Chevron "Energy For Learning" Professional Development
November 5, 2007

Middle school Level High School Level Elementary School Level

           18 middle school science teachers participated during a 1 hour and 15 minute workshop with a follow-up later at their schools.

                The middle school teachers met to discuss the elements of a complementary budget adapted to the specific needs of  their schools. Participants of different schools shared ideas before meeting in a specific group with other science teachers of their school. The goal was to permit a smoother application of the program through a budget revision after all invoices of the first run were paid. Participants singled out which materials were missing, which could permit the program to run more effectively, or reach another dimension in the different science domains.

                 Participants also discussed how the implementation of the program could be improved.  They were also consulted if they were in need of further help concerning the implementation of the program (ex: use of data logger or other form of instrumentation, the integration of the instrumentation to cover a specific topic, etc.).

                 17 high school science science teachers participated during a 1 hour and 15 minute workshop with a follow-up later at their schools.

                The high school teachers met to discuss the elements of a complementary budget adapted to the specific needs of  their schools. Participants of different schools shared ideas before meeting in a specific group with other science teachers of their school. The goal was to permit a smoother application of the program through a budget revision after all invoices of the first run were paid. Participants singled out which materials were missing, which could permit the program to run more effectively, or reach another dimension in the different science domains.

                 Participants also discussed how the implementation of the program could be improved.  They were also consulted if they were in need of further help concerning the implementation of the program (ex: use of data logger or other form of instrumentation, the integration of the instrumentation to cover a specific topic, etc.).

              31 elementary teachers engaged in 4 sessions either at the first, second, third or fourth grade level.

The elementary teachers engaged in hands-on sessions addressing specifically the implementation of the key data collecting program in the science curriculum program.

The workshops were a follow-up to the spring and summer workshop activities at the elementary level.  The workshops consisted of the integration of equipment and material within the curriculum.

The presenters were:  

Mr . Gary Nicholson engages our teachers in an activity where they monitor the number of their heart beats per minute.

 

On the left:  The teachers monitor the difference between the cardiac rhythm at rest and during exercise.

On the right and below:  2 temperature sensors are used to  measure:

1)  how a dark surface and a white surface are affected by the absorption of light energy emitted by a lamp.

2) how this translates in the acquisition of heat energy as water inside the black or white can absorbs energy from the light.

On the left and right:   Mrs. Dawn Warren facilitates the inquiry activity.

 

Teachers use also their light sensors in order to see the relationship existing between the amount of energy absorbed and the degree to which light energy is reflected by a black or white can .

On the left Mrs. Dawn Warren explains how light energy affects the ecologic niche of a habitat.

 On the right teachers investigate the amount of light energy reflected by cars having different colors.

On the left Mrs. Lea Meisetschlaeger, curriculum interventionist at the elementary level, is monitoring the effect of color upon energy absorption.

 

On the right Mrs. Dawn Warren assists in instrumentation and analysis of data.