BIOLOGY FOR LIFE
  • Syllabus
    • Core >
      • 1: Cell Biology >
        • 1.1: Introduction to Cells
        • 1.2: Ultrastructure of Cells
        • 1.3: Membrane Structure
        • 1.4: Membrane Transport
        • 1.5: The Origin of Cells
        • 1.6: Cell Division
      • 2: Molecular Biology >
        • 2.1: Molecules to Metabolism
        • 2.2: Water
        • 2.3: Carbohydrates and Lipids
        • 2.4: Proteins
        • 2.5: Enzymes
        • 2.6: DNA and RNA
        • 2.7: DNA Replication, Transcription and Translation
        • 2.8: Cell Respiration
        • 2.9: Photosynthesis
      • 3: Genetics >
        • 3.1: Genes
        • 3.2: Chromosomes
        • 3.3: Meiosis
        • 3.4: Inheritance
        • 3.5: Genetic Modification and Biotechnology
      • 4: Ecology >
        • 4.1: Species, Communities and Ecosystems
        • 4.2: Energy Flow
        • 4.3: Carbon Cycling
        • 4.4: Climate Change
      • 5: Evolution and Biodiversity >
        • 5.1: Evidence for Evolution
        • 5.2: Natural Selection
        • 5.3: Classification and Biodiversity
        • 5.4: Cladistics
      • 6: Human Physiology >
        • 6.1: Digestion and Absorption
        • 6.2: The Blood System
        • 6.3: Defense Against Infectious Disease
        • 6.4: Gas Exchange
        • 6.5: Neurons and Synapses
        • 6.6: Hormones, Homeostasis and Reproduction
    • Higher Level >
      • 7: Nucleic Acids >
        • 7.1: DNA Structure and Replication
        • 7.2: Transcription and Gene Expression
        • 7.3: Translation
      • 8: Metabolism, Cell Respiration & Photosynthesis >
        • 8.1: Metabolism
        • 8.2: Cell Respiration
        • 8.3: Photosynthesis
      • 9: Plant Biology >
        • 9.1: Transport in the Xylem of Plants
        • 9.2: Transport in the Phloem of Plants
        • 9.3: Growth in Plants
        • 9.4: Reproduction in Plants
      • 10: Genetics and Evolution >
        • 10.1: Meiosis
        • 10.2: Inheritance
        • 10.3: Gene Pools and Speciation
      • 11: Animal Physiology >
        • 11.1: Antibody Production and Vaccination
        • 11.2: Movement
        • 11.3: Kidney and Osmoregulation
        • 11.4: Sexual Reproduction
    • Options >
      • D: Human Physiology >
        • D.1: Human Nutrition
        • D.2: Digestion
        • D.3: Functions of the Liver
        • D.4: The Heart
        • D.5: Hormones and Metabolism
        • D.6: Transport of Respiratory Gases
  • IB Requirements
    • Learner Profile
    • Group 4 Project
    • External Exam
    • Internal Assessment >
      • Personal Engagement
      • Exploration
      • Analysis
      • Evaluation
      • Communication
    • Extended Essay
  • Investigation Skills
    • Lab Safety
    • Microscopy
    • Lab Drawings
    • Data Tables
    • Measurement
    • Statistics >
      • Descriptive Statistics >
        • Skew
        • Measures of Central Tendancy
        • Measures of Spread
        • Pearson Correlation
      • Inferential Statistics >
        • T-Test
        • ANOVA
        • Kruskal-Wallis
        • X2 Test for Independence
        • X2 Goodness of Fit
    • Graphing >
      • Graphing with Excel
      • Interpreting Error Bars
    • Error Analysis
  • Course Info
    • Above & Beyond >
      • Biology Club
      • Pumpkin Carving
      • Scavenger Hunt
      • Science News
      • IB Bio Dance
      • Wood Duck Project
      • Invasive Crayfish Project
    • Assessment >
      • Class Grading IB Bio I
      • Class Grading IB Bio II
      • Daily Quizzes
      • Lab Practicals
    • Class Photos
    • Recommendations
    • Supplemental Reading
  • Contact
  • About
    • Philosophy
    • Resume
    • Reflection
    • Site Feedback
    • Favorite Quotes
    • AEF Blog
  • Expeditions
    • Bahamas (2009)
    • Trinidad (2010)
    • Trinidad (2011)
    • Ecuador (2012)
    • Trinidad (2013)
    • Peru (2014)
    • Bahamas (2015)
    • Peru (2016)
    • Costa Rica (2017)
    • Costa Rica (2018)
    • Arizona (2022)
    • Florida (2023)
  • Summer Ecology Research

A Hub with Many Spokes

10/13/2017

 
I went to Google and searched up "network" and was most drawn to the definition of a network as "a group or system of interconnected people or things."  I've written about the theme of "building a network" in a previous post and yesterday the Einstein Fellows met again as a group to add to our growing networks. 
Picture
www.google.com
I think of networks as an interconnected system of hubs and spokes.  I might be at the end of a spoke for one network and in the hub of another.  For example, I am the hub of the www.biologyforlife.com network of IB biology students and teachers.  Through the website, #ibbio hashtag on Twitter and the IB Biology in the News Facebook group I am able to connect with people around the world around our narrow, shared interest.  On the other hand, I'm a distant spoke in the much larger and dilute network of STEM education "movers and shakers."  Being an Einstein Fellow has spurred my thinking about how classroom teachers can 1) expand their own network "spokes," 2) move closer to the "hub" of others and 3) if I personally need or want to do either! 
Picture
Copyright: ahasoft2000 / 123RF Stock Photo
I am happy to have had the opportunity to add three additional organizations to my network.  As an Einstein Fellow, I've had the opportunity to explore Smithsonian Learning Lab, AAAS Science in the Classroom and Discovery Education.  ​
The Smithsonian Learning Lab is a powerful platform for teachers to access more than a million digital resources from the Smithsonian collections.  During our Fellowship orientation, we had the opportunity to explore the resources and curate our own collections. I built a collection to represent the Nature of Science learning statements in Topic 1 of the IB Biology curriculum.  I found the platform to be user friendly and engaging and look forward to a deeper delve into the resources.  
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Fellows learning about the Smithsonian Learning Lab @AEF_Program
AAAS Science in the Classroom curates primary research Science papers and makes them available for students.  The articles can be viewed through different "Learning Lens" which facilitate the learning of the Nature of Science.  Articles can be searched by keyword or found in thematic collections.  It was a pleasure to spend a day learning about the resources, their alignment to the Next Generation Science Standards and chatting with other educators about classroom implementation of the resources.  I will definitely be utilizing the SitC resources when I return to classroom teaching next year.  
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Fan girl selfie outside the AAAS headquarters
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Annotations of the NGSS Science and Engineering Practices found in a SitC article
Yesterday the Einstein Fellows had the opportunity to visit the Discovery Communications headquarters to learn about the STEM philosophy held by Discovery Education.  Beyond Science, Technology, Engineering and Math, Discovery views STEM as a cultural attitude of "Student and Teachers Energizing Minds."  As part of the #1 nonfiction media company in the world, Discovery Education is able to harness their vast collection of resources and connections to subject matter experts to offer streaming media, "techbooks", professional development, virtual field trips and so much more.  I was motivated by the presenters (@stemboss and @STEMigo), especially their message of using stories to connect to students and teach content.  I have always been a conscious story teller in my classes (even if sometimes students think we're going on a tangent...) as a way to build relevancy and interest about what I'm teaching.  I'm intrigued with the idea of harnessing my own story as a way to grow my voice and expand influence within my networks. 
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I watch Discovery, so I was excited
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@stemboss
Picture
Impressed by the lobby display
Picture
@AEF_Program
    Picture

    Author

    I’m Gretel von Bargen and I was an Einstein Fellow in the Department of Energy, Office of Science.  During my fellowship year (2017-2018) I worked within the Workforce Development for Teachers and Scientists (WDTS) office.  Aligned with the goals of the WDTS office, I am committed towards creating a sustained pipeline of skilled science, technology, engineering and math (STEM) workers and teachers. As a dedicated STEM educator, I work to develop my students understanding and appreciation for the nature of science and the natural world.  In addition to the important work I did related to the National Science Bowl, I had three goals for my Fellowship year.  First, I was looking to build relationships and connections between the scientific and education communities, aiming for increased opportunity for high school students to gain authentic experiences with practicing scientists.  Second, I wanted to deepen my understanding of the complexities of the national STEM teacher shortage, specifically exploring the role active classroom teachers play in communicating the joys and challenges of a STEM teaching career.  Third, I was looking to broaden my own scientific content knowledge so that students benefit from an added depth, breadth and interdisciplinary connections in future lessons. 

    Viewpoints are my own and not representative of the Fellowship Program or the agency in which I was placed.  ​​

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I give many of my IB Biology resources away, for the benefit of students and teachers around the world. 
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​​​It prohibits the use of any material on this site for commercial  purposes of any kind.  ​


"When we try to pick out anything by itself, we find it hitched to everything else in the Universe." 
 John Muir,   1911
  • Syllabus
    • Core >
      • 1: Cell Biology >
        • 1.1: Introduction to Cells
        • 1.2: Ultrastructure of Cells
        • 1.3: Membrane Structure
        • 1.4: Membrane Transport
        • 1.5: The Origin of Cells
        • 1.6: Cell Division
      • 2: Molecular Biology >
        • 2.1: Molecules to Metabolism
        • 2.2: Water
        • 2.3: Carbohydrates and Lipids
        • 2.4: Proteins
        • 2.5: Enzymes
        • 2.6: DNA and RNA
        • 2.7: DNA Replication, Transcription and Translation
        • 2.8: Cell Respiration
        • 2.9: Photosynthesis
      • 3: Genetics >
        • 3.1: Genes
        • 3.2: Chromosomes
        • 3.3: Meiosis
        • 3.4: Inheritance
        • 3.5: Genetic Modification and Biotechnology
      • 4: Ecology >
        • 4.1: Species, Communities and Ecosystems
        • 4.2: Energy Flow
        • 4.3: Carbon Cycling
        • 4.4: Climate Change
      • 5: Evolution and Biodiversity >
        • 5.1: Evidence for Evolution
        • 5.2: Natural Selection
        • 5.3: Classification and Biodiversity
        • 5.4: Cladistics
      • 6: Human Physiology >
        • 6.1: Digestion and Absorption
        • 6.2: The Blood System
        • 6.3: Defense Against Infectious Disease
        • 6.4: Gas Exchange
        • 6.5: Neurons and Synapses
        • 6.6: Hormones, Homeostasis and Reproduction
    • Higher Level >
      • 7: Nucleic Acids >
        • 7.1: DNA Structure and Replication
        • 7.2: Transcription and Gene Expression
        • 7.3: Translation
      • 8: Metabolism, Cell Respiration & Photosynthesis >
        • 8.1: Metabolism
        • 8.2: Cell Respiration
        • 8.3: Photosynthesis
      • 9: Plant Biology >
        • 9.1: Transport in the Xylem of Plants
        • 9.2: Transport in the Phloem of Plants
        • 9.3: Growth in Plants
        • 9.4: Reproduction in Plants
      • 10: Genetics and Evolution >
        • 10.1: Meiosis
        • 10.2: Inheritance
        • 10.3: Gene Pools and Speciation
      • 11: Animal Physiology >
        • 11.1: Antibody Production and Vaccination
        • 11.2: Movement
        • 11.3: Kidney and Osmoregulation
        • 11.4: Sexual Reproduction
    • Options >
      • D: Human Physiology >
        • D.1: Human Nutrition
        • D.2: Digestion
        • D.3: Functions of the Liver
        • D.4: The Heart
        • D.5: Hormones and Metabolism
        • D.6: Transport of Respiratory Gases
  • IB Requirements
    • Learner Profile
    • Group 4 Project
    • External Exam
    • Internal Assessment >
      • Personal Engagement
      • Exploration
      • Analysis
      • Evaluation
      • Communication
    • Extended Essay
  • Investigation Skills
    • Lab Safety
    • Microscopy
    • Lab Drawings
    • Data Tables
    • Measurement
    • Statistics >
      • Descriptive Statistics >
        • Skew
        • Measures of Central Tendancy
        • Measures of Spread
        • Pearson Correlation
      • Inferential Statistics >
        • T-Test
        • ANOVA
        • Kruskal-Wallis
        • X2 Test for Independence
        • X2 Goodness of Fit
    • Graphing >
      • Graphing with Excel
      • Interpreting Error Bars
    • Error Analysis
  • Course Info
    • Above & Beyond >
      • Biology Club
      • Pumpkin Carving
      • Scavenger Hunt
      • Science News
      • IB Bio Dance
      • Wood Duck Project
      • Invasive Crayfish Project
    • Assessment >
      • Class Grading IB Bio I
      • Class Grading IB Bio II
      • Daily Quizzes
      • Lab Practicals
    • Class Photos
    • Recommendations
    • Supplemental Reading
  • Contact
  • About
    • Philosophy
    • Resume
    • Reflection
    • Site Feedback
    • Favorite Quotes
    • AEF Blog
  • Expeditions
    • Bahamas (2009)
    • Trinidad (2010)
    • Trinidad (2011)
    • Ecuador (2012)
    • Trinidad (2013)
    • Peru (2014)
    • Bahamas (2015)
    • Peru (2016)
    • Costa Rica (2017)
    • Costa Rica (2018)
    • Arizona (2022)
    • Florida (2023)
  • Summer Ecology Research