Two Science Classrooms - Twice the Fun!

What was your favorite subject in high school? Mine was agriculture (obviously), but if I had to pick a core class, it would be science. It's no surprise though, because agriculture education and science go hand-in-hand. In fact, agriculture education is basically applied STEM education. Pretty cool, right? I loved Chemistry when I was in high school, so much so that I had a short stint in college as a Chemistry minor. However, I quickly realized that it would be significantly harder than I thought - but I still love that branch of science and learning about it!

At Northwestern, we have a bunch of awesome science teachers, so imagine my excitement when I had the opportunity to observe not one, but TWO science teachers in our building! 

First up was Dr. Cinda Murray, the Chemistry teacher at Northwestern. Dr. Murray is also engaged in the Global Learning in Agriculture (GLAG) Community with me, so we shared a common thread from the beginning. The GLAG Community was developed by the Global Teach Ag Network to connect educators from all around the world - and it's not just for agriculture educators! If you are a science teacher reading this blog who is interested in joining the GLAG Community and sharing ideas in education across disciplines and across the world, you can do so here: https://globalteachagnetwork.psu.edu/glag/

Back to my visit with Dr. Murray! I visited her Chemistry classroom back in February when her students were learning about how radioactive isotopes decay. The day prior to my observation, her class of 6 students conducted an experiment that simulated radioactive decay using a plastic cup and pennies. Students were to put 100 pennies in a cup, and shake it several times. Then, students poured the pennies onto the table and counted the pennies that landed heads-up. These pennies represented atoms of the radioisotope that have decayed. Students then counted the pennies that were tails-up and put the data into a table. Students were to repeat the process until no pennies remained and they had a full table of data. 

The day I visited class, they were working on writing their lab reports on the radioactive decay experiment. Objectives for the period included creating a graph of the data from the day prior, analyzing that data to draw conclusions about radioactive decay, and writing a formal lab report to rubric satisfaction. Dr. Murray gave the students a lab report template that was formatted correctly, and gave a description of what each section of the report should include so that the students could go into the document and just delete the descriptions and type their sections of their reports right into it. 

Dr. Murray facilitated learning by helping students create graphs of their data with the online software and by explaining to students were to find specific pieces of information within their data. She did not touch the Chromebooks and do it for them while explaining, she guided them through the process verbally, checked for understanding, and told them to call her back other if they needed any extra help before going to help the next student. All students were working diligently on their reports and Dr. Murray did not have to refocus any of the students. The student's focus and the small class size made it easy for her to tend to the students' needs and provide them one-on-one feedback.

A student working on their lab report in Dr. Murray's chemistry class

Next, I had the opportunity to observe Mrs. Michelle Ruland, the Biology and Ecology teacher at Northwestern. She gave me the option to chose which class I observed, and since I took Biology in high school but Ecology was not offered, I chose the Ecology class. Right from the start of class, I was shocked by how similar the topics and themes of the class were to agricultural education. The day I visited, students were learning about forestry and wetlands - talk about some natural resources action!

The objectives for the period included calculating the amount of board feet from a specified tree, completing a short quiz on wetlands, and observing a vernal pool outside. Mrs. Ruland kicked off class right as the second bell rang and didn't waste any time getting right into it. She facilitated a quick review for the wetlands quiz, and did a great job calling on each student and involving them. Then, students had about 10 minutes to complete the fill-in-the-blank style quiz on wetlands.

After, she reviewed some of the major points the students learned the day prior from the guest speaker that was there - a forester that taught them how to use a Biltmore Stick for the upcoming Envirothon competition! I was becoming increasingly shocked by the similarities to agriculture education at this point that I was tempted to ask if she would ever let me co-teach anything with her.

She helped the students visualize the new material by taking the students outside and giving them each a turn to practice finding the diameter of the tree and then walking out 66 feet from the tree to use the Merritt Hypsometer. Since the students got to go outside, they were fully engaged and happy to get some fresh air. Mrs. Ruland modeled how to use the Biltmore Stick and helped students pace out their steps to 66 feet so they could get accurate calculations of board feet and offered clarity by giving step by step instructions when it was necessary. 

Mrs. Ruland shows two students how to use the Biltmore Stick to find the diameter of the tree

After, she took the students deeper into the woods to observe a vernal pool, a temporary wetland that is important to the ecosystem and can be used as a breeding ground for certain species. However, while the students were checking out the vernal pool, the fire alarm went off, and the students went to their designated area for the rest of the period. It worked out perfectly that the students got to meet all the objectives for the day and be right where they needed to be when the alarm went off. Mrs. Ruland was great at pacing the class and staying task-orientated so that all of this could be accomplished within 45 minutes!

Students stand 66 ft from the tree using the Merritt Hypsometer to determine the height of a tree

It's no secret that I had a great time spending a period with both Dr. Murray and Mrs. Ruland! They are great teachers and their students are lucky to have such knowledgeable and engaged educators in the classroom. I remember how much I enjoyed my science classes in high school, and I can see the students getting the same enjoyment out of their classes.

Thank you for your endless support,

Ms. Cusate

This blog is dedicated to two of the best science teachers, Mr. James Kofskie and Mrs. Natalie Hart for their unwavering dedication to the teaching profession and showing me the value of science education. Thank you.