimes the indirect are more important like we saw today.”

And, junior John Buono enjoyed the experience so much he is considering a career in environmental law.

Kaidy was pleased with the trial.

“Both sides had a lot of team work and showed me they understood the ecology, economics, and politics of wolves,” Kaidy said. “Those are all parts of what environmental science is.”

As I was leaving the classroom I noticed a bumper sticker on Kaidy’s blackboard that said:

“The truly educated never graduate.”

I believe Kaidy’s approach to teaching will absolutely ensure that even as these young men leave McQuaid they will carry with them an inquiry based approach to learning that does not stop when the assignments do.

Article and photos by Caurie Putnam

Math has always come easy for me, so it’s sometimes difficult to empathize with many of my students who are unable to grasp basic concepts. 

In order to differentiate and reach the variety of learners in my classroom I am constantly looking for new instructional strategies and support materials to improve my instruction.    

Recently, I went to a professional development program run by an elementary special education teacher.  At this meeting I was introduced to a math instruction program called TouchMath.  TouchMath is a multisensory program that uses its signature TouchPoints to engage students of all abilities and learning styles in math instruction.    

Students start the program by learning to count numbers one through nine by touching each number at specific points, known as TouchPoints.  The students continue to build skills and move into learning addition and subtraction, and eventually multiplication and basic division. 

I have not had the opportunity to incorporate TouchMath into my instruction; however I believe that it can be an effective alternative to traditional math lessons.  In particular, it may be a beneficial strategy when teaching basic computation to students with special needs.  These students generally respond to a multisensory approach. 

Click here to find out more about TouchMath. 

By Katie Monroe, Graduate Student Assistant at the Rochester Area Colleges’ Center for Excellence in Math and Science.