Reflection: Adjustments to Practice CancerQuest: Cell Division Gone Wrong (Day 1 of 3) - Section 4: The Classroom Flow: Researching, Refining, Discussing Options and Interests

 

The classroom is a busy place and teachers are notorious for being so busy that any interaction outside of our rooms is a rarity.  However, over the past few years I have forged a relationship with our school librarian and now I can't see how I ever taught effectively without her!  This is especially true when it comes to project resources.  Here are some of the things my school librarian has done for and with me and my students that have positively impacted their learning and my own awareness of current best practices for project research and documentation:

  • We co-created, adapted, and taught a student lesson on website evaluation.  
  • The librarian provided an in depth orientation to databases in general and those specifically available at our library and for our students when they are at home.
  • We traveled to the Library of Congress in Washington, DC together for a week-long Summer Institute to investigate how we could bring primary sources into the science classroom for enhanced student literacy skills/standards implementation.
  • The librarian has created a library instruction page on the school library website full of helpful tips, tools, and resources for successful research projects. 
  • When I give the librarian advanced notice of upcoming projects and send her my project guidelines document, she pulls books and sets them aside exclusively for my students to use.
  • The librarian has offered to create customized online resource lists for my class projects for this coming school year.

This last piece is something I am extremely excited about.  Working together to discuss the project needs will result in a curated list of sources for students to choose from outside of our databases.  This is helpful to me because the Google and Wikipedia searches students do now are not as helpful as they could be and for some subjects we cover such as bioengineering, using popular search engines to find information yields nothing useful at the students' science knowledge and academic reading levels.  

I am very grateful to our librarian, Ms. Mary Walfoort, for her continued assistance, support, expertise, and collaboration and am excited to continue to deepen my own research skills and enhance my students' experience with science and science topic research in our class.

 

  Science Teachers and School Librarians: Forming Partnerships
  Adjustments to Practice: Science Teachers and School Librarians: Forming Partnerships
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CancerQuest: Cell Division Gone Wrong (Day 1 of 3)

Unit 6: Unit 6: The Cellular Basis of Inheritance: Mitosis & Meiosis
Lesson 4 of 8

Objective: SWBAT compare and contrast the cell cycles of normal and cancerous cells.

Big Idea: Get your students connecting the cell cycle to their daily lives through the use of medical treatments and explanations of cancer.

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11 teachers like this lesson
Subject(s):
Science, Cells and Cellular Processes, cancer, cell cycle, cell division, Chromosomes, Life Science/Biology, mitosis and meiosis, metastasis, angiogenesis, tumor, malignant, benign, density dependent inhibition, anchorage dependence, growth factors, oncogenes, tumor supressor gene
  40 minutes
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