Learning in the science classroom is
about students making sense of the world they live in. Multicultural science
classrooms need to encourage students to use their cultural tools, including
language, cultural myths, metaphors, cultural images and personal learning
styles and apply them to problem solving situations. Scientific inquiry aligns
with a multicultural teaching perspective because teaching scientific inquiry
is based on learning the process as opposed to obtaining a single correct
response. By 2050, children of color will comprise more than 50% of the student
population. (Gollnick & Chinn, 2013)
Studies have shown that students
with limited English skills will excel in classes where they are able to use
their native language. (Gallard, n.d.) Lucas,
Henze, and Donato (1990) “recommend (1) valuing the students' cultures, (2)
setting high expectations, (3) emphasizing parental involvement (4) offering
courses in three modes for: students who do not speak English; beginning
English speakers; and fluent English learners” when working with Hispanic
students. The addition of technology in our classrooms breaks down classroom
walls and flattens our world. Multicultural education is more than just
celebrating Martin Luther King Jr.’s birthday, or celebrating Cinco de Mayo by
eating tacos. In the science classroom, multicultural education encompasses
global awareness of environmental issues, encouraging critical thinking and
teaching about multiple historical perspectives.
Lesson Plan Overview
In the lesson plan, Understanding
Energy, students initially learn about the seven types of energy (mechanical, radiant,
sound, chemical, heat, electrical and nuclear) and their sources. Students conduct hands on experiment to
power the classroom iPod cart through human powered energy. This activity shows
students how much energy is required to power our devices. The lesson, then
moves into the First Law of Thermodynamics and finally into practical sources
of energy. Practical sources of energy include fossil fuels, natural gas,
petroleum, and coal.
Scientists are currently exploring
renewable energy sources that include, solar, wind, water, geothermal and
biomass. In order to understand renewable energy, students need to understand
how electricity is made, consumed and conserved. Finally, students present
their findings on their most efficient, cost effective energy source to power
our classroom resources, further drawing local and personal connections to the
material.
As
part of the lesson, students gain an overview of current sources of energy,
both renewable and non-renewable, demonstration of energy creation and conduct
mini laboratory experiments to calculate energy created, consumed and stored in
order to gain and understanding of the equations and thermodynamic laws. The
lesson plan is conducted over a 1-2 week period. The lesson can be further
expanded to include more in depth analysis, investigation and inquiry into the
history on the sources, creation and consumption of energy, including the addition
of smaller group projects.
Lesson
Restructuring for Multicultural Perspectives
“Multicultural
education promotes critical thinking about these issues (critical pedgogy,
antiracist education, and critical race theory) and other issues to ensure that
education serves the needs of all groups equitably.” (Gollnick & Chinn, 2013, p. 28) The Interstate
Teacher Assessment and Support Consortium (InTASC) standard 5 indicates that
teachers should “facilitate learners’ ability to develop diverse social and
cultural perspectives that expand their understanding of local and global
issues and create novel approaches to solving problems”. In reviewing this
particular InTASC standard and the National Science Teachers Association (NSTA)
Position Statement on Multicultural Education (NSTA,2000), the lesson was restructured to include the following revisions of
and additions to several steps.
- · Further investigation of human powered
technologies implemented globally.
- · Inclusion of a project to develop an alternative energy solution for a selected area of the globe.
- · Inclusion of additional opportunities for peer to peer assessments, think tanks and mind mapping.
- ·
History of global energy production and
its use and how society and culture impact innovation and invention.
- · Investigation into careers in the field of energy
Investigation
of Human Powered Technologies
Various
parts of the globe are using human powered generators to offset their energy
consumption. Workout clubs are harvesting the energy produced from stationary
bikes, and dance clubs in London and the Netherlands are utilizing the
piezoelectric effect to offset energy consumption. (Staff, 2009)
Students can investigate the various ways human powered energy is being
utilized globally. Additionally, students can design a human powered device to
offset their home, classroom, or school energy usage such as the human powered
iPad classroom cart or a piezoelectric gym floor that powers the gymnasium
lights. In supplementing material with current events and articles, parallels
can be drawn between events of the past and modern day events.
Alternative
Energy Project
Secondary
lessons in thermodynamics/heat transfer include an investigation into biochar
(production of charcoal through incineration of a biomass). As part of this
lesson, students investigate which is the best local source of biomass to
produce the best biochar/ash mixture. This lesson can be further expanded to
include an investigation of global uses for biochar production in developing
countries. Biochar is typically utilized in an agricultural community. However,
the byproduct of the creation of biochar is heat. This heat is an energy that
could be utilized in a developing country with limited resources. Students can
investigate sources of biomass to produce biochar in various parts of the
globe, focusing on their countries of origin, or the country of origin of one
of their classmates to increase their peer connections.
Students can additionally create an
alternative energy project and investigate the uses and implementation of
alternative energy globally. This project will deepen students understanding of
the past events that lead to the renewable energy movement of current day as
well as draw connections to ways alternative energy can benefit their personal
lives.
Peer
Assessments
Additional avenues for peer assessments will be
implemented as a result of these modifications. The lesson and sub-lessons can
be scaffolded in order for students of all learning abilities and styles to learn
and connect to the material. InTASC standard 8 states “valuing the variety of
ways people communicate and encouraging learners to develop and use multiple
forms of communication.” (Gollnick & Chinn, 2013, p. 31) is a proficiency for
multicultural teaching. Allowing multiple methods of presenting material,
further scaffolds lessons and creates additional learning opportunities for all
students, regardless of learning style, race, gender or other minority group.
History
of Global Energy Production
Our lives are constantly impacted by cultural and
societal changes. Our energy production and consumption has similarly been
affected. In the United States, wood was
burned by almost every home in the 1700’s primarily because it was prevalent
and easy to obtain through animal power (horses, mules, oxen). Water power generation
increased as mills were developed along rivers and rivers were used to
transport materials across the country. Wood, wind and water were plentiful, reliable
and renewable and highly utilized because of these factors. Coal replaced wood
in the 1800’s because it was a more portable source of fuel as railroads were
constructed across the United States. As drilling technologies increased into
the 1900’s, oil and gas production and consumption also increased. After World
War II, nuclear power production increased. However, after nuclear power plant
accidents like Chernobyl and Three Mile Island social pressure, issues with
disposal of waste and safety concerns slowed nuclear power potential. Renewable
energy sources has seen a resurgence in the past 20 years as a viable source
for energy. This is fueled by economics, climate change concerns and depleting
coal, natural gas and petroleum resources. (King, n.d.)
According
to the NSTA Position Statement on Multicultural Science Education, “Curricular content must incorporate
the contributions of many cultures to our knowledge of science.” (NSTA, 2000) Using
student’s anticipatory knowledge and cultural backgrounds, the history of
global energy can be investigated. Discovery Education’s, How Stuff Works site
includes an infographic on the history of global energy production and use. (Discovery Education, 2011) An investigation
into the energy sources and consumption can be completed on the specific
countries and areas of immigrant populations within the classroom. Connecting
the learning in the science classroom to students personal lives, draws greater
meaning to the students thus increasing student motivation and engagement in
learning. Learning about global energy use and consumption will broaden a
student’s understanding and knowledge on the topic of energy. As indictaed in a
previous secton, implementation of current events and materials, draw parallels
between events of the past and modern day events.
Careers
in Energy
According
to the NSTA Position Statement on Multicultural Science Education, “Science
teachers have the responsibility to involve culturally-diverse children in
science, technology and engineering career opportunities.” (NSTA, 2000) Including a lesson on careers in
energy will draw greater connections to the concept of energy. Careers
including electricians, line workers, miners, drillers, geologists, engineers,
government employees, local sale people for coal, pellets, cord wood, propane
and fuel oil drivers, liquefied natural gas (LNG) tanker captains and
shipmates, petroleum terminal and refinery employees and so on. The plethora of
careers connected to energy is immense and any are attainable to all our
students. Students can investigate a career of their choice and present a
poster project using Glogster, Powerpoint or other program advertising the
benefits of the career and its attainability (schooling, trade certification,
etc).
Summary
The
additions of the modifications described in the above sections will increase
the learning opportunities for all students within the classroom. The
modifications and additions provide additional connections to student’s real
lives and links to personal cultures and countries of origin. In providing
multiple methods of demonstration of learning, students can present material in
a method that works best for them, from audio, visual to kinesthetic.
References
Discovery Education. (2011). An Illustrated
History of Energy. Retrieved from Science: How Stuff Works:
http://science.howstuffworks.com/environmental/energy/timeline-energy-history.htm
Gallard, A. (n.d.). Creating a Multicultural Learning
Environment in Science Classrooms. Retrieved from National Association of
Research in Science Teaching:
https://www.narst.org/publications/research/multicultural.cfm
Gollnick, D., & Chinn, P. (2013). Foundations of
Multicultural Education. In D. Gollnick, & P. Chinn, Multicultural
Education in a Pluralistic Society (pp. 1-35). Boston: Pearson Education.
King, H. (n.d.). History of Energy Use. Retrieved
from Geology: http://geology.com/articles/history-of-energy-use/
Lucas, T., Henze, R., & Donato, R. (1990). Promoting the success of Latino language
minority students: An exploratory study of six high schools. Harvard Educational Review,
60, (3), 315-340.
National Science Teacher Association. (2000, July ). Position
Statement : Multicultural Science Education. Retrieved from National
Science Teacher Association:
http://www.nsta.org/about/positions/multicultural.aspx
Staff, S. (2009, January 29). Harvesting Energy from
Humans. Retrieved from Popular Science:
http://www.popsci.com/environment/article/2009-01/harvesting-energy-humans
No comments:
Post a Comment