TEA Collaborative Learning Group
Team Meetings

King
2004

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Date: January 7, 2004
Duration: 3 hours and beyond
Location: West Elementary
Parcticipants: Tina King, Sue Smartt, and Terry McDonald

Goal(s) of Meeting
The goal of this meeting was to develop a project that would connect and integrate our grade levels across the curriculum. Bob King had found many TEA opportunities to share with his students, as well as to benefit his own learning. One of my goals for this project was to also use this project to add to my other two TEA Associates learning and teaching, as well as to meet the needs of their students. Initially, we discussed connecting science to literature, since Sue is a media specialist. During the course of our meeting, we also decided that this science to literature connection should also include math, research, and technology. By doing so, this one project would affect all of us. Sue would use her expertise as a media specialist to compile resources that would benefit the students at her school, while also sharing these resources with our students and other teachers and students from across the country.

My fourth grade reading students would use these resources for their research. They would give feedback to help us know what resources were previewed, used, and valued by students as they researched animals for our common theme, Life beneath the Antarctic Ice. We saw this as a means for Terry's students to benefit from the opportunity to make a math and science connection while also developing skills for research and technology. In class, Terry's students were learning about different graphs and how and when to use them. We saw that this opportunity would enable her students to apply the math concept from their lessons to produce graphs based on their research. Although Bob wasn't part of this initial meeting, it quickly became apparent that his students would also benefit from creating computer-generated graphs through research and technology. Bob called Terry that night after the meeting, so they could decide on how they wanted to proceed with their graphs. (I added the outcome of their phone conference to the notes that I took on this date). They decided that they would use the same animals that my fourth grade reading students would be using for their research: seals, penguins, whales, and starfish. The main difference would be that one of my groups would also include a study on foraminifera, which is the focus of Dr. Sam Bowser's (my P.I's) Antarctic research. Terry and Bob's students would research depth and speed, while my reading students would research characteristics, diet, habitat and distribution, locomotion, life cycle, and predators. By sharing a common theme, we knew that we would be able to compare and gauge the project through our students' eyes.

Overview of Session (e.g., resources used, discussion points, next steps, etc.):
I have cut and pasted the note that I sent to all of my TEA Associates on January 8, 2004, that pertained to and documented our ideas that stemmed from our meeting on January 7, 2004. This meeting was set up to be a meeting to guide us through the next two meetings for the month of January, but in reality, these notes played a major role in guiding us through this project for the next three months. We met from January through May for eight hours a month to discuss what we were doing and what we needed to change or add. These meetings helped keep us focused as we generated ideas and resources to facilitate our students' learning. In the course of this project, we found that our students led our teaching as we could see the outcome as they progressed through their research. The majority of my fourth grade students came into this research with very limited or no computer skills. They learned how to cut and paste, to change font, and to save their work to a 3.5 floppy and to the hard drive. Due to the limited time factor and available computer time, Terry and I could only take our students to the computer lab to work on their research once a week during their class time. I found that meeting with my TEA Associates kept us informed and helped us to compare how the students' needs were being met, and what we needed to do to guide them to the next level.



TEA Associates Collaboration January 7, 2004

Place & Time: West Elementary, 3 hours Parcticipants: Tina King, Sue Smartt, Terry McDonald

Objective: Discuss course of action for the next two weeks:

„h Look for specific web sites and books to guide students to find information for animals/organisms beneath the Antarctic ice. (Only list excellent web sites or books with great photos, drawings, and information). Tina's students researching the following:

„h Find information for the following:

1. Penguins, especially the Emperor and Adelie Penguins 2. Weddell seals (compare to the leopard seals) 3. Starfish (compare seastars living in Antarctica with temperate/ tropical seastars) 4. Krill 5. Orca Whales 6. Foraminifera

„h Students will focus on:

1. Characteristics (How it looks) 2. Diet (What it eats) 3. Locomotion (How it moves) 4. Habitat & Distribution (Where it lives in the world or in the seas) 5. Predators 6. Life Cycles

„h Sue Smartt: Check to see if the site (with lesson plans) is still up and going for Mr. Popper's Penguins. http://www.sdcoe.k12.ca.us/score/popper/poppertg.htm

„h Intro "Book Talk": Think of a way to create a similar "hook" like we discussed with the inchworm book, but with an Antarctic animal and slight difference. Bring in math, along with a "hook". Integrate math, reading, and creative writing. (In the inchworm, the teacher asked the first graders to think about how big an inch would be. The students drew a small picture of how big they thought and inch was, and how big they would look if they were only an inch high. Then the students used their rulers to measure and mark "one inch". The teacher read them a story about an inchworm, which gave information about inchworms. The students wrote a story about what it would be like to be only one inch high. This activity integrated subjects and connected math, reading, science, and creative writing.

„h Skills addressed:

1. Use T-charts and Venn diagrams to help the students learn how to compare and contrast, take notes, and research specific information. (Tina King will make two worksheets for this activity and pre-test with fourth grade reading class).

2. Sue Smartt: Antarctica, the Big Book- Intro to Antarctica, as well as a great book to teach library skills (e.g., title/ parts of a book). Sue will show this the next time we meet.

3.Terry McDonald: Check out Kolene Krysl's web site: Get students familiar with the TEA site by going to ../../ "Previous Antarctic Explorer", then scroll down to Kolene's name. Terry, you might want to go this site and click on her email. Send her a short note and tell her that you are my TEA Associate. Tell her what your students are doing, and that you will see her in Atlanta. This will be great to establish a connection with her before you meet her in April. This will also let you know if her web site email is current.

4. Terry McDonald: Math activity: Integrate science with math and experience "How math relates to their world".

Students will gain a better understanding, as well as determine what is useless and what is relevant information as they research and scan for information to create graphs. Point to get across to teachers is that

a. Students need to build skills by being involved (teachers would be overwhelmed if they researched the vast amount of information on the Internet). The students will bring in great web sites. Spread it out. Let groups of students find the information to graph. This would give the students the opportunity to develop the skill to find the information they will need for their graphs. b. This will build necessary reading and thinking skills, as well as bring technology into the classroom. The goal is to "Create Energy" in the class, for both the students and the teachers.

Terry will do the following to guide the students:

Step 1: The students will find relevant web sites and gather useful information. The students must have the information in order to direct their thinking and make decisions about how to use this information.

Step 2: The students will use higher level thinking skills by creating and setting up their own graphs. They will work in small groups to develop a graph to visually display their findings. This will be an extension of previous math lessons. The students have learned about the different types of graphs, so they will use this knowledge to create their own. (Terry, take pictures of the students working on their graphs, as well as a photo of each individual group's graphs. Also take pictures as they present their graphs.) Terry and Sue, Keep in mind: If we use any of the pictures of the students in our presentations, you will need to get a written consent from the students and the parents. This shouldn't be a problem, especially if you tell them what we are doing to share this type of learning with other teacher. (Tell them that TEA is sponsored by the National Science Foundation and facilitated by the American Museum of Natural History, NYC, and the Cold Regions Research and Engineering Laboratory). Although this is presented as a TEA project at NSTA, it will later be used to share with our own school district and state level teachers.

a.) The students could graph the depth and the speed as they compare penguins: Emperor, Adelie, Gentoo, Chinstrap (the 4 penguins that live on the continent of Antarctica).

b.) The students could graph and make comparisons between the Emperor penguin, Weddell seal, and Orca Whale.

Step 3: Convert to scale (Need a worksheet to go with this activity)¡Kget with Bob King.

Bob King: Computer students create computer-generated graphs similar to Terry's students' posters.

Our goal is to make this available to teachers and to keep in mind to do things that take little time and preparation, yet develop higher level skills through connecting learning and integrating disciplines.

We will try to meet on Jan. 21 (Wed.) and Monday, Jan. 26. We'll discuss times and meeting place when time gets closer.

Thanks for all that you do. Tina (1/8/04)

How did your team address pedagogy, content, the process of science, and the use of technology during the session?
See the Overview of Session listed above

Additional reflections:
All subsequent meetings for this project were similar to the notes listed in the previous section. I didn't keep records of our other meetings for this project because it would have been repetitive. We basically brought things to share, previewed resources, and took our own notes as to what we needed to do in the next session with our students. Our time was limited to record and document our work sessions because it took hours to edit and give feedback to the students' work, so that they would be ready to spend quality time when they went to the computer lab for an hour each week. This project took my class three months. Terry's class completed their projects over a time period of several weeks, due to working this project into an already crowded curriculum and finding the time to get the computer lab during the student's class period. Bob's computer students took about two days to complete their project. They looked up the research on one day, and pulled the information into student-designed graphs. This joint project was intensive, and it was added work for all of us, but it was well worth the effort. The final results could be measured by the success of our individual projects. The projects and final results were shared with teachers at NSTA, TSTA (Tennessee Science Teachers Conference), the Wilson County Board of Education, The Wilson County Teacher Center, the Wilson County Fair, and with the TEA Advisory Board and officials at NSF at the TEA Advisory Board Meeting at NSF in Washington DC on May 24, 2004. For us, the results that couldn't be measured on paper were the most impressive. I think the real results were the changes that we saw in the students. The students noted the changes within themselves when they experienced the progress and what resulted from their hard work. Our students made presentations to their classmates, and my fourth grade students also made presentations to the principal and the office staff. The four students that worked on the foraminifera research parcticipated in the TEA Regional Workshop on May 1, 2004. When Dr. Bowser saw their final project, he requested to meet these students when he came to the regional workshop. He wanted to shake their hand. The students and their parents came to meet Dr. Bowser. These fourth grade students also presented their project to the 30 educators at the regional workshop. All of my fourth grade students took their final project home to present to their parents. They came back with favorable responses. One little girl said that her grandfather had gone to college for six years, and he had never heard of foraminifera. The parents were impressed with the illustrations and the information that were displayed in the projects. As parents and teachers, we don't always know what is inside our children, or for that matter inside of ourselves. It's important as teachers to give students the opportunity to see what they have hidden inside, and we feel that this project did this for the students, parents, and teachers.

Goal(s) of Meeting
TEA Regional Workshop Nashville, Tennessee May 1, 2004

Host/Presenter: Tina King, 2001 TEA with Dr. Sam Bowser (***with TEA Associates) Scientists/Presenters: (**Antarctic research)

**Dr. Sam Bowser, Wadsworth Center, Albany, NY **Dr. Molly Miller, Vanderbilt University, Nashville, TN

Dr. Michael Gibson, The University of Tennessee at Martin; Associate curator of the Pink Palace Museum in Memphis, TN; Advisor to the Tennessee Earth Science Teachers

Four reading students in the fourth grade attended the morning session to help present their foraminifera research project and to meet with Dr. Bowser.

Teacher Parcticipants: Castleman, Kim (Martin, TN) Coleman, Tina (Martin, TN) Cooter, Virginia (Greeneville, TN) Dye, Jennifer (Hendersonville, TN) Gibson, Dr. Michael (Martin, TN) Glenn, Cathy (Johnson City, TN) Hagan, Donna (White House, TN) Henry, Christine (Knoxville, TN) ***King, Bob (White House, TN) Lewis, Bridget (Lebanon, TN) Lewis, Richard (Lebanon, TN) Littlejohn, Patty (Franklin, TN) Luhn, Jane (Knoxville, TN) Lummus, Rose (Dyersburg, TN) McBroom, Sharon (Nashville, TN) ***McDonald, Terry (Lebanon, TN) Mercer, Sherry (Gladeville, TN) Orman, Ann (Nashville, TN) Principe, Bonnie (Clarksville, TN) Purcott, Karen (Johnson City, TN) Rugel, Kathleen (Memphis, TN) Salts, Debra (Lebanon, TN) Schimenti, Jamie (Nashville, TN) Skinner, Jane (Knoxville, TN) ***Smartt, Sue (Mt. Juliet, TN) Smith, Mitzi (Lebanon, TN) Stetten, Dr. Nancy (Nashville, TN) Stevens, Kathie (Knoxville, TN) Tharp, Mary Jane (Ashland City, TN) Wright, Theresa (Mt. Juliet, TN)

Goals: My goal for this TEA Regional Workshop was to bring the TEA Antarctic research experience full circle. From the beginning, I knew that I needed to find a way to make Dr. Bowser's research in Antarctica relevant to Tennessee teachers and students by connecting his project to Tennessee. The theme: A Paleo-Modern Connection, helped to connect the modern day environment and foraminifera, the focus of Dr. Bowser's research in Antarctica, with the paleo-environment and fossilized foraminifera at Coon Creek in West Tennessee. I've included my pre-workshop questionnaire to explain my goals and how I reached these thoughts.

Overview of Session (e.g., resources used, discussion points, next steps, etc.):
Agenda for the One Day Workshop:

Parcticipating Antarctic Scientists:

Dr. Sam Bowser, Wadsworth Center, Albany, New York Dr. Molly Miller, Vanderbilt University, Earth & Environmental Sciences

with Dr. Michael Gibson, the University of Tennessee at Martin, Department of Geology, Geography, and Physics/ also advisor for the Tennessee Earth Science Teachers (TEST) and Associate Curator of the Pink Palace Museum in Memphis, Tennessee.

Schedule for the Day:

8:00 a.m.- 9:00 a.m.: Continental Breakfast/ Registration/ Meet & Greet

9:00 to 9:30 a.m.: Introductions to the TEA program, parcticipants and presenters: scientists, teachers, TEA rep, and four 4th graders (Tina King's reading students) who researched foraminifera with Dr. Sam Bowser. 9:30 a.m. to 10:30 a.m.: "Dr. Sam Bowser shares his Antarctic research: 'modern Foraminifera' in an interactive discussion." 10:30 a.m. to 10:45 a.m.: Break/ set up for hands-on activity

10:45 a.m. to 11:30 a.m.: Abiogenic/ Biogenic Inquiry-Based Sand Activity from the "Living Sands" kit from Lynn Margulis (great activity with foraminifera). This acitivity will begin with an introduction to "inquiry-based" learning. The sand activity will illustrate an "inquiry-based lesson", which can be used as a model when developing an inquiry-based lesson at the subsequent follow up field trip to Coon Creek.

11:30 a.m. to 12:30 p.m.: Lunch (catered in)

12:30 to 1:30 p.m.: Dr. Molly Miller shares her Antarctic Research by dealing with ancient climate and environmental changes as recorded in Paleozoic and Mesozoic rocks of the TransAntarctic Mountains.

2:00 p.m. - 3:00 p.m.: Field trip to Vanderbilt Lab: The vans will stop along the way at an outcropping of exposed rocks to discuss the environment on which it was deposited. Continue on to Dr. Molly Miller's lab at Vanderbilt University to look at and consider the environment in which Permian and Triassic rocks of Antarctica were deposited in order to make a comparison. 3:30- 4:00 p.m.: This time period allows time to return to the meeting room, get coffee/snacks, and take a bathroom break. Parcticipants can begin to fill out paper work to cover their expenses for this workshop, as well as start on evaluation forms. During this time, Dr. Gibson can set up for his presentation.

4:00 p.m. to 4:45 p.m.: Dr. Michael Gibson will introduce foraminifera from Coon Creek (fossil site) in West Tennessee. The focus would be a brief history about Coon Creek (paleo-environment and the seas where organisms were deposited and laid down during the Cretaceous period. Coon Creek is the site of marine fossils, fossil forams, and fossilized Mosasaurs). Dr. Gibson will bring fossilized foraminifera from Coon Creek, as well as Coon Creek sediment to be viewed under the microscope. This activity will also involve a short lesson on foram identification.

Dr. Gibson will discuss the upcoming field trip to Coon Creek (June 5th weekend) for the parcticipants as a "post" workshop experience (The Pink Palace Museum oversees the Coon Creek Center, so Dr. Gibson can easily make these arrangements). During this field trip, the parcticipants will be able to collect fossil laden sediment, which includes foraminifera. They will learn to process the sediment to get to the forams, then observe them under microscopes. The goal of this weekend would be to create an inquiry-based activity for students to learn about foraminifera in a "micro-study" at Coon Creek.

4:45 p.m. to 5:30 p.m. Informal discussion group for teachers to brainstorm ways to connect the study of foraminifera to the Gateway Biology. The teachers will be able to gain a better understanding and awareness of the importance of foraminifera as a great paleo/modern connection.

6:00 p.m. Dinner at a nearby restaurant, the 101st Airborne (restaurant with a "MASH" theme that looks out over the airport runway). It is a quiet place that will enable teachers and scientists to continue interacting and networking. This would be a nice way to provide closure for the day.

How did your team address pedagogy, content, the process of science, and the use of technology during the session?
Pre-Workshop Questionnaire for TEA Leaders/Facilitators

1. Why did you decide to organize this regional workshop?

I decided to organize this regional workshop because it would enable me to bring my Antarctic experience and Dr. Sam Bowser's research to Tennessee teachers. I wanted to find a way to bring this incredible experience full circle. By doing so, it has allowed me to continue my own study of forams. As I planned for the workshop, it made me reflect on what I wanted the teachers to take back to their classrooms. Since I love geology and earth science, this process led me to the theme of our workshop: A Paleo-Modern Connection. One of my goals in teaching is to find connections in the different subject matter, as well as the science disciplines. I feel that in order to truly understand science, then teachers must learn how to find the connection between the sciences in order to transfer this learning to students. In my own learning, I have found that trying to find the connections between geology, biology, chemistry, and physics has helped me see bigger pieces of the puzzle. This workshop would allow me to give back to Tennessee teachers, my school district, students, TEA, and to my P.I., Dr. Sam Bowser. I have gained tremendously from my TEA experience, and the workshop is bringing me closer to my goals of bringing current science research into the science curriculum. I would also like for this workshop to connect Antarctica to Tennessee by comparing both the paleo and modern environment and organisms.

2. How did you make decisions about who to invite or how to promote it? I knew from the beginning that I would also use this workshop as a means to network highly dedicated, over-and-beyond, student-centered teachers who actively practice science in Tennessee. Instead of sending out an open invitation, I targeted specific teachers and groups. Since I am active in the Tennessee Earth Science Teachers and the Tennessee Educators of Aquatic Marine Sciences, I recruited the teachers who were active in presenting and sharing their learning. I also contacted the Gateway Biology Science Consultant, as well as invited Gateway Biology presenters. In Tennessee, high school students must pass the Gateway biology exam in order to graduate. I feel that in order to help our students, then all the science disciplines and grade levels should be involved. It takes more than one year to learn, so the responsibility falls on every science teacher to get students ready for the next level of learning. Connections must start early on, so I recruited K-12 teachers, with a stronger emphasis on middle school and high school teachers for this workshop. I also invited several teachers from my home school district, so that I could give back to the school district that has supported my growth and learning. My goal is to connect the sciences and to connect learning. It begins by giving teachers the opportunity to network with other enthusiastic and motivated teachers from across the state of Tennessee.

3. What do you expect from presenters? Scientists and educators?

Abstract of Agenda: Dr. Sam Bowser (my Antarctic P.I.) and Dr. Molly Miller will present their recent research in Antarctica. Dr. Bowser (researcher: cell biology/ microscopy) has traveled to Antarctica over a dozen times since 1984 to dive beneath the Antarctic ice to collect one-celled organisms called foraminifera (modern). Dr. Molly Miller (researcher: geology/paleontology) will share her Antarctic research by dealing with ancient climate and environmental changes as recorded in Paleozoic and Mesozoic rocks of the TransAntarctic Mountains. Dr. Michael Gibson will introduce fossil foraminifera from Coon Creek in West Tennessee as a means to connect the Antarctic research to Tennessee. (Coon Creek is the site of marine fossils, such as fossilized mollusks, foraminifera, and Mosasaurs). Dr. Gibson will give a brief history of the paleo-environment and seas where organisms were laid down during the Cretaceous period in West Tennessee. Tina & Bob King will teach an abiogenic and biogenic sands inquiry-based activity. Field trip: Vanderbilt University lab. (This seminar is intended for K-12 practicing science teachers). I intend for each presenter to compliment and coordinate their presentation or inquiry-based activity to aid the parcticipants in gaining a better understanding of the paleo-modern connection, and how Dr. Bowser's research on foraminifera fit into this picture.

4. Why do think parcticipants decided to attend? I think Antarctica is the "hook" that easily gets the initial attention and motivation of teachers, as well as the students. The scientists are a draw because they are bringing real and current research to the teachers. I also feel that the teachers would like a connection with the scientists to improve their own growth and learning, as well as to involve the scientist in their students' learning. It's a great opportunity for the parcticipants to network with incredible scientist and outstanding teachers who go the extra mile. Several teachers were excited because they recognized the names of teachers from the list of parcticipants. Networking with quality teachers is an important component, especially in a busy and hectic time of year. Teachers get re-energized by meeting with teachers who go over-and-beyond as ideas are shared. The teachers were also fascinated and seemed very interested in learning more about the "Paleo-Modern Connection".

5. How would you measure the success of this event? What would make you feel really good about it? I would feel that this event would be successful if the teachers networked with the scientists and other parcticipants beyond the workshop. I would feel great if new friendships evolved into further collaboration. It would feel good to know that my TEA Antarctic experience with Dr. Bowser helped connect teachers from across the state. It would be wonderful if the parcticipants gained a greater appreciation and understanding of the bigger picture (how the sciences, grade levels, and learning connects to build a larger view of the picture), and of course, if foraminifera became a "household" word in their classrooms. I would like for this workshop/and upcoming field trip to aid in the development of an inquiry-based activity, which includes the study of foraminifera, for students and teachers across Tennessee. My hope is to connect Antarctic research to Tennessee.

6. How do you think the dissemination of Polar knowledge and inquiry-based instruction presented to this group may continue in the future?

This workshop also includes an extended weekend field trip to Coon Creek in west Tennessee to study fossil foraminifera, and the paleo-environment and organisms. I hope that teachers will bring polar research into their classrooms, develop activities, and continue to correspond long after this day. Since many of these teachers already present at state conferences, I'd love to see the workshop inspire teachers to bring polar research into the classroom and share ideas.

7. What do you think will be the impact of the workshop in schools and classrooms?

The TEA program, other teachers, the scientists, and my students have already affected me. I have seen first-hand how Antarctica and having a "real" scientist involved in the classroom has changed the students' learning. It has definitely changed my own learning in three short years. The involvement with real, on-going, and current research in remote areas of the Earth, will help students and teachers see how polar research fits in with their area of the world and with the science curriculum.

8. How do you think this workshop connects with the policies and incentives for professional development in science in this region of the country? This workshop is a seminar geared to improve concept development by meeting standards in pulling real science into the classroom. The follow-up field trip to west Tennessee would help to connect Tennessee to Antarctica though the study of forams and the environment. The opportunity to interact with other teachers and scientist will encourage growth and development. The teachers will gain eight Professional Development hours from the American Museum of Natural History, as well as take home polar resources to share with educators and students.

Submitted by Tina King April 30, 2004

Additional reflections:
I received favorable feedback from the parcticipants and the scientists. Many of the teachers told me that it was a needed shot in the arm, and that they were so excited to have the opportunity to meet with other dedicated teachers and scientists. The teachers were excited about receiving the Polar Resources sent from the NSF Polar Programs, as well as ARCUS (Arctic resources), and resources from the Australian Polar Program. We also had fossil and rock give-aways for the teachers to take back to their classrooms to share a little Earth Science with the students. Every teacher commented on how much it meant for them to start the day by seeing those four students walk into the room to present foraminifera. This made me realize that students should be connected to scientists and science research, as well as take part in presenting the research to teachers and the science community. When a fourth grade student showed their T-chart and Venn diagram to compare two species of foraminifera- the Astrammina rara to the Notodendrodes hyalinosphaira- it spoke volumes. It made the teachers realize that the students were making connections and interested in science research. It showed the pride the students took in presenting their project. Dr. Bowser made a tremendous impression on these four students because he took them seriously. He answered their questions through emails. The students were so excited to meet their scientist. One student even brought her grandparents to meet him. Dr. Bowser is back in Antarctica for the 2004-2005 season. He will be doing an investigation for one of these students that wanted to know if the species, Cibicides, is also a meat eater like the Astrammina rara. This regional workshop was a great learning experience for all of us. The teachers really enjoyed stopping at an outcropping on the way to the Vanderbilt lab to see evidence of fossils, which helped read the paleo-environment. They went to Dr. Molly Miller's lab to observe modern and paleo specimens. Dr. Miller showed her research, including trace fossils. Dr. Bowser and Dr. Gibson showed teachers fossilized foraminifera from Tennessee under the microscopes in the lab. Dr. Gibson talked to teachers about Coon Creek and the upcoming field trip to Coon Creek to get fossilized forams to take back to their classrooms. The teachers also gained by having the time to network and talk over dinner after the workshop. I appreciate NSF and the TEA program for giving me the chance to bring my TEA experience full circle. Although this experience has been brought full circle, I feel that it is just the beginning. I'm not sure where the path will take me, but I do know that the Earth science and especially the paleo-environment, along with a desire to continue to make connections between the Polar Regions will always be a part of my life and my teaching.

Goal(s) of Meeting
Tina King, TEA Host/Facilitator TEA Regional Workshop Field Trip Coon Creek, West Tennessee June 4-6, 2004

This field trip was sponsored by the Teachers Experiencing Antarctica and the Arctic Program (TEA) and funded by the National Science Foundation. It was facilitated by the American Museum of Natural History, the Cold Regions Research and Engineering Laboratory, and Rice University.

Led by Dr. Michael Gibson The University of Tennessee at Martin Dept. of Geology, Geography, and Physics

Assisted by Dr. Lionel Crews The University of Tennessee at Martin Assistant Professor of Astronomy & Physics

Parcticipants: Bob King Dr. Nancy Stetten Tina Coleman Kathie Stevens Jane Luhn Bridgette Lewis Richard Lewis Debra Salts Sue Smartt Rose Lummus Theresa Wright Sherry Mercer Dr. Michael Gibson Tina King, 2001 TEA to Antarctica

Goals: This field trip is an extended field trip of the May 1, 2004 TEA Regional Workshop to build a better understanding of the paleo-environment and foraminifera through a hands-on field and lab experience at the site. The teachers will be learning science content as well as lab procedures to process and mount foraminifera for viewing under the microscope. The goal is to put the teachers in a lab environment in the field to better understand the science. The field experience will enable teachers to bring Tennessee fossil specimens back to their classroom.

Overview of Session (e.g., resources used, discussion points, next steps, etc.):
Summary of Field trip:

The parcticipants began the field trip with an orientation from Dr. Gibson of Coon Creek and overview of events planned for the weekend. Field books were distributed to each teacher to keep over the weekend. The teachers answered two questions:

1.) What do you want to take away from the workshop/fieldtrip this weekend? 2.) What hinders you from implementing your goal into your classroom?

Dr. Lionel Crews directed an evening session on astronomy by viewing the various constellations. The parcticipants also looked through the telescope to view Jupiter¡¦s rings and its moons.

Saturday morning began with an 8:00 a.m. trek to the creek to learn about basic geologic processes, and to make diagrams, observations, and interpretations of the profile of the Coon Creek stratigraphy. Dr. Gibson led the group on a discussion of the layers, gradation, and changes in the Coon Creek stream channel over time. He discussed how things were specific to each location, and how to observe evidence of the paleo-environmental shifts and changes.

The parcticipants were given the opportunity to collect cretaceous fossils and sediments to bring back to the classroom. Dr. Gibson gave field instruction on fossil identification and collection techniques of macro and microfossils, including fossil foraminifera.

The group met and divided into groups rotating through three stations: Station 1: Teachers were instructed on proper methods of disaggregating microfossils from the sediment. Sieving techniques and equipment were introduced to the teachers to prepare samples for later use under the microscope.

Station 2: Teachers used stereomicroscopes to observe prepared foram and microfossil specimens. The teachers drew different forams to aid in identification, as well as to note differences between species. The teachers learned terms such as hyaline, granular, agglutinated, and porcelaneous to describe the foram¡¦s shell type. The teachers learned the proper techniques to make their own numbered slide mounts for forams. The teachers viewed calcareous sand from Belize before viewing the Coon Creek sand. This enabled them to select their own specimens for their slides.

Station 3: The teachers were instructed on how to process the macrofossil (e.g., clam shells, state fossil, and gastropods) in the Coon Creek sediment for later instruction to students. The teachers received various samples and instructional materials to help transfer this experience to students.

The parcticipants shared and discussed classroom integration and professional opportunities. The teachers finished specimen preparations. The group met again with Dr. Lionel Crews to view the night sky to see nebulas and other features.

The group also met to culminate the weekend¡¦s activities by reviewing and discussing the objectives of the field trip. Dr. Gibson went over the additional instructional materials and exercises to reinforce the teachers¡¦ learning experience, as well as an additional activity to try in the classroom with the fossil foraminifera and its paleo-environment.

How did your team address pedagogy, content, the process of science, and the use of technology during the session?
The group worked with Dr. Gibson and Dr. Lionel Crews to build science content, while working in a lab situation in the field. The teachers learned by doing. By working in the field, the teachers collected fossils from the site where the organism died. This enabled the teachers to gain a better understanding of the paleo-environment in this area of Tennessee during the Cretaceous period. The teachers learned how to process forams, prepare slides, and mount forams to view under a microscope. At night, the teachers learned about the constellations overhead by viewing the sky with Dr. Lionel Crews, a professor of astronomy.

Additional reflections:
This 12 hour session was presented over a productive weekend, which enhanced concept development. This extended learning field trip allowed teachers to network and continue what they began at the May 1, 2004 TEA Regional Workshop. My TEA Associates worked beyond the 12 hours to help prepare and collate materials and supplies for this weekend field trip.