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Taller: Using Videos in the Bilingual Science Classroom

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Subido el 25 de enero de 2011 por EducaMadrid

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Taller "Using Videos in the Bilingual Science Classroom" por Dª.Shawn Redwood, celebrado en el I Congreso Internacional sobre Bilingüismo en Centros Educativos el 14 de junio de 2010 dirigido a profesores de primaria, secundaria y universidades, a investigadores y responsables políticos interesados en la educación bilingüe y en metodología AICOLE (Aprendizaje Integrado de Contenidos y Lengua)

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Okay, they told me that I have to use the mic so the people out there can hear me. 00:00:00

I'm not a big fan of this, but hey, you have to do what you have to do. 00:00:20

So first of all, thank you all very much for attending this, okay, and I have a question 00:00:24

before we get started. 00:00:29

Are you ready to have fun? 00:00:30

Yes or no? 00:00:33

Yes. 00:00:34

Okay, good. 00:00:35

All right. 00:00:36

So what is the title of this? 00:00:37

It's Moving Beyond the Science Textbook and Using Videos in the Bilingual Science Classroom. 00:00:38

So I'm going to ask you to do two things. 00:00:45

Number one, please put your cell phones on silent. 00:00:47

That's number one. 00:00:52

Number two, please do not write, because if you write, you can't pay attention to what 00:00:54

I'm saying. 00:01:00

And remember, there's a reason why I gave you handouts, okay? 00:01:01

Everything you need to know is in the handout, okay? 00:01:08

All right, so if you refer to your handouts, and if you go to page number two, and it says 00:01:10

the role of authentic video in the classroom, okay, I only have three left. 00:01:20

That's it. 00:01:28

Okay? 00:01:29

But I'll have more out front after this, okay? 00:01:30

So you take what's there. 00:01:33

Take what's there. 00:01:34

Okay? 00:01:35

All right. 00:01:36

Good. 00:01:37

Yeah. 00:01:38

Please. 00:01:39

Okay? 00:01:40

How many do not have handouts? 00:01:41

I'll need this to follow. 00:01:42

Raise your hand if you need a handout so I can make them now three people. 00:01:43

Okay. 00:01:49

Okay? 00:01:50

All right. 00:01:51

Good. 00:01:52

So here are some questions, okay? 00:01:53

Come on, people. 00:01:56

Come back. 00:01:57

Come back. 00:01:58

Pay attention. 00:01:59

Come back to me, okay? 00:02:00

All right. 00:02:01

Good. 00:02:02

So here are some questions. 00:02:03

Why would we need to use a video in the science classroom? 00:02:04

I need participation. 00:02:08

Why would we need to use a video in the science classroom? 00:02:09

Or let me go back first. 00:02:13

What is lacking or what's missing in science textbooks here in Spain? 00:02:15

I don't care if it's Oxford. 00:02:20

I don't care if it's El De Vives, Anaya, Santillana. 00:02:21

What's missing? 00:02:25

Experiments. 00:02:26

Good. 00:02:27

Experiments. 00:02:28

Okay? 00:02:29

That's what's missing. 00:02:30

And a lot of times you do want to there's some more seats in the back. 00:02:32

Keep on going. 00:02:36

There you go. 00:02:37

Good. 00:02:38

So what happens is there are experiments missing in the science textbooks. 00:02:39

So what does that mean for us? 00:02:43

Yes, it means that we have to do more work, okay? 00:02:45

But if we have everything we need on the Internet, why aren't we using it? 00:02:49

Okay? 00:02:55

Now, I realize in some schools you don't have the technology. 00:02:56

You may not have a smart board. 00:02:59

But it doesn't matter if you have this board or not. 00:03:01

As long as you have a computer lab where you can project a video or show a video, you're 00:03:03

fine. 00:03:09

Okay? 00:03:10

So what are some of the advantages of using a video? 00:03:11

It's all in the handout. 00:03:14

Okay? 00:03:15

Some of the advantages are the following. 00:03:16

It's realistic. 00:03:18

It's interesting. 00:03:19

Okay? 00:03:21

People get authentic material and authentic language. 00:03:22

Okay? 00:03:25

What are some of the disadvantages? 00:03:26

The level may be too high. 00:03:28

Okay? 00:03:29

And there are no activities. 00:03:30

But the first thing I want you all to realize as teachers, and I've done it myself in the 00:03:32

past, we have got to stop saying that students can't do something. 00:03:36

That's the number one rule I want you to walk away from with this. 00:03:44

We've got to stop saying that students cannot do something. 00:03:50

And we've got to stop saying, oh, this is too difficult for my student. 00:03:56

Because why? 00:04:01

Anything can be adapted to your student's level. 00:04:02

Let me repeat that again. 00:04:06

Anything can be adapted to your student's level. 00:04:09

Okay? 00:04:14

Make sure you walk away with this, please. 00:04:15

Because I was a victim of that as well when I taught Spanish in the U.S. 00:04:19

Oh, that's too difficult. 00:04:23

Okay? 00:04:25

But how can we adapt things to our student's level? 00:04:26

There are good things in a video. 00:04:28

Because why? 00:04:30

Because it's sound and image. 00:04:31

Whereas when you get these horrible recordings, hi, I'm Jim. 00:04:33

I'm from London. 00:04:37

And you're thinking, wow, that was just bad. 00:04:38

But hey, with a video, you at least have image. 00:04:43

Okay? 00:04:47

Sometimes there are words. 00:04:48

So there's a lot of things that we can take away from a video. 00:04:49

Okay? 00:04:53

So now, everyone turn to page I think it's page 4? 00:04:54

Or page 3? 00:04:57

No, page 3. 00:04:58

I'm gonna set the scene. 00:04:59

Okay? 00:05:01

Now, we have the food chain. 00:05:02

We just got through studying ecosystems. 00:05:05

Okay? 00:05:08

Scavengers. 00:05:09

Decomposers. 00:05:10

Carnivores. 00:05:11

Herbivores. 00:05:12

Omnivores. 00:05:13

Okay? 00:05:14

And we just got through looking at each and every one. 00:05:15

Consumers. 00:05:20

Producers. 00:05:21

Okay? 00:05:22

Bacteria. 00:05:23

Fungi. 00:05:24

I just like saying fungi. 00:05:25

Okay? 00:05:28

Fungi. 00:05:29

Excellent. 00:05:30

Okay? 00:05:31

So what happens? 00:05:32

Now, we're going to watch a video. 00:05:33

Page 4, we have a video activity on ecosystems. 00:05:34

But what happens? 00:05:38

This video I downloaded from YouTube. 00:05:39

Okay? 00:05:41

Remember, I also got some websites where you can download videos and some websites where 00:05:42

there's some good science experiments that are cheap to do. 00:05:47

Okay? 00:05:51

So everything... 00:05:52

All of that's on page number 6. 00:05:53

All right? 00:05:54

So write a definition for each word below. 00:05:55

We have mutualism, parasitism, and competition. 00:05:58

Okay? 00:06:01

Now, I'm not going to ask you to do this. 00:06:02

Okay? 00:06:04

Because we have some fun things to do as well. 00:06:05

I'm not going to ask you to do this. 00:06:07

Okay? 00:06:08

So what is mutualism? 00:06:09

Who knows what mutualism is? 00:06:11

Where are the science teachers? 00:06:12

Mutualism. 00:06:14

Does it sound familiar? 00:06:15

Ooh. 00:06:20

Mutualism is beneficial for both organisms. 00:06:22

Mutual... 00:06:26

Mutual... 00:06:27

Hello? 00:06:28

Beneficial for both organisms. 00:06:29

Okay? 00:06:31

Parasitism. 00:06:32

One organism feeds off another organism. 00:06:33

And remember, a parasite cannot live by itself. 00:06:37

It needs something to feed off of. 00:06:41

Okay? 00:06:44

And competition. 00:06:45

When two of the same organisms are fighting for the same thing. 00:06:46

For example, with plants. 00:06:50

Come on in. 00:06:52

Don't be afraid. 00:06:53

I think there's some more seats in the back. 00:06:54

Okay? 00:06:55

So with plants, when plants fight for sunlight, that's competition. 00:06:56

When a lion and a hyena fight for food, that's competition. 00:07:00

Okay? 00:07:05

So do you understand? 00:07:06

Okay? 00:07:07

So now what we're going to do is we're going to watch a video related to ecosystems. 00:07:08

Now, you have to write a short summary of what happens. 00:07:12

Think about... 00:07:16

Now, this one you have to do. 00:07:17

Okay? 00:07:18

You have to do something. 00:07:19

Okay? 00:07:20

I was just saying, don't write when I'm talking. 00:07:21

Because then you're going to miss the good part. 00:07:24

Okay? 00:07:25

So think about the following questions. 00:07:26

Why do the ants take the ant away from the colony? 00:07:28

And what happens to the ant? 00:07:32

Ooh. 00:07:35

There's a mystery. 00:07:37

Okay? 00:07:39

These bullet ants are showing some worrying symptoms. 00:07:40

Their claws, from a parasitic fungus called cortiseps, have infiltrated their bodies and their minds. 00:07:59

Its infected brain directs this ant upwards. 00:08:12

Then, utterly disorientated, it grips a stem with its mangles. 00:08:18

Those infected that are discovered by the workers are quickly taken away and dumped far away from the colony. 00:08:24

It seems extreme, but this is the reason why. 00:08:33

Like something out of science fiction, the fruity body of the cortiseps erupts from the ant's head. 00:08:39

It can take three weeks to grow, and when finished, the deadly spores will burst from its tail. 00:08:55

Then, any ant in the vicinity will be in serious risk of death. 00:09:01

The fungus is so virulent, it can wipe out whole colonies of ants. 00:09:09

And it's not just ants that fall victim to this virus. 00:09:14

There are literally thousands of different types of cortiseps fungi, and remarkably, each specializes on just one species. 00:09:19

But these attacks do have a positive effect on the animals that live here, 00:09:49

since parasites like these can be found all over the world. 00:09:55

In fact, there are more than a hundred species of cortiseps fungi in the world. 00:10:01

But these attacks do have a positive effect on the animals that live here, 00:10:07

These attacks do have a positive effect on the jungle's diversity, 00:10:13

since parasites like these stop any one group of animals getting in their path. 00:10:17

The more numerous a species becomes, the more likely it will be attacked by its nemesis, the cortiseps fungus. 00:10:23

Alright? Don't just use YouTube for watching your favorite TV shows. Come on, people. 00:10:44

There are many good things on YouTube that we can download. 00:10:50

So before we do the activity, here's a question. 00:10:53

Do you think this video would be too advanced for your students? Be honest. 00:10:56

Okay? Alright. And what did I just say before I asked that question? 00:11:01

Adapt. Good. Adapt. 00:11:08

But I'm glad you answered the question when you said yes. Okay? 00:11:11

So now, how can we adapt this? Now, you have your questions. 00:11:14

Take three minutes and answer that question. 00:11:17

Give me a summary of what happened. What happened? Okay? 00:11:21

Just give me a basic summary. 00:11:25

So, why did they take the ant away? Okay? 00:11:28

And what happened to the ant at the end? Okay? 00:11:31

So just write very quickly. Write. Just write a general summary. Okay? 00:11:35

Why did they take the ant away? Okay? 00:11:38

And what happened to the ant at the end? 00:11:41

Now, notice with this video, we had plenty of visuals. Okay? 00:11:45

We actually saw what happened. 00:11:50

You can work with someone. You don't have to work alone. 00:12:08

You can work with someone. 00:12:33

Oh, and do question number three. 00:13:04

The third question. 00:13:08

This video is an example of, is mutualism, parasitism, a competition, and how do you know? 00:13:10

And also do the last question. Okay? 00:13:17

But then the question is, how would you know? 00:13:23

Ah! Good. Good. So write that down. 00:13:25

Good. Write that down. 00:13:31

Okay. So do you have your answer? 00:13:55

Do you have your answers? Yes or no? 00:13:58

Okay. Good. So I need a volunteer. 00:14:01

I need a volunteer to read his or her answer. 00:14:05

Okay? 00:14:10

Would you like to read your answer? 00:14:12

Oh, you need, okay. 00:14:14

Okay. Good. So read your answer. 00:14:18

But we need to hear. 00:14:20

So we need you all to be, like we said, how do we say it? 00:14:21

Eyes and ears open, people. 00:14:25

I work with little kids. 00:14:28

Eyes and ears open. Mouths closed. 00:14:29

Okay? So. 00:14:32

I don't know. Why do the ants take the ants away from the colony? 00:14:33

I think because the ant has been attacked by a parasite. 00:14:36

Okay. It's been attacked by a parasite. Good. 00:14:39

Okay? 00:14:41

What happened to the ant at the end? 00:14:42

Good. Good. Something grows out of the ant's head. 00:14:48

Okay. Good. Okay. 00:14:51

And the ant dies. You're right. 00:14:52

It dies. 00:14:53

Okay? 00:14:54

So last question. 00:14:55

What is this an example of? 00:14:56

Okay. Good. But how do we know? 00:14:59

Good. Good. Okay. 00:15:11

So do you all agree? 00:15:13

Do you all agree? Yes or no? 00:15:16

You look like you have doubts. 00:15:18

You look like you don't agree. 00:15:19

Do you agree or do you not agree? 00:15:21

I'm not sure because I think it's competition because one of them died. 00:15:24

So. 00:15:27

Oh. 00:15:28

Who can remember what I said about competition? 00:15:29

Who can remember the definition of competition? 00:15:35

Both fight for the same thing. 00:15:41

But now when both fight for the same thing, one can eventually die. 00:15:43

And I use the example of sunlight. 00:15:47

Okay? And two plants fighting for sunlight. 00:15:49

A lion and a hyena fighting for food. 00:15:51

Okay? 00:15:54

All right. Good. 00:15:55

So any questions about this? 00:15:56

I'm going to leave plenty of time for questions at the end. 00:15:58

Okay? 00:16:01

All right. Good. 00:16:02

So now let's focus on plants. 00:16:03

Okay? 00:16:06

That's part of the ecosystem as well. 00:16:07

Okay? 00:16:08

Okay. 00:16:14

So today we're going to work on plants, people. 00:16:15

And what are we going to learn about plants? 00:16:17

Once again, you don't have to write anything down. 00:16:20

Okay? 00:16:25

Thank you. 00:16:26

So plants. 00:16:27

In this presentation you will learn about. 00:16:28

Go back. 00:16:31

Okay? 00:16:32

Plant classification, plant nutrition, and plant reproduction. 00:16:33

Okay? 00:16:39

Now you have the song that we're going to look at in there. 00:16:40

But we're going to do this first. 00:16:44

Okay? 00:16:45

How do we classify plants? 00:16:46

We can classify plants into two areas. 00:16:48

Non-flowering plants and flowering plants. 00:16:51

Okay? 00:16:54

The non-flowering plants are your mosses and your ferns. 00:16:55

And your flowering plants are your gymnosperms and angiosperms. 00:16:59

Okay? 00:17:03

What's a flowering plant? 00:17:04

Who can tell me what a flowering plant is? 00:17:05

A plant that has a? 00:17:08

Flower. 00:17:10

Come on, people. 00:17:11

This isn't difficult. 00:17:12

Okay. 00:17:15

And a non-flowering plant, a plant that does not have a? 00:17:16

Flower. 00:17:20

Now, don't you dare tell me this is too difficult for your students. 00:17:21

If I'm making it easy for you just like this, okay, you can do the same for your students. 00:17:25

Okay? 00:17:30

So now, let's continue with plants and plant classification. 00:17:31

Okay? 00:17:36

So now, now we're going to watch a video from simplescience.net. 00:17:37

Do not write this down. 00:17:41

It's on page number six. 00:17:43

Okay? 00:17:45

Simplescience.net, and it's a video. 00:17:46

Okay? 00:17:49

So let's watch this video, people. 00:17:50

Simple science. 00:17:55

What do plants need in order to grow well? 00:17:57

A plant is made up of a stem, leaves, and roots. 00:18:01

And each of these parts needs to be healthy if a plant is to grow well. 00:18:06

Let's take two similar plants and remove many of the leaves from one of them. 00:18:12

Keep them in the same place and give them the same amount of water every day. 00:18:18

Now measure their height from the soil level to the tip of the shoe over the course of several days. 00:18:24

The plant with more leaves grows taller, is a marimba colour, and is more bushy in appearance. 00:18:32

Leaves are important for plants to grow well because they make food for the plant using the energy and sunlight. 00:18:40

The roots of a plant take in water. 00:18:49

Most plants do not grow well in pots that are too small because the roots become tangled together. 00:18:53

The roots need to spread out to take in more water if the plant is to grow well. 00:19:01

So a plant that has outgrown its pot needs to be moved to a larger pot to continue to grow. 00:19:06

The stem transports water to other parts of the plant. 00:19:15

You can confirm this by placing a celery stalk in a dish of water mixed with red dye. 00:19:20

The movement of the red colour shows how water is transported up the stem. 00:19:27

Plants need water for healthy growth, but too much water can harm them. 00:19:33

Just like animals, plants can drown if they are given too much water. 00:19:39

Plants also need light for healthy growth. 00:19:45

If you place a plant in a dark place for a few days, it becomes yellow, pale, tall, thin and spindly 00:19:49

because the leaves are deprived of the light they need to make food for the plant. 00:19:58

If you leave the plant in the light, it slowly becomes green again. 00:20:04

Finally, plants need to be kept at the right temperature if they are to grow well. 00:20:10

Compare the trays of seedlings kept at different temperatures. 00:20:17

The seedlings kept in cold conditions at 5 degrees Celsius are very small. 00:20:22

But the seedlings kept in warm conditions at 20 degrees Celsius are growing vigorously. 00:20:29

Why is it important to know what plants need to grow well? 00:20:37

Because they provide food for humans and other animals. 00:20:42

Another trick question. Is this too difficult for you students? 00:20:51

There we go. Good. Why? 00:20:56

He spoke slowly. Words and images all come together. 00:20:59

Let's continue. 00:21:05

Photosynthesis. We have here a plant and a picture of photosynthesis. 00:21:10

Who can tell me exactly what photosynthesis is in simple terminology? 00:21:16

What photosynthesis is? Don't be afraid to participate. 00:21:21

Because what we're going to do after this, everyone has to participate. 00:21:25

So, don't be afraid. 00:21:29

Okay, what's photosynthesis? Just try. 00:21:32

It's a process by which a plant makes food. 00:21:36

Okay, good. Thank you. Yay! Come on, don't you leave me hanging. 00:21:40

Yes! Good, good, good. Okay. 00:21:44

So, let's see what photosynthesis is, people. 00:21:47

Only happens during the day. 00:21:50

Plants take in carbon dioxide and give off oxygen. 00:21:53

Yes, it's the process in which a plant makes food. Okay? 00:21:57

So, if everyone turns to page 5, we're going to listen to the photosynthesis song. 00:22:00

Okay? Ooh. 00:22:07

If you want to know how a plant grows, it takes water, air, and sunlight and makes cellulose. 00:22:09

Every plant can do this fundamental process. 00:22:25

And we can call this photosynthesis. 00:22:30

Unlike me and you, I'm CCO2. 00:22:35

And they take oxygen that stops us turning blue. 00:22:41

Every plant can do this same fundamental process. Yes. 00:22:46

And we can call this photosynthesis. 00:22:51

It's a miracle how all the chlorophyll catches sunlight in the leaves of the plants and the trees. 00:22:55

A plant of any size can do it if it tries. 00:23:06

But we're not green, so we can't photosynthesize. 00:23:11

Every plant can do this fundamental process. Yes. 00:23:16

And we can call this photosynthesis. 00:23:21

It's a miracle how all the chlorophyll catches sunlight in the leaves of the plants and the trees. 00:23:25

Every plant can do this fundamental process. 00:23:36

And we can call this photosynthesis. 00:23:41

Every plant can do this fundamental process. 00:23:46

And we can call this photosynthesis. 00:23:51

One more time, people. Photosynthesis. 00:23:56

Okay, good. Good, people. 00:24:00

All right, so, what has happened, okay? 00:24:03

Now, I know you all have this expression in Spanish. 00:24:08

And it's something, as you can tell, I don't have. 00:24:12

I do not have this sentido de ridiculo. 00:24:15

I don't have that. 00:24:19

Because my students know, oh, you're going to sing in my class whether you want to or not. 00:24:21

And I will go to each student and say, I don't hear you, sing, sing, I cannot hear you. 00:24:25

And I will go to each student and say, I don't hear you, sing, sing, I cannot hear you. 00:24:29

So, don't be afraid to go in the classroom and have fun with your students. 00:24:33

And stop saying, oh, my students would never do this. 00:24:38

If you go in and you're enthusiastic about it, your students will pick up that enthusiasm as well. 00:24:41

Because that enthusiasm is contagious, okay? 00:24:46

Don't be afraid. Don't be afraid. 00:24:50

And guess what? There's one more song. 00:24:52

And then I'm going to teach you all some more songs, okay? 00:24:54

Because I know you all are going to have fun in here, okay? 00:24:56

So, now, let's continue, okay? 00:24:59

Now, there is the opposite that happens, which is respiration. 00:25:04

Now, this only happens at night, okay? 00:25:09

What happens? Plants do this during the day and night, my mistake, okay? 00:25:12

Plants take in oxygen and give off carbon dioxide. 00:25:16

So, plants do breathe like all living things, okay? 00:25:20

So, remember that. 00:25:24

Okay? 00:25:27

So, now, another video from YouTube, and this is talking about pollination. 00:25:29

Like all living things, plants reproduce to ensure future generations. 00:25:33

But since plants can't move from place to place, they need a way to transfer pollen from one plant to another. 00:25:39

Wind is a major pollinator, but it acts unselectively. 00:25:46

Insects, on the other hand, pollinate flowers with precision. 00:25:50

The bright colors and strong fragrances of flowers attract insects. 00:25:54

Once lured to the flowers, insects discover pollen and nectar. 00:25:58

Bees, butterflies, and other insects gather pollen and nectar to feed themselves and their young. 00:26:02

As insects move from plant to plant, they transfer pollen from one flower to the next. 00:26:08

Fertilization occurs, and seeds are formed. 00:26:14

Over time, flowers have developed colors, smells, and shapes that successfully entice insects. 00:26:17

At the same time, insects have developed features and behaviors that make them more effective pollinators. 00:26:23

Okay, short video, pollination from YouTube. 00:26:30

Okay? 00:26:33

So, now, let's look at the different types of pollination. 00:26:35

We have wind pollination. 00:26:38

And so, I would tell my students, and this may be a little bad, but you have to get students to understand something. 00:26:40

That they say, but, but, Sean, why wouldn't wind pollination, 00:26:45

that they say, but, but, Sean, why wouldn't an insect go to this plant? 00:26:50

I said, well, it's just ugly. 00:26:56

The plant is ugly. 00:26:58

There's nothing attractive about this plant. 00:27:00

Okay? 00:27:02

Look at it. 00:27:04

If you were an insect, would you pollinate this? 00:27:06

And the answer is no. 00:27:08

So, when you tell them that way, it's very interesting. 00:27:10

And I actually had a student write on the test, it's ugly. 00:27:13

I said, but, hey, the student remembered. 00:27:17

Okay? 00:27:19

The student remembered. 00:27:21

So, then, if we come over here, we have water pollination, which, of course, only happens in water. 00:27:23

Okay? 00:27:28

And we have insect pollination. 00:27:30

Look at this beautiful flower. 00:27:32

Isn't it lovely? 00:27:34

Okay? 00:27:36

Notice, the bee wants to go to it. 00:27:38

The bee wants to be with it. 00:27:40

The bee wants to be one with the flower. 00:27:42

Okay? 00:27:44

So, this is why we have so much pollen on the bee. 00:27:45

Okay? 00:27:48

Because the bee wants to be one with the flower. 00:27:50

Okay? 00:27:53

Now, we have the parts of a flower. 00:27:55

Okay? 00:28:00

And it's always interesting. 00:28:02

I had to explain this in fifth grade. 00:28:04

Okay? 00:28:06

Fifth year. 00:28:08

The parts of a flower. 00:28:10

And I love the question. 00:28:12

I don't have it in that way. 00:28:13

It's different ways that flowers pollinate. 00:28:16

And it's kind of hard to explain. 00:28:20

I said, but, I found a wonderful song. 00:28:23

Okay? 00:28:25

And as you can tell, I'm all about songs. 00:28:27

Okay? 00:28:30

Because why? 00:28:32

They're fun. 00:28:34

They help students to memorize things. 00:28:36

Okay? 00:28:38

So, now, the next song is also from simplescience.net. 00:28:40

It's called Flower Power. 00:28:41

Okay? 00:28:43

All right, now, this one. 00:28:45

Okay? 00:28:47

As you can see, Flower Power. 00:28:49

But this one, you don't have the words. 00:28:51

But the words show up. 00:28:53

Okay? 00:28:55

All right, good. 00:28:57

So, let's listen to this one, Flower Power. 00:28:59

Flowers may look pretty. 00:29:01

But from a different slant. 00:29:04

They're simply reproductive. 00:29:07

Morgans of a plant. 00:29:10

The stamen has the pollen. 00:29:13

That goes to make a seed. 00:29:16

It's separate from the stigma. 00:29:19

And the ovary. 00:29:22

You need flowers. 00:29:25

Power. 00:29:27

So a plant can breed. 00:29:29

You need flower. 00:29:32

Power. 00:29:34

To make a lot of seeds. 00:29:36

Pollen can be carried. 00:29:40

By an insect or the breeze. 00:29:43

If you are allergic. 00:29:47

It can make you sneeze. 00:29:50

It can make you sneeze. 00:29:54

It has to reach the stigma. 00:29:57

And the ovary. 00:30:00

If it's ever gonna. 00:30:03

Turn into a seed. 00:30:07

You need flower. 00:30:10

Power. 00:30:12

So a plant can breed. 00:30:14

You need flower. 00:30:17

Power. 00:30:19

To make a lot of seeds. 00:30:20

You can admire their petals. 00:30:25

Their style. 00:30:28

And their stem. 00:30:30

But I'll get mighty riled. 00:30:32

If you go pickin' them. 00:30:35

Seeds must be dispersed. 00:30:38

So they get a chance. 00:30:42

To germinate and grow. 00:30:45

Into healthy plants. 00:30:48

One day they will flower. 00:30:51

And make a lot of seeds. 00:30:55

When pollen hits their stigmas. 00:30:58

And their ovaries. 00:31:01

You need flower. 00:31:04

Thing. 00:31:06

Power. 00:31:07

So a plant can breed. 00:31:09

You need flower. 00:31:11

Power. 00:31:13

To make a lot of seeds. 00:31:14

You can admire their petals. 00:31:19

Their style. 00:31:22

And their stem. 00:31:24

But I'll get mighty riled. 00:31:26

If you go pickin' them. 00:31:29

You need flower. 00:31:32

Power. 00:31:34

So a plant can breed. 00:31:36

You need flower. 00:31:39

Power. 00:31:41

To make a lot of seeds. 00:31:42

Yeah, whoo! 00:31:46

Come on, people, good. 00:31:48

Okay? 00:31:50

So, oh, as I was saying, don't write these down. 00:31:54

It's in your handout, page six. 00:31:57

No, they came late, they didn't know. 00:31:59

They didn't know, okay? 00:32:01

So as you can see, these are things that you can use in your classroom. 00:32:03

That's fun. 00:32:06

And students actually memorize this. 00:32:08

So the question most people ask is, 00:32:09

Sean, do you use this at the beginning? 00:32:11

No. 00:32:13

This is always a great review, okay? 00:32:15

After you finish your didactic unit, 00:32:17

you can use this as a review. 00:32:19

Okay? 00:32:21

All right. 00:32:23

Okay, let's look at a case of mutualism. 00:32:32

Listen to the sound the caterpillar makes 00:32:39

with body vibrations so tiny, 00:32:41

you can't see them. 00:32:43

But in its favor, 00:32:46

we eat through twigs and stems 00:32:48

and come running. 00:32:50

A strange rendezvous 00:32:54

of two very different creatures 00:32:56

is about to take place. 00:32:58

The caterpillar has, in effect, 00:33:06

shouted to the ants, 00:33:07

come and get it. 00:33:09

It's not a toy. 00:33:14

The caterpillar rolls on sugar and chocolates, 00:33:16

which the ants lap up. 00:33:18

For the price of a few servings of food, 00:33:28

the caterpillar is surrounded 00:33:30

by friendly ants. 00:33:32

Not a bad thing to have 00:33:34

the neighborhood toss a juvecumco 00:33:35

when you have a soft body 00:33:37

and a nasty array of predators. 00:33:39

This remarkable relationship 00:33:42

will last for most 00:33:44

of the caterpillar's life. 00:33:46

The caterpillar now transforms 00:33:52

into a new stage. 00:33:54

Pentacles have appeared, 00:34:00

strange chemical transmitters 00:34:02

that seem to rival the ants. 00:34:04

The caterpillar needs the ants 00:34:09

to be ferocious. 00:34:11

Danger is near. 00:34:13

Another kind of ant is nearby. 00:34:15

Mutualism and competition 00:34:18

in the same video. 00:34:20

An enemy ant has grabbed 00:34:34

the caterpillar. 00:34:36

The friendly ants rally 00:34:38

in a desperate tug-of-war. 00:34:40

Not all battles can be won. 00:34:48

But without the aid 00:34:51

of bodyguard ants, 00:34:53

not as many caterpillars 00:34:55

will live to become butterflies. 00:34:57

Okay. 00:35:00

Good. 00:35:02

This one is a good video 00:35:04

because you have both, 00:35:06

competition and mutualism. 00:35:08

Let me see if I can find 00:35:10

my one video that I enjoy 00:35:12

showing to everyone. 00:35:14

Okay. 00:35:18

Science. 00:35:20

Pics. 00:35:22

No, plants. 00:35:24

Okay. 00:35:32

Vertebrates. 00:35:34

Okay. 00:35:37

Now this one I'm going 00:35:39

to go through very quickly 00:35:41

because I do want to have 00:35:43

enough for questions 00:35:45

and answers. 00:35:47

Wait a minute. 00:35:49

Okay. 00:35:51

Is this the... 00:35:53

No, invertebrates. 00:35:55

Yes. 00:35:57

Okay. 00:36:01

Because what happens? 00:36:03

We know we have invertebrates. 00:36:05

Invertebrates, no backbone. 00:36:07

But I'm going to tell you 00:36:09

how I actually got my kids 00:36:11

to remember invertebrates. 00:36:13

Bilateral symmetry. 00:36:15

Radial symmetry. 00:36:17

As you can see, 00:36:20

starfish symmetry 00:36:22

in many different areas. 00:36:24

Come on, people. 00:36:26

PowerPoint is so easy. 00:36:28

And asymmetry. 00:36:29

No symmetry at all. 00:36:31

Okay. 00:36:33

All right. 00:36:35

So this was a challenge. 00:36:36

How do you get fifth graders 00:36:38

to remember 00:36:40

what invertebrates are? 00:36:42

So I came up with the idea. 00:36:44

Okay. 00:36:46

And you all will recognize 00:36:48

this lovely character, 00:36:50

SpongeBob SquarePants. 00:36:52

Because I don't know how 00:36:54

it came to me, 00:36:56

but SpongeBob SquarePants 00:36:57

are invertebrates 00:36:59

except for Sandy the Squirrel 00:37:01

from Texas. 00:37:03

And remember, 00:37:05

Sandy lives underwater 00:37:07

because she's doing research. 00:37:09

Okay. 00:37:11

Sandy the Squirrel from Texas. 00:37:12

But all of his friends 00:37:14

are invertebrates. 00:37:16

So the characteristics 00:37:18

of sponges, 00:37:20

I told them to remember 00:37:22

SpongeBob SquarePants. 00:37:24

He's the sponge that we use 00:37:25

to wash dishes and clean the toilet. 00:37:27

He's an exception. 00:37:29

Okay. 00:37:31

So you always got to say 00:37:32

there's always exceptions 00:37:34

to different things. 00:37:36

Okay. 00:37:37

So what about a cnidarian? 00:37:38

A jellyfish. 00:37:40

And remember, 00:37:42

SpongeBob loves going 00:37:44

to jellyfish fields 00:37:46

to catch the jellyfish. 00:37:48

Okay. 00:37:50

If you haven't seen SpongeBob, 00:37:51

it's brilliant. 00:37:53

SpongeBob has six. 00:37:54

Okay. 00:37:55

A worm. 00:37:56

The Alaskan bull worm. 00:37:57

There was one episode 00:37:59

where he had to fight 00:38:01

the Alaskan bull worm 00:38:03

and Sandy, 00:38:05

that's the little squirrel there, 00:38:07

she went in and she says, 00:38:09

oh, I got the Alaskan bull worm. 00:38:11

It's no more problems. 00:38:13

And SpongeBob said, 00:38:15

pero Sandy, 00:38:17

here's what, 00:38:19

that's just the tongue. 00:38:20

And that's the actual 00:38:21

body's bilateral symmetry, 00:38:22

cylindrical, 00:38:24

others are flat. 00:38:25

Okay. 00:38:26

Many are parasites. 00:38:27

So echinoderms. 00:38:28

Huh. 00:38:30

Patrick Star. 00:38:31

His friend Patrick Star. 00:38:33

Okay. 00:38:35

And what do we know about Patrick Star? 00:38:36

Marine animals 00:38:38

have five-way symmetry. 00:38:39

They have skeletons 00:38:41

made of hard plates 00:38:42

and are covered by thin skin. 00:38:43

Okay. 00:38:45

Arthropods. 00:38:47

Uh-oh. 00:38:48

Who actually watches 00:38:49

SpongeBob SquarePants? 00:38:50

Raise your hand. 00:38:51

Okay. 00:38:53

Raise them higher. 00:38:54

Thank you. 00:38:55

Don't be afraid. 00:38:56

Okay. 00:38:57

Good. 00:38:58

So, 00:38:59

which character? 00:39:00

Krusty Krabs. 00:39:02

Exactly. 00:39:03

Mr. Krabs. 00:39:05

Okay. 00:39:07

He has bilateral symmetry, 00:39:08

totally covered by 00:39:10

an exoskeleton or a shell. 00:39:11

Okay. 00:39:13

Some are aquatic, 00:39:14

others are terrestrial. 00:39:15

A mollusk. 00:39:16

Which one? 00:39:17

Which character? 00:39:18

Meow. 00:39:19

Gary. 00:39:21

Good. 00:39:22

Gary. 00:39:23

He's a... 00:39:25

No, sorry. 00:39:26

My mistake. 00:39:27

Who is this? 00:39:28

Squidward. 00:39:30

Squidward. 00:39:31

Good. 00:39:32

Okay. 00:39:33

So, he's a mollusk. 00:39:34

Okay. 00:39:36

Well, it's also Gary the snail 00:39:37

as well. 00:39:38

You're right. 00:39:39

Okay. 00:39:40

Many are covered with 00:39:41

one or two shells. 00:39:42

Some are aquatic. 00:39:43

Okay. 00:39:44

And then there's like 00:39:45

a five-minute video 00:39:46

that's talking about 00:39:47

invertebrates in general. 00:39:48

Okay. 00:39:49

So, I want to leave 00:39:50

lots of time for 00:39:51

questions and answers. 00:39:52

And good, we've got 00:39:53

15 minutes. 00:39:54

Okay. 00:39:55

So, that's been 00:39:56

my presentation. 00:39:57

I want to thank you 00:39:58

all for coming. 00:39:59

So, if you enjoyed it, 00:40:00

let me know. 00:40:01

Okay. 00:40:02

Good. 00:40:03

Thank you. 00:40:04

Thank you. 00:40:05

Okay. 00:40:09

Good. 00:40:10

Thank you. 00:40:11

Okay. 00:40:12

Now, as you... 00:40:13

This may sound 00:40:14

a little strange to you all, 00:40:15

but I'm beyond... 00:40:16

This is how I teach. 00:40:17

How many students 00:40:19

are used to it? 00:40:20

They think I'm crazy, 00:40:21

but hey, they learn. 00:40:22

That's the most important 00:40:23

thing, they learn. 00:40:24

Okay. 00:40:25

All right. 00:40:26

So, now, 15 minutes 00:40:27

for questions. 00:40:28

What questions do you have? 00:40:29

Okay. 00:40:30

Oh, let's look at 00:40:31

page six first 00:40:32

before questions. 00:40:33

Page six. 00:40:34

Okay. 00:40:35

And on page six, 00:40:36

you have a tube catcher, 00:40:37

and that's the actual URL. 00:40:38

And if you have 00:40:41

Mozilla Firefox, 00:40:42

they have a download 00:40:43

helper as well. 00:40:44

But it's many of these, 00:40:45

and this is safe, 00:40:46

it's easy to use. 00:40:47

The only thing you have to do 00:40:49

is cut and paste in the URL 00:40:50

and hit convert, 00:40:52

and the video is saved 00:40:54

to your desktop. 00:40:55

Okay. 00:40:57

And it's used with 00:40:58

many, many websites. 00:40:59

This can be used 00:41:01

with many, many websites. 00:41:02

Okay. 00:41:03

But I have to be honest, 00:41:04

we're all adults, 00:41:05

so you got to be careful. 00:41:06

This can also be used 00:41:07

with some pornographic websites. 00:41:08

So, you got to be careful 00:41:10

which sites you're clicking on. 00:41:11

But it tells you 00:41:12

which ones are safe 00:41:13

and which ones aren't. 00:41:14

Okay. 00:41:15

But you can go 00:41:16

straight to YouTube. 00:41:17

Most of the videos 00:41:18

I download are from YouTube. 00:41:19

Simple Science 00:41:21

came from simplescience.net. 00:41:22

And you all have them here. 00:41:24

Okay. 00:41:25

And Kids Science Experiments, 00:41:26

a good place to find 00:41:29

science experiments 00:41:30

you can use in the classroom 00:41:31

and you don't have to pay 00:41:32

a lot of money 00:41:33

for the materials. 00:41:34

Okay. 00:41:35

How Stuff Works, 00:41:36

a great site 00:41:37

that explains many concepts. 00:41:38

And this video right here 00:41:40

came from How Stuff Works. 00:41:41

Okay. 00:41:43

And it's basically 00:41:44

videos where they speak 00:41:45

slowly. 00:41:46

Okay. 00:41:47

So, as we said before, 00:41:48

don't worry about saying 00:41:49

that something 00:41:50

is too difficult 00:41:51

for your students. 00:41:52

You just have to sit down 00:41:53

and you have to adapt it. 00:41:54

Okay. 00:41:55

Tube Catcher, 00:41:56

Simple Science, 00:41:57

a website with music video 00:41:58

presentations 00:42:00

for use in primary 00:42:01

school classrooms. 00:42:02

And YouTube, 00:42:03

there are many educational videos 00:42:04

in English 00:42:05

on this website. 00:42:06

Okay. 00:42:07

So, I'll take questions now 00:42:08

if you have questions. 00:42:09

Don't be afraid 00:42:10

to ask questions. 00:42:11

Yes. 00:42:13

Yeah, Sean, 00:42:16

I have a question 00:42:17

about your graphic 00:42:18

on page two. 00:42:19

Uh-huh. 00:42:20

Ways to use it 00:42:21

in class. 00:42:22

Mm-hmm. 00:42:23

Yes. 00:42:25

Like, talk through 00:42:27

some of those. 00:42:28

Okay, sure. 00:42:29

For example, 00:42:30

you know, 00:42:32

I'm not a tech person 00:42:33

particularly, 00:42:34

but like freeze frames, 00:42:35

is that easy to do? 00:42:36

Oh, freeze frame 00:42:37

is where you just stop. 00:42:38

You just hit 00:42:40

the pause button. 00:42:41

That's it. 00:42:42

Yeah, but thank you. 00:42:43

Okay. 00:42:45

Sure, sure. 00:42:46

Thank you. 00:42:47

I forgot about that. 00:42:48

Thank you, Pamela. 00:42:49

Okay, picture with sound 00:42:50

and picture without sound. 00:42:51

Okay? 00:42:52

Now, when is it good 00:42:53

to have picture with sound 00:42:54

and picture without sound? 00:42:55

You can have picture 00:42:57

without sound, okay, 00:42:58

when you want the students 00:42:59

to make a prediction 00:43:00

of what they think 00:43:02

the person is talking about 00:43:03

or the conversation 00:43:05

they're having 00:43:06

or what they think 00:43:07

is going to happen next. 00:43:08

Okay? 00:43:10

And, of course, 00:43:11

you can show it with sound 00:43:12

to see if the students 00:43:13

were actually correct. 00:43:14

Okay? 00:43:15

Uninterrupted, 00:43:16

you just show it 00:43:18

all the way through. 00:43:19

Interrupted, 00:43:20

you just stop 00:43:21

at certain points 00:43:22

where you want the students 00:43:23

to answer a certain question. 00:43:24

Okay? 00:43:26

Freeze frame, 00:43:27

like we say, 00:43:28

you just stop 00:43:29

and you have a student 00:43:30

look at a picture. 00:43:31

All right? 00:43:32

And with subtitles, 00:43:33

that's if it has the subtitles 00:43:34

and it depends on 00:43:35

if you're showing a DVD. 00:43:36

A lot of times, 00:43:37

people want to show it 00:43:38

without the subtitles 00:43:39

in English, 00:43:40

not in Spanish, 00:43:42

subtitles in English 00:43:43

without first 00:43:45

to see if the students 00:43:46

understand 00:43:47

and then show it 00:43:48

with subtitles 00:43:49

in English 00:43:50

to see how much 00:43:51

the student actually understood. 00:43:52

Okay? 00:43:54

So there are many things 00:43:55

that we can use 00:43:56

in the classroom like this 00:43:57

that are fun. 00:43:58

A lot of times, 00:43:59

when you want to show 00:44:00

a particular concept 00:44:01

or you may not have 00:44:02

the necessary materials 00:44:03

to do the science experiment, 00:44:04

it's all free 00:44:06

on the Internet. 00:44:07

But I know a lot of you 00:44:08

probably say, 00:44:09

but I don't have time. 00:44:10

Okay, good. 00:44:11

Well, we understand. 00:44:12

But if we give you 00:44:13

these websites 00:44:14

and just on the free time 00:44:15

you have, 00:44:16

just try and find 00:44:17

what you need 00:44:18

and you can say, 00:44:19

oh, I think I can use 00:44:20

this next time. 00:44:21

Okay? 00:44:22

But everything is 00:44:23

on the Internet. 00:44:24

I think a lot of times 00:44:25

it's not that 00:44:26

we don't have time, 00:44:27

it's so much out there 00:44:28

we don't know 00:44:29

where to start. 00:44:30

I think that's 00:44:31

the real excuse 00:44:32

for saying 00:44:33

we don't have time. 00:44:34

Okay? 00:44:35

So I've limited it 00:44:36

to some of these websites 00:44:37

and you have my email address 00:44:38

on the cover page. 00:44:39

So if you have 00:44:40

any more questions, 00:44:41

feel free to email me. 00:44:42

I will always come back 00:44:43

with a response 00:44:44

the same day 00:44:45

or the next day. 00:44:46

It's not like 00:44:47

I don't have anything to do. 00:44:48

I'm the type of person 00:44:49

I like to respond back 00:44:50

as quickly as possible. 00:44:51

Then that way 00:44:52

it's off of my 00:44:53

to-do list 00:44:54

and it's over with. 00:44:55

Okay? 00:44:56

So thank you, Pamela. 00:44:57

I forgot about that. 00:44:58

Thank you. 00:44:59

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