Minerals: A Unifying Theme for Earth Science Institute for Middle and High School Teachers

1. Minerals: A Unifying Theme for Earth Science Institute for Middle and High School Teachers by Nathalie Brandes Allison Hein Theodore Bornhorst Francis Otuonye

2. Teachers Earth Science Institutefor Middle and High School Teachers Funded by the National Science Foundation

3. Goal Enhance content knowledge and pedagogical skills of middle and high school science teachers through inquiry-based activities that integrate concepts in mathematics, physics and chemistry with economics, history and social sciences

4. Theme • Use minerals and mining as a vehicle to enhance the learning and teaching of science in middle and high schools • Learning and teaching in the local environment

5. Objectives • Provide inquiry-based active learning environment for members of scientist/teacher teams by hands-on field experiences and laboratory work • Increase ability of teachers to discover and apply scientific knowledge and reasoning to real world situations

6. Objectives • Equip teachers with skills and materials to discover the world about them and to integrate skills into classroom practice and adoption by students • Demonstrate through hands on experience how to integrate science disciplines with other academic domains such as economics, history and social sciences

7. Strategic Teacher Commitments • Attend institute sessions for three weeks in summer and two weeks the following summer • Permit school visitations during the academic year • Maintain a journal of experiences resulting from institute attendance and participation • Develop and implement classroom plans and activities that incorporate materials from the institute

8. Strategic Teacher Commitments • Share experiences and materials with colleagues • Serve as role models and mentors to new science teachers • Participate in institute assessment and academic year workshops • Become a resource to schools, districts and professional organizations

9. Collaborations • Red metal Minerals • Cleveland Cliffs Empire Mine • White Pine Copper Refinery • Peninsula Copper Industries • Superior Sand and Gravel • Keweenaw Gem and Gifts • Society for Mining, Metallurgy and Exploration • Homestake Mining Company, Lead, SD

10. Teacher Benefits • Inquiry-based field experiences and laboratory sessions led by scientists and researchers • Classroom materials, model lesson plans, manuals, workbooks, mineral kits and other take-home materials related to mineral exploration, mining, mineral recovery and use, and environmental stewardships • Formal professional development sessions in assessment and leadership

11. Teacher Benefits • Graduate certification credits (up to 6 semester credits) • Stipends of $60 per day ($300 per week) • Free room and board • Round-trip transportation reimbursement • Hard hats, hearing protection, safety glasses and steel toe boots

12. Demographic Data of Teachers • During the grant, 115 teachers attended the first year of the Teachers Earth Science Institute • 108 of these teachers returned the following summer • 47 male and 68 female teachers participated • 107 from public schools and eight from private schools • 67 taught at high school level, 39 at middle school, 5 taught middle/high, 3 elementary/middle, and 1 elementary • Participants represent 34 states from Alaska to Hawaii • Years of teaching experience ranged from 1 to 31

13. Activities • Mineral Exploration • Mining • Mineral Processing • Environmental Protection • Culminating Activity

14. Mineral Exploration • Geology and geologic formations • Mineral formation • Mineral identification • Field trips to geologic and mineral formations

15. Mining • Estimation of mineral reserves • Mining techniques • Field trips to surface and underground mining operations • Drilling and blasting • Mucking and rock support • Mineral hunt

16. Mineral Processing • Mineral processing techniques • Crushing and grinding • Concentration (gravity separation, magnetic separation, flotation, etc) • Field trips to mineral processing plants and refineries

17. Environmental Protection • Reclamation • Remediation • Recycling

18. Culminating Activity • Inquiry-based integrative research on opening a mine • Feasibility studies • Data acquisition • Data analyses • Interpretation • Report and presentation

19. Components of Each Activity • Build teachers’ understanding to explore connections and relationships • Provide field and laboratory experiences with scientists and researchers that provide connections to real world applications • Guide teachers in active and extended scientific inquiry that promote higher order thinking skills • Integrate math and science inquiry teaching resources that model exemplary curriculum and instructional models

20. Components of Each Activity • Provide opportunities for scientific discussion • Integrate instructional technology with real world connections • Provide instructional materials that are easy to obtain, transport and implement in classroom • Continuous monitoring of achievement that engage teachers in communication of scientific and mathematical information

21. Documented Outcomes • Classroom change and refinement in instructional approach to science • Curricula change include topics and courses not previously offered • Collection of learning activities using mining as a vehicle for teaching required topics • Cadre of teacher leaders who can provide professional development to other teachers

22. Documented Outcomes • University faculty who have adapted their teaching to include more focus on inquiry and can provide more assistance to K-12 educators • Cadre of 115 teachers who will continue to seek field-based research experience programs that will enhance their teaching • Increase in the number of teachers who are pursuing advanced degrees in science education

23. Summary* • TESI is an excellent example of teaching and learning in the local environment • Past participants are using their knowledge from the institute in ways that capitalize on local resources and geography • All phases of TESI are important to the classroom application, especially the final integrative project * From report of external evaluators (Julie Stafford and Billie Sparks)

24. Summary* • Immersing teachers in research and learning with scientists and engineers is an outstanding way for teachers to learn science and the processes scientists use in their work • Both summers are important to successful classroom application • Teacher recognition of the ways to relate scientific learning to real world issues is enhanced as evidenced in the classroom tasks the teachers designed for their students

25. Lessons Learned • Immersion-type professional development activity through research experiences has staying power • Concepts are solidified, experiences are enriched, and retention enhanced by spanning the professional development activities over a period of two summers • TESI built a learning community of teachers who have developed personal and professional relationships • Poster sessions enhanced confidence to share experiences through presentations at national, regional and local meetings and conferences