POSTER PRESENTATIONS & DEMONSTRATIONS:
SESSION I (10:15AM – 12:15PM)

DEMO: Who Wants To Be A Mad Scientist Millionaire?
Jerry Wilmink
Vanderbilt University
Prokaryotic vs Eukaryotic Life

Science Happens
Jeannie Tuschl, Vicki Metzgar
NSF GK-12 Vanderbilt University Graduate Teaching Fellows Program Nashville, TN; Metropolitan Nashville Public Schools
The Vanderbilt-Meharry-Tennessee State University GK12 program is now in its sixth year. Our program focuses on partnering science graduate students (GTFs) with middle school teachers to present hands-on, inquiry based lessons in science classrooms. The 2005-2006 school year teams 14 Metropolitan Nashville Public School teachers and 13 graduate students in a collaborative effort to improve science instruction and provide opportunities for middle school students to work with scientists. The current cadre of graduate students represents scientific research in biomedical engineering, computer engineering, electrical engineering, microbiology, immunology, earth and environmental sciences, and mathematics.

Focusing On The Needs Of Our Community
Skylar Stewart, Sarah Bezucha, David Mills, Linda Ramsey
Northeast Louisiana Elementary and Middle Schools; Louisiana Tech University
Overview of activities teaching fellows have developed with a focus on addressing needs of the Ruston community and surrounding areas.

LA Tech GK-12 ACT Prep Program
Skylar Stewart, Sarah Bezucha, David Mills, Linda Ramsey
Northeast and Northcentral Lousiana High Schools; Louisiana Tech University
Description of the ACT program, successes, and future plans.

Integration Of Advanced Secondary Mathematics With Applied Physics Principles As It Relates To University Science And Mathematics Research-Based Projects
Steve Griffin & Karim Elkholy
Broadmoor High School; Louisiana State University
Linking the undergraduate science and mathematics disciplines to the graduating students in secondary education has always been a dilemma. Applied physics research (LIGO-laser interferometer gravitational wave observatory) can be used to motivate and inspire high school students to take mathematics and science more seriously. This treatise covers an activity-based plan with informal education techniques linking together ideas and concepts that connect the fundamentals of undergraduate science and mathematics to the objectives created at the secondary level. Physics has traditionally been considered interdisciplinary in nature and is reaffirmed in this exploration of functional mathematics.

GK-12 Project at Florida State University
Mabry Gabaordi, Penny J. Gilmer, and D. Ellen Granger
Florida State University
The goals of our GK-12 project, funded by the NSF, at Florida State University (FSU) are as follows: 1) to increase the number of science professionals making meaningful contributions to K-12 science and mathematics and 2) to enhance the science and mathematics teaching practice of K-12 teachers. This poster reflects the classroom experiences of Mabry Gaboardi, one of our Fellows, and the GK-12 Teachers with whom she partnered.

Integrated Science with an Ocean Twist! Integrated Science Enhancement Teaching Partnership (InSTEP)
Tankersley, R.A., Hanselman, J.A., and Windsor, J.G.
Florida Institute of Technology
In an effort to enhance science instruction in K-12 schools, Florida Tech has developed a new partnership between students, researchers, and high school teachers in Brevard County, FL. The Integrated Science Teaching Enhancement Partnership (InSTEP) is designed to foster student interest in science while boosting teacher confidence in science content and inquiry-based instruction. Each year, eight graduate students from Florida Tech’s science departments (Biology, Chemistry, Marine and Environmental Systems, and Physics) are matched with eight Brevard County high school Integrated Science (IS) teachers to design and pilot a series of learning modules linking core IS content areas—Earth science, biology, chemistry and physics. Using “ocean exploration” as a common theme, the program takes advantage of Florida’s extensive coastal resources and student awareness of local ocean-related issues. Modules are based on state and national curriculum standards and include demonstrations and inquiry-based laboratories that rely heavily on instructional strategies that encourage experimentation and problem solving. To support hands-on activities at local field sites, a 24 ft. RV is being purchased and renovated to serve as a mobile laboratory [SEAS (Science Exploration At Sea) Lab]. In addition to assisting with classroom instruction and serving as content resources for teachers, Graduate Fellows also coordinate bi-monthly seminars by nationally recognized scientists and serve as co-advisors for Ocean Science Bowl teams that participate in a district-wide competition held each spring.

How GK-12 Became My Creative Outlet
Shihadah Saleem, Teresa Greely, Angela Lodge, Sande Ivey, Abby Madeiros, Ashley Ringelspaugh, Ashanti Pyrtle
Southside Fundamental Middle School; USF/College of Marine Science
Science, particularly oceanography continues to evolve, to engage, and to intrigue. Four sixth grade classes and one seventh grade class at Southside Fundamental Middle School (SFMS) in Pinellas County Florida are full of students that are eagerly involved in this process. Through the members of the GK-12 program, funded by the National Science Foundation (NSF), the interdisciplinary nature of the ocean sciences becomes concrete, an imaginable toy these students can play with. The dedication of those in the program, graduate students at the College of Marine Science, USF, undergraduate students at USF, and Teacher Mentors in Pinellas County schools is what makes it so special, and so invitingly personal. This collaborative effort allows the ocean sciences to become a tool for teaching a variety of scientific topics mandated by State Standards. Through challenging hands-on inquiry-based lessons and activities, the students and teachers alike can be involved. That alone is the heart of teaching ocean sciences, and all sciences.

DEMO: Half - Life and Spontaneous Decay in the Classroom
Catherine Gardner, T. Greely, A. Pyrtle, and S. Ivey
Meadowlawn Middle School; University of South Florida
As part of USF College of Marine Science’s GK-12 Oceans program, in cooperation with Pinellas County schools, this lesson on half-life and radioactivity was prepared for students, grade level 9-12, though it is scalable to grades 6-8. Before any understanding of radiometric dating techniques can be taught within a classroom, students must first have a basic understanding of the structure of an atom, as well as, some knowledge of radioactive decay. Atomic structure and decay are fundamental aspects of many education science standards, including Florida's Sunshine Standards. One of the fundamental concepts related to this is half-life. Incorporating applied uses of half-life and radiometric dating aids students understanding of why this lesson is so important, using examples of sediment deposition rates and Deep Ocean current flow in the marine environment also demonstrates the wider use for radionuclides beyond the nuclear industry. This concept can be too abstract for many students to grasp immediately, so the use of a hands-on demonstration greatly aids this. The overall objective is to demonstrate, simply, half-life in action by giving students hands-on experience collecting data and analyzing that data. Students use a handful of two-sided objects ("atoms"), coins work but M&M candies are more popular with the students, to drop all at once to simulate a half-life. Each drop, students will count all the heads-up (or M-up) atoms and record that number with the half-life number in their data set. The heads-up atoms are then removed and set aside, having decayed into daughter products, and the experiment continues with only the atoms that landed tails up. By having the objects all the same, except for one of a different color the concept of spontaneous decay can also be shown. The idea being that students cannot predict when that one atom will decay, but they will see that generally half their atoms decay each drop. When students graph their data, half-life versus parent and or daughter products, they will notice it does not form a perfect exponential decay or growth line like the theory suggests should occur. This is an excellent opportunity to explain the idea of data normalization. Further activities can include examples of radiometric dating problems which also should strengthen students’ perception of math as a science tool.

OCEANS: GK-12 Teaching Fellowship Program
Teresa Greely, A. Lodge, A. Pyrtle, and S. Ivey
College of Marine Science; University of South Florida, St. Petersburg

POSTER PRESENTATIONS & DEMONSTRATIONS:
SESSION II (4:30-6:30PM)

Case-Study: Using PBL to Teach Civic Awareness
Holly E. Carpenter*, Adrienne Doanes †, and Megan J. Kemp*
*Emory University, Atlanta, GA 30322, U.S.A. † Atlanta Public Schools, George Washington Carver School of Technology, Atlanta, GA 30315, U.S.A.
In our original case-study, Disaster!?!, problem-based learning (PBL), as a pedagogical strategy, converges with civic engagement, as an educational outcome, in significant and effective ways. As part of a collaboration between Emory University and a learning initiative by Atlanta Public Schools, the case-study was written to increase civic awareness in students as part of a high school level science, technology, and society class. Additional objectives included teaching important physical science concepts, presenting recent technological advances in science and health care, and researching current effects of technology on human civilization. Through a series of letters, students are introduced to learning objectives through the stories of two young pen pals who live on opposite sides of the earth. From India to the U.S., students research natural disasters at the local, national, and global levels. The case encourages students to research and find the connections between the devastating tsunami in Southeast Asia (December, 2004), hurricane Katrina in the United States (August, 2005), and recurring flooding in areas of Atlanta, Georgia where residents of low economic status have repeatedly requested assistance by the city government. Atlanta Mayor, Shirley Franklin, was invited to visit the school and explain the challenges and the progress associated with improving infrastructure in a major city. From healthcare to economics to the motion of waves, students gained valuable knowledge and a real-world perspective on a wide range of topics as well as gained awareness of how they may contribute as citizens to their local and global communities.

"A Spectacular Find" for Multifaceted PBL
Bethany Turner and Katherine Shamsid-Deen
Emory University; Columbia Middle School
Traditional methods of teaching concepts in Earth Science often obscure how exciting and fun these concepts can be. We created a Problem-Based Learning (PBL) “case” that covered topics in geological non-uniformity, stratigraphy, rock types and dating techniques through an exciting paleontology storyline. We modified traditional models of PBL to incorporate several forms of classroom technology, a guest visit from a paleontologist, a simulated dig, and materials from an author's (K.S-D.) grant-funded trip to China in summer 2005.

Viewing K-23 science education through a PRISM.
Jordan Rose, Pat Marsteller, Preetha Ram, & Joseph Justice
Emory University
While No Child Left Behind aims to hold K-12 schools accountable for student achievement, the policy's focus on testing has exacerbated a school culture in which the goal of teaching is to enable students to simply pass a test. Instead, we envision a school culture in which the goal of teaching science is to develop scientifically literate citizens. To this end, the Problems and Research to Integrate Science and Mathematics (PRISM) program is developing curricula and transforming the attitudes of students, educators, and administrators across the spectrum of K-12, undergraduate and graduate science education. PRISM offers annual fellowships to Emory University graduate students, undergraduates, and middle/high school teachers to work in teams developing and implementing case-based science lessons. These lessons infuse precollege students with a compelling need to know about the science and math behind real-world problems. Using teamwork and self-directed learning, K-12 students develop life-long problem solving strategies based on asking appropriate questions, uncovering answers through investigation, and sharing knowledge with peers. Graduate and undergraduate students engage in continual reflective practice which enables them to recognize their own strengths and weaknesses, empowers them to set personal goals for improvement, and instills a sense of responsibility to the community that we hope will last throughout their careers.

DEMO: CASES Online
Jordan Rose
Emory University
Search our database of cases for innovative science lessons to engage your students in the science behind real-world problems. Through cases, students learn to ask appropriate questions, uncover answers through investigation, and share new knowledge with peers. Students become responsible for their own learning as the role of the teacher changes to facilitate, rather than drive, student exploration. CASES will transform your students into motivated investigators, self-directed and life-long learners, critical thinkers and keen problem solvers.

DEMO: Movies of Student Presentations
Jeanne Urban, Gerda Louizi, Elizabeth Lindsey, Aron Barbey, & Stephanie Whisnant
North Springs High School; Emory University
At the conclusion of a case, our students have the opportunity to synthesize the content they have explored throughout the case. Video clips of student presentations will show the creative products students develop to demonstrate mastery of learning objectives.

Calibrated Peer Review (CPR)™: a web-based writing assessment program
Benjamin K. Amos1 and Ayesha Johnson2
1Georgia Institute of Technology, Atlanta, GA; 2Westlake High School, Atlanta, GA
Calibrated Peer Review (CPR)™ is an online program (https://cpr.molsci.ucla.edu/) that allows students to learn by writing and critically evaluating essays. Students write and electronically submit essays about topics chosen by the instructor. Students also review essays written by other students (i.e., peer review) after becoming proficient at the review process by evaluating “calibration” essays written by the instructor. During each review, students are asked content and style questions about each essay, promoting critical thinking skills, the ability to articulate ideas, and the ability to critically evaluate both their peers’ and their own work. CPR will be explained and an example writing exercise will be given from an AP Biology class at Westlake High School, Atlanta, GA.

Jumpstarting the Research Process: Teaching Introductory Research to 9th-graders
Amanda Dugan, Matt Wilson, Jill Beach
Rockdale Magnet School for Science and Technology; Georgia Institute of Technology
The poster will detail the brainstorming and initial stages of
getting freshmen started on research projects.

Rich Networks: Evaluating University-High Schools Partnerships Using Network Analysis
Donna Llewellyn, Marion Usselman
Georgia Institute of Technology
This poster will explore the use of Network Analysis as an evaluation tool for educational partnerships between universities and K-12 schools.

Recreating Frankenstein in Anatomy & Physiology
Amanda Owings Amos and Celis Hartley-Lewis
Marietta High School, Marietta, Georgia; Georgia Institute of Technology
This poster explains the use of Mary Shelley's Frankenstein as a starting point for teaching anatomy, tissue engineering, and medical ethics in high school Anatomy & Physiology classes.

High School Teacher Journeys to Antarctica: GK-12 Provides Link Back to Classrooms
Benita M. Comeau, Michael Pastirik
Georgia Institute of Technology, Cedar Grove High School
This poster describes one teacher’s trip to Antarctica as part of the Antarctic Tropospheric Chemistry Investigation (ANTCI) project, and the role the GK-12 partnership has had in supporting his expedition.

National Society of Black Engineers Jr. PCI Chapter
Meg Doyle, Jacqueline Fairley, Margaret Tarver
Georgia Institute of Technology
This poster will describe the efforts being made at Tri-Cities High School to encourage minorities to consider engineering as a career. The efforts include the after-school engineering club NSBE Jr., as well as trips to both regional and national National Society of Black Engineers (NSBE) conferences.

The Science Behind Our Food: Lessons from the science classroom
David Knauft and Stacey Kinney Gay
University of Georgia
This poster features original lesson plans and activities created for the high school science classroom.

DEMO: How Sweet It Is!
Amy Rowley and Jeremy Peacock
University of Georgia
In this demonstration based on our "How Sweet It Is!" lesson plan, participants will explore the relationship of chemical structure to the functional properties of food ingredients as they compare natural and artificial sweeteners.