Carolyn Mohr

I enjoy traveling to new places, hiking to new heights, and learning new things that I can share. Besides being a field trip instructor at the Chicago Botanic Garden, I teach science methods and education courses at Southern Illinois University/Carbondale and Dominican University/River Forest. I am also a Senior Online Advisor and Web Seminar Moderator for the NSTA.

Location

IL

Affiliation

Chicago Botanic Garden, Southern Illinois University/Carbondale & Dominican University

Social Media
IM Screen Name
Carolyn

Recent Posts by Carolyn

Thu Nov 08, 2018 6:39 PM in How to get kids hooked on Science
Hi Brooke, Did you mean this book chapter accessible at: https://common.nsta.org/resource/?id=10.2505/9781933531427.9 Thank you, Carolyn

Thu Oct 18, 2018 8:51 PM in How to get kids hooked on Science
Hi Katie, I teach science methods and my students have been learning about discrepant events as a way to get students hooked on science. I am going to have some of them, post to your question with their Discrepant Event ideas that they came up with for their first lesson plan with my class.   Good luck with your science teaching and learning! Best, Carolyn

Mon Sep 17, 2018 6:54 PM in What do you mean I can't teach science?
I probably should have come up with a different title, but I want to get your attentions.  One of the biggest obstacles my elementary teachers complain to me about is that they aren't allowed to teach science because it will take time away from the subjects that are "more important" or part of state testing - like math and ELA.  I always tell them that they need to find ways to make science the "...





Recent Reviews by Carolyn


Sat Jan 13, 2018 8:59 AM
5 MORE: Scaffolding Model-making & Reflecting
Whether one uses the well established 5 E learning and teaching model (Engage, Explore, Explain, Extend, Evaluate), MORE, or some other inquiry structure to frame lessons, best practices (like accessing prior knowledge, uncovering misconceptions, checking for understanding, etc.) should be strategically included. The Model-Observe-Reflect-Explain (MORE) thinking frame does just that for students needing practice in modeling and reflecting. If your students need to practice the skills of conceptualizing through making models and reflecting, MORE is a good learning framework to incorporate. The authors include a grading rubric that compares students’ initial and refined models.


Sat Jan 13, 2018 8:18 AM
5 Practicing Scaffolding to Do Science
Discover how instructors at an Academy designed an environmental course for undergraduates that introduced the nature of science and the scientific method as a way to consider and solve real world problems through observation, hypothesizing, data collection and analysis. The students gained an understanding of how scientists do science by becoming scientists, too. The article shows how the instructors used scaffolding of lessons (both in-class and out-of-class assignments) to prepare students for their projects. One of the hooks for engaging students was the use of Myth Busters program segments. Whether you are teaching elementary, middle, or high school students, this article has great ideas for how to scaffold learning, involve students in phenomena of every day life, help them to distinguish between good and bad science, and practice those processes that research scientists, engineers, ornithologists, environmentalists, etc., engage in each day.


Mon Oct 16, 2017 1:49 AM
5 Children's Reality & Reality of Nature: The Same?
Have you encountered a preschool where children are outdoors daily, year-around, experiencing firsthand the many phenomena in nature? The Chicago Botanic Garden in Glencoe, Illinois, where a preschool is in its second year of operation, is such a place. Here, like the Arnold Arboretum in Boston, the children are outdoors all of the time observing, digging, gathering, exploring, etc. This article was of particular interest to me as it provides an informal science learning environment template for educators and parents of preschoolers unable to attend a preschool like the one described in the article or like the one in Illinois. It shows how to organize outdoor experiences in order to challenge children’s misconceptions about the needs of plants. The authors mention some common misconceptions of preschoolers - such as trees and grass are not plants or sunlight is only helpful because it keeps a plant warm (p.57). Besides creating activities and science experiences to lay the foundation for learning about phenomena in kindergarten, the article shares ways preschoolers can make meaningful observations, collect data, and confront their own misconceptions about what they are experiencing outside. A sunlight data sheet is included.






Recent Public Collections by Carolyn


Vocabulary Building and Reading-To-Learn Strategies

17 Resources

Several Learning Center articles provide strategies for helping students learn and understand vocabulary terms important to science concepts/content. Here is a collection highlighting several ideas.



Picture-Perfect-and-Common-Core.pdf
Type: User uploaded resource



Teaching Science to English-as-Second-Language Learners
Type: Journal Article
Grade:


SEPs (Science and Engineering Practices) Elementary

5 Resources

Discover ways to integrate SEPs into elementary science lessons with the articles and other resources in this collection.



Engineering Encounters: Building a Spaghetti Structure
Type: Journal Article
Grade:


Engineering Encounters: An Engineering Design Process for Early Childhood
Type: Journal Article
Grade:


Engineering Design Middle and High School

57 Resources

This collection contains items helpful to middle and high school teachers looking for ways to incorporate engineering design challenges into their curriculum.



Nick Goepper & The Physics of Slopestyle Skiing: Inquiry Guide for for Hands-on Investigation
Type: Lesson Plan
Grade:


Injury & Recovery Integration Guide
Type: Lesson Plan
Grade: