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| The city environment can attract students | No. 3 |
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| How can we increase
the number of students who want to become mathematics and science teachers and, at the
same time, improve the quality of their preparation? Answering this question is the focus
of a wide range of activities of the NYCETP. Faculty at all of the collaborating
institutions, Brooklyn College, City College, College of Staten Island, Hunter College,
Lehman College, and New York University are restructuring courses in mathematics, the
sciences and education. New courses and programs are being developed. Public school teachers are working with college faculty, both to improve college courses and to develop better school-based experiences for prospective science and math teachers. Attracting students It may be hard to see how the New York environment can attract students to math, science, or technology as areas of study. For many, the urban environment is best ignored or, when that is not possible, tolerated. Such attitudes mean that we neither focus on our surroundings nor make them the subject o inquiry. |
Since cities, and
all it takes to make them function, are the quintessential products of technology, to
ignore them is to ignore some of the most fruitful opportunities to apply mathematics and
science. The careful study of urban environments can reconnect us with the city we live
in, and kindle an interest in the disciplines through which we come to understand it. One of the emphases of the NYCETP is to support curricula that include inquiry into urban phenomena. The article on the Fresh Kills Landfill suggests how the problem of waste disposal can become the focus of study. By examining what we throw away each day, we can see how many recyclable things are added to the garbage stream, things that need not end up in landfills. Such studies become the basis for recycling projects. Role of museums |
INSIDEIdeas How you can tap the rich resources of Greater New York Page 2 Mathematics/Science Fresh Kills landfill is 50 years old next year Page 3 Hunter College A 500-acre Take a trip around Shoes, spoons and |
| Resource Guide | Ideas | |||||
| Greater NY offers rich resources | ||||||
| A treasure trove The city is a fabulous source of riches for those seeking to expand their understanding of many aspects of life. Where else can one experience the diversity of people and places, of language, culture, food, music, museums, architecture and natural settings? Nevertheless, a teacher must find the appropriate environment to support and enlarge on the curriculum that is taught. One aim of this newsletter is to accumulate information to help the beginning teacher, or those teaching them, to make full use of the special features of the city to teach mathematics, science and technology. The following summaries of some field trips used by partners in the |
Collaborative reflect some of the
possibilities. This is a small example of the type of sharing that can take place as a
result of the project. The Collaborative will provide a context for sharing not only these brief ideas, but for the more substantial curriculum materials which have to be developed to make the field trips relevant and successful. Field
trips within the curriculum |
Museum in Brooklyn. Or
they might visit institutions designed primarily for children, such as the Staten Island
Institute of Arts and Sciences. College field trips differ from school trips in that college students can be expected to get to a site independently or in groups outside of class time. They can be required to go as individuals, or sign up in groups. The students will need some instructions in writing on what to look for. A teacher who takes the entire class on a trip gets the benefits of camaraderie and the possibility of focussing spontaneous discussion on the spot. Finding the time |
of class schedules. Sometimes a
trip can be made on a day the college is closed, although allowance must be made for
students' other obligations and religious persuasions. Classes may be able to switch their hours to make a longer block of time available. Field trips can also be scheduled on those days when schools are closed but the colleges are not; for example, President's week. Even if scheduling is a major problem, a brief local field trip can give prospective teachers an idea of the potential for learning outside the classroom. Such local trips could include examining the architecture of a college building, seeking out local flora or fauna, or visiting a nearby natural feature. |
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| Resource Guide | Mathematics/Science | |
| Fresh Kills Mindfill | ||
Opened in 1948, next year will mark the Fresh Kills Landfill's fiftieth year in operation. While the Landfill has a projected life span of another 20 years, it is slated to close in three years. Located on Staten Island's western shore, it is one of the world's largest and most sophisticated waste disposal sites. Owned and operated by the New York City Department of Sanitation (DoS), the Landfill serves the people of all five boroughs. It is about five times the size of LaGuardia Airport and, at present, receives close to eight billion pounds of waste, mostly from households, each year. Close to 600 employees work full time to process over 13,000 tons of refuse daily. Exploration of the Landfill offers students unlimited possibilities to encounter mathematical problem solving and to use skills of scientific inquiry. The DoS makes available to the educational community |
- Contrary to popular perception, garbage has not been dumped in the ocean since the federal ban took effect in 1934. - Currently, 62% of US municipal solid waste is landfilled, 17% is recycled, 16% is converted to energy and 1% is incinerated.
Motivated by facts like these, teacher education students have recorded, graphed, weighed, and tallied their household and/or classroom trash for a day, a week or a month. This activity has been expanded to include estimating the amount of trash generated by their school, building, block or a specific part of the neighborhood for a given time period. Charts and graphs (such as pie graphs) have been created depicting, for example, percentages of trash that is landfilled, recycled, converted to energy, or incinerated. |
For
information on small-scale composting and grass mulching, as well as for recycling
information: DoS at (212) 219-8090 To make appointments for Landfill tours: (212) 788-3917 The Main Library of the College of Staten Island has been designated as a repository for the Fresh Kills Landfill: (718) 982-4000
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are weighed and graphed. The graphs are extended to show how much would accumulate after, for example, three months. Next, the students brainstorm ways of reducing the amount of trash. |
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| materials, such as pamphlets and maps, describing the Landfill's daily process, depicting the course our daily household trash travels, citing fascinating Landfill facts, and including "how-to" instructions for recycling and creating urban composts. The infor- mative (and colorful) materials have been |  |
Finally, they implement their ideas on reducing trash and re-count and re-graph the results. There are plenty of recycling activities possible in a classroom. Student teachers have recycled items and used them in the classroom. |
| integrated into courses at the
College of Staten Island, which prepare teachers of mathematics and science. Garbage index |
Everyday trash studied With knowledge of where our trash "ends up" the students experience restoring, reusing, repairing and recycling in order to sustain the environment. As an introduction, they recall, and list on the chalkboard, all of the things that they "threw away today." The trash is grouped according to their responses, and a labeled carton for each group is provided.For the classes following, the students save their waste items instead of throwing them away and collect them in the labeled cartons. At the end of the given collection period, the amounts of trash in each carton |
For example, natural items, such as twigs, stones, and feathers, can be used for ordering, counting and for identifying symmetry. Leaves are compared and are matched to cut-out leaves. Some students have created an activity that identifies the various geometric shapes in recycling symbols. |
Home composting "Compost science" is a natural theme in early childhood and elementary science. The DoS offers guidance in "urban home composting." While composting has typically been considered a suburban and rural activity, New York City composts, and it is more and more common to find |
composts in the homes of NYC residents. |
The educational materials further explain the effects of such factors as moisture, oxygen and particle size. Composting is nature's way of recycling. It is a natural process taking place all around us and we should all be familiar and comfortable with it. Christine Nucci |
| Resource Guide | Science |
| Museum of Natural History | |
| Contact: Karen Kane Central Park West at 79th Street Hours: Sunday-Thursday Friday and Saturday Nearest subway IND line, 81st Street stop for B and C trains |
As part of the NYCETP Teaching Scholars Program, two Hunter College students are currently working with the Education Department at the American Museum of Natural History. The first job of the scholars was to become acclimated to the vastness of the Museum itself as well as to familiarize themselves with the wide variety of programs offered by the Education Department. Hundreds of thousands of students, from preschool through high school, visit the Museum each year with their classes. Through the resources of the Museum they enrich their studies of the environment, dinosaurs, civilizations, world cultures, and more. |
Self-guided tours allow students to explore at their leisure. Activity carts Throughout the Museum, volunteers and the Hunter scholars maintain a variety of activity carts. These are set up to give students an assortment of hands-on experiences from corn grinding to skull identification. The Natural Science Center has interactive exhibits for first and second graders, designed to awaken city children to the natural world. The scholars are paired with trained volunteers to observe and orient themselves to as many of the programs as feasible. |
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Goals such as designing an
activity cart or a curriculum for a hall, developing a game or activity that would teach
concepts or skills, or learning to teach a current lesson plan, were discussed. The
educational program is fairly new to the Museum so the options seem endless. The scholars receive full support of the staff and volunteers, and as much |
| The programs offered
by the Museum's Education Department include, but are not limited to, the natural sciences
and anthropology. Within these programs several focuses are available for study, with
additional topics being added as they are developed in accordance with New York State
curriculum guidelines in the various science areas. The Museum encourages both volunteer and self-guided tours for children 3rd grade and up, as well as for special needs children. The volunteers lead tours, choosing four or more stations in a hall to focus on concepts and specialized teaching. |
training and
patience as needed. The offerings of the Museum may feel overwhelming, but the benefits
are innumerable and the experiences are not likely to be gained anywhere else. Deanne Orcher |
| Resource Guide | Mathematics/Science | |
| Urban Forest Ecology Center | ||
The Urban Forest Ecology Center helps teachers and students discover the 500-acre urban forest in Van Cortlandt Park situated in one of the city's largest green spaces. The center was established in 1993 as part of the Urban Forest and Education Program, a citywide forest conservation and education initiative whose aim is to protect and restore the remaining 5,000 acres of woodlands in New York City. City Parks Foundation launched the Urban Forest and Education Program in 1991 with a $6.4 million grant from the Lila Wallace-Reader's Digest Fund and the cooperation of the City of New York's Department of Parks and Recreation. |
Sample Offerings The Forest Web of Life
Series (for teachers). This series of teacher workshops takes place in the spring and
the fall at the Urban Forest Ecology Center. Guest speakers present programs on forest
topics, including ecology, urban wildlife, birdwatching, trees and forest restoration to
encourage the use of our city's forests as outdoor classrooms. New teacher credit is
available. Time: Wednesday evenings and Saturdays. |
For more
information: JoVeda R. Hornedo City Parks Foundation (212) 360-2746 Jackie Broder City of New York Parks & Recreation
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collect data about important plants and animals that live in the forest. Time: 1.5 hours, 1 visit. | . It is also actively participating in the Bronx Urban Systemic Initiative and its programs. The Urban Forest Ecology Center offers teachers opportunities for |
| The Urban Forest Ecology
Center is New York City's only environmental educationfacility devoted solely to the study
of urban woodlands. It has quickly become a valuable resource in the Bronx for students
and teachers alike, providing programs for over 10,000 visitors per year. Classroom in the woods Just beyond the center, the 500-acre woodland
"classroom" provides teachers with an opportunity to introduce school children
to nature in the city. This unique classroom is equipped with towering oak, hickory and
maple trees. Not far from Broadway, the songs of warblers, woodpeckers, chickadees and
cardinals fill the air. With field guides and lenses in hand, students engage in hands-on
activities to help them to learn about the forest and the plants and animals that live
there. |
The Learning Garden Project
(Grades 4-6). This new program involves teachers, students and parents in a year-long
plant study project. Teachers and parents receive materials to start plant studies in the
classroom and at home. These studies include setting up plant experiments, observing study
plants, collecting and analyzing data, and sharing information. Other project components
include a class trip to the garden at the Urban Forest Ecology Center and a culminating
garden fair/spring planting in Van Cortlandt Park. Registration is limited. Time:
Year-long. Internships These are available for teachers and students in
environmental education, forest management and field research. Academic credit or
community service credit is available. Time: Flexible. |
professional development through
intern- ships, field-based learning and long-term partnerships with schools and
districts.In partnership with Community School District 9, the center is piloting the
city's first New York City Woodland Teacher Training Institute funded by the Greenwall
Foundation. This year-long Institute will work with 24 teachers each year. Under the
direction of Mary Leou, Director of Education, and JoVeda Hornedo, manager of the Urban
Forest Ecology Center Institute, teachers learn to use the 618-acre woodland classroom in
Van Cortlandt Park. Mary Leou Director of Education, City Parks Foundation |
| Resource Guide | Science |
| Wildlife Conservation Society | |
| Bronx
Zoo General Information: Central Park Wildlife Center General Information: Contact: Prospect Park Wildlife Center General Information: Contact: General Information: Contact: |
Ever dream about taking a trip around the world? Well, you don't need to be a crafty revolutionary to make dreams come true in New York City. Nor is it necessary to be a Desert Storm paratrooper or an expert in maritime navigation. Ground transportation - bus, car or subway - can carry you absolutely every day of the year to the extraordinary facilities of the Wildlife Conservation Society - the Bronx Zoo, New York's Aquarium for Wildlife Conservation, Central and Prospect Park Wildlife Centers and the Queens Wildlife Center. Believe it or not, you can venture into the wilds and return home the same day without harm. For Sheila Estacio, a senior at New York University's College of Arts and Science, field projects in exotic places were one reason she chose to major in anthropology. When she learned that she was selected to be a Teaching Scholar, a program sponsored by the New York Collaborative for Excellence in Teacher Preparation that places students in paid internships at science-rich institutions, she wanted to make sure that she would be exposed to educational programs for children |
Amazed by the wonder
of aquatic life and with her magnetic spirit of adventure, Sheila exclaimed, "I never
realized how much there is to learn about Atlantic bottlenose dolphins, beluga whales
(ever wonder how caviar is made?), rocky Pacific coastal habitats, penguins, sandtiger
sharks and sea lions. If someone asks me how much walruses weigh, I now know the
answer!" According to LeAnne Gast, the Wildlife Conservation Society conducts more than 250 field projects in 52 countries throughout Africa, Asia, Latin America and North America. Experts are sent around the world to assess wildlife health and train veterinarians. The Society's curatorial staff provide expertise in captive breeding of endangered species, and the Education Department writes primary and secondary school curricula that address conservation issues, and hosts teacher training workshops. Additional information about the resources and training materials available to the public are available online at http://www.wcs.org, or by using the addresses or telephone numbers given here for the Wildlife Conservation Society's Zoos and Aquariums. Anne Campos |
Aquarium West 8th Street and Boardwalk General Information: Contact: |
Sheila was placed in a one-semester internship this spring at the Aquarium for Wildlife Conservation, working under the supervision of LeAnne Gast, the Aquarium's Assistant Director of Education. Mentored by Aquarium instructors, who provide marine-related programs for pre-, middle and high school students, Sheila was able to learn about teaching styles for different age groups as well as the range of programs available for public school teachers and their students. |  |
| Resource Guide | Mathematics/Science |
| Brooklyn Children's Museum | |
The Brooklyn
Children's Museum. in the heart of the Bedford-Stuyvesant neighborhood of Brooklyn, is a
magical world for children. If you have not been there before, it is a surprise and
delight to enter the doors at street level, and then to walk down a ramp by a rushing
stream to find exhibits on either side. These exhibits capture the imagination by
involving children actively, with all their senses. This institution has served the local
community, as well as children throughout the city, for 98 years. Brooklyn College is fortunate to be close to this resource. This year, the Brooklyn Children's Museum has provided a way to solve a continuing problem in elementary school teacher preparation - that of finding field placements for college students who work during school hours. The solution, organized by Cheryl Bartholow, Education Director of the Brooklyn Children's Museum, is a Saturday field experience in the Museum. The Brooklyn College class meets with their professor. Eliot Weiss, in the "Tank," a dramatic |
Children can develop
their reasoning abilities by giving clues about a particular shoe or spoon and challenging
the others to figure out what object is referred to. (For shoes the clues might be:
"It has laces," or "It is not made of leather.") They can look at
their own shoes to find how they are the same and how they are different. For more formal reasoning activities, the prospective teachers might create an Attribute Set based on shoes - a set with a shoe for each possible combination of style (sneakers, sandals and slippers) color (black, white and red) and size (large, medium and small). These images can be used to explore classification and reasoning through Venn diagrams. Prospective teachers can investigate mathematics curriculum resources related to shoes (for example, in the NCTM journal, Teaching Children Mathematics, which has published articles on the mathematics of sneakers).. The collection of spoons could lead into measuring experiments, perhaps estimating and measuring capacity of various spoons in metric units. |
Brooklyn
Children's Museum 145 Brooklyn Avenue Brooklyn, NY 11213 (718) 735-4402 Hours: Saturday, Sunday School groups: Subway: |
| underground space built from an old corn oil
storage tank. Students then meet with a group of children who regularly attend special Saturday sessions. The college students are given the opportunity to witness the excitement of children's learning in the interactive museum environment, and are also exploring ways in which the |
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| exhibits can be involved in the
development of mathematical ideas. The offerings of this museum are rich and varied. Here are just two examples of how college students can design activities for children related to the exhibits.
This exhibit explores many ways of looking at the world
around us, including mathematical thinking processes. Some parts of this exhibit might be
examined for just a few minutes as motivation for an activity. Other parts suggest ideas
or materials which would run through the activity. |
Ready, Set, Sleep This exhibit, which is centered on a giant bed, involves many aspects of sleep, including types of beds and dreams. Again, if one looks at this exhibit with a mathematical eye, one can ask questions and design activities to promote mathematical thinking. The giant bed provides a context for talking about the book
How Big is a Foot? by Rolf Myllar, in which a bed is constructed according to measurements
taken with feet. Students could measure using their own feet how wide and long a bed
should be for them. Doll beds are also available here. |
miniature, to determine the
scale. What happens to the area of a page when the length and width of the book is
doubled? Children can be asked to keep track of how long they sleep each night, and use this data to make graphs. Older children might make a scatter plot of how many hours they slept the night before, and how they feel on a scale of 0 to 10. Is there a relationship? Cheryl Bartholow Brooklyn Children's Museum |