$17
weeklyor $130 for 8 classes
Think Like a Scientist: Ecology, Data Analysis & Problem-Solving
Ages 11-14
Live Group Class
Live video meetings
1x per week, 8 weeks
4-8 learners per class
50 min
What's included
8 live meetings
6 hrs 40 mins in-class hoursAssignments
1-2 hours per week. Quizzes and reflection questions - short assessments to check understanding in a fun, low-pressure way Discussion Forums - a space to ask follow-up questions, share observations, and engage with classmatesLetter Grade
1-2 throughout the classClass Experience
US Grade 5 - 8
Beginner - Intermediate Level
This class introduces students to core scientific concepts through hands-on exploration, interactive discussions, and real-world applications. We'll cover topics across the STEM sphere and help students develop critical thinking and problem-solving skills while fostering a deeper appreciation for how science connects to everyday life. Each class follows a structured but flexible format to ensure engagement and understanding through: 1. Introduction & Inquiry 2. Concept Breakdown 3. Hand-on Learning 4. Discussion & Reflections 5. Recap & Challenge Question I use interactive, inquiry-based approach that encourages students to ask questions, experiment, and think critically. My lessons are engaging and accessible through a mix of activities, discussions, examples, and challenges. I focus on making science fun, relatable, and engaging! I discourage memorizing topics and concepts and want learners to be able to enjoy learning. I will remind them at their age I was exactly where they are - excited to learn but sometimes feeling overwhelmed by how much there is to know (and honestly, I still am!). Being able to break things down into manageable, bite-sized pieces is crucial to building long-term memory and retaining information. Students will have plenty of opportunities to interact through live discussions, games, slides and visual aids, and short video clips.
Learning Goals
Develop Scientific Thinking & Inquiry Skills - apply the scientific method, forming hypotheses, simple experiments, and analyzing results. By the end of the course, they will be able to design and explain an investigation using real-world examples.Understanding Core Scientific Concepts Across Disciplines - gain foundational understanding of biology, chemistry, physics, and environmental science, including topics like chemical reactions, energy transfer, and ecosystems.Syllabus
Curriculum
Follows International Baccalaureate CurriculumStandards
Aligned with International Baccalaureate (IB) Standards8 Lessons
over 8 WeeksLesson 1:
What is Science? Thinking Like a Scientist
The scientific method, observation vs. inference, forming hypotheses
1. Introductory Portion
2. Hands on experiment: "Mystery Box Challenge" (making observations and hypotheses about unknown objects) 50 mins online live lesson
Lesson 2:
The Building Blocks of Life: Biology Basics
Cells, classification of organisms, ecosystems
1. Virtual microscope exploration, (i have a microscope with a camera on that I can set up to show the class), build a food web activity 50 mins online live lesson
Lesson 3:
Matter & Chemistry Around Us
States of matter, atoms, chemical reactions
1. DIY chemistry experiment (eg. creating non-Newtonian fluids, simple chemical changes) 50 mins online live lesson
Lesson 4:
Physics in Actions: Motion & Energy
Forces, energy, transfer, gravity
1. Motion experiment (drop tests, measuring velocity) 50 mins online live lesson
Other Details
Parental Guidance
1. The easiest way to retain information is by talking about it with other people, having students talk about concepts in class by asking for assistance with experiments, etc. (e.g some hands-on activities may involve simple household chemicals, heat, or basic tools). I will ensure learners have some sort of parental guidance or approval beforehand, the extent of this will involve mixing substances, using hot water, or handling breakable materials like glass (nothing that I wouldn't approve my 11 y/o brother of using).
2. Topics such as climate change, pollution, and human impact of ecosystems may involve discussions on global issues, which could be emotionally challenging for some learners.
3. Discussions on organisms, cells, and ecosystems may touch on concepts like food chains, decomposition, and predator-prey relationships, which might be sensitive to students uncomfortable with nature's life cycles.
5. Some topics may challenge previously held beliefs or misunderstandings about science. The goal is to foster respectful discussions and encourage evidence-based thinking in a supportive environment. (i.e no religion, gender, or other topics will be mentioned by me if brought up, everyone is entitled to their own beliefs)
6. While no extensive parental involvement is requires, parents may assist with home experiments, reviewing discussion materials, and providing guidance on sensitive topics as needed!
Pre-Requisites
No formal prerequisites but students will benefit from:
- a basic understanding of everyday science concepts
- curiosity and willingness to ask questions
- basic math skills (addition, subtract., mult, div.) for simple analysis
Supply List
A handout of supplies, materials, and other optional school materials will be given to students on the first day of class.
External Resources
Learners will not need to use any apps or websites beyond the standard Outschool tools.
Sources
Books, articles, websites, or other sources will be posted/provided day of class. I will ensure they follow class content policy.
Meet the teacher
Teacher expertise and credentials
I hold a Bachelor of Science in Environmental Science with a minor in Peace and Conflict Studies from Juniata College and am currently completing my Master’s in Applied Ecology and Natural Resource Management (expected May 2024). My academic background includes extensive coursework in biology, chemistry, physics, ecology, and statistical analysis, giving me a strong foundation in STEM education.
I have several years of experience teaching and mentoring students in scientific research and hands-on learning environments. During my undergraduate and graduate studies, I:
- Independently designed and led a long-term research project on freshwater phytoplankton, where I taught and trained student interns in fieldwork, laboratory techniques, and data analysis.
- Tutored and assisted peers in various STEM subjects, including chemistry, ecology, ichthyology, and statistical analysis in R and GIS.
- Led educational outreach programs as a park ranger for the U.S. Army Corps of Engineers at Raystown Lake, conducting interactive science lessons for children and families on environmental conservation and water safety.
- Worked with students of all ages in different settings, from college-level research assistants to tutoring younger learners and guiding my own younger siblings (ages 10 and 11) through STEM topics.Reviews
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