Tasks undertaken

1. Revised E-version of paper and data narrative

2. Participated Program sign up for 3/31/14

3. Reviewed Edits for proposal compared to edits for eversion of paper.

Time spent on each

1.   6 hours

2.  .05 hours

3.  .5 hours

Results

1. Submitted materials 3^rd attempt at e-version of data narrative

2. Preparing to submit hard copies of paper.

Reflections 

The time in this program will be useful for me as I move forward with continued improvement the secondary science instruction.

The details of this project are important to follow, currently I am trying to figure out how to properly label the pages of my paper.

Intervention

Tasks undertaken

1. Skype tech team at GLOBE.gov 

2. Implement intervention

3. Replace soil sensor

4. Replace multi day digital thermometer

5. Observe tree species for green up protocol

Time spent on each

1.  1 hours

2.  8 days

3.  2 hours

4.  2 hours

5. 1 hours

Results

1. Found error in data entry corrected for 2/28/14.  Updated data for Southern 3/1/14-3/12/14.

2.  Complete work on exercises 1-4. Data collection for maximum and minimum daily temperature.  Collection of soil sensor data calibration.

3. Dug out old sensor, replace with multiday digital thermometer at a depth of 10 cm.  Soil is still warmer because of lack of grass coverage.

4. Students observed two large trees that are within 50 meters of the instrument shelter.  The trees will be the focus of green procedure.

Reflections

The large part of the actual intervention took place over the last two weeks. During the teaching of these interconnected lessons I could appreciate the level of development that went in to this problem.  It seemed that the students were engaged, and gains on pre vs post assessment showed evidence of student gains. 

Ideally out of this lesson preparation style, some type of repeatable model would develop so that I could stream line the planning. A template or lesson model would help me to produce student centered lesson products that provide students the medium to develop their skills and the ability to think like a scientist.

 

Tasks undertaken

1.  Revised Atmosphere protocol unit plan worksheets

2. Participated in obtaining soil sensor from MATES.  Dug soil sensor trench 10 cm deep.  Purchased ½” PVC and elbows for sensor wire protection.  Purchased lithium ion batteries for use in sensor during sub-freezing temperatures.

3. Reviewed Visualizations and data on the GLOBE.gov website

Time spent on each

1.  3 hours

2.  1.5 hour

3.  2 hours

Results

1. Submitted materials Update worksheets exercises at Google Site Worksheets page

2. Connected Dr. John Wnek at MATES

3. Preparing to submit Site definition along with sensor calibration to GLOBE.gov Also plan on updating content intervention to reflect mock up test run of intervention.

Reflections A bit of challenge to work this material in to the lesson at this time of year.  This content is better suited for use at the start of the year during marking period 1.  That being said, this project once up and running takes minimal time during a normal school week.  The startup is rather labor intense.  I have still run in to issues for uploading data to the GLOBE site, currently I am trying to reset solar noon for our thermometer.  I am not sure whether this site reset time is reflecting Greenwich Mean Time UTC or local time.

Tasks undertaken

1.  Revised Instructional Intervention content, Instructional Product

2. Participated Black Board Collaborate Café 2/10/14 and Conference 2/17/14

3. Reviewed Materials for data collection through GLOBE Protocol Atmosphere and Phenology

Time spent on each

1.  2 hours

2.  1 hour

3.  1.5 hours

Results

1. Submitted materials

Instructional Product 2/17/14

2. Connected

GLOBE.gov

User email: jhoch@srsd.net

Password: Brooktrout88

3. Preparing to submit

Formative assessments of intervention.  Aligning flow of mock up sections of the project for one trial group/class.

Reflections 

Was able to contact the retailer of the thermometer that was shiped not functioning properly.  They are going to allow me to keep the thermometer and refunded my payment, so I will have one that we can use as an example in the classroom. I still need to get one that works 100% for the instrument shelter.

Tasks undertaken

1.  Revised chapter 3

2. Participated in BB collaborate 11/25 and 11/17/13

3. Reviewed past work on chapters 3 and 4.

4. Implemented a new data collection pretest

5. Modified data collected to represent results in a graph of student responses.

Time spent on each

1.  1 hour

2.  1 hour

3.  1 hour

4. 2 hours

5. 2 hours

Results

1. Submitted materials chapter 3 and 4.

2. Connected to past examples of projects

3. Preparing to submit data analysis graphs

Reflections 

I used a model of a proposal that had an old APA format style, this was time poorly spent because I had to go back and change the format.  I am happy to have this semester coming to a close.  I think I will connect better to this proposal when I get to start working with the materials described.  If this semester was more practical implementation and less edifice building the semester would have better served my needs.

JCNERR

Tasks undertaken

1.  Revised material as per comments on literature review and needs assessment.

2. Participated in workshop to pilot of two Barnegat bay ecology lessons.

3. Reviewed sample chapter 4 examples. Incorporated IDD material.

Time spent on each

1. 2 hours

2. 8 hours

3. 6 hours

Results

1. Submitted materials

2. Connected to JCNERR and PPA along with NJMEA

3. Preparing to submit chapter 4

Reflections 

The workshop I went to at Jacques Cousteau National Estuarine Research Reserve was practical and I thought that it might overlap with this capstone project.  The thing that I took away from the day was the use of lab journals and the ability of students to write their own labs.  In addition it was a good example of the use of graphing calculators in population ecology.  

Analyzing Performance Problems Mager and Pipe

Tasks undertaken

1. Revised Literature Review

2. Reviewed additional peer reviewed sources.

3. Read Chapters 2 and 5 in IDD text

Time spent on each

1. 2 hours

2. 2 hours

3. 1 hour

Results

1. Submitted revision of review

2. Located meta-analysis of computer based inquiry instruction

3. Focused on context, learner and needs analysis.

Reflections 

I once again have come to the conclusion that much of the time and effort I am putting in to this project would be better directed to create a product that can be used now.  I feel that the theory behind my capstone is sound, yet the time it takes to produce these products is keeping me from implementing, testing, and experimenting with actual best practice.

Analyzing Performance Problems Mager and Pipe

Tuna trip is on depart 4 pm.

Tasks undertaken

1. Created note cards for all articles gathered.

2. Wrote literature review.

3. Revised literature review.

Time spent on each

1. 2 hours

2. 5 hours

3. 1.5 hours

Results

1. Cards all complete

2. Submitted literature review for comments and revisions. 10/20/13

Reflections 

I am revisiting ideas and theories that we originally presented to me in the Graduate School of Education at Rutgers University.  Many of the authors in the literature review were the authors that I had as professors or colleagues of the GSE instructors.

Chapter 5 was helpful

Tasks undertaken

1. Reading Chapters 4-7 in Frankel

2. Filled out Problem sheet 5 Research Review Form

3. Searched for primary sources

4. Read primary sources

Time spent on each

1. 2 hours

2. .5 hours

3. 1.5 hours

4. 3 hours

Results

1. Focus will be on chapter 5 while reading reviewing material for literature review.

2. Updated research problem to make it as precise as possible.

3.  Best sources tend to be related towards studies based on teacher practice.

4. Continue with note cards to record selected material.

Reflections 

I need to write this research review this week.  My editing and revising needs to occur this weekend, and I need to submit the documents prior to departure on Sunday.

Forward never straight.

Tasks undertaken

1. Needs analysis tools

2. Journal Article Acquisition

3. Created Submitted journal critique

4. Investigated open ended sections of New Jersey End of Course Assessment in Biology.
(NJEOC)

Time spent on each

1. 1 hour

2. 2 hour

3. 3 hour

4. .5 hour

Results

1.  Tools posted as of 10/2/13

2. Became be acquainted with databases and the use of ILLad.

3. Submitted journal critique

4. Located and copied 3 open assessments which may be used for my pre-assessment.

Reflections 

1.  I need to revisit the tools to describe them in more detail.  Focus needs to relate to inquiry process.

2. Obtained articles of importance through ILLad.

3. Working on my writing using APA formats.

4.  Connection between pre-assessment and NJEOC would benefit my students.

The journal articles are helpful they are time consuming to read.

Tasks undertaken

1, Updated revised topic statement

2. Viewed and took notes on STEMx web conferences
3. Read for a second time chapters 1-2 Frankel Text

4. Filled out problem sheet one and two from text chapters

5. Revised topic paper
6. Researched applicable SSCI journals using list of provided from Dr. Lee

Time spent on each

1. .5 hour

2. 2 hour
3. 2 hour
4. 2 hour

5. 3 hour
6. 2 hour

Results

1.  Submitted

2. Gained content knowledge for basis of implementation of a stem based classroom.

3. Took notes on all useful terms and definitions

4. Updated my topic and aligned the problem statement to something that will be testable.
5. Incorporated problem statement from text problem sheets one and two.
6. Added references to topic paper.

Reflections

This stage of my project would be much clearer if I was enrolled in the methods course in STEM education that I wanted to participate in.  Currently much of my time is being spent on revisions that would be easily accessed if I was enrolled in the Endeavor STEM leadership certificate program.   

This problem statement for my topic is hard to develop.  I am going to revisit the textbook to see if I can gain some insight as it pertains to my topic.

Text is friendly but I am studying the details as if I needed to take a test in a college class.

I really could use a science specific resource person.  This type of education course is useful but in the context of day to day teaching having someone that knows the content and can provide meaningful suggestions including knowledge of content would be ideal and practical for my daily teaching.

The autumnal equinox yesterday at 16:44, sees the daily periods of daylight waning and the periods of darkness are becoming longer. Fall is a decent time of year and with predictable patterns which exist at the mid-latitudes.
My topic paper relied on work that was completed last fall in INTC 5160. I will be toiling with implementing STEM (Science, Technology, Engineering and Math) through:
Eyes in the Sky II An opportunity for teachers and their students to observe, investigate, and understand our planet using an eyes-in-the-sky perspective.
ImageJ is free public domain image processing software developed at the National Institutes of Health. Its power and flexibility allow it to be used as a research tool by scientists in many disciplines, from medicine to astronomy.
GLOBE (Global Learning and Observation to Benefit the Environment)
Atmosphere protocols.

Contributing factors for the lack of snow in the winter of 2011-2012

These images show the difference in snow coverage in North America between this winter and last winter.  Two contributing factors for the lack of snow in the winter of 2011-2012 were the positive phase of the Arctic Oscillation (AO)  and the La Nina event.   During La Nina systems carrying moisture tend to develop less frequently. The diagram of the (AO) shows that during a positive phase, cold air is trapped in its source region over the high latitudes of the northern hemisphere. This blocking supports and strengthens the La Nina.  In addition during positive phases of the Arctic Oscillation the jet stream takes a more northern course steering snowstorms towards Alaska.

Even with all of this, I am still holding on to hope for a decent Easter snowfall in New England.  We are not going to hike the Teardrop this weekend, but still plan on hitting the White Mountains of New Hampshire.

Winter 2011-2012 Image 3/5/12

                                                                        

Winter 2010-2011 Image 3/3/11

                           Postive on the left (winter  2011-12 )                      Negative on the right

Arctic Oscillation current winter 2011-12

Arctic Oscillation last winter 2010-11

Ahead of Schedule

The long term forecast is predicting above average temperatures for the North Country.  Luckily my wife Julie and I went out skiing last weekend.  These photos are from Saturday 3/10/12.  It snowed the Friday night before; this fresh snow added to the coverage. 

Spring has arrived about 4-6 weeks ahead of schedule.  Many of the snowfields of Vermont and New Hampshire are suffering because of the heat pump associated with a persistent southerly flow.  This year the spring hike in Tuckerman Ravine will more than likely require you to hike out rather than ski out.  I am looking forward to possibly hiking up and then skiing the Teardrop trail on 3/24/12. This trail is on the western side of Mt. Mansfield and was cut by the CCC in 1937.

This is an image from the 1930's of the CCC crew that cut the first trails on Mt. Mansfeild.(Teardrop, Nosedive, Bruce Trails)  They are pictured in front of their Ranch Camp.

National Weather Service Visit

I am taking an Earth’s Climate System course through the American Meteorological Society SUNY Brockport.  On Wednesday evening, participants in the course had a meeting at the National Weather Service Office in Mt. Holly N.J.  The headquarters for the NWS serving the Philadelphia area, southeastern New Jersey, and northern portions of Delaware and Maryland.  It is the second time I have had the opportunity to visit the forecast office and after each visit I am more excited to teach about the local weather and climate.

Our next meeting is to be held at CBS 3 on April 24, 2012 in Philadelphia.  We will sit in on the evening news broadcast.  Our focus is the weather report provided by Kathy Orr. After the news broadcast we are permitted to pretend we are weather broadcasters.  It is cool to work the green screen, you just have to make sure you do not wear green, or that portion shows up blank on the monitor.  This Climate course is one of a kind and it provides many connections to my teaching.  Plus it is free and upon completion you earn 3 graduate credits.

Finally

This weekend my wife and I telemarked skied at Stowe Mountain and Smuggler’s Notch Ski Areas. We were very fortunate because it snowed, and snowed, and snowed. The powdery white snow was a welcome site to locals and visitors alike.  During the winter all major New England ski resorts have been lacking natural snow.
Accumulations had reached about 3 feet by Sunday. This bottomless powder was a welcome site to our family and we are hoping for a strong showing of Northeast storms for the months of March and April.

Stone Hut

The Stone Hut serves as a public lodging facility.  It operates as a primitive shelter from mid-November to mid-April.  The shelter sleeps up to a dozen people.  Interested hikers or skiers can request a reservation via mail from September 15 through November 1. The Stone Hut was built in 1936 by Civilian Conservation Corps (CCC).  These crews cut the first trails on Mt. Mansfield and this was used as “home away from home” for these early skiing pioneers. 

My family intends to reserve the hut during an upcoming winter.  Preparation requires gear for winter camping.  You would need to bring food and a stove, along with proper sleeping pad and bag.  This type of building is very unique it has a good feel to it. I think it is the fact that it has stood up against Mother Nature for many years.   I am looking forward to the trip we organize to visit the Stone Hut on Mt. Mansfield.   

Palmyra Cove Education Center

Monday evening I was trained to represent the GLOBE program at our school.  The Global Learning and Observations to Benefit the Environment (GLOBE) workshop was given at the Palmyra Cove Education Center.  This program was started in 1995 by Vice President Al Gore.  GLOBE’s implementation of internet came at a time when using this method of communication was in its infancy.  After 17 years, the program promotes international collaboration between teachers of all age level students.  This map shows the location of participating schools throughout the world. GLOBE Interactive International Schools Map

Our course facilitator suggested schools in Finland or Czech Republic because they seem to be very active in the program.  In addition you can view how many times the individual school has posted data to the site.  This provides an idea of the level of participation in the school.

I will update you on the progress of my implementation of the program.  Let me know if you have any questions.  It would be cool to see some other teachers from our course work with the globe program.

Actual conditions may differ from reports. Point Tally on bottom

The fishing reports have been outstanding.  Over the last 10 days, fishermen on L.B.I. have caught the largest striped bass of the spring.  Most of these fish are caught while the striped bass are feeding  under and on schools of large bait fish.  These bait fish are named Atlantic Menhaden, locally called bunker.  You may have used bunker to catch blue claw crabs, most times it is sold frozen and then chunked and placed in crab traps. 

Personally I was able to do well catching stripers about two weeks ago.  Usually I will harvest enough to keep a supply that lasts through the summer until fall.  During fall, the fish return and local anglers have an opportunity once again to chase striped bass along the New Jersey coast.

Atlantic Menhaden

Atlantic Menhaden
(Locally Bunker)

INTC 5001
Student Score Tally Sheet
Student Name:
Required Activities
Activity Name	Max Points	Points Earned	%
IT History Exhibit	25	25	100%
Weekly Blog/Peer Comments	5	4	80%
Discussion Posts	4	3	75%
Virtual Tools	5	5	100%
Tool Time Demo	6	6	100%
Personal Learning Network	5	5	100%
Total for Required Items:	50	48	96%
Optional Activities	(50 Points Total)
Simulated Interview	10		0%
Global Collaboration*	10		0%
Survey	10		0%
PSA	5	5	100%
Time Capsule	10		0%
Wikispace	10	9	90%
Digital Story	10		0%
Instructional Game	10		0%
Annotated Bibliography	5	5	100%
Common Craft	10		0%
Webquest	10	8	80%
glogster	5		0%
Repository Analysis	10	9	90%
Standards Consolidation	10		0%
Insight Summary	5		0%
PRS lesson	10		0%
flashcards	5	5	100%
Voicethread	5	5	100%
Total For Optional Items:	50	46	92%
*strongly encouraged project
Final Point Score:	100	94	94%