Workshop provides helpful STEM lessons

ValJean Pace at Warren G. Harding High School teaches 10th Biology and 12th Conceptual Physics. Attending the Ohio Oil and Gas Energy Education Program's STEM workshop gave Pace some activities to complement her studies with these classes.

During biology Pace's students completed a two week unit on biogeochemical cycles (hydrological, carbon, nitrogen, and phosphorous). Students worked independently and in pairs to complete activities related to each cycle. After completing these activities, the class explored the formation and uses of oil and natural gas. The day’s opener consisted of two questions: “Where does oil and natural gas come from?” and “How long does it take for oil and natural gas to form?” Our first activity was to complete activity Listen and Draw Geologic Time. Students shared out their drawings in small groups.

The students then worked in small groups (4 – 6 students) to arrange the Geologic Puzzle. Once completed, student groups rotated to critique other groups’ arrangements. Photosynthesis and Cellular respiration was an earlier unit, so this also acted as a good review. Students added any new details to their end of the unit project—an illustration of all 4 cycles at once.

Students created group bottles and observed them over a week long period with differing results. Most of the balloons slightly inflated. As the students observed the bottles, we discussed the theory of abiogenesis and applied what we had previously learned about cellular respiration and organic chemistry. For homework, students read an article on the use of algae, in particular volvox, in the laboratory to create renewable petroleum products. As a class, we discussed water and students learned that plastics are a petroleum product. They learned about the creation of plastic, different types of plastic, and the problems that arise from not recycling plastic products, in particular the Pacific ocean gyre.

My conceptual physics class looked at seismic imaging as part of their wave unit. They worked in pairs over two days to complete activity 3.1 Sound Boards and Skewer Contour Mapping. Prizes were given for the students that drew the best replica of the cavities and objects in the Styrofoam boxes.

I really enjoyed the field trip on the second day and the chance to network with other educators, but the best part was learning how to use the materials in my classroom. The STEM lessons are easy to implement, cheap, and can be used as an interesting way to introduce or reinforce a topic.