NETW The Pitsco O February-March 2006RK · February-March 2006RK Serving Teachers of Synergistic...
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Vol. 7, No. 4 February-March 2006 The Pitsco N ETW O R K Serving Teachers of Synergistic Learning Systems The Need for Innovation – 3 Hot Topics In Science – 5 Essay Contest Winners – 8-9 Marine Military Academy – 16 GoToAssist Program – 19
Transcript of NETW The Pitsco O February-March 2006RK · February-March 2006RK Serving Teachers of Synergistic...
Vol. 7, No. 4 February-March 2006The Pitsco
NETWORKServing Teachers of Synergistic Learning Systems
The Need for Innovation – 3
Hot Topics In Science – 5
Essay Contest Winners – 8-9
Marine Military Academy – 16
GoToAssist Program – 19
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Science in a Synergistic lab?
Some science teachers are skeptical about the value of a modular approach to teaching traditional science courses.
“It can’t be done,” they say. “The concepts are too dif-ficult. There has to be a teacher to explain them.” Or, “A Module doesn’t teach concepts in enough depth. It just skims the surface.”
Five years ago, I might have agreed with these objections, at least in part. But in the past five years, Synergistic Learning Systems have undertaken several steps to strengthen and expand their basic science curriculum so that, today, I would place our science curriculum right up there with the best. And you don’t have to take my word for it! Several independent studies have shown that use of a Synergistic science cur-riculum has greatly improved science test scores in schools around the country.
In the past five years, we have made major content updates to 13 life and Earth science Modules. Among other improvements (such as incredible new graphics and all new videos), we have expanded, deepened, and updated the science content and added more hands-on, minds-on activities and experiments to all of these Modules.
We have also added 17 new Module titles covering both
pure and applied science concepts. Applied science topics – exemplified by titles such as Forensic Science, Aquaculture, and Natural Disasters – are especially engaging for stu-dents, because the relevance of the science is built right in!
Develop to standardsOne major strength of the Synergistic science program
is our commitment to developing Modules based on con-tent standards. Whether we’re developing a new Module or updating an older one, we begin by carefully reviewing both NSTA and state science standards. We then create Module content and activities based on these standards. Standards covered by each Module are reflected in the Amalgama reports that can be generated when a customer considers purchasing or upgrading a Synergistic lab.
Most content standards are covered in more than one Module. This is intentional because “overlaps” of this kind serve important teaching functions. First, a concept is reinforced when the student encounters it in more than one rotation. Second, in each Module, the student sees the concept from a different perspective, learns new details about it, or relates it to new applications – thus facilitating real understanding, rather than just memorization.
For example, Earth science concepts relating to plate tectonics and earthquakes are covered in both Dynamic Earth and the new Natural Disasters Module. In Dynamic Earth, students study forces acting on different fault types, simulate movement of rock layers using the tectonic chamber, and calculate the epicenter of an earthquake. In Natural Disasters, students also study fault types and
Yes, systemic approach is highly conducive to teaching core subject
Science-related articles appear throughout this issue.
A few years ago there was a series of car commercials designed to promote a new
model. The tag line of the commercial was “this is not your father’s Oldsmo-bile.” The inferences were clear: improvements had been made, some components were redesigned, and even though the manufacturer was the same, the final product was con-temporary, stylish, and better built. It was not the same car!
Today, we can recognize the recent changes in education brought about by No Child Left Behind and the progression of instructional technol-ogy. Together, these two forces have had an impact on Pitsco’s curriculum development to the point where this same commercial tag line could also be applied to Synergistic Modules.
In the late 1980s, when Harvey Dean spearheaded development of this modular format of education, the basic premise of instruction was built around exploration.
The first curriculum area we deliv-ered was technology. The exploratory format worked well in the beginning, as oftentimes these classes were con-sidered “exploratory” by definition. As a result, some of these technology classes were not as tightly governed by local, state, and national curricu-lum requirements as math, science,
and social studies tended to be. This freedom allowed the instruc-
tors flexibility in both content and methodology. This same flexibility was also enjoyed by many family and consumer sciences teachers who began using our system in the early 1990s.
From the developmental side of the equation, flexibility was one of our main building blocks. We recognized that in an exploratory classroom, one of our goals was to capture student attention and then translate that attention into interest in the subject matter. Potential Module activities, software, videos, and hardware were scrutinized to determine their ability to engage students and entice them to further study within the topic.
‘This is not your father’s Module!’ It’s changedMark MaskellTeacher Education Specialist
See Core, page 18
See Maskell, page 24
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Pitsco’s vision: To lead educational change that
positively affects learners.
President and CEO: Harvey [email protected]
Vice President and COO: Lisa Paterni
Sales: Jack [email protected]
Education: Matt Frankenbery
Curriculum: Dana [email protected]
Customer Service: Joel [email protected]
The Pitsco Network: Tom [email protected]
© 2006 Pitsco, Inc., P.O. Box 1708,
Pittsburg, KS 66762
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The need for innovation: some points to ponderWhat comes to mind when
I say the year 1957? If you were a K-12 student that
year, or are currently a science or technology teacher, you probably answered “the launching of Sputnik.” The Soviet launching of the first Earth orbit satellite was a rallying cry for our nation in regards to improving science, math, and technology educa-tion. Within a year, the National Defense Education Act (NDEA) was signed into law, precipi-tating a groundswell of support, both emotionally and financially, for “one-upping” the Soviets.
So, what were the results of the 1958 NDEA? Simply stated, it inspired generations of U.S. students to study science and technology fields, leading to U.S. dominance in scientific inno-vations during the second half of the twentieth century.
If you’ve been following science and technology discussions the past few years, you are aware that warning signs are being posted about the de-cline in U.S. innovations. Here are just a few that made headlines in 2005:
o July 2005 – The U.S. Chamber of Commerce, the National Associa-tion of Manufacturers, and several CEOs of major U.S. corporations came together to create a document titled “Tapping America’s Potential: The Education for Innovation Initiative.”
o September 2005 – IBM began a program that assists employees in transitioning from science and tech-nology positions within the company to science and math teaching posts.
o October 2005 – At the urging of Congress, a coalition called the “Com-mittee on Prospering in the Global Economy of the 21st Century” was created by the National Academies of Sciences and Engineering.
o November 2005 – The Demo-cratic Party unveiled its plan for increasing innovation in the U.S. The plan is titled “The Innovation Agenda
– A Commitment to Competitiveness.”Not a false alarm
You might ask, “Are the folks sounding the alarms just cynics who aren’t in touch with reality?” Well, let me provide some information so you can make the decision for yourself:
o In 2005, the U.S. graduated 70,000 students with bachelor’s de-grees in engineering. That number sounds impressive until you compare it to the numbers for India and China.
o In 2005, India graduated 350,000 engineers and China produced 600,000 engineers. Yes, India and China are far more populated than the U.S., so I broke those numbers down to per capita approximates:
o United States: 1 in 4,100 citizenso India: 1 in 2,850 citizenso China: 1 in 2,150 citizensThis information helps explain
why Microsoft requested 65,000 H1-B visas in 2004 to fill technical posi-tions in the U.S. With the unveiling of the aforementioned Democrats’ plan, Jack Krumholtz, managing direc-tor for federal government affairs at Microsoft, was asked to comment: “At Microsoft, we are committed to changing the world through innova-tive technology, and in order to fulfill that commitment, we need a pool of well-educated, skilled workers.”
Matt FrankenberyDirector of Education
ContentsAdministrators’ Corner 4
Hot Topics in Science 5
Synergistic Cartoon 6
Grant Funding Leads 7
Essay Contest Winners 8-9
Winning Suggestions 14
Natural Disasters Module 15
Marine Military Academy 16
Pathways Development 18
New GoToAssist Program 19
Simulated Seismograph 23
On the CoverIllustration by Pitsco
Creative Advisor Rod Dutton
See Innovation, page 21
Additional readingIf you are intrigued by the headlines
mentioned in this article:• Read the full text of the articles by log-
ging on to www.pitsco-network.com and clicking the links provided under the heading “The need for innovation.”
• Pick up a copy of The World is Flat by Thomas Friedman.
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Introduction: Pete Theban, a 30-year education veteran, is in his 20th year as principal at Monte Cassino Middle School in Tulsa, Oklahoma. The Catholic school’s enrollment has nearly tripled since Theban took over and is at 330 for Grades 5-8 this year. His responsibilities include developing a master schedule; developing individual teacher and student schedules; budget input; evaluation of personnel; pro-gram development for parents, students, and teachers; school spirit; and discipline. Synergistic science has been a key part of the Monte Cassino curriculum for five years.
TPN = The Pitsco NetworkPT = Pete Theban
TPN: Why did Monte Cassino opt to implement Synergistic Learning Systems?
PT: I was impressed with the system that was in place at Sts. Peter and Paul School, which is another institution in the Diocese of Tulsa. I thought that learning science in a fun, hands-on way would appeal to students and enable them to learn the concepts that needed to be learned for the upper grades.
TPN: What issues relating to Syner-gistic, if any, does Monte Cassino face as a Catholic school that public schools might not have to face?
PT: One of the benefits of being at Monte Cassino is that there is not a large bureaucracy to contend with. If I see that a program has merit, I present it to my supervisor, Sister Mary Clare, who is our School Director. In essence, she is our Superintendent. Her phi-losophy has always been, “If it’s good for kids let’s do it.” This philosophy has enabled us to move quickly into obtaining programs that would benefit our students. For example, we knew the lab needed renovation this summer. We got together, looked at ways we could fund the program, met with our teachers and (Pitsco representative) Tim Gill, and got the ball rolling, which led to a complete revamping of the lab before school started this fall.
TPN: What do you most like about Synergistic Science and why?
PT: The thing I like best about the lab is that it forces students to “think outside of the box.” This is not just a program that requires regurgitation of facts but is a program that requires students to utilize the higher levels of thinking pertaining to Bloom’s Taxonomy. With the lab, students take ownership in their learning. Another feature that I love about the lab is that kids learn scientific principles in a fun, hands-on way that makes science come alive. Science is not seen as a boring subject but a stimulating and fun one where they can experiment with lasers, robotics, flight technol-ogy, build CO2 cars and rockets, and so much more. With this program, students actually see the application of the science concepts instead of just read about them.
TPN: How is the Synergistic delivery of science content an improvement over traditional delivery?
PT: Seventh graders take Earth Sci-ence and eighth graders take Physical Science. Our eighth graders, before they graduate, balance equations and study chemistry and physics. This is done in the classroom for a semester. Then they go to the lab for a semester and put the principles they learned in a more traditional setting into prac-tice. It has given us the best of both worlds. Once again, I think what sells the program to me is the application process. Students love participating in the Modules, and science just comes alive before their very eyes. An added bonus is that this program benefits all learning styles. No child is left out because of his or her learning style. That may be the best benefit of all.
TPN: What processes or system do you have in place to ensure the Synergistic lab is helping students meet or exceed Oklahoma science standards?
PT: Being a school that is certi-fied by the state of Oklahoma, the North Central Association of Schools, and the Diocese of Tulsa, we have to adhere to rigorous standards to main-tain our accreditation. We follow the PASS objectives as established by the Oklahoma State Department of Educa-tion. We also rely a great deal on feed-back from the area high schools that our students attend. Their feedback helps us with our vertical curriculum alignment to ensure that what is being taught at each grade level prepares them for the next one.
TPN: How do your middle school students perform on state science tests in relation to the state averages?
PT: Our achievement scores are very high with no scores showing below the 90th percentile across the board. This has been our trend for years and is one of the reasons why we won the Blue Ribbon School award for excellence from the U.S. Depart-ment of Education at a ceremony in Washington, D.C., a few years back.
TPN: Many Catholic and religious schools might balk at implementing Syn-ergistic Learning Systems because of cost. How can you justify the expense?
PT: To get the program off the ground initially takes some money. I can justify the expense by seeing how well our kids perform on achievement tests, how well they are succeeding in high school science, and how much they like this creative way to learn scientific principles.
Pete ThebanPrincipal
Monte Cassino Middle SchoolTulsa, Oklahoma
Catholic school gets most out of Modules
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The five hottest topics in scienceWhen this issue’s focus was chosen, I thought,
“Wow, that’s a pretty broad scope of things to cover in one issue. How are we going to decide
what to include?” Then I was given the article assignments and asked to pick the five hottest topics in science today and show how we are meeting the demand. My reaction to this was “Oy vey!”
As I began to scratch out my thoughts on a legal pad, I soon found that there were many hot areas of science that I could include. These are my top picks.
BiotechnologyEverything from creating tastier tomatoes to cloning
humans is lumped together under the umbrella of biotech-nology. What once was only seen in science fiction is now reality. Cloned animals such as sheep and cats have been created successfully, and genes within staple food items such as corn are being manipulated in the lab on a daily basis. This field will only increase in its impact on our everyday lives.
NanotechnologyMiniature robots crawling through your arteries and
sending back images showing how many cheeseburgers you’ve con-sumed over the last decade, tiny fibers sensing if you are too hot or too cold and adjusting the temperature of the fabric you’re wearing accordingly, microscopic molecules rep-licating them-selves – sounds like more science fiction, doesn’t it?
These types of technologies will one day be common-place – in fact, some nanotechnologies are already being used.
Disasters and WeatherKatrina, Wilma, and Rita were all big names in the news
within the past year. Tsunamis, earthquakes, volcanoes, and floods have also been a part of the news lately. Why does it seem that the last few years have been plagued by storms and natural disasters?
Disasters and weather – while always part of the earth science curriculum – have become high-interest areas on their own. Students are interested in learning about natural disasters and weather phenomena and what causes them.
We already have it coveredSeveral Synergistic Learning Systems curriculum titles already
touch on these five hot topics to some extent.
BiotechnologyStudents gain a basic conceptual understanding of this hot
topic through the following titles: Missions: Living Things – Series I, Life on Earth – Series II,
Body By Golly – Series III, My Body and Me – Series III, Lenses – Series III, Plants – Series III, Cells and Reproduction – Series IV, Crime Lab – Series IV, Human Machine – Series IV, and Micro-scopes – Series IV
Modules: Biotechnology, Genetics, Cell Structure, Organism Reproduction, and Microbiology
Suites: AgriBiotechnology and GeneticsCareerPorts: Diagnostic Health
NanotechnologyWhile we don’t offer a nanotechnology-centered title, several
existing titles lay the foundation for this very complex area.Missions: Lenses – Series III and Microscopes – Series IVModules: Microbiology, Robots, and ElectronicsCareerPorts: Engineering Systems & Controls
Disasters and WeatherThese topics are addressed in titles such as:
Missions: Rocks and Soil – Series I, On the Earth – Series II, Changing Earth – Series III, Climate and Weather – Series III, Rocks and Soil – Series III, Earth Rocks – Series IV, and Extreme Earth – Series IV
Modules: Weather, Dynamic Earth, Climate & Biomes, and Natural Disasters
Forensic ScienceEven before there was a Forensic
Science Module, other titles were help-ing students learn important content related to this field.
Missions: Toolbox Creations – Series I, Being a Scientist – Series II,
Scientific Skills – Series III, Crime Lab – Series IV, Scientific Data – Series IV, and Scientific Discovery – Series IV
Modules: Logic & Reasoning, Biotechnology, Genetics, and Forensic Science
Suites: Forensic Science and GeneticsCareerPorts: Diagnostic Health
Pandemics and BiohazardsStudents who go through the following titles learn basic con-
cepts that help them better understand the things they are hearing and reading in the news. They may even want to pursue a career in researching vaccines or looking for cures!
Missions: Body, By Golly – Series III, My Body and Me – Se-ries III, Cells and Reproduction – Series IV, Epidemic – Series IV, Health and Safety – Series IV, and Human Machine – Series IV
Modules: Immune System, Microbiology, Body Systems, and Fitness & Health
Suites: Health Science and Health CareCareerPorts: Environmental Health and Therapeutic HealthSee Hottest, page 7
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Technology ed + science and mathDuring the past two to four years, numerous tradi-
tional technology education programs have made significant changes to integrate more science
and math Modules. Along with this effort to bring more applied academics into the program, there also has been a push to provide more career-related experiences to tech ed programs.
Supported by administrators seeing the real advan-tages of an applied learning process, technology education is the perfect process in which to integrate math, science, and technology, giving students the appropriate hands-on applied experi-ences.
With the pres-sures that NCLB have put on traditional academic programs, many admin-istrators have come to understand how a technology edu-cation Synergistic Modules middle-level lab updated with
a few new Modules will provide a program that supple-ments traditional academic programs. In many cases, these labs correlate to as much as 98% of state science and math standards – just in one lab.
Couple the great advantages of providing correlations to state standards with the development of “soft skills” such as time management, problem solving, cooperative learning, mentoring, critical thinking, self-directed learn-ing, leadership, and career exploration, and you have a tremendously effective and efficient teaching and learning process for all students regardless of their learning styles.
Because Synergistic Learning Systems efficiently deliver content to a variety of students who possess a variety of learning styles, our experience with teachers in more than 4,500 labs coast to coast has provided us with a plethora of information concerning the effectiveness of these programs in delivering more content in shorter peri-ods of time and doing so effectively.
Vice President Systems Sales & Marketing Jack Hemenway, [email protected]
Jack HemenwayVice President Systems Sales & Marketing
Synergistic cartoon debutsAt the urging of our readers, we’ve added a bit
of humor to the newsletter – at least we hope the cartoon feature is humorous.
The first installment of “The Synergistic Side” appears above. If you’ve taken a close look at the images in our curriculum, you know that Synergistic Learning Systems graphic artists are talented. Now, we’re letting them express their humor whenever they’re inclined to do so.
If you’re not gifted with artistic talents but you have ideas for Synergistic-related humor, send them to Editor Tom Farmer ([email protected]).
Blue Ribbon Schools of ExcellenceSynergistic Learning Systems were featured at the Blue Rib-bon Schools of Excellence Con-ference held in December in Myrtle Beach, South Carolina. Below, audience members lis-ten to a Systems presentation. At right, Dr. Doug Limbaugh, Principal of Gettys Middle School in Pickens County, S.C., explains how Synergistic Mod-ules are used in his school’s Star Academy, which will be featured in the April-May issue of the newsletter.
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Our early efforts to provide grant funding assistance have met with approval. Several
Systems education representatives and teachers/administrators have contacted me directly for help locat-ing or exploring specific grant fund-ing opportunities.
The pivotal element in the grant funding process is that schools must utilize the information we provide to actively seek support from the avail-able funding sources.
The search can best be described as laborious, but as Samuel Johnson said, “great works are performed chiefly by perseverance.” It is by per-severance and determination that the major gifts are acquired.
These admonitions are easy for me to pass on to you. However, we do relate to the times when requests fell into less-than-favorable hands. At times such as those, you should do as the Boston Red Sox and try once again for the trophy grant.
One approach is to seek multiple funding sources if the “big one gets away.” It is best to look in your own backyard, geographic area, or state. The Title funds are the closest source but need to be planned carefully in advance, as funds sometimes fail to materialize or even evaporate to be used elsewhere.
It bears repeating that the mission, beneficiaries, and long-range effects be made a significant part of all re-
quests. One must be sure to follow the guidelines as listed by the granting entity. That means everything from margins to fonts must correspond to the grantor’s specifications, as it is es-timated that 70 to 80 percent of grant applications are dismissed because they have been filled out incorrectly.
In addition to previously men-tioned sites, here are a few opportu-nities that have emerged for further consideration.
Payless Shoes Payless will fund in areas where
they have businesses. Funds are is-sued monthly for gifts of $5,000 or less. Any sum over that amount is considered quarterly. This could be an extra special source to promote a Synergistic Modules lab or upgrade. Their gratuity extends to a complete K-12 arena. More information: http://www.payless.com
ADCADC Telecommunications exhibits
a strategic focus on math and science education. It is worth noting that Mis-sions curriculum assists those teach-ers less adept at science instruction. More information: http://www.adc.com/aboutadc/adcfoundation
Burger King Burger King has a year-round
acceptance policy and a strong belief in youth education. The foundation is available to all K-12 educational institutions and could be seriously considered a source of assistance to investigate adding a Synergistic Suite or two as information technology is a constant on all the education hotlines. More information: www.bk.com
Abney FoundationThis foundation gives primarily
to higher education but also supports secondary institutions and their ef-forts. The main focus of the grants is in South Carolina. More information: www.abneyfoundation.org/about.htm
Final wordIt is estimated that it takes about
six weeks to assemble a grant pro-posal. If done well, the effort may pay significant dividends or it will be great practice for the next adventure! No doubt the significant decision for all of us is, “On which door do we knock?” A world of opportunity pres-ents itself, so the quest may be for that correct, initial choice.
At any rate: May you always enjoy a soft breeze in summer, a warm fire in winter, and the soft smile of a friend!
Education Liaison Pat Forbes, [email protected]
Pat ForbesEducation Liaison
Perseverance leads to grant success
Forensic ScienceEvery night of the week at least one television show has
forensic scientists solving cases. There are three versions of CSI set in different cities, a Navy version – NCIS, and numerous cable shows such as Forensic Files and Cold Case Files. All this Hollywood attention has pushed this science field to the top of many high school graduates’ lists of potential careers.
Pandemics and BiohazardsWhile these are topics that no one wants to think about,
the fact is that in the last few years they have been in the news. Students are hearing about pandemics and epidem-
ics almost daily – bird flu, HIV, and biohazards (anthrax, sarin gas, and smallpox) have had their share of news time as well.
There are definitely other hot areas in science today – medical technologies, computer technologies, and cel-lular research are just the ones that I feel will be making headlines and impacting our students for years to come.
What about you? What do you and your students see as “hot topics” in science? What would you like to learn more about? E-mail us with your suggestions for hot new science titles we might consider for future development.
Curriculum and Teacher Education Manager Dana Cochran, [email protected]
Hottest Continued from page 5
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The value of positive and constructive social interac-tion in the classroom should never be underestimat-ed, particularly at the middle and high school levels.
Asked to write about what they most enjoy in their Syn-ergistic lab, many Pitsco Systems Essay Contest finalists included at least one comment about “working together with a partner,” “making new friends,” or “relying on oth-ers to get the job done.”
With so much focus these days on NCLB and standards, it’s easy to lose sight of the nonacademic skills students develop in school. Synergistic Learn-ing Systems (Missions, Modules, Suites, and CareerPorts) are developed to meet state and national standards and are academically rigor-ous. But at the same time, their frameworks and learning environments are designed to facilitate development of teamwork and communication skills, which leads to the positive experiences students divulged in their essays.
Caila Williams, a ninth grade Suites student at West Nassau High School in Callahan, Florida, might have put it best in her third-place essay: “You may disagree with your teammate, but you have to work it out to experience success, just like in the real world. You must deal with him or her directly and then finish the job.”
Ashley Wasson, a seventh grade Modules student at Edythe Hayes Middle School in Lexington, Kentucky, says in her fourth-place essay that she has made a lot of new friends in the Synergistic lab. “At first I thought it was going to be horrible meeting new people, but it turned out
differently. The people that I’ve worked with are so much different than my everyday friends. It helped me realize you should never ‘judge a book by its cover.’”
Top essaysFollowing judging by a panel of six Pitsco writers and
editors, a clear-cut winner emerged. Katie Rinke of Oak Prairie Junior High School in Homer Glen, Illinois, penned the top essay (see page 9). The eighth grader will receive a $100 Pitsco gift certificate.
A three-way tie for second place had to be broken in a vote by three members of Pitsco’s Education Department who are responsible for development of the curriculum.
Daniel Simmons, a 12th grade Suites student at West Nassau, edged out Williams, his schoolmate, for the sec-ond spot and a $50 gift certificate. Cayla Boardingham, a fifth grade Missions student at Daniels Elementary Acad-emy in Grand Prairie, Texas, wrote the fifth-place essay.
To the hundreds of students who participated in the contest and their teachers who took the time to carry out this writing activity, I extend a hearty, “job well done.” Each of the 44 finalists will receive a personalized certifi-cate of achievement.
As one of the judges, I can assure you that selecting the top five essays was not easy. And just as I did following the first essay contest, I came away with a sense of amaze-ment at the students’ descriptions of their experiences.
The third annual essay contest later this year likely will include a new twist – a different question to answer. Until then, encourage your students to write every chance they get – and hone those all-important social skills!
Editor Tom Farmer, [email protected]
Essays reveal development of social skills
Tom FarmerEditor
“I do not believe that the main benefit is learning the science, I believe that it is knowing that you can.”
– Jessica Leon, Gotha Middle School, Windermere, Florida
“The Modules can help you think of what you want to do with your life, and what you can become when you are grown up.”
– Taylor Oakes, Fredonia (Kansas) Middle School
“I was going to a brand new school and didn’t know anybody. When I partnered with someone, we rap-idly became friends. So even while you are learning, you are creating bonds that will last a long time.”
– Christina Passafaro, Challenger K8 School of Science and Mathematics, Spring Hill, Florida
“Being able to work in groups is another reason why I like Pathways. You
get to work with one partner and later col-
laborate with four other students to solve one
problem. This helps us to learn teamwork.”
– Kasia Oleske, Hemp-field High School,
Landisville, Pennsylvania
“In the Audio Broadcasting workstation, I was studying about electronic waves, the exact same stuff we were studying about in science. I ended up taking a test over both things on the same day and getting a good
grade on both tests.”– Brett Matlock, St. James (Missouri) Middle School
“Working off of the com-puter makes it less com-
plicated to make projects. I like how the computer gives you a step-by-step
process on what you need to get done for that day.”– Cassie Boston, Russell Middle School, Millard,
Nebraska
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First Place$100 Pitsco gift certificate
Katie Rinke, 8th GradeOak Prairie Junior High
Homer Glen, IllinoisModules Facilitator:
Lynn Jankowski
Second Place$50 Pitsco gift certificate
Daniel Simmons, 12th GradeWest Nassau High School
Callahan, FloridaSuites Facilitator: Heather Osilka
Read other top essays at www.pitsco-network.com!
Synergy Lab
LEGO’s, Lasers, and Recycling have nothing in common, unless of
course, you’re in Synergy Lab! Synergy Lab is an elective choice at our
school that many students are involved in. Synergy Lab interests me be-
cause I get to use what I learn in the classroom and take it home. For
example, in Practical Skills I learned how to use a drill and hang things, so
now I can help my dad with projects around the house. I also learned how
to assemble a door knob, sink, and wagon which helped me learn how to
follow directions in a written form.
In Weather I learned how to take the temperature and read the weather
monitor. There are so many modules to go to and that’s fun because you
get to learn so many different things. This is such a good class because it
is like a science class but with more hands-on experience. From engines to
sinks to fire, here in Synergy Lab we learn it all!
Synergy Lab could also lead you in a career path. After being in a
module like Electricity, you may want to become an electrician. In all we
have 15 different modules at
Oak Prairie. We learn so much in
Synergy Lab – we learn vocabu-
lary, work on math skills, and
then, of course, the science
part is actually performing the
experiment. Since each module
has seven sessions, it takes us
about a week and a half to get
through each module. When
the rotation day comes, we’re
all so excited because you
never know what station you
are going to get or who you’ll
have as a partner.
Changing Education
Sitting in my English class, I quickly glance at the clock. To my dismay, thirty minutes of lecture remains. This is a typical occur-rence in any high school classroom, except Pathways Labs. A Path-ways Lab is innovative: it gives education a new meaning.
Pathways provides teachers with the tools they need to offer their pupils a new, inventive type of education. Learning in groups enables students to obtain a feel for cooperating in a real-life work-ing environment. When completing the team challenge, students must depend on each other, like in a real workplace, to complete the team’s overall goal. Pathways also allows students to experi-ence science in action. The wind tunnel in the Engineering Suite, for example, can be learned about in any normal science book. In a Pathway Lab, however, students can experience the wind tunnel for themselves and experiment with its various uses.
Pathways offers another innovation. The lab is the only place on a school campus where education and technology successfully come together. Students complete all learning on a computer with-out the teacher ever saying a word. Learning by computer keeps the students busy while the teacher can have more time to accom-plish other tasks, like planning new teamwork activities.
I enjoy Pathways Labs because it redefines the word education. Education in Pathways revolves around working in teams, experi-encing phenomena first hand, and learning by using technology. Pathways Labs are the next generation of education.
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Missions
Mission Customer Service 866-773-2797 [email protected]
If you have never been involved in the setup of a Synergistic Mission,
there is a bit more to it than simply taking it out of the box. I’m thinking specifically of teachers who have a Synergistic Missions lab that was set up by a Pitsco representative but now have ordered additional Missions and plan to install the Missions them-selves.
The installation is by no means difficult, but if the Mission is not unboxed, labeled, and set up properly, you will have confused students on your hands.
To ensure proper setup, we in-clude a “Teaching Tips” page with every Mission that instructs you how to properly set up everything. This is a laminated page found in the Ziploc bag in the front of the instruc-tion notebook and should be the first thing you read when you unbox your new Mission.
The “Teaching Tips” page contains simple, concise instructions that will ensure the Mission is “student ready” when you are finished. The contents of a Mission are fairly simple, so your first inclination might be to unbox it,
set it out, and expect everything to be ready to roll.
But spend a few minutes and check out the tips. This will be time well spent. This is also a good point of reference if you are a new teacher in an existing lab or your Missions have been rearranged by the students.
If you need another copy of this page or any other pages for any of your Missions, please contact cus-tomer service.Systems Customer Service Manager Joel Howard, [email protected]
Read the Teaching Tips before proceeding to install
Missions were created in 1998 as investigations and explorations in science. As the number of series has increased, the focus on science has remained.
Each series has science as the core with math, language arts, and technology strongly emphasized.
The updated Series III and IV Missions now have five days of curriculum that provide more science content and activities within each Mission. The linkages relate careers,
math, language arts, and research to the science content within the Mission.
For example, in Changing Earth, a look at careers from Health Inspector to Geologist helps students see how science plays a role in various jobs. In the Math Link, students consider the rate of change of an iceberg. This again focuses students on science through mathematics. The Research Link suggests eight topics that relate to the scientific principles found within the Mission.
Finally, the Language Link challenges students to learn and use 10 words that relate to the topic of how Earth changes.
Missions continue to be focused on science. The hands-on activities keep students interacting with materials and each other to solidify their science skills.
Development Manager Kelly Reddin, [email protected]
Synergistic Missions = core science
Consider implementing Missions by theme
Synergistic Missions can be grouped to allow topics to be covered as a theme. In fact, some teachers prefer to do a group of Missions in themes.
Physical science can be covered in a Missions lab by grouping Wheels and Axles, Pulleys, Motion, Levers, Gears, Forces, Energy and Work, and Air Power. This grouping can be completed at any time during the school year.
A second grouping might include life science titles. Teachers may wish to do this theme in the spring after the weather warms. Animals, Bug World, Ecology, My Body and Me, Body By Golly, Plants, Under-sea Adventure, and Classifying could be included in this set. Live animals and plants may survive better in the spring. Additionally, several teachers may prefer to do Discovery Days on these topics when the tempera-tures allow students to go outside or release creatures outside.
The updated Series III and IV Missions now have five days of curriculum that provide more science content and activities
within each Mission.
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With 80+ Synergistic Modules, there is a plethora of ways that schools can group titles to create unique and exciting courses. I thought I would
create some sample labs using 10 Modules to fill out courses in some unexpected areas.
You may be surprised by the variety of topics that a lab can address, and you may find out that your cur-rent lab is already exposing students to science concepts in addition to technology, math, or family and consum-er sciences.
Obviously, these sets
aren’t all encompassing. Titles can be replaced or added to meet the specific needs of your district. However, by looking at Synergistic Modules in new ways, you may be inspired to create courses that get your students excited and still convey relevant core science content.
For more detailed information about how titles were chosen and funding sources that exist for these types of
programs, log on to www.pitsco-network.com and click the link for this article next to The Pitsco Network newsletter.
Curriculum and Teacher Education
Manager Dana Cochran, [email protected]
Environmental Sciences Lab
1. Climate & Biomes2. Environmental Issues3. Ecology4. Weather5. Natural Disasters6. Plants & Pollination7. Soils8. Dynamic Earth9. Water Management10. Oceanography
AgriScience Lab1. Soils2. Engines3. Aquaculture4. Horticulture5. Farm Management6. Animals7. Ecology8. Biotechnology9. Weather10. Energy, Power & Mechanics
Applied Biology1. Animals2. Organism Reproduction3. Cell Structure4. Plants & Pollination5. Body Systems6. Immune System7. Genetics8. Heart Fitness9. Microbiology10. Food Science
Integrated Physics & Chemistry1. Applied Physics2. Reactions3. Plastics & Polymers4. Alternative Energy5. Energy, Power & Mechanics6. Material Science7. Electricity8. Forces9. Natural Disasters10. Light & Lasers
Medical Technology1. Forensic Science2. Biotechnology3. Microbiology4. Reactions5. Cell Structure6. Genetics7. Body Systems8. Immune System9. Electronics10. Robots
Health1. Fitness & Health2. Life Skills3. Heart Fitness4. Food Science5. Early Childhood6. Families7. Immune System8. Organism Reproduction9. Microwave Cooking &
Nutrition 10. Body Systems
Engineering1. Alternative Energy2. Engineering Bridges or Towers3. Energy, Power & Mechanics4. Creative Solutions5. Robots6. Plastics & Polymers7. Biotechnology8. Applied Physics9. CADD10. Electronics
Earth & Space Science1. Astronomy2. Flight Technology3. Oceanography4. Water Management5. Dynamic Earth6. Weather7. Climate & Biomes8. Natural Disasters9. Soils10. Rocketry & Space
Group titles and create new coursesScience titles can be replaced or added to meet the specific needs of your school and district
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Modules
If you ever get the chance to attend a regional network meeting for Synergistic Module instructors,
don’t pass it up. In just a few hours, helpful hints and tips are shared, new ideas are discussed, and friendships are made or rekindled.
At least that was my experience while participating in fall network meetings held at Ira Jones Middle School in Plainfield, Illinois, and Highland Hills Middle School in New Albany, Indiana.
Organized by Pitsco Education Representative Dennis Kunka, the network meetings were basically four-hour in-services open to all Module facilitators in the region. Similar gatherings are held in other parts of the country.
Among highlights from the two meetings:
• A few teachers have built custom ignition devices to give Rocketry & Space students an even greater sense of awe when the time comes to launch rockets. Ken Hay of Castle Junior High in Newburgh, Indiana, showed off a mouse-turned-ignition device (pictured) that his students use. Other teachers in attendance mentioned
using car battery-powered ignition devices.
• Pete Meyer of Lisle (Illinois) Junior High School shared copies of his modified per-formance assess-ment sheets used with special edu-cation students.
• John Pilch of host Ira Jones Middle School shared a pattern he created to help students build straighter fins in the Flight Module.
• Ron Knopp of Grissom Middle School in Tinley Park, Illinois, shared an idea for students at the Research & Design Module: cut out car spon-sor logos from pictures in car maga-zines and glue the logos to CO2 cars, encouraging students to create more attractive vehicles.
• Creative Solutions Module – Create a notebook containing ex-amples of “good solutions” for the activity in Sessions 5-7. The notebook might serve to inspire students who have trouble getting started with this activity.
• Orientation – Teachers using the latest version explained how pleased
they are it’s delivered as a Module and scored accordingly! Students learn about the lab in the context of a Module.
• Several teachers have created their own “Student Module Note-books” intended to aid sixth graders or older students who don’t quickly understand the concepts covered.
• To free up valuable floor space in his rather small lab, Pilch is in the process of mounting Synergistic storage cabinets on walls next to workstations. Pictures and details will be included in a future issue of the newsletter.
Editor Tom Farmer, [email protected]
Network, learn, and shareTeachers get a lot and give a lot at regional gatherings of like minds
Teachers attending the Network meeting at Ira Jones Middle School in Plainfield, Illinois, participate in a discussion facilitated by Educa-tion Representative Dennis Kunka (top right).
At left, teachers listen intently to a speaker during the Network meeting at Highland Hills Middle School in New Albany, Indiana. Below is the custom-built ignition device shown to the group by Ken Hay of Castle Junior High in Newburgh, Indiana.
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Module Customer Service 800-774-4552 [email protected]
I don’t know about you, but it sure seems to me like the expectation of
customer service in this country is not what it used to be. I know you’ve all experienced it before. You call the 800 number for whatever company you are trying to reach, expecting to speak to a human, but humans appear not to exist at that company.
Or the entire time you are hold-ing in hopes of speaking to a human, you are being directed to a Web site or some other means of solving your problem.
I was even recently shown a competitor’s Web site where you had to enter your information and then a purchase order number to request service. It really makes me wonder how these places stay in business!
I guess I am just from the old school and feel that the best customer service is done personally. I know that the wave of the future is online support, and we have those services available as well.
For example, the pitsco-network.com site was specifically designed to allow you to find your own solutions to issues and to communicate with other teachers having similar situa-tions.
As a side note, I am always im-pressed by the responses given on the Forum section of the pitsco-network site. I check periodically to ensure nothing needs my attention, and I am always pleased to see that you all are helping each other and answering questions promptly and correctly.
GoToAssist Our most recent addition to our
customer service program is the GoToAssist application (see David Patterson’s article on page 19), which gives us the ability to remotely take over any computer in your lab and possibly fix problems while you go about your business. I think this is going to be a great tool after we all understand its potential and the ease with which it can be used.
My real point here is that we are embracing technology. After all, we are a technology company. However, we never want to lose touch with what made our service great, which is personal, prompt, “human” service.Systems Customer Service Manager Joel Howard, [email protected]
Personal service can exist amid technology
Kansas Network meetings
William R. Gill & Associates played host to a pair of Network meetings for Synergistic Modules instructors in Kansas last fall. Above, teachers gather in Olathe to discuss, among other things, the new Natural Disasters and
Construction Management Modules, Bloop!, knowl-edge survey audio, and Module bills of materials. At left, teachers attend a similar gathering in Wichita.
How long are your class periods? Do students struggle to finish a Module session each
day, or do they regularly have extra time on their hands?
Unfortunately, a specified class period length is not universally mandated, so developing Mod-ule sessions of a particular duration cannot meet everyone’s needs. Synergistic Module sessions are designed to last approximately 45 minutes.
A recent survey of 108 Synergistic Module instructors in Illinois and Indiana revealed that the majority of schools (93) have class periods that last between 40 and 46 minutes. The most popular class period lengths were 40 and 45 minutes (25 each).
The shortest class period was 35 minutes (can you imagine?), and the longest non-block sched-uled class was 60 minutes. Ten of the schools sur-veyed operate on a block schedule with class peri-ods ranging from 85 to 90 minutes, during which time two Module sessions are usually completed.
Class periods vary in lengthRegional survey reveals 40-46 minutes is common duration
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Modules
Editor’s note: The following was submitted by Synergistic Modules Facilitator Elaine Kennedy of Center Grove Middle School (Central) in Greenwood, Indiana. For sharing this great suggestion, Kennedy will receive a $50 gift certificate and a Teachers Rock T-shirt. Submit your Winning Suggestions to Editor Tom Farmer ([email protected] or P.O. Box 1708, Pittsburg, KS 66762).
Every class has them, a few students who work hard and do their best but still fall a little short of an A or a B. That’s where extra credit comes into play.
Family and consumer sciences facilitator Elaine Ken-nedy of Center Grove Middle School (Central) in Green-wood, Indiana, has several practical extra-credit assignments that can help hard-working students get over the hump.
Three of Kennedy’s favorite extra-credit assignments available to her Synergistic students are:
• Do three loads of laundry for your family.• Summarize a feature article about nutrition.• Cook a meal for your family.
Cook a mealFollowing are the instructions that Kennedy provides
for the “Cook a meal for your family” extra-credit assign-
ment:• You may do this
only one time for credit.
• The assignment is worth between 0 and 50 points.
• The number of points you receive is determined by the
difficulty of the meal. The more dishes prepared and the more mixing and measuring involved will result in more points.
• This may be a breakfast, lunch, or dinner.• The assignment requires that you do all cooking, set-
ting the table, and cleaning up.• To receive credit, your parents must write a note
describing the meal, or you may write the note and have your parents sign it.
Parameters and instructions for the “Do three loads of laundry for your family” and “Summarize a feature article about nutrition” activities may be found online at www.pitsco-network.com.
Editor Tom Farmer, [email protected]
Other activities available online:
Visit www.pitsco-network.com to read about two other extra credit
assignments shared by Modules Facilitator Elaine Kennedy.
Cooking up FCS extra-credit assignments
Winning Suggestion
Editor’s note: The following was submitted by Synergistic Modules Fa-cilitator Daryn Morris of Edythe Hayes Middle School in Lexington, Kentucky. For sharing this great suggestion, Mor-ris will receive a $50 gift certificate and a Teachers Rock T-shirt. Submit your Win-ning Suggestions to Editor Tom Farmer ([email protected] or P.O. Box 1708, Pittsburg, KS 66762).
One of the activities I conduct is a reward incen-tive program to combat students wanting to guess at Research, Challenge, and Application (RCA) questions at the beginning of Sessions 2-5 in each Module.
Students who look up the answers, work together, use calculators, and so forth are rewarded. I call the activity “RCA Challenge,” and I conduct the
competition each nine weeks.
For every perfect 30-out-of-30 score on RCAs, the student gets a piece of candy from me. I also have a chart in the lab on which I place a sticker with their name. We tally total stickers earned for each rotation. At the end of the nine weeks, the class at each grade level that has won the most rotations earns a party of some kind.
If there is a tie between two classes, then I tally all the point totals for all rotations (usually four) and determine a winner.
Students really enjoy the competi-tion, and they love being rewarded with a piece of candy they can eat in class.
I gain so much from it including better classroom management and stronger relationships with my stu-dents. The cost for treats is about $20 per nine weeks, but the investment is worthwhile.
RCA incentiveKentucky teacher develops activity that combats students’ guessing at answers
Winning Suggestion
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The Indonesian tsunami is still fresh in our minds, the Pakistani earthquake continues to claim lives, and our own country is still reeling from the
effects of Hurricanes Katrina and Rita. It’s no wonder natural disasters are topics of extreme interest to both teachers and students.
While we have covered certain types of natural disasters briefly in previous Modules – earthquakes in Dynamic Earth, tornadoes and hurricanes in Weather – we felt there was a need for a Module that reviewed the various categories of natural disasters, discussed their causes and effects, and considered how to monitor, track, and prepare for them. We wanted this Module to cover certain earth science concepts in greater depth than previous modules and to meet NSTA standards relating to natural hazards.
To meet these needs, we have developed the Natural Disasters Module, which will be released on June 1, 2006. This exciting new Module carefully presents selected scientific concepts, moves directly into a discussion of natural disasters related to each concept, and includes a hands-on activity demonstrating some aspect of each disaster type.
For example, a discussion of plate tectonics includes a demonstration of fault types and leads to a description of earthquakes and volcanoes. In the earthquake session, students simulate an earthquake and measure it on a tabletop seismograph. In the volcano session, they learn the concept of viscosity and simulate lava flows, observ-ing the flow rate of different fluids. They also look at volcanic ash and several types of volcanic rocks.
In another session, they study waves, observe effects of water waves on shorelines, and generate a (small!) tsunami in a tabletop stream table. They also learn about weather patterns leading to development of cyclonic storms, and compare characteristics of hurricanes and tornadoes. Using National Weather Service data, they plot the path of Hurricane Katrina on a weather map as it crosses the Atlantic Ocean and Gulf of Mexico and makes landfall in Florida and on the Gulf Coast.
Throughout the Module, students are introduced to scales used to measure the magnitude or intensity of earthquakes, hurricanes, and tornadoes. In the last ses-sion, they briefly cover risk analysis and probability. As a culminating activity, they develop a school disaster plan based on information from Module content, the Module library, and the Internet.Curriculum Specialist Carol Hand, [email protected]
Student Objectives• Demonstrate fault types and locate major tectonic
plates.• Use a tabletop seismograph to demonstrate seismic
waves.• Compare types of lava and volcanic rocks.• Demonstrate types of wave action and demonstrate
how a tsunami is produced.• Summarize causes and effects of various weather
extremes.• Compare circular (cyclonic) storms (hurricanes and
tornadoes) and track a hurricane.• Develop a school disaster plan.
Module Session Topics• Faults and Tectonic Plates• Earthquakes• Volcanoes• Waves and Tsunamis• Weather
Extremes• Circular Storms• School Disaster
Plan
Natural Disasters Module covers an unfortunately timely topic
See article on simulated seismograph,
page 23
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Modules
Young men at Marine Military Academy in Harlingen, Texas, are naturally bright and in-
quisitive, but some of them didn’t get the chance to develop their imagina-tions and skills as youngsters.
MMA Science Department Chair-man Dr. Robert Rhoda says one way to unleash these natural skills is to present students with engaging and challenging curriculum such as Syn-ergistic Modules.
“Synergistic Systems allows MMA to take these students to a new level of understanding,” Rhoda said. “It uses boys’ interests and skills with com-puters as a springboard to develop an interest in science. It allows them to develop their imaginative skills while
learning science and math.”“It is also one of the few technical
courses that the students look forward to every day,” Rhoda added.
The Modules are delivered as a core science course for eighth grad-ers at the private, all-male academy that 325 cadets call home during the school year.
“The course title is Physical Sci-ence,” said Modules Facilitator Lori Hinkle. “We also use the lab for students in Grades 9 through 12 for an extra science course or as a bridge course if they are not ready for phys-ics or chemistry. This upper-level course is called Conceptual Physics.”
Among the Modules emphasized in Conceptual Physics are Applied Physics, Forces, Simple Machines, and Statistical Analysis. The cadets learn more from the Modules than from their textbook, Hinkle says, because the Modules are more interactive.
“The thing I most enjoy about the lab is learning about new things and also experimenting with different things,” MMA Student JC Wildsmith said. “I am the type of person that learns by interacting or doing the ex-periment instead of just reading it.”
MMA, with a $23,000 annual cost for tuition, board, and related fees, is an academically rigorous, college-preparatory institution that stresses excellence. Young men from across the U.S. and abroad (China, Mexico, Bolivia, and Canada this year) at-tend the Academy, located near the
U.S. border with Mexico, to develop leadership skills and receive a solid, well-rounded education.
“We present the students with an environment where high expectations are the norm,” Rhoda said. “We un-derstand that the students can excel at any endeavor if they believe they can and if they are carefully mentored and willing to work.”
The Modules are a perfect fit at MMA.
“I am comfortable in saying that the students are fully involved with the Synergistic Systems program and fully engaged in constructive learn-ing,” Rhoda said. “During Parents’ Weekend, as I was monitoring stu-dents and parents interacting around the equipment and Module stations, I repeatedly heard the students de-scribe the course to their parents as ‘cool.’ The students find the hands-on design irresistible.”
Editor Tom Farmer, [email protected]
MMA cadets reach new level of understandingModules challenge young men to reach new heights
A typical day at MMA
• Wake up at 6 a.m. for a brief physical fitness period.
• Eat “first mess” (breakfast), shower, and get ready for school.
• Participate in morning military formation, inspection colors ceremony, and announce-ments.
• Attend seven 45-minute classes with “second mess” (lunch) sandwiched in the middle.
• Participate in sports or other extracurricular activities after school until dinner at 6 p.m.
• Complete homework and proj-ects during mandatory study session from 7-9:30 p.m.
• Go to bed at 10 p.m.
Marine Military Academy cadets learn the finer points of music and sound (above) and a science experiment (right). A Physical Science Modules course is required for eighth graders, and a special grouping of Modules is offered as a Conceptual Physics course to upperclassmen at the Academy in Harlingen, Texas.
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Editor’s Note: Due to concern about the operation of Pitsco’s wing tester, fol-lowing is an explanation of how the equip-ment is designed to be used.
Many of you are familiar with Pitsco’s wing tester. The wing tester is used in the Synergistic Module Flight Technology.
It is possible for the wing to be in balance at any point on the scale of the wing tester once the counter-weight has been positioned correctly. This is not like a triple-beam balance, which only balances in the center when the weights on the balance equal the weight of the object in the weighing pan.
The balancing on the wing tester is more like that of a teeter-totter. If two people of equal weight are on opposite sides of a teeter-totter, then it is balanced. The teeter-totter can then be positioned level or with either end
raised, and it will stay that way until someone pushes against the ground or jumps off!
Curriculum and Teacher Education Manager Dana Cochran,
On balance, the wing tester hits its mark
The Star Academy, an acceleration program at Gettys Middle School in Pick-ens County, South Carolina, features a unique implementation of Synergis-
tic Modules. More detailed information about the Academy will be included in the April-May issue of the newsletter. During a recent open house at the Star Academy, Pitsco President and CEO Dr. Harvey Dean (left), helped a student at the Electronics Module. Among the dignitaries and officials on hand for the event were: (top, from left) Dr. Gary Burgess, Superintendent, Anderson County (S.C.) School District 4; Dr. Doug Limbaugh, Principal, Gettys Mid-dle School; and Grant Warwick, Teacher, Star Academy; (bottom, from left) Buddy Livingston, Principal, Mid-Caro-lina Middle School, Newberry County, S.C.; Ronnie Cromer, S.C. State Senator, District 18; Dr. Bob Couch, S.C. Direc-tor of Career and Technology Educa-tion; and Bart Teal, Executive Director, Blue Ribbon Schools of Excellence.
Star Academy
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Suites
Suite Teampresentations
at La Cygne
Synergistic Suites students at La Cygne (Kansas) High School put a lot of effort into their team presentations at the conclusion of Harbor rotations. A pair of Pitsco editors visited the lab recently and enjoyed watching Suite teams give their presentations in the lab (pic-tured above). Pathways is a required course for all sophomores at La Cygne. Facilitator David Reynolds allows teams to deliver their pre-sentations only to him instead of to the entire class, but he reserves
the right to share videotaped portions that help teach the elements of presentation to all students. Following presentations, Reynolds quizzes students to ensure they fully understand the concepts and content covered. While Reynolds evaluates each Suite Team as a unit, he also considers individual effort. As he says, “The Harbor is where you park your boat, but if you have an anchor for a partner, it won’t sink your grade.”
Core Continued from page 2earthquakes, but here they locate plate boundaries on a world map, compare types of seismic waves, and learn to use a seismograph.
In life science, kingdoms of life and organism classification are covered in Animals, Microbiology, and Plants & Pollination. However, each Module approaches these topics from the perspective of the particular king-dom or kingdoms being covered. The overlap reinforces and extends stu-dents’ knowledge, rather than simply repeating the same material verbatim.
Multiple resources, enrichmentsOf course, today’s science text-
books are also based on standards. So, why not just use one instead of Modules? Synergistic Modules are successful in science labs for the same reasons they’re successful in technol-ogy and FACS labs. They integrate materials and instructions – on video – right into the process. So, hands-on experiences are a given in every Mod-ule, not something that happens only
when the teacher has the time and materials to prepare them.
Additional standards and depth of coverage can be attained if teachers lengthen rotations by a few days to take advantage of the science enrich-ments in each Module.
Assessments can also be powerful teaching tools. You can use the assess-ments to help gauge students’ level of understanding, and then, if you feel they need additional work on a set of concepts, you can either require them to repeat the session or provide them with supplemental activities.
Hybrid classroomsFinally, be creative! We have
many teachers around the country who teach entire science classes with Modules alone. But we have others who combine Modules with tradi-tional classroom teaching in a variety of ways.
Some divide a class in half, send-ing one group through a set of Syner-gistic Modules and the other through
a traditional classroom, and switching groups during the second semester. Others alternate Synergistic rotations with traditional class time. Still others do two-week rotations, using the last three days to make up missed ses-sions, do enrichments, or do whole-class Discovery Days.
These hybrid classrooms enable teachers to combine the best of both worlds. Modules provide multimedia excitement and ready-made hands-on activities in addition to standards-based content. Teacher-led classes pro-vide the opportunity to answer ques-tions, have class discussions, cover selected topics in more depth, watch movies, do Internet explorations or research projects, or do longer-term activities and experiments.
Teachers and administrators can work together to determine the “best of all possible worlds” for your school’s science classrooms.
Curriculum Specialist Carol Hand, [email protected]
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Suite Customer Service ���-���-���� [email protected]
We are pleased to an-nounce that we have
a new remote screen-shar-ing diagnostic tool at our disposal to better serve you. It is called GoToAssist from Citrix Online. It enables us to make remote contact with computers in your lab if you have Inter-net access.
This is a time-saving ap-proach to several everyday issues. Among the most common uses are database repair, network investiga-tion, and commercial soft-ware troubleshooting.
One of the best things about this tool is that it en-ables us to take control of a machine in your lab, allow-ing you to either stay on the phone with us or go about managing the lab while we address the issue.
GoToAssist is also incred-ibly easy to use. After we determine that we would like to open a connection using the GoToAssist program, we create a Quick URL, which is simply a link to a shared
server location that we then e-mail to you. After the e-mail is received, you simply click the Quick
URL to begin the screen-sharing session. We are notified that you have accepted it, and the GoToAssist software
takes over and enables us to access the computer.
You will have to ac-cept the agreement and download the certificate to allow us to take control. You should see the screens shown in Figures 1-3.
After these formalities have been addressed, the screen-sharing session begins. We will have con-trol of the PC from which you connected, and that
will grant us access into the network. We will hopefully
only be a few moments, and the entire process will be com-pleted.
This program allows us to transfer files from your side to ours and back, much like e-mail without having to actu-ally send e-mail messages. If we need to work on the data-base but don’t have Microsoft Access on your end, then we can pull the data file down to our PC – leaving the sharing ses-sion open – complete the work, and then move the file back.
When finished, we will initiate the end session and you will be notified that this has happened. You will click OK to
end the session on your side. That’s it! Contact us if you have any questions or concerns.
Suites Customer Service Representative David Patterson,
david_ [email protected]
GoToAssist allows remote access to computersNew program will help customer service representatives quickly resolve previously time-consuming, common computer issues
Figure 1: After we receive permission to use the program and you click the provided link, The GoToAssist download page appears in your browser.
Figure 2: If prompted with a security warning, you should opt to run the program.
Figure 3: You are prompted to allow access and turn over control of the computer to the cus-tomer service representative.
You may end the session at any time.
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Suites
Editor’s note: The following article appeared in The K-12 Technology Roundup, a newsletter distributed by Con-verge magazine.
* * *
Every year, Steve Ballard’s goals are the same. He wants his ninth-grade students at Brewbaker Tech-nology Magnet School in Montgomery, Alabama, to
see the light – high school is an opportunity to prepare for the world of work, and that preparation begins in earnest their first year at the school.
At Brewbaker, freshmen are re-quired to complete a unique, technolo-gy-based curriculum as an introduction to various careers they can later explore in-depth in any one of the school’s six career academies: Information Tech-nology, E-Commerce, Engineering, Medical, Building Science, or Graphics Design.
“I want each of them to take from my class the tools needed to succeed the next three years in high school,” said Ballard, who is in his fifth year of teaching Synergistic Suites, the curriculum developed by Pitsco, Inc. that intro-duces students to teamwork, leadership, problem solving, and presentation skills in the context of career exploration. “I want them to realize they have to start in their fresh-man year to take high school seriously and do their best in school, participate in community service projects, and get involved with school and other clubs.”
Traditionally, leadership roles are filled by the most am-bitious students, but in the Suites all students get a chance to serve as a captain.
“In the Suites, it isn’t the prettiest, smartest, most-popu-lar, or most-athletic student who serves as Suite captain,” Ballard said. “It’s the shy, not-so-popular one, the follower
who gets a chance to step up and see what being a leader is all about.”
Each Suite is composed of three Harbors, and students work together for nine weeks, rotating through the Har-bors and gaining knowledge and skills along the way. For example, the Health Science Suite is composed of the Nutri-tion, Fitness Analysis, and Health Communications Harbors.
Students work in pairs at the Harbors and then come together as a Suite team of six when addressing real-world challenges that tap into their newfound knowledge and soft skills.
Brewbaker’s Suites lab introduces multiple careers through its variety of Suites, which includes AgriBiotech-
nology, Digital Manufacturing, Com-munications, and Free Enterprise.
Suites prepare students not only for the career academies at Brewbaker but also for state and national competitions in Boosting Engineering, Science, and Technology (BEST) and Technology Student Association (TSA).
“Of the eight students on our BEST team, six had been through the Suites and had learned during their Suite presentations and through me how to
speak and stand correctly and how to take questions and handle situations where they don’t immediately have an answer,” Ballard said.
The veteran teacher appreciates how the Suites are set up to function like real-world businesses.
“I treat each Suite as a business in that after Interval 1 when the Suite captains have been determined, I will only talk with the captains,” said Ballard, who worked more than 10 years in retail management before entering the teaching field. “At first, students don’t like the idea, but once I tell them that is the way businesses operate, they like the idea because it gives them a sense of working in the real world.”
Editor Tom Farmer, [email protected]
Students Travel Pathways to CareersUnique course a springboard into Alabama magnet school’s academies
Beta testing new Suites
Synergistic Suites stu-dents from Southeast (Kansas) High School were recently at Pitsco to test three new Suites: Genetics, Health Care, and Forensic Science. The Suites were featured in the December- January issue of The Pitsco Network.
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CareerPorts are career focused, it’s true, but what you may not realize is that they also inte-
grate core science content. Diagnostic Health, Therapeutic Health, Human Growth & Development, Engineering Physics, and Engineering Prototyping & Analysis all address numerous science standards at the 9-12 grade level. Here are just a few of the standards ad-dressed by these CareerPorts:
Diagnostic Health • Students plan and implement
investigative procedures including asking questions, formulating testable hypotheses, and selecting equipment and technology.
• Students describe compo-nents of de-oxyribonucleic acid (DNA) and illustrate how information for specifying the traits of an organism is car-ried in the DNA.
• Students identify and illustrate how changes in DNA cause mutations [and evaluate the significance of these changes].
• Students compare genetic varia-tions observed in plants and animals.
Therapeutic Health • Students understand selection
of foods and eating patterns deter-mine nutritional balance, understand nutritional balance has a direct effect
on growth and development and personal well-being, and understand personal and social factors influence nutritional choices.
• Students identify and describe the role of bacteria in maintaining health such as in digestion and in causing diseases such as in strepto-coccus infections and diphtheria.
• Students understand hazards and the potential for accidents exist; understand regardless of the environ-ment, the possibility of injury, illness, disability, or death may be present, and that humans have a variety of mechanisms that can reduce and modify hazards.
• Students understand personal choice concerning fitness and health involves multiple factors and under-standing the biological consequences can influence decisions about health practices.
Engineering Physics • Students investigate and com-
pare series and parallel circuits.• Students relate the concentration
of ions in a solution to physical and chemical properties such as pH, elec-trolytic behavior, and reactivity.
• Students investigate and identify properties of fluids including density, viscosity, and buoyancy.
• Students investigate and demon-strate the movement of heat through solids, liquids, and gases by convec-tion, conduction, and radiation.
Prototyping & Analysis • Students understand the con-
sequences of using limited natural resources.
• Students investigate and identify properties of fluids including density, viscosity, and buoyancy.
• Students classify samples of matter from everyday life as being elements, compounds, or mixtures.
• Students know the effects of waves on everyday life.
Human Growth & Development • Students know that, at all levels
of nature, living systems are found within other living systems, each with its own boundary and limits.
• Students know that body struc-tures are uniquely designed and adapted for their functions.
• Students understand the mechanisms of asexual and sexual reproduction and know the different genetic advantages and disadvantages of asexual and sexual reproduction.
• Students know that every cell contains a “blueprint” coded in DNA molecules that specifies how proteins are assembled to regulate cells.
Other Standards AddressedThis is by no means a comprehen-
sive listing of standards addressed, but you should now understand that these CareerPorts are content focused in addition to career focused.
For a more detailed list of stan-dards addressed by each title, log on to www.pitsco-network.com.
Curriculum and Teacher Education Manager Dana Cochran,
Standards online:
Visit www.pitsco-network.com
to access a detailed list of standards
addressed by each CareerPort title.
CPs hit Grades 9-12 science standards
So, how does this impact you as a current Synergistic Learning Systems teacher? You are in the midst of educat-ing students in topics that will ensure the national security and growth of the United States in the 21st century. You are also in the enviable position of having a lab of cutting-edge equipment utilized within a hands-on curriculum framework that has been proven effective since 1989.
Our goal when developing new curriculum titles is to introduce relevant material for students headed into the 21st century workplace. This is illustrated in Dana Co-chran’s article on page 5. Dana points out how the Syner-gistic Learning Systems K-12 curriculum offerings include hot topics such as biotechnology and nanotechnology.
If we go back to the 1958 NDEA, one of the most ben-eficial elements within the legislation was the pairing of science experts with classroom teachers. In essence, with Synergistic Learning Systems programs, this same part-nership is occurring in your classroom.
Extensive study and research go into the creation of our titles for use by your students. When combining your knowledge and experience with our carefully crafted curriculum, a powerful “synergy” is created in the class-room; thus, it fosters a learning environment that develops innovative thinkers.
Director of Education Matt Frankenbery, [email protected]
Innovation Continued from page 3
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CareerPorts
Customer Service
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Have you ever had a student work hard on a PowerPoint presenta-
tion with lots of wonderful pictures, sound, and maybe a video file, only to find out when the student submits it that an error message appears?
Well, one reason this happened was because we originally allowed only files that were 2 MB or smaller to be submitted. We have increased the maximum file size for submission to 4 MB.
This will be helpful, especially in the CareerPorts that involve the creation of pictures or videos using the digital camera. This increase in
file size allowance also gives you the opportunity to raise expectations for your students.
Urge them to use a number of multimedia elements in their work. Students can use pictures, clipart, videos, sound effects, and music. Such elements can enhance their work and their grades.
Remember that the ultimate goal is to prepare students for their future in college and the world of work.
CareerPorts Customer Service Representative Darris Lassiter,
Your students can submit larger files
Do you ever wonder what other teachers are doing in their labs? Now, you have the opportunity to find out. We have recently developed a Teacher Created
section on pitsco-network.com. Here, you can look at some of the documents other teachers have created for their classrooms. Whether they are daily assessments or study guides, you can print samples to adapt for your classroom. If you have an idea that works in your lab and you would like to share it, let us know.
Along those same lines, we have recently posted many new Discovery Day ideas and Special Activities on the Web site. Discovery Days and Special Activities are great activities to develop for a day in between a rotation or at the end of a semester. Both activities are easy to incorporate into Colleague for grading purposes. Most of these ideas come directly from teachers just like you. Instead of spending time reinvent-ing the wheel, let us help you out by providing some great activities that have worked for other teachers. All of the activities come complete with instructions and a list of materials needed to ensure its success in the classroom.
Another great feature that has been added to the Web site in the last few weeks is the Article Archive. Over the years many articles have been published in The Pitsco Network newsletter. Now, all of those articles can be found in the Article Archive. For several years we have archived entire newsletters, but now articles can be found archived by the year of publication and are sorted by system. All
articles link directly to the newsletter in which the article was published. Articles date back to September 1999.
If you have an idea that you would like to share, send it to us via e-mail at [email protected]. If your submis-sion is published in The Pitsco Network newsletter, you will receive a $50 gift certificate and a Teacher’s Rock! T-shirt.
Pitsco-Network Site Administrator Kristi Bettega, [email protected]
New Features Online Aim to Help in Planning Classroom Activities
Download: Check the Web regularly and find
resources and document updates avail-able for downloading. Simply log on to
www.pitsco-network.com Contact us if you are unable to log in.
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The Pitsco
NETWORK
An intentionally shaky simulation
We’ve all seen seismographs in earthquake movies, newspaper articles, or
magazine features, and that’s about as close as we’ll come to these complex and expensive pieces of equipment.
But this limitation did not deter Synergistic Curriculum Specialist Carol Hand and Pitsco Proprietary Product Development Manager Ron Moran from taking extra steps in order to give students a first-hand experience using a similar piece of equipment in the Natural Disasters Module (featured on page 15).
Hand and Moran collaborated on the research and development.
“In the Module, students learn about how earthquakes are generated by pressure build-up in Earth’s mantle and how we measure the vibration
caused by earth movements as this pressure is released,” Hand explained. “I wanted to give them a feel for how seismologists record these movements and how they use them to study and, to a limited extent, predict earthquakes.”
The simulator includes a top plate that simulates Earth’s crust mounted on a series of springs that represent the semi-molten mantle on which the tectonic plates move. Vibrations made by a student hitting the side of the plate with a mallet are recorded by a plate-mounted pen whose tip rests against rolled paper that is slowly pulled through the machine by another student.
“The design, in a very simple way, shows the way Earth’s vibration can be recorded,” Hand said. “These simula-tions are far from perfect, but they make the process come alive in a way that will never happen by look-ing at a seismogram or even watching
an on-screen animation.”Editor Tom Farmer,
Seismograph gives students a first-hand experienceat recording vibrations
Pitsco’s simulated seis-mograph, above, was created by Proprietary Product Development Manager Ron Moran, who designed the device in Autodesk Inventor, a 3-D modeling software (rendering shown at left).
Making progressin Paterson, N.J.
Students at Public School No. 2 (pictured) and six other schools in the Paterson, New Jersey school district were introduced to Synergistic Modules this school year. The labs were installed last summer. Louis Capozzi and Bev Piekema facilitate the lab at Public School No. 2.
The Pitsco
NETWORK
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P.O. Box 1708 Pittsburg, KS 66762
PRSRT STD US Postage
PAIDPRAdMar Corp
Synergistic Learning Systems
Synergistic Learning Systems will be represented at education shows and conferences across the coun-
try in the coming months. If you attend any of these events, stop by the Synergistic booth. Our representa-tives look forward to meeting you.
February7-10 – Texas Computer Education Association
(TCEA), Austin, Texas 8-10 – Hoosier Association of Science Teachers Inc.
(HASTI), Indianapolis, Indiana23-26 – American Assoc. of School Administrators
(AASA), San Diego, California
March13-14 – North Carolina Middle School Association
(NCMSA), Greensboro, N.C.17-19 – National Association of Secondary School
Principals (NASSP), Reno-Tahoe, Nevada23-24 – International Technology Educators
Association (ITEA), Baltimore, Maryland
April1-3 – Association for Supervision & Curriculum
Development (ASCD), Chicago, Illinois6-9 – National Science Teachers Association
(NSTA), Anaheim, California
Maskell Continued from page 2
A Standard ShiftAfter we entered standards-based territory, however,
the landscape dramatically changed. Our first venture into this new arena was life science. As you know, in the mid-1990s NCLB wasn’t even “on the table” as a serious option.
We recognized, however, that some national standards correlation was necessary. The National Science Teach-ers Association’s benchmarks for science literacy and the American Association for the Advancement of Science’s “Science for all Americans” initiative served as the guide-lines for our development.
At this juncture, Module titles and individual activi-ties were required to conform in detail to the established benchmarks. Concurrent with this entree into standard-ized curriculum was our intent to migrate the Module instructions to a digital platform. This transformation from videotapes and notebook-based instruction was the single most significant improvement applied to the system since its inception.
With the information presented via computer, we could harness the vast power of multimedia to create meaningful educational experiences for middle-level students. These experiences could then be crafted along any topic or curriculum focus.
Today, all Module titles, regardless of their content area, must adhere to stringent state and national standards. Through the process of development, we not only incor-porate these standards but also listen to teacher feedback mixed with our internal testing data to create a new gener-ation of Synergistic Modules. If you will, a new generation of Modules that your father would be proud to explore!
Teacher Education Specialist Mark Maskell, [email protected]
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