Assignment # 2: Database Reflection

First, I would like to begin by saying the database presentation given during class was quite brilliant and kept me engaged the entire time.  I did not think creating a question to pose for searching the database would be quite so intense, however once I decided on a question searching the database Weather Underground for information to use for further analysis was fairly a fun task.  I can foresee myself using databases in the classroom for many different science activities, especially those involving weather.  The database activity I decided to present for our main activity allows students to develop a sense of what correlation is and how things can be either positive or negative in correlation.  This allows them to develop causal reasoning and begin to see how many organisms or systems in the natural world are interrelated.  I also know that many databases exist with regard to the identification of plants or seashells.  It would be a neat activity to have some specimens on display, and have students identify pertinent characteristics of the specimens and search a particular database to identify the species that the specimen represents.

The assignment given in class was excellent, but I will try my best to develop two higher order thinking skills questions that would alter the assignment for better use in a classroom environment.  My first question would be, that you could have students use the database regarding the census and allow them to collect information regarding the specific demographics of Texas.  Then you could allow them to synthesize information that they have collected to make inferences regarding the average demographics for where they live (South Texas) with regard to the entire state as a whole.  You could then talk about political decisions that affect our region and ask them to evaluate or make decisions about different issues.  Then you could ask the students how the census database helps makes their decisions or thoughts to be heard with regard to the entire state of Texas.  This allows students to get a better understanding of why the census is performed and how they can use it to learn about pertinent demographics of a region.

A second higher order thinking question I would develop with regard to the assignment would be to have students get into collaborative groups of four and compare two databases that may be linked with regard to a particular content discipline question.  For example, you could collect some annual data about average temperature from the Weather Underground database regarding a particular area of interest, and then collect data from the USGS database about annual water data.  You could take this annual data and try and make some inferences about how the data is related, for instance how are these two variables connected. The students could then even look up topographic maps to determine if the physical landscape or topographic features are involved in creating the climate of a certain region.  This allows students to investigate multiple databases in order to create inferences to explain the climate that is indicative of a certain region.  Students could collect data about two geographically distinct regions in the United States and use the process described above to engage in comparison contrast thinking and learn about different regions of the United States.

Here are my two reflections regarding the projects created by Mike Brown and Eric Pattengill.  Mike Brown's project used the database that was provided by the USGS to learn about aquifers and to search and locate water data resources.  I liked the question that he posed to students in the seventh grade, and I think it would be an appropriate introductory lesson to let them explore databases to search for answers to inquiries.  I also enjoyed how he made it meaningful to the students by allowing them to search which aquifer feeds the Corpus Christi area.  This creates a purpose for learning that connects the activity back to something that is personal, which would be where they live.  I would use the activity to explore the wealth of information that is contained within the USGS website, and then begin to build upon this knowledge with my class.  I would perform another activity using a different USGS database to create analytical questions that build on their prior knowledge and explore new and exciting topics in the science content area.

Eric Pattengill's Project used the NOAA research database to explore space weather activity, such as solar flares.  He used the database at the IPS Space Weather page located within the NOAA resources to create a solar flare cycle graph.  I think his idea was good and his project would be interesting to middle school students, they really think outer space is cool at that time period in their lives.  However, it is important to remember that the concept is very abstract in many ways to them.  An introduction to the lesson that would grasp the students attention, would be to show the Aurora Borealis and integrate a technology lesson where they try and find information about the phenomenon on their own.  Then solar flares could be introduced and they can learn about how this is connected with the Aurora Borealis.  The creation of the graph using the database at the IPS Space Weather page, would be a good way for them to develop a sense of how cycles occur in many scientific phenomena.  Once the activity was completed, I would make sure to tie everything back in and explain the reasoning behind what it all meant.  The graphs Eric created could scare many middle school students, and they might not be able to make the quantitative connection that the graph is trying to represent.  The project would be a good use of databases as mindtools that develop higher order thinking skills, but I think at a perhaps this lesson would work best at a tenth grade level.

In closure, here is a screenshot of the database that I used to create assignment # 1, it is called Weather Underground.  Here is the link to Assignment #1 that was created for the database activity.