{"id":58,"date":"2016-07-29T13:12:23","date_gmt":"2016-07-29T17:12:23","guid":{"rendered":"https:\/\/old.kenanfellows.org\/2017-lgibson\/?p=58"},"modified":"2016-07-30T14:16:09","modified_gmt":"2016-07-30T18:16:09","slug":"bringing-bayer-to-the-classroom","status":"publish","type":"post","link":"https:\/\/old.kenanfellows.org\/2017-lgibson\/2016\/07\/29\/bringing-bayer-to-the-classroom\/","title":{"rendered":"Bringing Bayer to the Classroom"},"content":{"rendered":"<p><span style=\"font-weight: 400\">Describe at least one way you can connect your summer internship experience to your classroom curriculum. \u00a0Also, share and respond to at least three posts.<\/span><\/p>\n<p>As a curriculum coordinator, I cannot wait to connect every grade level to what I have learned at Bayer. I am hoping to not only have guest speakers, video conferences, and excursions, but to have content from Bayer in all subject areas. Here are just a few ideas below:<\/p>\n<ul>\n<li>Making Science Make Sense (MSMS) &#8212; share the resource with staff<\/li>\n<li>Strengths Finder &amp; Shape Communications &#8212; discuss with staff to better understand each other, and my own leadership challenge<\/li>\n<li>Next Gen Ag &#8212; find ways to connect this simulation to elementary, so that students can experience the challenges and big decisions that farmers have to face<\/li>\n<li>1 million hands-on science learning by 2020 &#8212; continue to report out for them to add experiences to reach their goal<\/li>\n<li>Industry overview &#8212; share the information from this ppt\u00a0with students to use real world data in their math instead of fictional numbers<\/li>\n<li>R&amp;D &#8212; take students through the research and development process by simulating with different classrooms providing information to get it to the final product<\/li>\n<li>Entomology &#8212; bring stinkbugs into the classroom with life cycles and designing bug habitats<\/li>\n<li>Plant Genome Engineering &#8212; explore parts of a seed and growing them up, then &#8220;inserting DNA&#8221; for them to understand the transformation process<\/li>\n<li>Genetic Engineering &#8212; have students design a plant that has positive attributes from several different plants<\/li>\n<li>Trait Analysis &#8212; testing the DNA of different plants (strawberry &#8211; MSMS)<\/li>\n<li>AgVocate &#8212; attend the 5 hour course and share PD with staff to raise awareness for agricultural literacy<\/li>\n<li>Top Crop &#8212; national geographic game to have students plan out a farm in different locations around the world<\/li>\n<li>Career Day &#8212; look at the careers associated with agriculture and STEM fields<\/li>\n<li>Engineering Design Challenges &#8212; have students strive to solve the grand challenges from an agricultural perspective. Look at future trends, and recent trends that are challenging agriculture<\/li>\n<li>Infographics &#8212; have students create posters in art class using technology to share information they learn for a cause. Create posters for our classrooms.<\/li>\n<li>Soil sample &#8212; have students have our soil assessed and determine where the most nutritious soil is.<\/li>\n<li>Farm Planning &#8212; map, plan, plant, and see the economics of farming to feed an average family<\/li>\n<li>Social Issues &#8212; have students research and approach the GMO debate<\/li>\n<li>Research Source Assessment &#8212; as students research, have them consider the validity of the source and what the author&#8217;s purpose is<\/li>\n<li>Green house planning &#8212; let students plan and budget for a green house on campus. How could we cut costs using recyclable materials?<\/li>\n<li>Beneficial Pests &#8212; discuss the importance of bugs to ecosystems, not all bugs are bad.<\/li>\n<li>Argus technology sensors &#8212; the data collection and science of green house environments<\/li>\n<li>&#8220;Sunlight&#8221; for plants &#8212; have students test out different types of lighting to determine if they could use other lights in greenhouses, and what the costs would be<\/li>\n<li>Bugs in Our Backyard &#8212; go on a bug hunt and see what type of biodiversity we can find<\/li>\n<li>Scout Sheets &#8212; have students complete a scout sheet assessment of the class&#8217;s plant growth<\/li>\n<li>Bug identification &#8212; have students design an app or website to help people identify bugs and learn what benefits they offer<\/li>\n<li>Weather station &#8212; learn about the weather and how it affects plant growth, track the weather and plant growth to see the relationship (too much\/little water, sunlight, high\/low temperature)<\/li>\n<li>Plant Helpers &#8212; have students run different tests to find the perfect environment for different plants and share it with parents. Put information on stakes out in our school garden.<\/li>\n<li>Seed Library &#8212; have students bring in different seeds that they see in nature, or have in their kitchen to create a school seed library. Have them compare the different kinds and their appearances and how they are spread.<\/li>\n<li>Data Analysis &#8212; have students look at data collected from seed counts, compare the count with the weight and size of different seeds.<\/li>\n<li>Process Engineering &#8212; find more efficient ways to complete tasks, have students go through the experience and see how they could make it take less time and cost less<\/li>\n<li>Chemistry &#8212; photosynthesis, chemistry of different pesticides, herbicides, and fungicides. Look at the chemicals in our foods. How do we add more nitrogen to the soil? Greenhouse gases and effects.<\/li>\n<li>5th graders blog &#8212; have students create blog posts about different experiences going on in our school. Teach them about social media and social responsibility.<\/li>\n<li>Conn First News &#8212; allow them the chance to do &#8220;man on the street&#8221; interviews at parent nights to highlight the great things going on at our school<\/li>\n<li>Fooducate &#8212; have students keep a food journal for a week, then go through &#8220;what we eat in America&#8221; to look at the ingredients and the quality of what we eat.<\/li>\n<li>Product Safety &#8212; have students pitch a &#8220;product&#8221; to go through safety testing and protocols, connect with EPA regulations<\/li>\n<li>Insect Strength &#8212; observe different types of insects and compare the strength of insects in relationship to their size<\/li>\n<li>Life Cycles &#8212; look at the needs of insects, their benefits, and compare their life cycles<\/li>\n<li>Ecosystems &#8212; create a habitat for different insects<\/li>\n<li>Bee Center (look for another post on this specifically)<\/li>\n<\/ul>\n<p>So many ideas and so many options!\u00a0Where to begin!<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Describe at least one way you can connect your summer internship experience to your classroom curriculum. \u00a0Also, share and respond to at least three posts. As a curriculum coordinator, I cannot wait to connect every grade level to what I<\/p>\n","protected":false},"author":467,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1],"tags":[],"class_list":["post-58","post","type-post","status-publish","format-standard","hentry","category-uncategorized"],"_links":{"self":[{"href":"https:\/\/old.kenanfellows.org\/2017-lgibson\/wp-json\/wp\/v2\/posts\/58","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/old.kenanfellows.org\/2017-lgibson\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/old.kenanfellows.org\/2017-lgibson\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/old.kenanfellows.org\/2017-lgibson\/wp-json\/wp\/v2\/users\/467"}],"replies":[{"embeddable":true,"href":"https:\/\/old.kenanfellows.org\/2017-lgibson\/wp-json\/wp\/v2\/comments?post=58"}],"version-history":[{"count":1,"href":"https:\/\/old.kenanfellows.org\/2017-lgibson\/wp-json\/wp\/v2\/posts\/58\/revisions"}],"predecessor-version":[{"id":59,"href":"https:\/\/old.kenanfellows.org\/2017-lgibson\/wp-json\/wp\/v2\/posts\/58\/revisions\/59"}],"wp:attachment":[{"href":"https:\/\/old.kenanfellows.org\/2017-lgibson\/wp-json\/wp\/v2\/media?parent=58"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/old.kenanfellows.org\/2017-lgibson\/wp-json\/wp\/v2\/categories?post=58"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/old.kenanfellows.org\/2017-lgibson\/wp-json\/wp\/v2\/tags?post=58"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}