Mallory Lange- Elementary Science Methods II

     My biggest takeaway from the lab this week was when we went over the test scores in Iowa. We looked at the test scores comparing students with an IEP using SWH versus students with an IEP that do not have SWH. They then compared these test scores to the Iowa Norm. You see that the students with an IEP that have the SWH in place have a lot less of a gap with the Iowa. On the other hand, the students with an IEP that do not have SWH in place have a major gap with the Iowa Norm. We then compared this to students with a low socioeconomic status. This is eye opening to what approaches we should take, and how these can majorly affect our students.      In lecture , we discussed the consensus gap within climate change. The public perception of what the gap of agreement and disagreement within climate change is practically 50/50. This is not the case. For every one person that is skeptical and does not believe climate change, there is 99 other s...

     In the lab this week, we talked a lot about climate change and the idea of rainfall. Our group looked over the University of Northern Iowa area, and we saw a massive increase in rainfall comparing the first five versus the last five years. We had an increase of 46 percent. Personally, I looked over the Monticello area. This specific area had an average of the first five years being 2.4, and the last five years being 3.6. This was intriguing to see and compare to the other five areas of Iowa, because the University of Northern Iowa area was the second highest increase compared to other parts.       My biggest takeaway from the press book reading this week was the Iowa Climate Statement from 2019. “Dangerous Heat Events Will Be More Frequent and Severe” is the quote that is along with the title of this part of the reading. From this being from 2019, it is fascinating to see this quote and what the Iowa Climate Statement had to say because we ha...

     In the lab, we learned about the Law of Superposition. Law of Superposition is the idea that the lower the layer, the older it is. This means that the higher the layer the younger it is! Another thing we did in the lab was looking through microscopes at different kinds of sand. We had to observe the sand's characteristics, and then decide whether we thought the sand was created through water, wind, or glaciers. We did get a few wrong, but to our defense our microscope was acting kind of funky! This was fun and very hands on, and going over it as a class was very eye opening.       In lecture, we learned more about geodes. We were comparing rocks and trying to decide whether they were hollow or not. Then, we did an experiment about whether the different pops would sink or float. The root beer did not float, and this is because it is more dense than water. If we were to add salt, we could add salt until it made the root beer float. We then tested th...

    In lab, we started with a formative assessment about what is considered a rock. My biggest take away from this lab about rocks is that they have to be naturally made to be called a rock. Convection cells were also discussed in lab and how this looks within the structure of our Earth. Heat rises, and the core is very hot, so the heat coming from the core goes up to the crust, and the coolness from the crust goes back down to the core. This causes the plates to move and cause different outcomes. When plates come together, it creates mountains. When plates slip past each other, it creates earthquakes. The last thing we did in lab was create the three different kinds of rocks with starbursts.      My biggest take away from the lecture was discussing the layers of the Earth. I have never had these memorized before and I feel as though they have been barely discussed with my previous schooling. I find looking at it as a hard boiled egg is a gre...

    In the lab, we did a lot of work with the timeline of our Earth. We discussed when our Earth began, and what came after this time. There were some misconceptions when we were looking at our results from our Google Form when we were initially putting our thoughts into when we thought certain events occurred on the timeline, and there were a lot of mix-ups. We then broke up into groups that related to the timeline and came up with big events that happened between the years we were given. This was very eye opening and helpful when it comes to thinking about the big events that have happened way back in the past compared to our present day. What I found most helpful from the lab was the picture of the Earth's history as a clock.  Convection Cells: (would not upload to blog, check ICON)

     In the lab this week, we had six groups that shared their presentations over the different topics we were assigned. My group was the past, present, and future of space travel. For this, we went over the timeline of space travel that occurred during the space race, what our current science understanding is, the expected future, along with the Iowa connections to space travel. The main part that I feel is most relevant to what I have learned in this class so far is the misconceptions. The misconceptions we brought up were that the Earth is closer to the Sun in the summer, the solar system is very packed together, and that the Moon orbits the Earth once a day- which are all false. I have learned more about these misconceptions during our lectures and labs!      What remained with me most from Thursday’s lecture was the Right Stuff/Wrong Gender slide. Women were more preferred to men because they were lighter, shorter, and consumed less food. I have never ...