HUNBlog

Our Earth’s environment reflects on the impact for which meteorite causes problems for our environment.

In our environment dust particles would blow high into the atmosphere, that spread around the world and block out sunlight. Much of the dust would have remained in the atmosphere for months and this would keep our plants from photosynthesizing.  With months of global refrigeration which causes the darkening of the Earth, the atmospheric dust would plunge on the Earth into a winter for several months.  Delaying the greenhouse warming is a bolide that lands in the ocean and it would send it into the atmosphere not only the dust but also vast amount of water vapor which would remain in the atmosphere long after the dust settled out. Water vapor trapped in the atmosphere would intensify the solar heat that is absorbed in the atmosphere leading to greenhouse-like warming.  This would bring the cold conditions to an end and plunge to the Earth into a period of extreme warmth.

Another problem is acid rain; it releases energy by impact that would cause oxygen and nitrogen to combine in the atmosphere to form oxides nitrogen. When these oxides of nitrogen come into contact, the water vapor in the atmosphere then it would make nitric acid. This would rain out as a form of acid rain.

Wildfires are another problem in which particles of soot have been found at the boundary horizon where the iridium occurs. This may be the remains of great fires that greatly spread across the globe when the hot meteorite hits the Earth.  The cooling often seems to be the biggest problem at the line of the boundary. This is why some extinction of animals seems to have hit the hardest in certain organisms that were adapted to warm conditions.  As for the plants, in certain higher parts of southern latitudes seem to have suffered the least amount than those in the northern part of higher latitudes.

An interesting outcome of the winter scenario is the concept of "nuclear winter". Scientists now contemplate that the effect of that of a nuclear explosion would have a great amount of impact on the environment. These explosions would, like the Cretaceous impact, cause huge amount of dust to be put into the atmosphere which would act as an air of dust and this would cause blockage of sunlight and cooling of our the Earth.  This are only a few problems affect our environment.

Science as an "out class"?

Science as an “Out” Class

By: Rachel Gray

This past school year my first born child entered Kindergarten. Boy was I shocked when he came home and said he had gone to science for his "out class". I am an advocate for all content knowledge; no one subject is any better or more important than the next, they all play a necessary part in a child’s lifelong development. Keep in mind the other out classes are art, music, P.E., and library. Does science really belong with these other electives?

According to the No Child Left Behind Act, by 2005 (four years ago), the law requires  that classrooms throughout the nation have teachers who are “knowledgeable and experienced in science”. Beginning in 2007 the law requires each state to measure students’ progress in science at least once per year in each of three grade spans (3-5, 6-9, 10-12), and federal funding decisions will be based on these results. As accountability filters down to school districts there has been a push to teach students the importance of science. This push has revealed that many elementary school teachers were using outdated science textbooks or, in some cases, no textbooks at all. In response to these oversights, teachers are being provided with new books and materials to teach science. However, without proper training, teachers feel overwhelmed with these new materials. A survey conducted in a study of 65 elementary school teachers confirms that many teachers do not have enough time within the school day to carry out experiments. Additionally, many teachers feel uncomfortable teaching science due to their own lack of subject knowledge. Does that give teachers a valid excuse not to teach the subject daily? I think not. There is enough time in the day to do something pertaining to science. Set up an experiment on Monday and watch it over the course of the week, it won’t take more than five minutes a day. The students in our classroom pick up on our enthusiasm, or lack thereof, for any given subject. I for one don’t want to short change them children in my classroom because I may not “like” reading. Does that give them the proper picture of the realities of life? You teach them to respect all of the subjects and find something to enjoy in each one. Maybe it’s the simple experiments that draw them in, maybe its chemistry, or geology, or physics that make them interested. Find whatever it is and a way to teach it to them. It is not only your job, but your duty.

Climate Change

Climate change, over the years, has become the talk of many scientists, but only recently has it become a popular topic among others. Of course, in talking about climate change, one cannot avoid the topic of global warming. Global warming is literally the warming of the earth. There are many causes that contribute to the warming of the earth, but we (humans) carry much of that blame. Pollution, poor air quality, and poor conservation of energy are among the many reasons why the earth may be warming. There are many skeptics that believe this is a myth or perhaps over exaggerated, but perhaps they may not be aware of the impact of climate change on the earth. This is why we need to raise awareness on the issue so that people are informed and know not only the implications of global warming on the earth, but also what we can all do to help better our environment. Many sources agree that the main cause of global warming is green house gases. According to the Time for Change website, “There are two major effects of global warming: (1)Increase of temperature on the earth by about 3° to 5° C (34° to 41° Fahrenheit) by the year 2100. (2)Rise of sea levels by at least 25 meters (82 feet) by the year 2100.” Of course, global warming will also cause sea levels to rise. This could present itself to be a major problem with flooding, especially in areas where they are well below sea level. There are many ways we can help prevent global warming such as: perhaps investing in a hybrid car, investing in solar panels, buying energy efficient light bulbs and washing and drying machines, reduce, reuse, recycle, and try not to fly as often. Together we can all make a difference. -Ashley Gonzales

Honey Bees

Honey bees are crucial to the agricultural environment. They help pollinate the crops so they can reproduce.  In recent years the number of honeybees has been declining as much as 70%. Scientist have considered a few factors that may be the cause of the honey bee disappearance. According to

“Why are Honeybees Disappearing? Loss of honeybees could have devastating effect on agriculture and food supply” By Larry West, About.com there are three reasons to consider: chemicals, radiation and global warming.

The honeybees may have a bad reaction to the chemicals such as pesticides and herbicides that are used on the plants. These chemicals could be ingested during pollination. Another chemical that is harmful is the fumigation chemical that is used for mites. They believe this theory to be true due to an organic bee colony where chemicals have been modified and the bee population did not decrease. There has also been a big increase in radiation.  With the use of cellphones and wireless towers  the ability for honeybees to navigate has been compromised.

Another factor is global warming.  The growth of mites and fungi has taken  a toll on

the enviornment. Something else that is caused by global warming is the change in weather. The abnormal hot-cold winter weather has a bad effect on what the honey bees are use to.

Esmeralda Leal

 

Why Science is important?

Science is everything and everywhere in today’s world.  It is part of our daily lives whether we know it or not. As I am writing this blog, I am using an important piece of science.  Without science our everyday life might be very difficult.  Take electricity, for example, is one of the most important science discovery ever.  Our everyday life depends greatly on electricity. Can you image sitting in a house so dark that you might have to light a candle to see where you are going?  I don’t even want to think or imagine my life without electricity.  We don’t realize how lucky we are if we compare ourselves to our ancestors.  I bet they would wish that they are living in today’s world where everything is made for convenience. Take can food, for example, it is very convenient in today’s busy life.  Science knowledge is one of the reason can food is made possible.  Our scientists study science for Knowledge of preservatives to keep our food from be rotten in the cans.  Knowledge in this case, is how much preservatives to add to can food to keep food somewhat rotten free. As we walk in the public, we see cellular phones on almost everyone. Science knowledge made it possible to invent technology. Science help us understand life and our surroundings too.   We need to teach children more about science to gain knowledge  of our universe.

 

by Vivian Nguyen

vivi002222@yahoo.com

Parent Involvement in Science Learning

The National Science Teachers Association believes the involvement of parents and caregivers carries out a crucial role to their children’s interest and ability to learn science.  Research shows that when parents play an active role in their child’s education, the learners achieve greater success.  With this being said, it is very important for teachers and parents to partner up in cultivating science learning confidence and yearnings of all ages.   Children of all ages are naturally curious about the world around them.  Educators, parents, and other caregivers can nurture this curiosity by providing children of all ages a positive and safe environment that promotes exploration, inquiry, and discovery.  

                It is very important for parents to acknowledge and encourage their interests and natural abilities in science.  By offering encouragement and support, parents are promoting exploration.  When they do strike an interest, encourage them to observe and ask questions.  All of this can be easily done at home by everyday chores and activities around the house:  cooking, doing household chores, gardening, or planning a trip fosters children’s creative and critical thinking about everyday activities.  If they like to watch television, encourage the discovery channel or other scientific programs and talk to them about their interactions and thoughts about the shows.  Parents should provide frequent opportunities for science learning with outdoor play, a trip to the zoo, museums, and other summer programs as this can strike interests and then promote inquiry and discovery.  Try to provide your child with scientific resources such as books, educational toys, games, videos, and computer-based programs.  By having a variety of resources available, they are able to fit their style of learning into exploration of science.  Finally at home, remember it is ok to not know the answers to every question your child asks.  Instead, use this to your advantage to promote exploration, further inquiry, and discovery. 

                Not only can parents help foster science education within their homes but also at school as well.  Parents can start off by communicating regularly with their children’s teacher to learn more about what is going inside the classroom in order to promote outside learning and exploration.  If possible, parents may have the opportunity to volunteer in the classroom or during different activities such as science fair.  Parents should encourage and foster children to participate in extracurricular opportunities that focus on science: clubs, field trips, after-school programs, and science research competitions.  This definitely helps create confidence while your child is learning about the world of science.  Parents should always expect high expectations for your children’s science learning as well as their school. 

               “Historically, innovations in science and technology have been powerful forces for improving our quality of life and fueling economic development worldwide” (Parent Involvement in Science Learning).  In order to continue improving our quality of life and society, it is very crucial for parents and children to value science learning and recognize the tremendous opportunities that arise from exploration, inquiry, and discovery of science. 

Caci Kelley

July 2, 2009

 

Resources:

“Parent Involvement in Science Learning”.  http://www.nsta.org/about/positions/parents.aspx?lid=ele

 

 

Get Involved

Get Involved

            Science is a very important subject that should be taught more in dept at schools. Schools have forgotten the importance of this subject, focusing only on standardized testing and teacher’s lessons evolve around those test. The National Science Teacher Association is encouraging legislators to support science education. Policymakers on the local, state, and federal level determine government funding for science education and teachers' professional development. There are many ways teachers and future teachers can get involved with teaching science.       

            I would like to encourage teachers to give their support to teaching science. Teachers should please speak up and be heard. Texas students deserve a truly 21^st century education in science. The anti-evolutionists on the Texas State Board of Education (SBOE) are only one vote shy of holding science back. Speaking up helps others to do the same. Teachers, your voice could be the final straw that keeps the remainder of the board and majority in favor of a strong science education. There are many ways teachers could get involved in this by speaking up, contacting their SBOE legislative representatives and find out about their meetings. Attending these meetings is where you cans say your opinion about science education, the SBOE meets six times per year and it would be extremely great if you can get your voice heard about this important matter.

            In the mean time teachers can get involved by teaching smart in many ways both on and off campus: Volunteering in the classroom to mentor elementary students. Helping other volunteers plan science and technology classroom activities. Volunteering in your website and/or graphic design skills and write newsletters about the importance of teaching science. Getting involved in an on campus field trip for the elementary students and most importantly by becoming a role model for young students interested in the sciences.

 

           

Author: Angelica Villarreal

 

Links:

http://www.nsta.org/involved/

http://www.abc.net.au/science/getinvolved/?site=science&section=email&page=04

http://www.yearofscience2009.org/themes_evolution/students/

Science in the Early Childhood Classroom

Is Science really as challenging as some teachers make it out to be?  I believe the motivation for wanting to learn Science begins with the early childhood teachers.  If teachers at the Elementary level would give the subject a second chance, they would find out that it is really very fun and indispensable for student success throughout their educational and professional career.  This is not to say that all early childhood teachers try to evade the subject, only that it has been my impression that some teachers do not feel comfortable teaching it.  Science is all around us; in the classroom, at home, at the retail level, and at the professional level just to name a few.  Oh, but let’s not forget about technology, one of the biggest advocates of Science. 

 

If Science could be approached in the early childhood classrooms by teaching how it surrounds us, I think it would be much easier for the teacher to relay the information and for the student to continue the desire for learning it.  Hands on activities are a great tool for teaching the different aspects of Science.  From bringing in a battery and a flashlight and demonstrating how one cannot work without the other to taking the students outside to demonstrate with sand and water how volcanoes react when they erupt.  Science can be very exciting if the teacher exhibits the enthusiasm that students have when they arrive to school.  Why make Science boring with lectures when the lectures can be accompanied by activities that the students can find exciting and can actually connect to the real world.  Early childhood teachers can either make or break a student’s desire to learn Science in the future grades.  They are the ones that can make it fun while learning about the subject at the Elementary level. 

 

As a future Elementary teacher I hope to be the kind that will not fear teaching Science as I feared learning it when I was an elementary, middle and high school student.  I will make all efforts possible to learn more about Science while teaching it to my students.  I want to make it as fun and interesting as possible so that they can take all of the skills and knowledge they learn and apply them to the real world setting. 

 

http://www.nsta.org/about/positions/elementary.aspx

 

Perla Chavez

 

 

 

 

Science in Early Childhood

        Studies show that American students perform poorly in science compared to international students. There is no reason America's students should not be high-achievers in science.

         To reach the goal of students excelling in science, we must emphasize science education from the very beginning in preschool and the early elementary grades. Unfortunately in the schools, science is not heavily focused on as much in the early grades. Literacy is the primary focus of a child's education during the early primary grades.

          Young children love to explore, and are naturally interested in science. They love to investigate and discover the world around them. Young children need lots of hands-on activities, not just a bunch of facts. Children should be learning how to find answers about science through discovery. It is very important for young children to learn by doing. This is the best way that young children learn when they can see and touch.

           Science concepts can be seen in traditional early childhood activities such as playing with water and sand, and outdoor activities such as going on a nature walk. If we can spark a young child's interest in science during the early years, that child is much more likely to continue having an interest in science throughout all the school years and to be successfull in the subject of science.

School Nutrition

http://docs.schoolnutrition.org/newsroom/jcnm/08spring/heneman/index.asp

In todays times we must educate our children on the right ways to eat their food.  Childhood obesity has become a serious problem.  I feel that we as teachers must educate the children as well as their parents of this serious issue.  Even though it will take time out to teach nutrition it is an important factor that children will need to be educated on.  This article talks about nutrition and the school lunch management.  The article also gives statistics  and research data that helps explain what the school system needs to do in this issue and why the children are becoming this way. I felt that this is one of many important issuses in our childrens lives that something needs to be done about it.  Our children need to have much knowledge about nutrition and the proper way to eat healthy.  During the development of these research, efforts were made to create activities that met the requirements set by the California Department of Education Content Standards. Teachers will be faced with time constraints to find it easy to teach nutrition and physical activity promoting lessons into their daily activities.  Efforts are needed to improve children's poor diet quality.  teaching the children the right way to  have a healthy eating behavor requires us all to take part in this intervention.  Our purpose was to examine whether a policy that restricts the availability of snack foods in the schools is associated with greater fruit and vegetable consumption in many elementary schools. Children in schools with restricted snack availability had significantly higher frequency of fruit and vegetable consumption than children in schools without restricted snack availability. The findings suggest that a restrictive snack policy should be part of a multi-faceted approach to improve children's diet quality.

^{Pandy Nixon}