Science Podcasts as Engagement Activity

At the beginning of class, I am taking attendance and checking off homework. During this time, I want the students engaged in learning. I like to use a variety of activities. They may have a short video clip, a warm-up worksheet or work in pairs with flashcards or sorting activities. Adding science podcasts to the mix will give me more options. Here are some that I would like to use:

http://cdn3.libsyn.com/nakedscientists/Naked_Scientists_Show_08.04.27.mp3?nvb=20080812194221&nva=20080813194221&t=0bf82e4c448555a25e44f

and http://www.onthemedia.org/1, Episode-"Search and Destroy"
and http://www.onthemedia.org/2 , Episodes- "Yes Nukes?" and "Mad Science"

Podcast-implemented Jigsaw

When I taught Chemistry at Edison High School in Fairfax County, Virginia, I used a jigsaw teaching method. Students were presented with a unit sheet and given access to teacher written topic notes and the internet. A sign-up sheet was posted in the front of the room with dates that the slide show would be presented. They then worked in groups and made a 4-5 slide PowerPoint on a topic from the unit sheet. They had 45 minutes to complete this task, and then had to finish it for homework if necessary, using the file sharing portal on Blackboard.com. I started each class with a warm up activity and the students presenting that day were excused from this to collaborate before their presentation. We went directly from the warm-up activity to a student presentation every day. I had the students leave their slide shows open and I would then introduce a worksheet, lab or modelling activity, referencing the introductory information on the students slides. I did this for every unit with my honors classes and every 2-3 units in my regular Chemistry students. Student feedback on this teaching style was very favorable and my state exam pass rate was in the 90s. I only stopped teaching using a jigsaw, when I went to Fairfax High School and had three classes of Special Needs students. I felt that I needed to provide more structure for those students.

Students love to perform, and the extended audience of the podcast can be very motivating. A video podcast would be an effective tool to deliver a jigsaw teaching style. It would take more scaffolding than the PowerPoints. I would start with the PowerPoints first and teach the students to upload these to the class Blog. After Unit 3, we would record an audio podcast of their slide shows (download software at http://audacity.sourceforge.net/) and post these to the Blog. Then we would add intro music and I would teach the students to use http://www.archive.org/details/netlabels to get podcast safe music. And finally, the students will end the year making video podcasts of their entire presentations.

Image Blogs can enhance Science Fair feedback

Here is a link to a really cool student assignment whereby the student took a picture of her model and added labels that show up when you move the cursor over the item.
Link http://www.flickr.com/photos/lewiselementary/69461520/

Although this is a young 3rd grade student, I can see how this can be adapted to Science Fair. Students can photograph their experimental set up and add annotations. They can then post it when science fair data check is due, and other students can comment and provide feedback. Otherwise, students do not get feedback from other students until they present their posters to the class which is only a week before the fair. Usually they can only change something physical about their board. However, some students have offered very good experimental design advice that the students remarked that they wished they had thought of that sooner. Adding image blogs can make Science Fair a much more collaborative and thus social experience.

Image Blogs to help categorize

Students love to photograph things. Many students are comfortable with uploading photos to digital photography portals like flickr. What a better way to sum up a lesson on physical versus chemical change than to have the students upload their own examples? I would set up groups- have some students submit photos, other students sort using the comments section and a third group will agree, disagree or add a comment. For example, the title will read "Is this photo showing a physical or chemical change" and then students make comment, i.e., brown leaves- chemical change,-decomposition or person painting room- physical change just covering the surface. Here is a link to an environmental/science related site in California which is worth watching for ideas: Link http://www.flickr.com/groups/kqedquest