FROZEN IN TIME: A HANDS-ON ICE CORE, POLLEN, AND CLIMATE CHANGE LESSON PLAN FOR MIDDLE SCHOOL, HIGH SCHOOL, AND INTRODUCTORY COLLEGE CLASSES

Curriculum in High Altitude Environments for Teaching Global Climate Change Education (CHANGE) uses place-based education to teach middle school students about meteorology and climate as a basis to improve climate science literacy. The curriculum provides in-school and out-of-school instruction and connects students with scientists at Storm Peak Laboratory, a high-elevation atmospheric research facility above Steamboat Springs, Colorado. Following an initial 2-h classroom lesson, students record their own measurements of temperature, pressure, wind speed, and particle concentrations while traveling up the mountain to Storm Peak Laboratory. After returning to the classroom, students graph these data and analyze their results. Evaluation of this program showed that students improved their knowledge of key concepts pertaining to climate literacy. The hands-on, place-based format of CHANGE can be used as a model for middle school students in alpine communities to teach lessons in weather and climate and can be further refined by improved lesson plans, increased feedback to students, and an independent evaluation.

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Introducing physiology of diabetes to American Asian middle school and high school students

AJP Advances in Physiology Education ◽

10.1152/advan.00088.2020 ◽

2020 ◽

Vol 44 (4) ◽

pp. 587-591

Author(s):

Jennifer L. Zuercher ◽

Chaya Gopalan

Keyword(s):

High School ◽

Middle School ◽

High School Students ◽

Complex Disease ◽

Average Score ◽

School Students ◽

Healthy Habits ◽

Hands On ◽

Local Physician ◽

Disease Understanding

Diabetes, a chronic condition that impacts millions, is a complex disease. Understanding the disease can contribute to increasing awareness about this debilitating condition and preventing occurrences. Furthermore, inculcation of physiology knowledge may lead to an increased likelihood of career goals that align with this area of study. In pursuit of these goals, we set out to educate middle and high school students about diabetes. Thirty (16 high school; 14 middle school) students from a Sunday school program at an urban religious center completed a 10-question pretest as a way to measure initial knowledge about diabetes. Following completion of the survey, a 1-h education session was presented by a local physician who also brought a glucometer and insulin syringes for students to have a hands-on experience with some disease-specific tools. A posttest was administered following the presentation. The posttest consisted of 11 questions, where all but 2 questions were the same as for the pretest, measuring improvement of prior knowledge and engagement in the presentation. The overall posttest average score increased by approximately two correct responses, which was a significant improvement ( P < 0.0001), suggesting that the students were motivated to and did learn diabetes concepts. This study also suggests that exposing students to educational activities related to physiology is beneficial and may lead to an increase in interest in physiology, an awareness of diabetes, and perhaps the development of healthy habits.

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Technology Tips: Exploring Algebra and Geometry Concepts with GeoGebra

Mathematics Teacher ◽

10.5951/mt.104.3.0226 ◽

2010 ◽

Vol 104 (3) ◽

pp. 226-229

Author(s):

Kim Garber ◽

David Picking

Keyword(s):

High School ◽

Middle School ◽

Operating Systems ◽

Education Students ◽

Software Application ◽

Link Type ◽

Geometric Concepts ◽

Internet Browser ◽

Hands On ◽

K 12

Throughout their K–12 education, students will spend a considerable amount of time developing mathematics competency. By the time they reach middle school and high school, the focus will be on becoming proficient in algebra and geometry. As a means to motivate and help students explore these topics, we recommend a free, multiplatform software application called GeoGebra (www.GeoGebra.org). GeoGebra provides the opportunity to explore a wide variety of algebraic and geometric concepts through hands-on manipulation of graphs, tables, formulas, and shapes. It is also a convenient and easy way to generate graphics and visuals for presentations, test questions, and homework problems. The software is available for Mac, Windows, and Linux operating systems, and a Web applet version is available that works within your Internet browser.

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Adolescent Students Who Stutter: A Qualitative Exploration of School Experiences

Perspectives of the ASHA Special Interest Groups ◽

10.1044/2019_persp-19-00085 ◽

2019 ◽

Vol 4 (6) ◽

pp. 1327-1336

Author(s):

Tiffany R. Cobb ◽

Derek E. Daniels ◽

James Panico

Keyword(s):

High School ◽

Middle School ◽

Peer Relationships ◽

Speech Therapy ◽

School Setting ◽

Image Data ◽

School Experiences ◽

Adolescent Students ◽

Therapy Decision ◽

Qualitative Phenomenological

Purpose The purpose of this study was to explore the ways in which adolescent students who stutter perceive their school experiences. Method This study used a qualitative, phenomenological research design. Semistructured interviews were conducted with 7 adolescent students who stutter (3 in middle school and 4 in high school). Participants were interviewed about their school experiences, including the effects of stuttering on academics, learning, teacher relationships, peer relationships, speech therapy experiences, and self-image. Data analysis consisted of transcribing interviews and analyzing them for emerging themes. Results Findings revealed that participants described a variety of experiences around the school setting. Participants reported less favorable middle school experiences. Middle school participants reflected more on teasing, bullying, and feelings of embarrassment, whereas high school participants revealed that teachers, staff, and peers were receptive and accepting of them and their stuttering. All participants reported that their speech therapy helped with classroom participation. Conclusions As a result of the participants' varied experiences, it is important to listen to and incorporate the voices of students who stutter into school, classroom, and therapy decision-making practices.

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