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

Tue May 14, 2019 10:55 PM in New AZ Standards
Hi Chris, I would use the Chemical Reactions SciPack as my source for what is important on that topic; especially the Science object from that SciPack titled, "Rates of Chemical Reactions." You can access it at: https://common.nsta.org/resource/?id=10.2505/7/SCB-CRX.3.1 At a minimum, the relationships between concentration, temperature, and pressure would need to be covered. I hope this ...

Tue May 14, 2019 10:37 PM in Life Cycle Lesson with managing behaviour.
Hi Nidia, Mealworms are easy to get and they are great for teaching life cycles.  Before long you have adult Darkling beetles, and you can show the larva (mealworm), pupa, and adult stages.  The children will love being able to observe these insects at different stages of development.  Using simple hand lenses and a document camera, students can observe the 6 legs on both the larval and adult ...

Tue May 14, 2019 10:16 PM in Elementary Water Cycle 5E Lesson Plan
Hi Adelyn, I don't know how your question got missed by so many of us in the community forums, but better late than never! A demonstration can always be a good way to begin the lesson (engage phase), but remember, the whole idea of the 5 Es is to provide opportunities for our students to interact with the content in a hands-on, minds-on manner.  So be sure your demo is one that will engage min...





Recent Reviews by Carolyn


Mon Sep 17, 2018 6:32 PM
5 ELA & Science: A Match Made in Heaven
If you are "biting at the bit" because your principal doesn't see any value in teaching science, this article will help him/her see how you can "kill two birds with one stone". Students conceptualize everyday phenomena and make their thinking visible while practicing English and language arts strategies. The author relies heavily on interactive notebooks where students practice their reading and writing as they engage in critical thinking skills, apply their learning to new situations, and connect prior knowledge to new phenomenal occurrences. The article is an outstanding example of how to document student thinking and understanding, too. When interactive notebooks are used throughout the school year, you have student-generated data at your fingertips to show students' continuing growth in reading, writing, and reasoning skills. What more could a principal ask for?


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.






Recent Public Collections by Carolyn


Citizen Science

7 Resources

Looking for ideas to give your students opportunities to collect real data that will help researchers and perhaps awaken a desire to help our planet survive and thrive? Here is a collection of resources from the Learning Center.



Citizen Scientists
Type: Journal Article
Grade:


Citizen Science: Testing the Water: World Watering Challenge
Type: Journal Article
Grade:


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: