Increasing middle school inquiry through collaboration. Jessica L. Barnett, Melinda Wilder, and Tom Otieno, Eastern Kentucky University, Richmond, KY 40475. (53rd National Science Teachers Association National Convention, Dallas, Texas, March/April 2005).

This session will describe a NSF GK12 Fellows project. The goal of the project is to promote interest, achievement and the excitement of inquiry in science, technology and mathematics. Twelve teams are implementing the project. Each team, composed of a Fellow, a science or math middle school teacher and one university faculty mentor, are working on developing inquiry-based activities for middle school students. The activities are being designed to meet national education standards and are based on existing curricula in the participating schools. The Fellows assist the teachers in conducting these activities in local middle school classrooms. Overall, the three year project is expected to lead to enriched learning, provide professional development activities for middle school teachers, improve communication and teaching skills for the Fellows and strengthen partnerships between the university and regional middle schools. Preliminary data on the effectiveness of this program will be presented.

Our Feathered Friends. Darren Proppe, Department of Biological Sciences, Eastern Kentucky University, Richmond, KY 40475. (53rd National Science Teachers Association National Convention, Dallas, Texas, March/April 2005).

This session is designed to give teachers an example of how to instruct a unit on birds using inquiry techniques and activity-based lessons intermixed with traditional learning. The goal of this unit is to appeal to every student's learning style and peak each individuals interest in birds. Much of the unit revolves around student hypothesis forming, experiments and discussion. We will begin with an eye catching classroom game called "Bird Fun Facts", designed to spark student's interest in birds and dispel the myth that all birds are brown and boring. From here we will discuss methods to reach students from different angles, and appeal to each individuals set of expertise. We will discuss the use of outdoor games and hands on projects to appeal to the active student, building a "stick bird" to reach the artistic student, and a chance for the public speaker to shine. We will look at how to reach the experiencal learner through egg incubation and the intellectual learner with memorization of terminology. The writer will get a chance to use their skills and the visual learner will be stimulated through interaction with live birds (raptors). We will close with a brief discussion on student assessment.

But Ms. Smith, this isn't math class? Ken Mattingly and Becky Smith, Rockcastle County Middle School, Mount Vernon, KY 40456. (National Science Teachers Association National Convention, Dallas, Texas, March 2005.)

As part of a National Science Foundation GK-12 program, Eastern Kentucky University students are paired with middle school teachers to improve math and science instruction in several different school districts. This presentation will focus on one site that worked to improve the perseverance of math concepts during science instructional time. Teacher experiences with math instruction and integration will be discussed. Examples of activities used to integrate math into science will be shared, along with an exchange on the efficacy of each. Particular attention will also be paid to any deleterious effects of math integration on the retention of science concepts.

Computer Technology in Middle Schools. Nicholas E. Sketch, Department of Computer Sciences, and Marco Ciocca, Department of Physics & Astronomy, Eastern Kentucky University, Richmond, KY 40475. Troy Blankenship, Clark Moores Middle School, Madison County, KY 40475. (4th Annual Eastern Kentucky University Undergraduate Presentation Showcase, Richmond, Kentucky, April 2005)

We investigated the implementation and use of technology in the classroom, in particular the advantages and disadvantages of using computers. The need for digital literacy, for a more active learning environment, and the use of computers as tutors are thought to help support the argument for the use of technology. However, the ensuing issues of loss of social skills, of the digital divide, and cost make a case for the removal of computers from the curriculum. To unravel this apparent contradiction, traditional methods of teaching were compared to newer, more technologically involved techniques with an emphasis on class structure and tools of learning. We tried to determine whether the implementation of technology in the classroom facilitated student learning and interest or if it simply created a costly environment in which social skills are jeopardized. After research and careful analysis of first-hand experience obtained through Project ISMAM (Inquiry-based Science and Math in Appalachian Middle Schools), we have concluded that computer technology certainly deserves a place in the classroom. While it may not revolutionize the education process, computer-oriented activities should continue to be developed and implemented at the middle school level and beyond.

Teaching Problem Solving Using LEGO Robots. Bobby Adkins and Bill Janeway, Department of Computer Science, Eastern Kentucky University, Richmond, KY 40475. Ken Mattingly, Rockcastle County Middle School. (4th Annual Eastern Kentucky University Undergraduate Presentation Showcase, Richmond, Kentucky, April 2005)

Eastern Kentucky University is collaborating with Rockcastle Middle School to enhance the teaching of science, technology, and mathematics. This presentation describes one of the activities undertaken at the school as part of this project. This activity took place in several 6th grade science classes. An area of a room was designed with points located in the area. The students were to have a robot travel between two points in the area. Obstacles were placed throughout the area. The students were given a scaled map of the area, protractors, and a ruler. They constructed a path of travel, using the map, to go between the two assigned points in the area. Then they programmed the robot to take this path and tried their program in the area of the room designed for this activity. This activity provided the student with a "hand-on" problem solving activity as well as a brief introduction to programming.

Enhancing science teaching in 8th grade through increased use of inquiry and technology. Jennifer Fairchild, Department of Mathematics & Statistics, and Tom Otieno, Department of Chemistry, Eastern Kentucky University, Richmond, KY 40475. Tracy Powell-McCoy, Madison Middle School, Richmond, KY 40475. (4th Annual Eastern Kentucky University Undergraduate Presentation Showcase, Richmond, Kentucky, April 2005)

An interdisciplinary team composed of a biology middle school teacher, an EKU undergraduate math major, and an EKU chemistry professor is working with an 8th grade science class at Madison Middle School to enhance the teaching of science. The team's approach is to enhance the use of inquiry instruction as well as promote the use of technology at the middle school level. Providing early exposure of science and technology to middle school students allows them to make informed career choices and influence the number of students who may pursue science related careers. Activities discussed in this presentation include Photosynthesis, Paramecium Protozoan, Edible Landfills, and Water Testing and are designed to meet appropriate education standards.

Enhancing inquiry-based science and math in Appalachian middle schools: The role of university students. Tom Otieno, Sherry Harrel, and Karen W. Carey, Eastern Kentucky University, Richmond, KY 40475, and J. Kenneth Mattingly, Rockcastle County Middle School, Mount Vernon, KY 40456. (Annual meeting for National Science Foundation GK-12 Project Teams, Arlington, Virginia, March 2005)

The poster reviews the role of Fellows in implementing EKU’s GK-12 program in local middle schools, including implementation of inquiry-based activities, promotion of use of technology, coordination of field trips, serving as role models, and dissemination of the results. These activities are improving the Fellows’ teaching and communication skills and should strengthen their career paths. The poster also provides background information on the Fellows and the schools they are working in.

Nuts and bolts of Lego Robots! Debra Willard and Bill Janeway, Department of Computer Science, Eastern Kentucky University, Richmond, KY 40475. (32nd Annual Conference of Kentucky Science Teachers Association, Lexington, Kentucky, November 2004)

Technology and the use of it within the science classrooms can be a very fundamental and useful tool for both the teacher, in demonstrations, and most importantly involving the students in the real-life inquiries. In this session, participants will discover how using Lego Robots in the classroom allows for imaginary exploration to develop into possibilities of reality, assisting in the understanding of space travel by creating a Mars Rover. Other applications included are: (1) How Lego Robots can assist in the understanding of force, work, and friction of objects. (2) The introduction of gears and gear ratio, and how gear ratios affect the outcome of work performed. (3) How Lego Robots can be a demonstration tool for the understanding of circuits and how light can determine its path. (4) How programming the Lego Robots can be used as a tool for development of experiment design. This session presentation will include demonstrations of each of the above activities along with a complete instructional set for each.

Inquiry-based science for middle grades. M. Wilder, S. Godbey, A. McIntosh, S. Dodds, K. Barnard and J. Barnett, Eastern Kentucky University, Richmond, KY 40475, and M. Burns, Clark Moores Middle School, Madison County, KY 40475. (32nd Annual Conference of Kentucky Science Teachers Association, Lexington, Kentucky, November 2004).

This session is designed to share inquiry-based science lesson plans that have been developed and taught through the NSF ISMAM project at Eastern Kentucky University. These lessons have all been designed to engage middle students in answering questions in various science content areas including earth science, chemistry, biology and mathematics. The activities range from very guided inquiry in which students follow specific directions to answer a question to open inquiry that requires students to determine the procedures and conclusions to answer a questions. All the lessons will be demonstrated. A CD-ROM of all the lessons will be provided.

Our feathered friends. Darren Proppe, Department of Biological Sciences, Eastern Kentucky University, Richmond, KY 40475, and Tracy Powell-McCoy, Madison Middle School, Richmond, KY 40475. (32nd Annual Conference of Kentucky Science Teachers Association, Lexington, Kentucky, November 2004).

This session is designed to give teachers an example of how to instruct a unit on birds using inquiry techniques and activity-based lessons intermixed with traditional learning. The goal of this unit is to appeal to every student's learning style and peak each individuals interest in birds. Much of the unit revolves around student hypothesis forming, experiments and discussion. We will begin with an eye catching classroom game called "Bird Fun Facts", designed to spark student's interest in birds and dispel the myth that all birds are brown and boring. From here we will discuss methods to reach students from different angles, and appeal to each individuals set of expertise. We will discuss the use of outdoor games and hands on projects to appeal to the active student, building a "stick bird" to reach the artistic student, and a chance for the public speaker to shine. We will look at how to reach the experiencal learner through egg incubation and the intellectual learner with memorization of terminology. The writer will get a chance to use their skills and the visual learner will be stimulated through interaction with live birds (raptors). We will close with a brief discussion on student assessment.

Inquiry based science and math in Appalachian middle schools. Jessica L. Barnett, Tom Otieno, Department of Chemistry, and Melinda Wilder, Department of Curriculum & Instruction, Eastern Kentucky University, Richmond, KY 40475. (32nd Annual Conference of Kentucky Science Teachers Association, Lexington, Kentucky, November 2004, Session # 105).

This session will describe a NSF GK12 Fellows project. The goal of the project is to promote interest, achievement and the excitement of inquiry in science, technology and mathematics. Twelve teams are implementing the project. Each team, composed of a Fellow, a science or math middle school teacher and one university faculty mentor, are working on developing inquiry-based activities for middle school students. The activities are being designed to meet national education standards and are based on existing curricula in the participating schools. The Fellows assist the teachers in conducting these activities in local middle school classrooms. Overall, the three year project is expected to lead to enriched learning, provide professional development activities for middle school teachers, improve communication and teaching skills for the Fellows and strengthen partnerships between the university and regional middle schools. Preliminary data on the effectiveness of this program will be presented.

Introducing Middle School Student to Computer Science. Debbie Willard, Department of Computer Science, Eastern Kentucky University, Richmond, KY 40475. (Association of Computing Machinery Mid-Southeast Chapter Fall Conference, Gatlinburg, Tennessee, November 2004).

Middle school students take course in mathematics, natural and physical sciences, history, and etc. but few if any are introduced to computer science. They are introduced to technology as most middle schools have a technology teacher. In most cases, the material in a middle school technology course does not include an introduction to computer science. The content of these courses include word processing, the Internet, and spreadsheets. Eastern Kentucky University was awarded an NSF grant to improve science, mathematics, and technology education in several middle schools in its service area using "inquiry based" learning. The project is called Inquiry-Based Science and Math in Appalachian Middle Schools (ISMAM) program. I have had the opportunity to work on this project as a graduate fellow the last year and a half. In this project, we have introduced programming to students using LEGO Robots in a "problem solving" activity with eighth grade science classes, a Mars Exploration activity with sixth grade science classes, and an introduction to programming topic in technology classes. In addition, we have introduced sixth grade science classes to digital circuits with a simple circuit project. In this talk, I will share my experiences working with middle school students and teachers on this project.

Incorporating technology into a water quality testing experiment. Tracy L. Powell-McCoy, Madison Middle School, Richmond, KY 40475, Jennifer L. Fairchild, Department of Mathematics & Statististics, and Tom Otieno, Department of Chemistry, Eastern Kentucky University, Richmond, KY 40475. (90th Annual Meeting of the Kentucky Academy of Science, Murray, Kentucky, November 2004.)

An eighth grade science class at Madison Middle School conducts a water quality testing experiment using a commercial water monitoring kit. The kit allows one to test for parameters such as coliform bacteria, dissolved oxygen, biochemical oxygen demand, nitrate, pH, phosphate, temperature, and turbidity. The tests typically involve adding the appropriate reagent in the form of a tablet to the water sample and comparing the appearance of the mixture to a color chart. As part of our effort to infuse technology into the middle school curriculum, this presentation will discuss the measurement of some of these parameters on water samples using CBL2 data collection device. The work is part of a bigger project in which Eastern Kentucky University is collaborating with six Appalachian middle schools to improve the teaching of science and mathematics in the schools. The project is funded by the National Science Foundation.

Using DigiScope 300 (Motic Instruments) in middle school science classrooms to increase student inquiry. Amy V. Mcintosh, Department of Biological Sciences, Eastern Kentucky University, Richmond, KY 40475. (90th Annual Meeting of the Kentucky Academy of Science, Murray, Kentucky, November 2004)

Eastern Kentucky University is utilizing DigiScopes within ISMAM (Inquiry-based Science and Math in Appalachian Middle Schools), a GK-12 program supported by the National Science Foundation. ISMAM pairs graduate and undergraduate "fellows" in math, science and technology with middle school math and science teachers to emphasize inquiry approaches to teaching. DigiScopes were selected by ISMAM participants as a means to increase technology use and inquiry in participating science classrooms. As a result, all fellows, teachers and supporting EKU faculty were trained to use the microscopes during a 2004 summer workshop. The DigiScope 300 is a durable, inexpensive ($159) and user-friendly student microscope that has a magnification range of 20-100X. The DigiScope 300 can be used independently as a monocular field microscope or as a digital microscope when connected via a USB cable to a laptop or desktop computer. Software included with the microscope is child-friendly and enables real-time viewing of specimens via a computer monitor or digital projector. The presenter will give an overview of the microscope's capabilities and share examples of digital still and video images acquired with the microscopes. Purchasing information, software/hardware requirements, detailed instructions for navigating software and a selection of guided inquiry lesson plans will be provided.

Partnerships between university science and mathematics faculty, students, and middle school teachers: The Eastern Kentucky University model. Tom Otieno, Department of Chemistry, Eastern Kentucky University, Richmond, KY 40475. (90th Annual Meeting of the Kentucky Academy of Science, Murray, Kentucky, November 2004)

Eastern Kentucky University (EKU) is the home of a project titled "Enhancing Inquiry Based Science and Math in Appalachian Middle Schools" (ISMAM) supported by a grant from the National Science Foundation under its GK-12 program. The primary goal of ISMAM is to improve the teaching of science and mathematics in local middle schools. It is being implemented by placing EKU graduate or advanced undergraduate science and mathematics students into local middle school classrooms to help teachers enhance the teaching of science and mathematics through the incorporation of technology and inquiry-based instruction in the middle school curriculum. This presentation will provide an overview of the project and outline the successes and challenges experienced during the first 18 months of the project.

Float Your Boat: Facilitating Inquiry-Based Instruction in the Middle School Classroom. Christopher A. Ervin, Malcolm P. Frisbie, Department of Earth Sciences, Eastern Kentucky University, Richmond, KY 40475, and Margaret Soto, Madison Middle School, Richmond, KY 40475. (90th Annual Meeting of the Kentucky Academy of Science, Murray, Kentucky, November 2004).

Enhancing inquiry-based science and math in Appalachian middle schools (ISMAM). Jessica L. Barnett, Karen W. Carey and Tom Otieno, Eastern Kentucky University, Richmond, KY 40475, and James K. Mattingly, Rockcastle County Middle School, Mount Vernon, KY 40456. (Annual meeting for National Science Foundation GK-12 Project Teams, Arlington, Virginia, March 2004)

Teams of fellows and EKU faculty work with middle school teachers in six rural schools. All participants began their involvement by attending a five-day training workshop. The teams have begun developing lesson plans, incorporating new or adapted inquiry-based activities, for use by middle school students. The lessons are in the areas of physical and biological sciences, computer science and mathematics. The fellows spend approximately 10 hours a week working with teachers in middle school classrooms. They are involved in the design, implementation and assessment of instructional activities, including teaching of lessons, facilitation of discussions, working with individual or small groups of students, and grading of homework and quizzes. Some of the fellows have also planned, coordinated and/or participated in field trips.

Enhancing science instruction in middle schools: A collaboration between Eastern Kentucky University and Madison Middle School. Matthew Thompson and Tom Otieno, Department of Chemistry, Eastern Kentucky University, Richmond, KY 40475, and Margaret M. Soto, Madison Middle School, Richmond, KY 40475 (3rd Annual Eastern Kentucky University Undergraduate Presentation Showcase, Richmond, Kentucky, April 2004)

Through a grant from the National Science Foundation, Eastern Kentucky University is collaborating with several Appalachian middle schools on a project whose goal is to improve inquiry-based instruction of science, technology, and mathematics in Appalachian middle schools. The program provides fellowships for graduate and advanced undergraduate students to work with science and mathematics middle school teachers. The project is being implemented by twelve Teams, each composed of a Fellow, a science or math middle school teacher and an Eastern Kentucky University faculty mentor. This presentation discusses the activities of one of the two science Teams at Madison Middle School.

Using Lego robots to convey knowledge of computer programming, abilities of robots, and limitations of them. Richard Bunce and Chongkye Rhee, Department of Computer Science, Eastern Kentucky University, Richmond, KY 40475, and Robby Thomas, Jackson County Middle School, McKee, KY 40447. (3rd Annual Eastern Kentucky University Undergraduate Presentation Showcase, Richmond, Kentucky, April 2004)

Eastern Kentucky University is collaborating with Jackson County Middle School to enhance the teaching of science, technology, and mathematics. This presentation describes one of the activities undertaken at the school as part of this project. The activity demonstrates that computers are only as smart as the set of instructions given to them and that all machines have a set number of basic instructions and through different combinations of the instructions they can perform diverse functions. Basic program structures such as selection, loop, and branching can be taught and understood even at the middle school level. Students leave with a much improved understanding of uses of computers and a sense of how they work overall. It is believed that introducing computer logic and programming concepts to the students at an early stage of their school life will greatly help them develop scientific reasoning ability and skill.

Understanding diffusion and selective permeability at the middle school level. Joshua Graham and Marco Ciocca, Department of Physics & Astronomy, Eastern Kentucky University, Richmond, KY 40475, and Cindy Combs and Andrea Williams, Clark Moores Middle School, Madison County, KY 40475. (3rd Annual Eastern Kentucky University Undergraduate Presentation Showcase, Richmond, Kentucky, April 2004)

By taking an inquiry based learning approach an activity was developed to demonstrate the process of diffusion through a selectively permeable membrane. The students developed their own procedure to answer the proposed question "Can starch and or iodine move across Ziploc baggie membrane?" Upon development of the procedure students were supplied with materials and allowed to run the procedure. When the experiment was completed, the students were also required to interpret the results and draw conclusions. Diffusion and selective permeability are essential in understanding of the cell's control of its internal environment, which is used to maintain conditions necessary for survival. These topics are part of the Kentucky's Core Content for Science Assessment.

The activity was developed and implemented using resources provided by Project ISMAM (Inquiry-based Science and Math in Appalachian Middle Schools) and ran in 7th grade science classes at Clark Moore Middle School in Madison County, KY. The ISMAM project was funded by NSF (National Science Foundation).

Differences between males and females in conceptual understanding of force and motion at the eighth grade level. Kristen Barnard, Department of Mathematics & Statistics, Jerry Cook, Department of Physics & Astronomy, Eastern Kentucky University, Richmond, KY, 40475, and Greg Wiseman, Foley Middle School, Berea, KY. (3rd Annual Eastern Kentucky University Undergraduate Presentation Showcase, Richmond, Kentucky, April 2004)

Interviews of male and female students conducted in February 2004 as part of a pre unit evaluation indicated startling differences in the understanding of males and females concerning conceptual understanding of motion and the forces that cause motion. A follow up pre test for the unit was used to further examine these differences. Results of these interviews and written exams will be presented along with a discussion of planned post unit interviews and written exams that will see if these differences remain after an inquiry, hands on approach is used to present a unit on force and motion.

Enhancing science instruction in middle schools: A collaboration between Eastern Kentucky University and Madison Middle School. Matthew Thompson and Tom Otieno, Department of Chemistry, Eastern Kentucky University, Richmond, KY 40475, and Margaret M. Soto, Madison Middle School, Richmond, KY 40475. (89th Annual Meeting of the Kentucky Academy of Science, Bowling Green, Kentucky, November 2003)

Through a grant from the National Science Foundation, Eastern Kentucky University is collaborating with several Appalachian middle schools on a project whose goal is to improve inquiry-based instruction of science, technology, and mathematics in Appalachian middle schools. The program provides fellowships for graduate and advanced undergraduate students to work with science and mathematics middle school teachers. The project is being implemented by twelve Teams, each composed of a Fellow, a science or math middle school teacher and an Eastern Kentucky University faculty mentor. This presentation discusses the activities of one of the two science Teams at Madison Middle School.