ANNOTATED BIBLIOGRAPHY
Dimick, A. (2012). Student empowerment in an environmental science classroom: toward a framework of social justice science education. Science Education, 96 (6), 990-1012.
This peer reviewed article assert that social justice science education must simultaneously empower students socially, politically, and academically. By engaging students in learning and in their own curriculum design which was relevant to their community, students viewed themselves and political figures able to influence society. Furthermore, the articles stresses the importance both the teacher and students needed to have a clear understanding of how science was used within the projects in order to empower the students academically. In the study, the teacher was not completely successful in any of the three categories, however, it did provide an example of real struggles when implementing such a pedagogy.
Sharma, A, Buxton, C. (2015). Human-nature relationships in school science: A critical discourse analysis of a middle-grade science textbook. Science Education, 99 (2), 260-281.
This peer reviewed article analyzes a commonly used seventh grade text book to address how it teaches the nature of environment problems and solutions, as well as the interaction of humans with the environment. The study found that the book teaches about a natural world in which the world is untouched by humans. In the few cases that it does make reference to human interactions, the article asserts that the references stated are oversimplifications, making them mostly inaccurate. The textbook does not discuss the complex social interactions, and political-economic factors that influence environmental stress. Furthermore, the textbook does not acknowledge climate change or the effect of environmental problems on humans. In regards to activism, the book does address local action such as recycling and conservation, but does not address any large-scale solutions. Therefore, the article suggest that science teachers look beyond their textbook for curriculum support. This article can be a useful tool for a teacher who needs to justify their use of outside curriculum to support their lesson plan.
Upadhyay, B. (2010). Middle school science teachers’ perceptions of social justice: A study of two female teachers. Equity & Excellence in Education, 43:1, 56-71.
This peer reviewed article focuses on the experience of two teachers as they successfully integrated social justice principles into their classrooms. It highlights how the teachers empowered the students by integrating their culture and values into the lesson plans. It also addresses how they successfully addressed the challenges posed by both administrative and systemic pressures. Finally, the article also articulated data from outside studies that support the practice of integrating social justice into the classroom. This is a useful and concise resource that can be referred to when articulating and defending the purpose of social justice education to administration.
U.S. Department of Energy Office of Nuclear Energy (2013). The harnessed atom. Retrieved from http://energy.gov/ne/services/harnessed-atom
The Harnessed Atom is a middle school science, technology, engineering, and math (STEM) curriculum created by the US Department of Energy that focuses on nuclear science and energy. It includes chapters on energy basics, electricity, fission and waste from nuclear power plants. It includes a student edition, a teacher’s guide with detailed lesson plans, standards, instructor notes, interactive games, various options for classroom activities, laboratory experiments, and outside resource suggestions. It is a great resource!
Hakim, J. (2007). Fission vision. In The story of science: Einstein adds a new dimension (pp.204-219). Washington, D.C.: Smithsonian Books.
This historical story of the discovery of nuclear energy reads like a fictional story and will engage a middle school student. It follows the thinking of a scientist as he ponders the possibility of the energy created by nuclear chain reaction, along with his struggle of wanting to share his thoughts but fearing other knowing this could create a bomb. The chapter continues with various discoveries that lead to the ultimate development of nuclear energy.
Plan It Green: The Big Switch [Interactive game]. Retrieved from http://www.planitgreenlive.com/
This online game allows the student to build a city and make decisions in regards to energy use – its sources, conservation and efficiency. The students are able to see how their choices affect the city. The game can be set up for individual play, small group, or whole class play for the middle school classroom.
National Geographic Society (2013). Plan It Green: The Big Switch Educator Guide. Retrieved from http://education.nationalgeographic.com/education/media/plan-it-green-big-switch-educator-guide/?ar_a=1
The facilitator guide explains the role of the facilitator; explains game play setup for independent play, small group and whole class play; provides background information and discussion questions for both during game play and after game play; provides activity suggestions for before, during, and after game play; and provides national standards and principles fulfilled by the activity.
Palliser, J. (2012). Green science: Nuclear energy. Science Scope, 35 (1), 14-18. http://static.nsta.org/files/ss1205_14.pdf
This is a concise article which thoroughly but succinctly addresses nuclear energy – its conversion from uranium, as well as the pros and cons of nuclear power plants. It addressed health effects, costs, environmental impacts, radioactive waste, and nuclear disasters. It also provides great references with useful resources for teachers.
Renewable energy sources [Lesson plan]. Retrieved from http://sciencenetlinks.com/lessons/renewable-energy-sources/
In this lesson plan the middle school students investigate and evaluate renewable energy resources. The lesson plan provides discussion questions and websites for student research. The students research solar, wind, geothermal, and hydropower energy, studying the benefits, drawbacks, and impacts of each type of energy.
Cookie mining [Lesson plan]. Retrieved from http://teachcoal.org/lesson-plan-cookie-mining
This middle school lesson plan, recommended to me by a social justice science teacher, teaches the students about the economics related to coal mining. It lists the supplies needed, activity and national standards fulfilled. A student worksheet is also provided on the website.
Technology and oil [Lesson plan]. Retrieved from http://sciencenetlinks.com/lessons/technology-and-oil/
This lesson plan for middle school students addresses how we as a society depend on oil. The students learn about oil and natural gas products, as well as how we find them and transport them, as well as ways we can obtain them more efficiently. The lesson plans provides numerous discussion questions, as well as links for additional reading and interactive modules.
How is electricity generated? [Lesson plan]. Retrieved from
http://earthecho.org/educator-resources/how-is-electricity-generated-middle-school-lesson-plan
This lesson plan provides engaging questions for the students, as well as highlights the environmental costs of the different methods of generating electricity. The lab activity of building a turbine is used in the electricity lesson of this curriculum unit.
Solar energy and diversifying energy resources [Lesson plan]. Retrieved from
http://education.nationalgeographic.com/education/activity/solar-energy-and-diversifying-energy-resources/?ar_a=1
This lesson plan is found on the National Geographic website. The students will identify and evaluate the benefits and disadvantages of using solar farms as a renewable energy resource. They will also study a real case scenario and formulate a position statement with evidence either in support of or against solar farms. This will help the students understand the complex factors that play a role in making energy choices. The lesson plan provides a worksheet for the students to list the benefits and drawback of the solar farm which can serve as an informal assessment. It also provides a Position Statement Rubric to assess students’ written position statements.
Community wind project [Lesson plan]. Retrieved from
http://www.4-h.org/WorkArea/DownloadAsset.aspx?id=4227&libID=4222
This lesson plan found on the 4-H website, found on the 4-H website, investigates the issues associated with building and operating wind turbines in their community. Within the lesson, each student will assume the role of a different community member (suggestions are offered within the lesson) and articulate their perspective in a mock town hall meeting. Their presentation will serve as means for an informal assessment.
Geography of oil drilling in the Gulf of Mexico [Lesson plan]. Retrieved from http://education.nationalgeographic.com/education/activity/geography-oil-drilling-gulf-mexico/?ar_a=1
Within this lesson plan found on the National Geographic website, students will read about oil production, refinement, and use and make connections to their personal energy needs in their daily lives. They will use a map to identify the scale of oil drilling in the Gulf of Mexico and discuss ways to reduce the need for oil and the threat of future oil spills.
Car of the future [Lesson plan]. Retrieved from http://www.pbs.org/wgbh/nova/education/activities/3507_car.html
Within this lesson, students are divided into teams to research and develop a proposal to decrease the carbon footprint of their city's public transportation system through the use of various new technologies and/or alternative fuels. Students prepare a report that explains why their transportation plan is the best one for their community.
This peer reviewed article assert that social justice science education must simultaneously empower students socially, politically, and academically. By engaging students in learning and in their own curriculum design which was relevant to their community, students viewed themselves and political figures able to influence society. Furthermore, the articles stresses the importance both the teacher and students needed to have a clear understanding of how science was used within the projects in order to empower the students academically. In the study, the teacher was not completely successful in any of the three categories, however, it did provide an example of real struggles when implementing such a pedagogy.
Sharma, A, Buxton, C. (2015). Human-nature relationships in school science: A critical discourse analysis of a middle-grade science textbook. Science Education, 99 (2), 260-281.
This peer reviewed article analyzes a commonly used seventh grade text book to address how it teaches the nature of environment problems and solutions, as well as the interaction of humans with the environment. The study found that the book teaches about a natural world in which the world is untouched by humans. In the few cases that it does make reference to human interactions, the article asserts that the references stated are oversimplifications, making them mostly inaccurate. The textbook does not discuss the complex social interactions, and political-economic factors that influence environmental stress. Furthermore, the textbook does not acknowledge climate change or the effect of environmental problems on humans. In regards to activism, the book does address local action such as recycling and conservation, but does not address any large-scale solutions. Therefore, the article suggest that science teachers look beyond their textbook for curriculum support. This article can be a useful tool for a teacher who needs to justify their use of outside curriculum to support their lesson plan.
Upadhyay, B. (2010). Middle school science teachers’ perceptions of social justice: A study of two female teachers. Equity & Excellence in Education, 43:1, 56-71.
This peer reviewed article focuses on the experience of two teachers as they successfully integrated social justice principles into their classrooms. It highlights how the teachers empowered the students by integrating their culture and values into the lesson plans. It also addresses how they successfully addressed the challenges posed by both administrative and systemic pressures. Finally, the article also articulated data from outside studies that support the practice of integrating social justice into the classroom. This is a useful and concise resource that can be referred to when articulating and defending the purpose of social justice education to administration.
U.S. Department of Energy Office of Nuclear Energy (2013). The harnessed atom. Retrieved from http://energy.gov/ne/services/harnessed-atom
The Harnessed Atom is a middle school science, technology, engineering, and math (STEM) curriculum created by the US Department of Energy that focuses on nuclear science and energy. It includes chapters on energy basics, electricity, fission and waste from nuclear power plants. It includes a student edition, a teacher’s guide with detailed lesson plans, standards, instructor notes, interactive games, various options for classroom activities, laboratory experiments, and outside resource suggestions. It is a great resource!
Hakim, J. (2007). Fission vision. In The story of science: Einstein adds a new dimension (pp.204-219). Washington, D.C.: Smithsonian Books.
This historical story of the discovery of nuclear energy reads like a fictional story and will engage a middle school student. It follows the thinking of a scientist as he ponders the possibility of the energy created by nuclear chain reaction, along with his struggle of wanting to share his thoughts but fearing other knowing this could create a bomb. The chapter continues with various discoveries that lead to the ultimate development of nuclear energy.
Plan It Green: The Big Switch [Interactive game]. Retrieved from http://www.planitgreenlive.com/
This online game allows the student to build a city and make decisions in regards to energy use – its sources, conservation and efficiency. The students are able to see how their choices affect the city. The game can be set up for individual play, small group, or whole class play for the middle school classroom.
National Geographic Society (2013). Plan It Green: The Big Switch Educator Guide. Retrieved from http://education.nationalgeographic.com/education/media/plan-it-green-big-switch-educator-guide/?ar_a=1
The facilitator guide explains the role of the facilitator; explains game play setup for independent play, small group and whole class play; provides background information and discussion questions for both during game play and after game play; provides activity suggestions for before, during, and after game play; and provides national standards and principles fulfilled by the activity.
Palliser, J. (2012). Green science: Nuclear energy. Science Scope, 35 (1), 14-18. http://static.nsta.org/files/ss1205_14.pdf
This is a concise article which thoroughly but succinctly addresses nuclear energy – its conversion from uranium, as well as the pros and cons of nuclear power plants. It addressed health effects, costs, environmental impacts, radioactive waste, and nuclear disasters. It also provides great references with useful resources for teachers.
Renewable energy sources [Lesson plan]. Retrieved from http://sciencenetlinks.com/lessons/renewable-energy-sources/
In this lesson plan the middle school students investigate and evaluate renewable energy resources. The lesson plan provides discussion questions and websites for student research. The students research solar, wind, geothermal, and hydropower energy, studying the benefits, drawbacks, and impacts of each type of energy.
Cookie mining [Lesson plan]. Retrieved from http://teachcoal.org/lesson-plan-cookie-mining
This middle school lesson plan, recommended to me by a social justice science teacher, teaches the students about the economics related to coal mining. It lists the supplies needed, activity and national standards fulfilled. A student worksheet is also provided on the website.
Technology and oil [Lesson plan]. Retrieved from http://sciencenetlinks.com/lessons/technology-and-oil/
This lesson plan for middle school students addresses how we as a society depend on oil. The students learn about oil and natural gas products, as well as how we find them and transport them, as well as ways we can obtain them more efficiently. The lesson plans provides numerous discussion questions, as well as links for additional reading and interactive modules.
How is electricity generated? [Lesson plan]. Retrieved from
http://earthecho.org/educator-resources/how-is-electricity-generated-middle-school-lesson-plan
This lesson plan provides engaging questions for the students, as well as highlights the environmental costs of the different methods of generating electricity. The lab activity of building a turbine is used in the electricity lesson of this curriculum unit.
Solar energy and diversifying energy resources [Lesson plan]. Retrieved from
http://education.nationalgeographic.com/education/activity/solar-energy-and-diversifying-energy-resources/?ar_a=1
This lesson plan is found on the National Geographic website. The students will identify and evaluate the benefits and disadvantages of using solar farms as a renewable energy resource. They will also study a real case scenario and formulate a position statement with evidence either in support of or against solar farms. This will help the students understand the complex factors that play a role in making energy choices. The lesson plan provides a worksheet for the students to list the benefits and drawback of the solar farm which can serve as an informal assessment. It also provides a Position Statement Rubric to assess students’ written position statements.
Community wind project [Lesson plan]. Retrieved from
http://www.4-h.org/WorkArea/DownloadAsset.aspx?id=4227&libID=4222
This lesson plan found on the 4-H website, found on the 4-H website, investigates the issues associated with building and operating wind turbines in their community. Within the lesson, each student will assume the role of a different community member (suggestions are offered within the lesson) and articulate their perspective in a mock town hall meeting. Their presentation will serve as means for an informal assessment.
Geography of oil drilling in the Gulf of Mexico [Lesson plan]. Retrieved from http://education.nationalgeographic.com/education/activity/geography-oil-drilling-gulf-mexico/?ar_a=1
Within this lesson plan found on the National Geographic website, students will read about oil production, refinement, and use and make connections to their personal energy needs in their daily lives. They will use a map to identify the scale of oil drilling in the Gulf of Mexico and discuss ways to reduce the need for oil and the threat of future oil spills.
Car of the future [Lesson plan]. Retrieved from http://www.pbs.org/wgbh/nova/education/activities/3507_car.html
Within this lesson, students are divided into teams to research and develop a proposal to decrease the carbon footprint of their city's public transportation system through the use of various new technologies and/or alternative fuels. Students prepare a report that explains why their transportation plan is the best one for their community.