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

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Carolyn

Recent Posts by Carolyn

Sat Jul 28, 2018 10:18 AM in Using Phenomena to Drive Student Learning
I am very excited to participate in the VC about Phenomena and Student Learning!  I enjoy using the Phenomena for NGSS website (https://www.ngssphenomena.com).  I know I will get some great ideas for teaching and learning science at today's virtual conference.

Tue Jul 17, 2018 8:22 AM in Interaction with Force, Mass, and Motion
Hi Elizabeth, I am wondering how you are doing and if you found the resources you needed to better grasp the concepts in your force and motion unit.  If you are still looking for some additional support, I highly recommend the Dr. Robertson "Stop Faking It" series.  His book on Force and Motion is excellent.  http://common.nsta.org/resource/?id=10.2505/9780873552097 (Nanette mentioned the s...

Mon Jul 16, 2018 1:03 PM in Science Guests
Hi Amra, At the beginning of each year when I taught middle school, i would have my parents at Open House fill out an index card sharing what they would about their work.  I would ask them to let me know whether they might be interested in coming in to share their career choices and their present roles in the workforce.  When I taught about DNA, I had my parent who was the head of the Crime La...





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


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:


Culture and Science Learning

25 Resources

Culturally responsive teaching (CRT) acknowledges students' heritages and uses those cultural resources to empower all students to excel in the classroom. Teachers have a responsibility to create a classroom culture of acceptance, collaboration,inclusion, and cultural sensitivity. In culturally relevant teaching (also CRT), students are empowered by using cultural referents to increase content knowledge and impart scientific dispositions as denoted by the NGSS science and engineering practices. This is a collection of resources that mesh culture and science learning.



A Cultural Classroom Library
Type: Journal Article
Grade:


What Does Culture Have To Do With Teaching Science?
Type: Journal Article
Grade: