CASE AFNR Days 5, 6, & 7: Lions & Tigers & Elodea! Oh my!

Well, maybe there weren't any lions or tigers at the AFNR CASE institute over the past few days, but there was plenty to learn about animals and plants alike!

As we reached the midpoint of the institute, we dove into many scientific applications of plant & animal science through various hands-on experiments. Here are a few photos of what we have been investigating over the past few days.

Each group created a poster to explain the flora (plants), fauna (animals),  location,  and major characteristics of any biome within the United States.  Where do you think a grassland would be located? What biome do you live in? 

The name of this experiment was "Passing Gas."   If that doesn't catch your students' attention, I don't know what else will!  Utilizing lots of Elodea and a few snails, we set up an experiment to measure the pH and dissolved oxygen levels.  Which organism would lower the pH of the water? The dissolved oxygen level?  Justify your hypothesis using the formula for photosynthesis and respiration.  The results are quite gaseous!

What happens to the rate of photosynthesis in a plant that hasn't seen sunlight in a week? Utilizing some boiling isopropyl alcohol to boil a few plant leaves and adding Lugol's solution, we found out quickly!  

And last, but not least, build-a-bloom! How many times have you had students label a diagram on a piece of paper? This activity allows students to be creative and build their own flower model utilizing a few crafty items then labeling the 3-D model.  Can you recognize any of the parts of a flower? Is this flower complete or incomplete? Your students could answer these questions after building their own flower.

The 10-day institute is quickly winding down with more and more homework assignments being completed and checked each day.  In order to receive their CASE certification, teachers participating in the workshop must complete a portfolio of assignments that are checked by the lead teachers.  These assignments will serve as samples of work to students during the first year of instruction for the AFNR curriculum.  

Each day, more collaboration, energy, and enthusiasm is evident between participants talking about extension activities, modifications, and how CASE will look in their classroom this fall.  It is hard to believe how quickly this time has gone and how the institute has created such a positive momentum for Agricultural Science Education and challenged everyone to expand their repertoire of tools for the classroom!

Stay tuned for the final installments of CASE AFNR 2013!

~DJR

CASE AFNR Day 4: Earth, Wind, & Fire! (And Water!)

Ok, maybe not so much on the Wind & Fire, but today's CASE AFNR curriculum focused on several environmental issues dealing with water and soil conservation.  Today was the perfect day for hands-on learning at its finest!

This activity aimed to replicate the effects of
rainfall on soil.  After 3 "rainstorms, we
evaluated our streambed for damage.

In the morning session, I explored the world of water and soil with my fearless lab partners Mackenzie and Greg while rotating through 7 lab experiment stations.  We explored topics of porosity, erosion, and soil classification all while learning from each other.  We walked away from many labs with dirty hands but a sense of accomplishment knowing that these lab experiences will increase the rigor and relevance of our classroom instruction.

Water, water, everywhere...but not a drop to drink.  The afternoon session was all about water and exploring the numerous tests that can be performed on a sample of water.  We tested out Labquest equipment that could measure the temperature, pH, turbidity, dissolved oxygen, and total dissolved solids of any liquid sample.  With some patience and a bit of instruction interpretation, we maneuvered through the exercises learning more about a sample of water than we thought was possible!

We also investigated
the effects of topography on
runoff utilizing this plastic
model.

Taking a step back and reflecting upon the rigor of this lab exercise, I quickly realized that I hadn't encountered much of this equipment until upper-level college courses (or even at all during my college education).  How awesome will it be that Freshmen students in high school will be exposed to this highly-technical equipment before they even graduate?  The power of this science-based agriculture curriculum will set up my students for success as they enter post-secondary education or the workforce.

The day concluded with the participants working through the task of creating their own lab procedure (an excellent inquiry-based activity that stretches students to synthesize a procedure from their past lab experiences and evaluate the validity of their experimental design).  Although a tough challenge to end the day, all lab groups worked efficiently to complete the inquiry-based activity!

Stay tuned for Friday's adventures before a well-deserved weekend break!

~DJR

CASE AFNR Days 2 & 3: And the Science Begins!

A DNA sequence after successful
replication.

After diving right into our homework on Monday night, we knew that Tuesday and Wednesday would be filled with many activities and projects in the laboratory (the portion of the CASE experience that I had been long-anticipating).  During my student-teaching experience, I incorporated hands-on lab sessions, but none as meaningful as the experiments that we were going to conduct.

Here, I am practicing the proper
technique to weight out a substance
on a digital balance.

The day kicked off with laying a foundation in laboratory safety by incorporating a lab equipment 'scavenger hunt' in which participants were given a description of a piece of equipment, then asked to locate it within the lab and then explain the purpose of that item to the class.  Basics of measurement were also introduced via an excellent activity that allowed participants to practice measuring length, mass, volume, and density all within the same lab.

The strawberry DNA slowly
rises to the top off the
separating solution.

Today's session was packed with agriculture science experiments that creatively wove elements of Chemistry & Biology into many aspects of the tasks.  Cells, DNA, and dichotomous keys were the hot topics of the day as the lead teachers did an excellent job of putting new twists on routine Ag. Science lessons.  Utilizing models, new software programs, and some strawberries, participants excitedly participated in this series of experiments.  The energy in the room was contagious and many teachers walked away with many new ideas from collaborating with their lab partners on how they can tweak lessons and improve their other non-CASE courses with the information learned today.

Alex Barzydlo working hard to gather
DNA extracted from a strawberry.

With another exciting day of learning slated for tomorrow, I continue to preview for tomorrow's experiments that focus on Environmental Science.

Don't forget to follow the action in real-time by following #PSUCASE13 on Twitter!





~DJR

Thanks to K. Weinberger for photographs used in this blog entry!

Making the CASE for Agriculture Education

Today begins a new adventure about taking Agriculture Education to the next level.  For the next 10 days, I will be participating in the Curriculum for Agricultural Science Education (CASE) Institute to become certified the "Introduction to Agriculture, Food, and Natural Resources (AFNR) curriculum.  There are 21 Agriculture Educators from 7 states participating in this CASE institute that is being hosted by Penn State University and Cumberland Valley High School.

CASE is a one-of-a-kind curriculum that shifts the classroom towards student-based learning and inquiry-based instruction where students apply critical thinking skills and problem-solving each and every day in the classroom.  Students are challenged to take control of their learning and become an active member of the learning community.  For many agriculture programs, this curriculum is implemented to increase the rigor and relevance of agricultural science while preparing students for diverse careers in the field of technical agriculture.

Throughout the course of the institute, attendees are given the opportunity to experience the 150+ days of curriculum as a 'student.'  With 8 hours of instruction during the day and homework assignments at night, the institute challenges attendees to become familiar with the numerous activities, problems, and projects around which the curriculum is based.

For more information about the CASE Curriculum and other institutes being offered, visit www.case4learning.org.

To "follow" the action at the PSU/Cumberland Valley CASE Institute, follow the hashtag #PSUCASE13 on Twitter.

More entries to follow! Stay tuned!

~D

E-Portfolios: The Next Frontier

Throughout the job search process, an applicant learns of many ways to demonstrate their competancy, passion, and desire to become an educator.  In my preparation for upcoming interviews, I decided to take the plunge and dive into the world of E-Portfolios.  But where to start?

Since I had little familiarity with creating a web site, I decided to search for a portfolio-hosting site and happened upon Portfoliogen.  After signing up for a free account, I was off and running!

Much to my surprise, creating this porfolio was a very enjoyable experience on many levels.  First, I was able to reflect upon my educational journey that began in my first education course several years ago.  When looking for documents to upload, I happened upon my first "Philosophy of Education" that I had written in 2009.  After comparing this early edition to my final statement of philosophy that I finished revising at the conclusion of my student teaching, it was evident to me that I had grown as an individual and educator.  The experience of student teaching had allowed me to create a new perspective on how a classroom really works and how to motivate students to succeed.  I find it very beneficial to look back on where I have started in my educational journey and where I am at this point in my educational career.  I would be very interested to see how my philosophy changes after 5, 10, 30+ years of teaching...

Secondly, I enjoyed the opportunity to learn how to portray my image as an educator on another platform (i.e. the world wide web).  It is fairly simple to collect paper documents and organize them neatly into a binder.  However, organizing one's accomplishments, philosophy, and photo documentation on a web platform is a task that takes practice.  It was a new adventure that I feel will allow me to gain more confidence in maintaining a class website, FFA web page, or a business website.

Over the past few days, I've been finalizing my E-Portfolio and I'm happy to announce it's completion (for now).  Kudos to Portfoliogen for creating such a user-friendly platform to be used by educators to assemble a professional portfolio! 

Please feel free to visit my E-Portfolio at www.portfoliogen.com/romberger_darla.

~DJR

Field Trip Frenzy--Wind Mill Farm Visit

Agriculture Education has a unique 'hands-on' approach that draws many students to enroll in Agriculture classes.  However, sometimes learning goes beyond the 4 classroom walls and is extended to working businesses, farms, or industry-locations.  This past Friday, I had the pleasure (while serving as Schuylkill County Dairy Princess) to assist at Wind Mill Farm in Pine Grove as 30+ students enrolled in Agriculture Education at Pine Grove H.S. toured the 400-head Brown Swiss herd.

"Ronnie" Daubert demonstrates to a student how
to attach the milking unit to the cow's udder. Several
students took advantage of the opportunity to milk
a cow at Wind Mill Farm. 

Field trips allow students to make a connection between content learned in the classroom and real-life agriculture applications.  Students saw first-hand how cows are milked and even got a chance to try their own hand at milking under the guidance of some experienced farm owners.  This experience alone allowed students to 'learn by doing' and practice some of the skills they had discussed during the Dairy Science unit within their Animal Science course.

Another benefit of field trips is seeing possible agriculture occupations.  In the case of this visit to Wind Mill Farm, students heard how the Daubert family works with nutritionists, equipment salesmen, FSA employees, agriculture engineers, and many more individuals.  There are hundreds of occupations in agriculture that directly support production agriculturists.  Students heard about the value of some of these occupations to pique their interests and direct their future educational decisions.

Finally, this field trip allowed several generations of agriculture enthusiasts to interact and realize the importance of community connections.  Pine Grove Agriculture Education students have been visiting Wind Mill Farm for several years thanks to the support of the Daubert family.  Community members realize the value of having Agriculture Education in public high schools and readily offer support to the program to create valuable experiences for its students.  Many students said they had often driven by dairy farms, but had never seen the inner workings of the farm.  This field trip opened up lines of communication between the students and the farm family which otherwise would not have occurred if not for this field trip.  Agriculture Education is all about partnerships and creating opportunities for students to realize their potential.

Stay tuned for more entries about the power of Agriculture Education!

~DJR

Banquet Bonanza: Tri-Valley Style

At the conclusion of each school year, many FFA chapters host a Parent/Member Banquet to celebrate the accomplishments of the members and chapter.  The National FFA Organization (formerly known as the Future Farmers of America) is one segment of an Agriculture Education program.  There are currently over 540,000 FFA members nationwide in over 7, 500 Agriculture Education programs.

On May 3, I had the pleasure of attending my high school chapter’s banquet.  Tri-Valley FFA hosted its 63^rd Annual Banquet with over 170 members, parents, and community members in attendance.  I always enjoy attending this banquet since my father was a member of this chapter in addition to my sister.  It was a great feeling to attend and see the next generation of leaders run the banquet program with such confidence and authority. 

The banquet began with the meal and door prize giveaway—a much anticipated tradition at this banquet.  The 2012-2013 Officer Team kicked off the awards portion of the banquet with the much-anticipated Opening Ceremonies.  It was so awesome to see the sense of pride and admiration of these officers as they recited their part much like many members of the audience had done years before.  This is the power of tradition that was evident throughout the banquet.

There were many highlights that followed—29 students receiving their Discovery Degree, 7 Seniors being honored for receiving their Keystone Degree, 3 Honorary Members being recognized for supporting the chapter, and my sister being recognized for being the 7^th person from Tri-Valley FFA to receive their American Degree.  Since I received my American Degree last year, we are the first (and only) sibling pair from Tri-Valley FFA to hold their American Degrees at this point in time.

As the banquet came to a close, I felt thankful to have been involved in Agriculture Education during my time as a high school student.  Even though Tri-Valley is a small school district, the Agriculture program has always had unanimous support from the administration and community members alike.  Agriculture Education provides numerous opportunities for students to succeed and prepare themselves for post-secondary education or employment after high school graduation.  Here’s to the next 63 years of successful Agriculture Education at Tri-Valley High School!

Be sure to follow Tri-Valley FFA on Twitter @TriValleyFFA to learn more about the great things going on within this chapter.

 

~DJR

The National FFA Organization is a national youth organization of 557,318 student members as part of 7,498 local FFA chapters in all 50 states, Puerto Rico and the Virgin Islands. The FFA mission is to make a positive difference in the lives of students by developing their potential for premier leadership, personal growth and career success through agricultural education. The National FFA Organization operates under a federal charter granted by the 81st United States Congress and it is an integral part of public instruction in agriculture. The U.S. Department of Education provides leadership and helps set direction for FFA as a service to state and local agricultural education programs. For more, visit the National FFA Organization online at www.FFA.org, on Facebook, Twitter and the official National FFA Organization blog.