Alaska Science Consortium

This year the ASC Leadership Committee has begun working on the processes for implementing the processes and guidelines that will enable fellows to share their expertise. ASC also is working on developing a program where school districts can request ASC fellows to conduct inservices for their teachers. Stipends are available to any fellow who teachers a mini-course or conducts an inservice or training. An application is being developed which will facilitate ASC fellows who are interested in applying for a stipend when doing one of these activities.

The leadership committee is also interested in establishing a grant committee whose purpose would be to research and apply for grants in order to obtain funds to support ASC activities, science education, and teacher training

The database being created will reflect those teachers who are willing to perform one or more of the above activities. In order to do this, we need any interested ASC fellow to send an email to Diane McBee at dmcbee@kpbsd.k12.ak.us. In this email please indicate the grade level you teach, the areas you are interested in, science content or activities you would feel comfortable sharing with other teachers, and if you would be willing to travel.

The ASC Leadership Committee is excited about these opportunities to share with other teachers. We encourage all ASC fellows to consider helping our consortium by teaching mini-courses, mentoring teachers, or serving on a committee.

October 2004

A Few Great Ideas from the 2004 Math/Science Conference
By Jane Whaling

The 2004 Math/Science Conference offered a wide variety of sessions and keynote speakers. Every session I attended was packed with participants and had valuable information for me. I work with Southwest Region School District as the itinerant Early Childhood Education Specialist. In my position I conduct workshops for teachers, in addition to working with them in their classrooms.

The most valuable session I attended was Science Notebooks – A Gateway to Literacy. The main presenter was David Gillam, a teacher at Susitna Elementary in Anchorage. The session’s goal was to explore the use of science notebooks in an inquiry based classroom.

The reason I think that this session was so valuable to myself was because I want to share the science notebook idea with our elementary teachers in Southwest Region. The teachers are currently using textbooks to teach science in their classrooms. Although the textbooks have some hands-on experiments, they don’t extend the activities to be inquiry based or to include literacy as in real-world science.

I believe a distance delivery workshop on using science notebooks will help our teachers move from textbook science to using a more inquiry-based science in their classrooms. It will also be a catalyst for teachers to plan ways to teach literacy through their science lessons and activities. The science notebooks will give the students the opportunity to write down their thoughts, questions, and findings related to their experiments. Students will also be able to make the science notebook their own by individualizing it. Teachers can incorporate in the notebook, poems, stories, and other writing activities related to their current science topic.

Sharing the science notebook idea with the teachers in my district is just one of the good ideas I came away with from the conference. I also want to share ideas with our high school itinerant fine arts teacher on how she can teach math and science through art projects. The conference was one of the best that I have attended in a long time and I am looking forward to the next one!

Math/Science Conference Report
By Susan Fredrickson

Approximately 225 workshops divided up into eight sessions and two min-sessions – in just three days time! Is that amazing, or what? That was the ambitious itinerary of the Alaska Math/Science Conference held in Fairbanks October 14-16. Held at the North Star Borough School District’s three-school complex, Fairbanks students were given the two days off and the complex became the campus for the conference. So many of the workshop descriptions sounded intriguing that it was hard to choose which one to attend; one could easily choose 2 or 3 for each session. Even now, going back and looking at the descriptions in the conference brochure, it is easy to wonder what some of the other workshops were like.

So what did actually happen in some of them? Are you into ethnobotany? Janann Kaufman gave an excellent workshop on how different native plants can be used. Did you know that sphagnum is an antibiotic and very absorbent? During WWII it was used to dress open wounds and also has been used in place of diapers. She used stinkweed to make a variety of different products including: an infusion which becomes a bitter herb tea, a poultice, insect repellent, and salve. Her morning workshop used geometric shapes to make the traditional snow shirt, the atiqluk.

Are you interested in using research to motivate your science students? www.dlese.org can help you. As a search engine it can help eliminate a lot of extraneous websites that have nothing to do with research. It becomes a much more helpful source, perhaps eliminating hours of search time. Check it out.

Do you teach Algebra I? Are you familiar with Carnegie Math? It is an intriguing program, allowing students a chance to get on the computer and work through story problems; most students love working with computers. An added plus is that Alaskan teachers have piggybacked on this program and come up with some story problems that are more relevant to Alaskan students. There are some very good problems. Check them out at: www.ankn.uaf.edu/Units/StoryProblems.

The conference had something going from morning until evening, keynote speakers three times a day. These presenters took us from the depths of the ocean to higher-order thinking and real-life exploration, even an occasional political undertone seemed to pop up. And if all the keynote speakers and workshops weren’t enough, the vendors also were there sharing their wares. Yes the conference was amazing. It was a maze that fit together like a jigsaw puzzle and left everyone who attended better for having done so.

2004 Math / Science Conference
By Jeff Szarzi

At the October 14-16 Alaska Math and Science Conference I attended several exciting professional development activities. Two of the sessions in particular that I will share with the students is in regards to climate change.

A mini-session on climate change dealt with the AIM Satellite Studies Polar Mesospheric Clouds Polar Mesospheric Clouds (PMC’s). This may well be the only truly visible atmospheric phenomenon associated with global atmospheric change. PMC’s are also known as noctilucent clouds, are found very high in the Earth's atmosphere, and are located at about 50 kilometers. Unlike lower clouds that produce rain and snow, these clouds form at the very edge of space in the atmospheric layer called the mesosphere. Like some of the clouds we see, scientists think these clouds are made of frozen water or ice crystals. PMC’s are seen best just after sunset and have an electric glow and are blue-white in color. Normally, PMC’s are seen from locations near the poles of the Earth, but in recent years, they have been seen at much lower-latitudes. Observing these clouds at lower latitudes is seen as a possible result of global warming, which is influenced by human activity. This session was set up to encourage students to observe and take pictures of these clouds and share this information with scientists and others around the globe. Little is known about PMC’s and the AIM satellite hopes to gain more knowledge.

Another session I attended that had links to global warming was on heat-loss experiments with a model house. This is a revamp of an old curriculum that the Alaska Cooperative Extension Agency created about energy efficient homes. There is an effort to recreate a few of the units from the curriculum. Bob Woolf, Gambell School and Rich Seifert, University of Alaska Fairbanks, has been working on this revision and are recruiting field testers. During this session we discussed how the unit integrates the basic science of energy, experiments, engineering, algebra and practical applications. This class has great connections to understanding the greenhouse effect in science, as well as connections with my Building Trades and math classes
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Currently, I have been developing a unit on climate change and global warming. This unit is geared toward my Advanced Science (grades 10-12), but could be adapted to any earth science class (grades 8-12). As I develop this unit I would like to share it with other teachers.

2004 Alaska Math and Science Conference Strikes Gold!
By Sharon Brown

If you weren’t able to be in Fairbanks October 14 – 16th, you missed out on a wealth of information and fun! I don’t remember the last time I’ve heard so many teaching professionals (and you know how demanding we are!) say the words “phenomenal,” “awesome,” “inspiring,” or “really useful” at a gathering for professional development.

For those of us who were lucky enough to attend, we were treated to some of the BEST Keynote speakers I’ve ever heard. David Schwartz cracked me up with his incredible sense of humor and insight into numbers and inquiry. He also caused me to spend an additional $100 on his books – great marketing technique! Johnny Lott added more mathematical insights, and Adena Losten inspired us to look to the future with NASA. My absolute favorite speaker, however, was David Gallo who amazed us with his incredible photos and story. He also reminded us to NEVER tell a student they “can’t” because it may take them a lifetime to know they can!

As if the keynotes weren’t enough, the breakout sessions were extremely well presented and organized. Fairbanks folk were lucky that this was their in-service. No district alone could have afforded to provide such a diverse selection of excellent sectionals. Every one I attended was useful and informative. The presenters from the community were well-prepared with applicable information. The teacher presenters were inspirational! What a pleasure to be a member of a profession that has so many dedicated, creative people.

All this was great, but the whipped cream was the pre-arranged variety of field trips offered on Saturday. I was lucky to visit Fort Knox and Poker Flats. What a great way to end a perfect conference. Cheryl Cooper and Marty Foster definitely struck gold with this one. Thank you!!

Math/Science Conference: An Overview
By Cindy Lou Aillaud

Laugh and the whole world laughs with you….or at least all the Math/Science Conference attendees listening to David Schwartz! The 2004 State Math/Science Conference started out with a bang as Mr. Schwarz totally engaged his audience. That marvelous opening set the stage for an outstanding conference.

Numerous offerings covering the whole spectrum of mathematics and science were available. It was a challenge to select just one class in each session. As an elementary physical education teacher I narrowed the field by selecting classes that provided an opportunity to incorporate kinesthetics into math and science.

Classes I attended ranged from Basic Global Positioning Systems (GPS) to hands-on activities from the Imaginarium and everything in between. I gained knowledge from every session.
One of the first sessions I attended was Basic GPS training. This was a perfect class for me as I am developing a unit on Global Positioning Systems in my intermediate grade P.E. classes. I was able to collect several ideas in working with students from instructor Geoff Johnson. Geoff is an experienced GPS teacher having taught lessons with his own students and during outings with summer campers.

In Donna Knutson and Andrea Delia’s “Mystery” class I became an explorer. We plotted photo periods and used clues to solve puzzles to determine the latitude and longitude of a mystery location. I was thrilled to be a successful sleuth!

Another class I found interesting was Parasites of Alaskan Mammals. Janice Ott was skillful at presenting extremely important information. My students hunt and fish with their families for recreation and food. All forms of health are important for me to increase the knowledge of my students. I will use the information I gained to inform my students and their families about proper handling of fish and game to prevent infection of parasites. Actually, the material presented was enough to turn me into a vegetarian!

This year my school wants to host a math/science night. I was excited to see that the Imaginarium was focusing on exactly that aspect. During the hour and a half session, participants were able to rotate freely through a gamut of hands-on math/science activity stations. With the guidance of Ramon Wallace and Erin Graves we learned how to make a rocket and launch it with a straw, use an air gun to knock down targets, and balance a ball on a stream of air, to mention just a few. These activities involve problem solving to develop higher level thinking skills of students.

I was able to talk with Ramon and Erin following their session and learned the Imaginarium has a Health/Science Fair presentation that can be brought to my school. I will be working with them in the very near future to make this happen.

The classes I have highlighted are but a small handful of the many, many wonderful offerings that were available. The conference planners are to be applauded for their outstanding performance. Already, I am looking forward to the next State Math/Science Conference.

September 2004
ASC Advanced Institute Barrow, AK
By Jeff Szarzi, Homer Flex Alternative High School

The Alaska Science Consortium 2004 Advanced Institute in Barrow was a great success. The past fellows came from Ketchikan, Delta, Fairbanks, Anchorage, Wales, and Barrow to attend. When we arrived we were greeted by the site of pack ice that had blown in, only leave in a matter of days. Jill Exe and Roy Stone were wonderful hosts that led us on a non-stop tour of the science and the people of Barrow.

Our introductory explorations began with a walk on the tundra and discussions about the plants and their uses by the local people. This was followed by a trip to the museum watching an Inupiat song and dance performance, a blanket toss, and Inapt games. Afterwards, we went a tour of the Inupiut Heritage Center and learned about the local culture and the whaling history.

Throughout the week we learned about the local archeology, local utilities, Teshukpuk caribou herd biology, black guillimonts, lemmings, local bird skins, whaling, and how satellites were used to help understand climate change. We participated in helping the bird biologist capture and band shorebirds, launched a weather balloon, and walked through the solar system with local astronomer Earl Finkler.

Not only were our days filled, but also our nights were spent getting to know the local people and local points of interest. We even had seven members participate in the polar bear dip and receive certificates and badges stating they willfully submerged in the Arctic Ocean.

The people of Barrow were warm and friendly, even though the weather never quite got above 45 degrees Fahrenheit. Things that stand out were the amount of cooperation that takes place between the locals and the scientist and about changes taking place due to climate change in the Arctic. Many of us will never look at puffins the same way again.

The Barrow Arctic Science Consortium was very generous with the amount of time and the offering of their facilities, as well as a wonderful meal provided at their cafeteria. The Northslope Borough School District was very generous in providing housing, transportation, and a schoolroom for the class. This was a great opportunity, not just to explore a different part of the state, but to learn about the sudden impacts of climate change, especially the impacts on the local culture.

April 2004
Parachutes Keep Us Warm
By Teresa Elmore, Tok School

Last spring I reported on a Toyota Tapestry Grant that Mr. Troy Abel, a second grade teacher at Tok School received that would involve myself, the third grade teacher at Tok School, and the 2nd and 3rd grade classrooms. Our task was to experiment with a parachute that we hoped would provide a warm shelter when unexpected events caused us to have to evacuate the building.

The classes were involved in many experiments that used scientific probes hooked to Mac laptops to read temperature changes under varying conditions. They also experimented with several different types of parachutes: some were insulated, some were the regular parachutes you can buy and use for PE classes, and some were different sizes with a 30 foot being the largest and a 12 foot being the smallest.

The real test came unexpectedly one day during a typical winter day when the temperature was about 6 degrees below zero and the winds at the airport were reported to be between 15 and 20 mph with gusts up to 28 mph. The fire alarm went off and our classes quickly headed out the door with parachute bag in hand. The 2nd and 3rd grades knew the routine for quickly forming 2 lines and grabbing the handles of the parachute. Within seconds the parachute was in the air and students, teachers, and aides from Kindergarten through 3rd grade were underneath the shelter out of the freezing elements of nature. AND WE WERE WARM!!! The parachute protected us from the wind and the number of bodies together in a small shelter quickly warmed up the inside temperature so that even the little ones were not uncomfortable. We had successfully found a way to protect, in part, our students from the hazards of cold weather evacuation.

Mr. Abel was just at the National Science Convention and has a wonderful video that was made showing this procedure with our classes. He will be sharing it and doing a demonstration with other schools as his 2nd grade class takes their yearly field trip to Fairbanks. You may visit our web site at tok.schoolaccess.net/tabelgrant for more information and to see pictures of our classes “staying warm during a fire.”

A parachute is now kept by our outside door and is automatically carried outside whenever we have to evacuate the building with students in cold weather conditions. You, too, may find that this is something you would like to consider for your school.

ALISON Project - Update

By Sue Yates – Science Teacher Wales Kingikmiut School

Students in Wales are learning to be research scientists. Each week we head out to Puvragik Lake to take measurements of snow density, snow temperatures and depths, and ice thickness. The students return to school to measure the mass of snow samples and to enter data on Excel spreadsheets, which are in turn sent to Dr. Martin Jeffries, project director, at the University of Alaska Fairbanks Geophysical Institute. The data is used to determine the conductive heat flow from our lake and compared with the conductive heat flow from all study sites in Alaska.

The goal of ALISON is to create a professional learning community that [1] increases knowledge and understanding of scientific inquiry and promotes polar science in the classroom, [2] contributes to scientific knowledge and understanding of lake ice and snow, [3] reduces teachers' physical and professional isolation, and [4] improves ties and understanding between K-12 educators and university faculty.

Our students enjoyed a personal visit by Dr. Jeffries March 24 – 25. He presented our findings and compared them to other ALISON sites around the state. We were surprised to find our ice thickness was higher than most other places, except Barrow. Dr. Jeffries used charts and graphs to explain the correlation between our winds, snow density and ice thickness. Wales is a windy place. Our snow is moved as fast as it hits the ground deforming the snow and making it hard and dense. Hard dense snow does not act as a good insulator and with many spots on our lake snow free; the cold temperatures cause our ice to grow thicker.

Dr. Jeffries also spent time with the elementary students introducing them to reading the thermometers, using depth probes and making predictions about snow density and insulation factors. An energetic group of 2-6 graders enjoyed learning the scientific process skills.

To learn more about the ALISON project and see observatory results visit the ALISON website:
http://www.gi.alaska.edu/alison

March 2004
News from Lower Kuskokwim

Submitted By Jeff Ralston

From Tom Beaucage on Nunivak Iskand:
My 7-8 grade science class wondered about the relative effectiveness of natural bait v synthetic bait when ice fishing. They created a procedure for a controlled test (a bare hook was in this case) and gathered some data out on the ice.

I have used this as an opportunity to teach independent and dependent variables, the importance of a control, the need for a large sample size, and the general usefulness of science as a way of knowing. We need to gather more data before we can get into the analysis portion.

My high school biology participated in reindeer herding back in September, and after being successful at that, we helped with the butchering of the herd the next day. Students were directed by elders and me as they skinned, quartered, etc. They butchered two reindeer that afternoon. The meat that they cut was donated to the school lunch program. I was able to point out structures and their functions as they worked.

From Tad Lindley in Bethel:
We did a study on the dissolved oxygen content of seven local lakes. The kids hypothesized that the presence of houses and therefore dog yards would depress DO levels due to runoff entering the lakes. Turns out there was a slight correlation, but lake depth seemed to be a greater factor. The lake behind the bowling alley actually had higher DO levels than the Kuskokwim main channel.

From Frankie Davis in Chevak:
We have been working on Science Olympiad out here in Chevak. My students are building airplanes, catapults, and towers. We will be having our Chevak School Science Olympiad next Thursday, March 18. Hopefully if our funding works out we will be sending two winning teams to the State Science Olympiad in Eagle River this April.

Looking ahead...In April all of my science classes will be participating in "Forensic Friday." Every Friday they practice a new forensic science skill, ie fingerprinting, ink chromatography, urine analysis, blood typing, etc. Then in May we will have a Murder Mystery that will happen the last three days of school. The whole high school student body will be divided into groups and they will have to interview staff members, (suspects), and collect evidence to solve the murder mystery. They will be using the scientific method as well as the skills they have "mastered" during Forensic Fridays.

We did this activity last year and it was extremely successful. None of my students knew that there was going to be a murder mystery. We had an emergency assembly, and everyone actually thought there had been a crime. Then when they saw that the suspects were all teachers, they all started laughing because they knew that a real "crime" hadn't been committed but that they were going to interrogate their teachers anyway. Everyone had a great time, and i hope that it is a success again this year.

From Sheila Wallace in Bethel:
My 5th and 6th grade students were studying about the human body, bones, and organs. To tie this into a hands-on activity we brought a whole ringed seal into the class and talked about its "skin", fat, bones, and organs as we cut the seal the traditional Yup'ik way. During this process we talked about men's and women's roles in the Yup'ik society regarding game animals, preparation, preservation, and cooking and the respect and reciprocity between the people and the animals. We were able to follow Yup'ik rules and regulations in how we treated the animal. The students skinned the seal, made seal oil, cut the bones and made soup using a traditional Yup'ik recipe. Right now, it is on the pot cooking. When done, we will be able to taste and enjoy.

In this process, we were able to put what we learned about the human body- bones and organs and identified thse parts in the ringed seal- comparing and contrasting. Since we learned about the food web under the sea in the beginning of the year we were also able to review predator and prey, food chains and food webs.
Our next plan is to get on line to Seward's Sea Life Center to study their present efforts on sealife conservation. We will be able to view how telemetry helps their on-going research and conservation on sealife. From here, we can also extend our hands-on lessons into issues related to human impact on animals through pollution and overpredation and what the effects would mean to rural lifestyle and subsistence.

In these lessons, we are able to tie in many different aspects in science using Yup'ik traditional knowledge and modern science- from research to hands on-experience and then branching off into other subjects across the curriculum- reading and writing- all in Yup'ik.