Science Literacy: Collection of Earth Science Lessons Emphasizing Writing in Science
Cast your vote
You can rate an item by clicking the amount of stars they wish to award to this item.
When enough users have cast their vote on this item, the average rating will also be shown.
Your vote was cast
Thank you for your feedback
Thank you for your feedback
MetadataShow full item record
AbstractThe purpose of this project is to create lessons and projects for high school Earth Science classes encompassing science literacy, specifically focused on writing. With the recent release of the Next Generation Science Standards, science literacy has gained importance in science education. This being said, teachers need the pedagogical skills to implement and teach science literacy. For this project, a literature review of science literacy was conducted which lead to a focus on writing in science. Past research of writing in science classrooms revealed that more than half of high school science teachers claim that they do not feel prepared to teach writing in science nor have the time to do so. The literature review of this thesis highlights the theoretical framework of learning through writing, the four writing strategies and difficulties faced by the teacher and students. The last section of the literature review brings ideas together in a discussion concerning the implementation of writing in a science classroom. The final section of this thesis contains a series of lesson plans and projects developed for a high school Earth Science classroom. To develop the lesson plans four particular writing strategies were utilized. These include RAFT, SWH (science writing heuristic), Cornell notetaking and the Interactive Notebook. The lessons developed incorporate different approaches for writing assignments, including several opportunities for student choice. Writing in science is possible at the high school level. The students’ ability to learn science through writing will be significantly enhanced when they are encouraged and guided by a knowledgeable and dedicated teacher.
Showing items related by title, author, creator and subject.
"And Still We Rise": Open Pedagogy and Black History at a Rural Comprehensive State CollegeBeatty, Joshua F.; Hartnett, Timothy C.; Kimok, Debra; McMahon, John (2020)Chapter begins: In Spring 2019, students at The State University of New York College at Plattsburgh (SUNY Plattsburgh) researched, designed, and built And Still We Rise: Celebrating Plattsburgh’s (Re)Discovery of Iconic Black Visitors (ASWR), an exhibit in the Feinberg Library on prominent Black political and cultural figures who had visited the college since the 1960s. The thirteen students in African-American Political Thought (Political Science 371), taught by Dr. John McMahon, researched in the college’s archives and secondary sources to curate photos, text and multimedia for physical and virtual exhibits....
Melange fabrics of the northern AppalachiansCaine, Jonathan Saul (1991-05)Melange and phacoidal or scaly cleavage have been observed in both ancient and modern day accretionary tectonic environments throughout the world. This unique structural fabric reflects common structural elements from microscopic to macroscopic scales of observation and from one region to another. Structures include: distinct individual polyhedral phacoids, phacoidal shear-aparts, rootless dismembered bedlets of silt, isolated rootless near isoclinal fold noses, seams of preferentially oriented phyllosilicates that generally parallel the foliation, abundant pyrite that ranges in form from large globular masses to small euhedral framboids, and calcite present as foliation-parallel veins and as intergranular precipitates. The characteristic phacoid shape is defined by an anastomosing network of regularly intersecting curviplanar slip surfaces whose average orientation defines a macroscopic and microscopic foliation. In three dimensions these intersections form individual phacoidal forms. The relationship of these lensoid shapes to their internal geometry and the overall stress environment in which they form is the least understood aspect of this fabric. By comparing structural data from Taconic melange in western Newfoundland, Canada and eastern New York State insight into the nature of the fabric has been gained. Three primary analytical techniques were used to obtain data for this study: microstructural analysis of thin-sections, analysis of individual phacoid specimens, and manual dissection of large hand samples. Because of the friable nature of phacoidally cleaved material, a method of dissection was developed to measure structural data such as phacoidal surface orientations and associated slickenline orientations. Data collected from these techniques was analyzed using standard stereographic methods using the computer program Orient. In addition, a stress analysis of the foliation and lineation data was done. The results of these analyses suggest that the lensoid shape of individual phacoids is significant at all scales, similar structures are observed from one location to another, and from ancient to modern day tectonic environments. In addition, the presence of phacoidal cleavage in shales and shaly sediments can be used, along with other geologic parameters, as a genetic indicator of the accretionary environment. The distinct phacoidal shape ranges from highly euhedral polyhedrons with triclinic symmetry to subhedral faceted forms that are best described as elongated oblate ellipsoids. These shapes are interpreted to reflect the internal arrangement of seams of preferentially oriented phyllosilicate grains that have apparently undergone rotation, intergranular particulate flow, and possibly recrystallization in an environment of high shear stress, flattening, and progressive deformation. In addition, conjugate microfaulting along phacoidal surfaces that generally parallel the seams acts in concert with the above mechanisms to accommodate the deformation in the accretionary prism environment. The presence of abundant precipitates of pyrite and calcite are interpreted to reflect dewatering processes that are syntectonic to the development of the fabric in the accretionary environment. The results of the stress analysis has demonstrated that the fabric axes, as defined by individual phacoid axes which are generally symmetrical to the axes of the fabric as a whole, are symmetrical to the principal stress axes. Comparison of the geometric, and petrographic data with the stress analysis data confirms this relationship and places the maximum principal stress at a high angle to the average orientation of the dominant foliation. This further indicates that the fabric is the result of shortening symmetrical to the fabric. The state of strain in phacoidally cleaved shales remains ambiguous because of a lack of strain markers and because there is no prefabric frame of reference with which to evaluate it.
Watering strange fruits: a study and analysis of the inadequate advising received by students of color at a predominantly white institutionJoseph, Eryka “Ree” (2020-05)Throughout predominantly white institutions nationwide, the contemporary issues surrounding race, access, ethnicity, and diversity have been put under an increasingly bright spotlight over the past decade, calling into question the impact these matters have on a Student of Color in regards to educational control. The main aim of this dissertation is to examine how Students of Color, attending predominantly white institutions, are not being supported in academic spaces, specifically in regards to academic advising. Moreover, how they are redefining and reclaiming what scholarship means to them. This dissertation will possibly be structured in five main chapters: (1) Introduction, referring to aim, scope and background reasoning, (2) Case Study, addressing the methodology and analysis of interviews, (3) Literary Analysis, addressing prior scholarly works surrounding this issue, (4) Solutions, discussion on how to fix the question at hand, and (5) Conclusions, Limitations and Future Research, discussing the relevance and how this can and will mostly be used for future implementation for master’s work, professors and future career work as a diversity and inclusion expert.