STUDENT TEACHING HERE I COME!!!!!
Saturday, May 14, 2016
And so it ends.....
So it's that time again, the end of the semester! Last semester I was very overwhelmed and did not realize all the great information and training I was provided under Dr. Smirnova's guidance. This semester I am able to step back and reflect on how amazing this class was. Yes, it was a lot of work, I mean A LOT, but ever piece of work served some purpose and helped me evolve into a better teacher. I cannot thank Dr. Smirnova and my classmates enough for taking this ride with me and helping me at every bump in the road. Good luck to my fellow classmates in everything you do!
Research Article Review
"To develop skills of teaching science effectively you need to follow the research on the current issues in science education."
Read the entire article here!
Research is super important for not only teachers, but for any profession. Researchers find new innovative ways to approach new standards or strategies and share their findings with us. Once we receive their research, it's up to us to decipher it and use it effectively. Sometimes research is equivalent to proof because research is typically done over a long span of time and requires numerous amounts of data collection which prove or disprove a specific theory or idea.
The reason I selected this piece is because one of my fellow classmates actually talked about this article in one of her blogs (which you can read here) and I was very engaged in reading about it. In her blog, she outlines a 5E lesson plan that she could implement into the classroom and uses this article as an outline for it. For me personally, I take this article as a challenge to take something that is overdone and overdone, like a field trip to the zoo, and turn it into a fabulous learning opportunity. Digital cameras are amazing tools and could be used in an ELA project or a math lesson. I love the fact that after the students took the pictures they were able to view them and were able to create digital stories. In my classroom, I could use the digital stories idea and apply it to social studies or an ELA assignment in which the student talks about their family or their daily routine. Being trained in special education as well as elementary education, I have seen the wonders the pictures can do and children with or without love to take them, look at them, or make a craft out of them. Speaking from experience, a picture really is worth a thousand words!
Science in the News!
Title: "Finding Dory" prompts fears of a sudden interest in tropical fish petsSource: NewsELA
Synopsis: This June Disney's "Finding Dory" will hit theaters! Animal welfare activists and pet shop owners fear that once the movie is released people will be very interested in the blue tang fish. The movie's main character is a blue tang fish. The Humane Society has gotten involved in the situation and explained that the blue tang fish grows to be about a foot long and is just not suitable for a home aquarium. Disney has stated that they are working with the blue tang conservationists to preserve these beautiful creatures. Even now, before the movie has been released, people have started to fish for and look for blue tang fish.
So, the first thing that grabbed my attention with this article is that it had to do with Disney. I love Disney. The second thing that grabbed my attention was the beautiful picture of the blue tang fish. It has been shown that people are mainly drawn to pictures before they even see or read the words around it. Because this article was visually appealing, I had to read more. I quickly realized this article is about the conservation of the blue tang fish. As I read on this article was very easy to read. This article could be categorized under the main topic of biology, but can also be used to describe habitats, ecosystems, and extinction.
Read the full article here!
Title: A Ninth Planet?
Source: Scholastic Science World
Synopsis: This article explores the concept of a possible 9th planet that scientists have found orbiting the sun. Since Pluto was not considered a planet anymore because it was so small, the same concern rang true for this planet. It was quickly discovered that "Planet Nine" has a mass 10 times larger than Earth's. "Planet Nine" might just be making its way into our solar system very soon.
I have heard of "Planet Nine" before and the idea, that after losing a planet we might gain one, has always fascinated me. I'm not big into science, but any new discoveries always peak my interest. Maybe because it's like that shiny new toy that everyone's talking about? This article in particle also drew my attention because at a quick glance, the picture looks like a black hole in space. After more observation, I quickly realized that it is indeed a planet or a celestrial object, not a black hole, in the middle of space. Very obviously, this article pertains to science and more specifically astronomy. Since astronomy has many subtopics such as planets, galaxies, comets, meteors etc., it is very easy to incorporate an article about a possible planet that may be something other then a planet.
Read the full article here!
Since each article is current and relevant to our lives in certain ways, articles are excellent to bring into the classroom. In order to implement articles into the curriculum, it could be used to connect ELA and science. By reading an article, students demonstrate their ELA skills and by breaking apart the topics and associating the information found in an article to these topics, students can demonstrate scientific knowledge and skills.
Take me "Home"!
"Home"
A Documentary about Earth and it's habitability
Towards the end of the semester, my classmates and I had the pleasure of watching "Home" instead of a final test. At first I was skeptical because I have never watched a documentary that wasn't boring, but with "Home" I was pleasantly surprised. "Home" is a documentary directed by Yann Arthus-Bertrand and narrated by Glenn Close. "Home" discusses the negative impact that humans place daily on Earth. This documentary was eye opening and shocking. It's scary to think that we are a threat to our own planet, where we live. We have abused our resources with toxic pesticides, excessive mining, water shortages, deforestation, extinction, global warming, droughts, and wildfires, and even many species have become extinct. The only solution to this is for us to make a change. By us, I mean all of us, everyone on Earth. We must protect our natural resources, decrease pollution, and help in any other way we can. Solar power is a great way that we can use natural resources without abusing it. We need to look to solar power to become our primary resource for energy.
A Documentary about Earth and it's habitability
Towards the end of the semester, my classmates and I had the pleasure of watching "Home" instead of a final test. At first I was skeptical because I have never watched a documentary that wasn't boring, but with "Home" I was pleasantly surprised. "Home" is a documentary directed by Yann Arthus-Bertrand and narrated by Glenn Close. "Home" discusses the negative impact that humans place daily on Earth. This documentary was eye opening and shocking. It's scary to think that we are a threat to our own planet, where we live. We have abused our resources with toxic pesticides, excessive mining, water shortages, deforestation, extinction, global warming, droughts, and wildfires, and even many species have become extinct. The only solution to this is for us to make a change. By us, I mean all of us, everyone on Earth. We must protect our natural resources, decrease pollution, and help in any other way we can. Solar power is a great way that we can use natural resources without abusing it. We need to look to solar power to become our primary resource for energy.
Even some foreign cities like Dubai realize the need to make a change. We can make a difference but we need to focus. Electricity plants are exploring geothermal energy. The introduction of Wind farms produce 20% energy. Intelligence in engineering will help lead our society and joining nations on a mission to preserve our earth rather than exhaust her resources.
As a future teacher, it is so important to impart this knowledge onto our students so that each generation is aware of the harm the can cause and will therefore try their best to protect this planet that we call our home.
Always remember that actions speak louder than words!
Watch the full documentary below!
Tiki-Toki: Fun Word, Great Tool!
I never knew this tool existed and now that I do, I want to use it for everything!
Tiki Toki is an online timeline creator. It is super easy to use and comes with a super cool secret feature. After you put in pictures and events/dates, look in the bottom left corner for a little button that says 3D. Click this! This will turn your timeline into a 3D masterpiece. Timelines in general are a great tool for ELA, history, and, of course, science!
Sound too good to be true? Check it out here for yourself!
Also, check out my astronomy timeline!
Here is a short tutorial on how to use Tiki-Toki!
Tiki Toki is an online timeline creator. It is super easy to use and comes with a super cool secret feature. After you put in pictures and events/dates, look in the bottom left corner for a little button that says 3D. Click this! This will turn your timeline into a 3D masterpiece. Timelines in general are a great tool for ELA, history, and, of course, science!
Sound too good to be true? Check it out here for yourself!
Also, check out my astronomy timeline!
Here is a short tutorial on how to use Tiki-Toki!
Generalizations vs. Realizations
The three main aspects when studying science is observation, generalization and explanation. We question something when we observe, it's just common sense.
Generalization is defined as "a general statement or concept obtained by inference from specific cases".
Realization is defined as "an act of becoming fully aware of something as a fact".
So in simple terms, a generalization is an inference or a guess about a particular topic and a realization is when you completely understand something as a fact and do not doubt it.
Why is this important?
Very simply, we must make generalizations to reach realizations.
This cannot be more true in science. Look at the scientific method. The first step is to make a generalization, a hypothesis is a generalization! Then when you reach the end of the experiment, what do you do? You come to a realization, a conclusion, based on data and information collected that proves or disproves your first generalization, hypothesis.
A Reflection on my Fieldwork Experience
Overall, I think this experience was very worthwhile and unique. It was unique because instead of teaching one grade in a classroom during the school day, my class was able to teach multiple grades, students from different schools, and for a longer period of time after school. I know that this period of time was illogical in reality, but it was nice to have in the moment.
This overall process of creating lessons, modifying the lessons, and implementing them in front of the students was a very time consuming process, but worth it. My lessons that I taught were focused on the three types of rocks and their characteristics. Rocks is an important topic because we see them everyday in our lives and they also make up many of our world's land forms and play a part in creating the world we live in today.
Since it was so much work, I couldn't do it alone. I worked with two other candidates to construct and implement these lessons. We meet occasionally to toss around ideas and work with each other to create a fun and engaging set of lessons. Each of us had something to contribute to the lesson. I found the table for our inquiry lesson and I created the graphic organizer for our direct instruction lesson. My other members created the Voki for our inquiry lesson, found the video for our direct instruction, and designed the PowerPoint slides. My group and I worked very well together and seemed to understand each other's teaching styles. When team teaching this is very important to know what kind of teaching style each teacher prefers. This is important in order to not overshadow any of your co-teachers.
Our lessons in general went over well. There were a few hiccups, but nothing is ever perfect. One of the major issues with our lessons was our direct instruction graphic organizer. My co-teachers and I quickly realized this graphic organizer was too hard for the students and one student in particular was getting very frustrated and upset over it. If we were to do this lesson over again, we would replace our graphic organizer with something much simpler and shorter.
This issue also lead to another issue which I noticed after teaching, I spoke too fast and flipped too fast through the slides. Since I went too fast, it was very difficult for the students to keep up with filling in the graphic organizer and some students even checked out of the lesson.
It wasn't until the inquiry lesson that I could tell if the students were actually grasping the information or not. Each students liked the activity and used lots of questions which is directly outlined in the inquiry format. The student who was frustrated with the graphic organizer quickly involved himself in the small group activity and seemed to take charge. This is a classic example of never judge a book by its cover. What I mean by this is that I truly thought this student became frustrated with the graphic organizer and then simply gave up on learning the material, when in fact this student actually understood most of the material presented and was solely frustrated about not being able to keep up with filling in the graphic organizer.
In conclusion, this fieldwork experience lead to many revelations not only about modifications that must be made to our lessons, but also changes that must be made in me as a teacher. Hopefully by noticing these things, I can turn them into a positive and I can become an even better teacher then I am now.
This overall process of creating lessons, modifying the lessons, and implementing them in front of the students was a very time consuming process, but worth it. My lessons that I taught were focused on the three types of rocks and their characteristics. Rocks is an important topic because we see them everyday in our lives and they also make up many of our world's land forms and play a part in creating the world we live in today.
Since it was so much work, I couldn't do it alone. I worked with two other candidates to construct and implement these lessons. We meet occasionally to toss around ideas and work with each other to create a fun and engaging set of lessons. Each of us had something to contribute to the lesson. I found the table for our inquiry lesson and I created the graphic organizer for our direct instruction lesson. My other members created the Voki for our inquiry lesson, found the video for our direct instruction, and designed the PowerPoint slides. My group and I worked very well together and seemed to understand each other's teaching styles. When team teaching this is very important to know what kind of teaching style each teacher prefers. This is important in order to not overshadow any of your co-teachers.
Our lessons in general went over well. There were a few hiccups, but nothing is ever perfect. One of the major issues with our lessons was our direct instruction graphic organizer. My co-teachers and I quickly realized this graphic organizer was too hard for the students and one student in particular was getting very frustrated and upset over it. If we were to do this lesson over again, we would replace our graphic organizer with something much simpler and shorter.
This issue also lead to another issue which I noticed after teaching, I spoke too fast and flipped too fast through the slides. Since I went too fast, it was very difficult for the students to keep up with filling in the graphic organizer and some students even checked out of the lesson.
It wasn't until the inquiry lesson that I could tell if the students were actually grasping the information or not. Each students liked the activity and used lots of questions which is directly outlined in the inquiry format. The student who was frustrated with the graphic organizer quickly involved himself in the small group activity and seemed to take charge. This is a classic example of never judge a book by its cover. What I mean by this is that I truly thought this student became frustrated with the graphic organizer and then simply gave up on learning the material, when in fact this student actually understood most of the material presented and was solely frustrated about not being able to keep up with filling in the graphic organizer.
In conclusion, this fieldwork experience lead to many revelations not only about modifications that must be made to our lessons, but also changes that must be made in me as a teacher. Hopefully by noticing these things, I can turn them into a positive and I can become an even better teacher then I am now.
It's Poppin' at the Science Fair!
On February 19th, 2016 I was required to complete a science fair project to present at the Bishop Dunn Memorial School science fair. Students from various grades participated and took part in applying the scientific method to multiple topics of interests. When reviewing some of the projects done by students, I was amazed at how much time and how much creativity went into each project.
Before the project, I had little knowledge of how to construct a science fair project and how to incorporate the scientific method into a creative project. I understood the concept of scientific method and realized that an experiment must start with some type of problem or question. I happened to be eating popcorn at that moment and thought "what if I popped 4 different brands of popcorn and see which one pops the most and leaves the least amount of unpopped kernels?" So now, my problem was stated, next came the planning process.
The first thing I did was collected 3 different brands of popcorn. I collected 1 bag of Act II popcorn, 1 bag of Orville Redenbacher, and 1 back of Pop Secret. Next step was to pop each bag with a constant time for each bag. I popped each bag for 2 minutes and 30 seconds in a regular microwave. After each bag was popped, I recorded my results. I found that Orville Redenbacher left 40 unpopped kernels while Pop Secret left 35 unpopped kernels and Act II left 29 unpopped kernels. I recorded my results in a graph and came to a conclusion. My conclusion was that Act II left the most unpopped kernels than Orville Redenbacher or Pop Secret. I compared this conclusion to my hypothesis and realized that my original hypothesis was wrong and Orville Redenbacher did not leave the least amount of unpopped kernels. By participating in a hands-on activity that examines a problem, this is an example of inquiry learning. Given my problem, I was encouraged to make discoveries and come to a conclusion based on them.
By participating in the science fair project, I strengthened my knowledge of the scientific method and how to implement it. I also learned more about conducting trials, creating conclusions, making a hypothesis statement, and piecing together every piece of information gathered to form one cohesive assignment. I also learned key time management and organization skills that are not only important in academics, but are also important in daily life. Because this project had to be completely promptly and revolved around a time component, I set aside a specific amount of time to conduct this experiment and complete each part of the assignment. I learned key organization skills by collecting research and data and keeping it in one location to be easily accessed. I also made sure each part of my assignment was typed and easy to read which also demonstrates organization skills.
A science fair in general is a great opportunity for students to explore science in a way that interests them. "Science fair projects are about real problems that you choose to explore" (Science Fair Warm-Up, 2013). Science fair projects also allow students to connect to other content areas such as ELA and math. Since science fair projects includes research and sometimes a written report, students can incorporate their knowledge of reading and writing and build on that knowledge to create a better understanding of the overall content area. Math is also a huge part of science fair projects. Since almost every project includes some type of chart, math is involved. Charts and graphs are considered mathematical elements. By becoming proficient in not only creating graphs or charts, but by also being able to read and explain them, students gain an important link to the math content area.
According to "The Value of a Science Fair Project,"preparing a science fair project is a great example of inquiry (or hands-on) learning. Inquiry, is recommended as a cornerstone of successful science teaching. According to the National Research Council, active learning is not used enough in the classroom and because of this, students are losing interest in science as a content area.
This project in general can be very useful because it aligns with not only the Next Generation Science Standards, but it also aligns with the National and State Science Standards. In terms of the Next Generation Science Standards, the science fair project aligns with 5 of the core practices: asking questions and defining problems, developing and using models, analyzing and interpreting data, constructing explanations and designing solutions, engaging in argument from evidence, and obtaining, evaluating, and communicating information. Since the National and the State Standards both also focus on an inquiry concentration and the process of analyzing questions, the science fair project perfectly aligns with its main concept to be to ask a question and explore it to its fullest extent.
Some other key benefits to participating in a science fair is confidence, complete understanding, academic opportunities and the opportunity to incorporate technology as resources. By creating and presenting a science fair project, a student can gain confidence in themselves and in the work they created. This is a wonderful thing! More students should be proud of putting work into something and creating a project that is shared with so many people. Academic opportunities may present themselves later in a student's academic career. This is not as applicable from 2nd, 3rd, 4th, 5th and 6th graders as it is for 7th grade through 12th grade. As students get closer and closer to college, students participation in a science fair is a great quality that certain schools look at when accepting their candidates. Because a science fair contains so many key skills and topics, it is a great professional development tool for older students. Technology can also be used in these science fair projects. Some obvious technology that students could use when creating these projects could be Microsoft Word, Microsoft PowerPoint, Microsoft Excel, and the internet for research. Some other tools that students could use includes a camera, a calculator, or websites such as OnlineChartTool.com, Chartgo.com, or ChartGizmo.com. These websites are great for creating charts and/or tables for a science fair project.
For the younger grade students (2nd, 3rd, 4th, 5th, and/or 6th grade), hosting a science fair and inviting students to participate can introduce students to the scientific method and allow them to explore various concepts of interest in the world of science. Since the students are so young, if students solely provide a hypothesis, a conclusion, and a procedure this could be a good introduction to higher level science fairs.
In general, after participating in a science fair and being responsible for a specific assignment, I gained a deeper understanding of what exactly the scientific method is and how it can be used in context. After reflecting on my project, I found some changes that could have been made to create a more accurate experiment such as comparing popped kernels vs unpopped kernels, incorporating taste, conducting more than one trial and incorporating a fourth popcorn brand. All of these factors could have made my experiment more valid and more interesting. I always have next time! I focused on a specific topic of interest for me, so the project was fun and engaging. This is how it should be for students, fun and engaging! That's the point of science fairs, other than the learning part of course.
Before the project, I had little knowledge of how to construct a science fair project and how to incorporate the scientific method into a creative project. I understood the concept of scientific method and realized that an experiment must start with some type of problem or question. I happened to be eating popcorn at that moment and thought "what if I popped 4 different brands of popcorn and see which one pops the most and leaves the least amount of unpopped kernels?" So now, my problem was stated, next came the planning process.
The first thing I did was collected 3 different brands of popcorn. I collected 1 bag of Act II popcorn, 1 bag of Orville Redenbacher, and 1 back of Pop Secret. Next step was to pop each bag with a constant time for each bag. I popped each bag for 2 minutes and 30 seconds in a regular microwave. After each bag was popped, I recorded my results. I found that Orville Redenbacher left 40 unpopped kernels while Pop Secret left 35 unpopped kernels and Act II left 29 unpopped kernels. I recorded my results in a graph and came to a conclusion. My conclusion was that Act II left the most unpopped kernels than Orville Redenbacher or Pop Secret. I compared this conclusion to my hypothesis and realized that my original hypothesis was wrong and Orville Redenbacher did not leave the least amount of unpopped kernels. By participating in a hands-on activity that examines a problem, this is an example of inquiry learning. Given my problem, I was encouraged to make discoveries and come to a conclusion based on them.
By participating in the science fair project, I strengthened my knowledge of the scientific method and how to implement it. I also learned more about conducting trials, creating conclusions, making a hypothesis statement, and piecing together every piece of information gathered to form one cohesive assignment. I also learned key time management and organization skills that are not only important in academics, but are also important in daily life. Because this project had to be completely promptly and revolved around a time component, I set aside a specific amount of time to conduct this experiment and complete each part of the assignment. I learned key organization skills by collecting research and data and keeping it in one location to be easily accessed. I also made sure each part of my assignment was typed and easy to read which also demonstrates organization skills.
A science fair in general is a great opportunity for students to explore science in a way that interests them. "Science fair projects are about real problems that you choose to explore" (Science Fair Warm-Up, 2013). Science fair projects also allow students to connect to other content areas such as ELA and math. Since science fair projects includes research and sometimes a written report, students can incorporate their knowledge of reading and writing and build on that knowledge to create a better understanding of the overall content area. Math is also a huge part of science fair projects. Since almost every project includes some type of chart, math is involved. Charts and graphs are considered mathematical elements. By becoming proficient in not only creating graphs or charts, but by also being able to read and explain them, students gain an important link to the math content area.
According to "The Value of a Science Fair Project,"preparing a science fair project is a great example of inquiry (or hands-on) learning. Inquiry, is recommended as a cornerstone of successful science teaching. According to the National Research Council, active learning is not used enough in the classroom and because of this, students are losing interest in science as a content area.
This project in general can be very useful because it aligns with not only the Next Generation Science Standards, but it also aligns with the National and State Science Standards. In terms of the Next Generation Science Standards, the science fair project aligns with 5 of the core practices: asking questions and defining problems, developing and using models, analyzing and interpreting data, constructing explanations and designing solutions, engaging in argument from evidence, and obtaining, evaluating, and communicating information. Since the National and the State Standards both also focus on an inquiry concentration and the process of analyzing questions, the science fair project perfectly aligns with its main concept to be to ask a question and explore it to its fullest extent.
Some other key benefits to participating in a science fair is confidence, complete understanding, academic opportunities and the opportunity to incorporate technology as resources. By creating and presenting a science fair project, a student can gain confidence in themselves and in the work they created. This is a wonderful thing! More students should be proud of putting work into something and creating a project that is shared with so many people. Academic opportunities may present themselves later in a student's academic career. This is not as applicable from 2nd, 3rd, 4th, 5th and 6th graders as it is for 7th grade through 12th grade. As students get closer and closer to college, students participation in a science fair is a great quality that certain schools look at when accepting their candidates. Because a science fair contains so many key skills and topics, it is a great professional development tool for older students. Technology can also be used in these science fair projects. Some obvious technology that students could use when creating these projects could be Microsoft Word, Microsoft PowerPoint, Microsoft Excel, and the internet for research. Some other tools that students could use includes a camera, a calculator, or websites such as OnlineChartTool.com, Chartgo.com, or ChartGizmo.com. These websites are great for creating charts and/or tables for a science fair project.
For the younger grade students (2nd, 3rd, 4th, 5th, and/or 6th grade), hosting a science fair and inviting students to participate can introduce students to the scientific method and allow them to explore various concepts of interest in the world of science. Since the students are so young, if students solely provide a hypothesis, a conclusion, and a procedure this could be a good introduction to higher level science fairs.
In general, after participating in a science fair and being responsible for a specific assignment, I gained a deeper understanding of what exactly the scientific method is and how it can be used in context. After reflecting on my project, I found some changes that could have been made to create a more accurate experiment such as comparing popped kernels vs unpopped kernels, incorporating taste, conducting more than one trial and incorporating a fourth popcorn brand. All of these factors could have made my experiment more valid and more interesting. I always have next time! I focused on a specific topic of interest for me, so the project was fun and engaging. This is how it should be for students, fun and engaging! That's the point of science fairs, other than the learning part of course.
This is my science fair project focused on how many kernels will be unpopped in 3 different types of popcorn after 2 minutes and 30 seconds.
Click here to see my full report of the project.
Friday, May 13, 2016
Virtual Class: The Classroom of the Future
Due to inclement weather, two of our classes were held online in a virtual classroom. At first, I was very skeptical about this, especially since the school WiFi is unreliable. Quickly, I realized the benefits on this virtual classroom. On the left of the screen, there was a slideshow presentation that held the key ideas and information for the class. At the top right was a video chat with our lovely teacher, Dr. Smirnova. Dr. Smirnova was able to talk to us and point out key points throughout the presentation. Myself and my classmates were also able to participate. We were able to post our thoughts and responses in the chatroom in the bottom right and we would be able to toggle a switch on the screen that would allow us to take turns and speak our answers or responses into our microphones so everyone could hear.
There was some challenges in this process as well. One of these challenges was that not everyone could get their microphone to work. Because of this, they could solely participate via the chat room which is tricky because what they want to say may get misconstrued through text. Another issue was with connection issues, some people, including myself would receive an error message when entering the classroom and would have to try multiple times to enter the classroom.
Overall, this was a great experience and can be great to use if you were to have an outside presenter or even a person from another country share their ideas with a classroom.
Social Interaction Models
No, this post will not be about models about to strut the runway adorned in designer clothes that cost hundreds of dollars, this post will be about the models of social interactions within the classroom.
So what are the names of these models?1.) Behavioral (To change behavior)
- Through practice and a controlled environment you can change behavior
-In this model you can develop skills and knowledge
2.) Information Processing (The teacher develops student information skills)
-Process, analyze, and reflect on information. Students are exploring and engaged in the Information Processing model
3.) Social Interactive (Develop student social skills)
-Group work
4.) Personal Interactive (Individual learning)
-Helps students develop self esteem and identity in the classroom
-Through individual projects, students are developing their skills
5 step inquiry lesson (This is a very important type of lesson to implement these models)
Direct Instruction is mostly teacher controlled, however Social Interactive model is more students gathering information, processing the information, and applying the information to various topics.
Case studies is a great way to implement this model! Students can explore and develop skills in a focused way.
"Inquiry, where students are lead by questions and questions never end." -Dr. Smirnova
In the following video notice one way that the social interactive model can be implemented in the classroom:
Trade Book Assignment
Earth Science: Rocks and the Rock Cycle
Title: The Rock Factory
Author: Jacqui Bailey
Published: Picture Window Books, 2006
ISBN Number: 1404815961
The trade book that I selected for my trade book assignment is the Rock Factory, which is a non-fiction book told through colorful and informational charts describing the rock cycle, differences between rocks and minerals, and other related topics. This book can be used to assist the reader in understanding the different types of rocks and how they are formed.
Science Connections
Everyone has come across rocks at some point in their life or even every day. These rocks could’ve been a certain color, or a certain shape, or rocks that sparkled. Regardless, rocks are everywhere—in streams, on paths, in fields—they are literally beneath our feet every day. By studyng rocks, part of the National Science Education Standards can be met by having students make observations about and describe the properties of rocks. At an elementary level, the use of the science-process skills of observation and classification into groups and the use of language skills for providing detail about rocks is sufficient. The NSES point out that “understanding rocks and minerals should not be extended to the study of the source of the rocks, such as sedimentary, igneous, and metamorphic, because the origin of rocks and minerals has little meaning to young children” (NRC 1996, p. 130). By allowing students to be introduced to the three types of rocks and the differences between rocks and minerals,students will begin to understand that each rock has its own set of unique features.
Teaching Connections
The Rock Factory serves as a good resource to review the concepts described above as they complete an assessment activity that demonstrates their understanding of the different ways rocks form.
Below is a sample lesson of an activity that can be associated with the book The Rock Factory.
Purpose:
To assess students’ understanding of the rock cycle through a creative, hands-on assessment that allows students to assemble a model of the rock cycle.
Materials:
• Craft materials, such as poster board, construction paper, glue, scissors, tape, markers, and crayons
• Reference books (see Resources)
• Rock samples (e.g., granite, basalt, obsidian, sandstone, shale, conglomerate, marble, gneiss, limestone, pumice or scoria, quartzite)
Procedure:
Following a unit on rocks in which students learned about the rock cycle, students conduct this activity to help synthesize their learning. After reading the book The Rock Factory, review with students that the three main types of rocks form under different circumstances—igneous rocks form when molten magma or lava cools; sedimentary rocks form from the layering and compaction of sediments; and metamorphic rocks form from intense heat or pressure. It should be noted that it is not a circular cycle, as different rocks can get caught in a smaller part of the cycle. In other words, not all igneous rocks become sedimentary, nor do sedimentary in turn become metamorphic.
Using either samples of actual rocks or pictures of the rocks, ask the students to attempt to “match” an igneous or sedimentary rock with the rock it can be changed into and after the rock has gone through metamorphism.
Examples of sequencings could be: granite to gneiss; sandstone to quartzite; limestone to marble; shale to slate. Although this may be difficult, hopefully students will be able to see that some metamorphic rocks have similar characteristics of the rocks from which they came. For example, some limestone rocks are creamy white or pale grey in color and appear to be layered and flat, whereas marble is a similar color. It is important for teachers to match up the “before” and “after” rocks carefully to aid the student in seeing similarities.
Have students make statements about why they think the “changed” rock was at one point the rock they chose. It could be something like “Gneiss has the same color minerals in it and the spots look like they are changed somehow.” Sandstone looks like it has tiny crystals or pieces of sand cemented together, and quartzite has tiny crystals as well.
When the students are describing their observations, have them try and describe how the rocks may have formed as well. For example, metamorphic rocks undergo intense heat and pressure to change the original rock into a new rock, but the new rock is still comprised of the same minerals as the original rock. To help with this task, create a list of key vocabulary on the board (e.g., igneous, sedimentary, metamorphic, weathering, compaction, magma, cooling, cementation, and deposition).
Using The Rock Factory and other references, ask students to construct a model of the rock cycle. They may want to simply draw it, or they may want to find and cut out pictures of the different types of rocks for each part. While they are doing this, they should be using the key vocabulary terms identified during the reading.
When students have completed their models of the rock cycle, they can share them with their group or the class.
Regardless of whether children are making observations about rocks and developing an initial idea about what a rock is or assembling a model of the rock cycle to serve as an assessment of their understanding, it is important to allow them to engage in activities that definitely ROCK!
Resources
DK Publishing. 2003. Rocks and minerals. New York: Author.
National Research Council (NRC). 1996. National science education standards. Washington, DC: National Academy Press.
Staedter, T. 1999. Reader’s digest pathfinders: Rocks and minerals. Pleasantville, NY: Reader’s Digest Books for Children.
Check out my book trailer for this trade book here!
Check out this informational article about using trade books in Science here!
Fact or Myth? What to know about Inquiry Learning
Myth: Doing hands-on activities in science is the same as doing an inquiry lesson.
Fact: By conducting a hands-on activity, that does not necessarily mean it is an inquiry lesson. Since so many science activities are very structured, students will be provided with worksheets, tables, charts, or questions to answer and do not always promote inquiry. Most inquiry activities are hands-on, but not all hands-on activities are hands on.
Myth: Inquiry is when you use the scientific method.
Fact: " Inquiry used the logic of problem solving that does not use the delineated, specific steps of the scientific method." This means that there is more to inquiry based learning then solely following a structured set of procedures, such as the scientific method.
Myth: Inquiry is unstructured and chaotic.
Fact: It is crucial that adequate classroom management is present for inquiry learning. Since most inquiry activities raise student engagement and therefore may raise the noise level in the classroom, classroom management is key. During an inquiry lesson, a teacher may feel a little less in control of the classroom, but this does not necessarily mean that inquiry learning is unstructured and chaotic.
Myth: Inquiry is when the teacher asks the students a lot of questions.
Fact: "Inquiry based instruction does not just mean finding the right answers, it means seeking the right questions." Teachers must understand content fully in order to teach inquiry and by understanding this content, the teacher can become a guide and mentor for the process of inquiry.
Myth: Inquiry is good for elementary and middle school students, but high school students have no extra time to incorporate inquiry.
Fact: Inquiry can be applied at any grade level. Since most science classes are lecture based in high school, most will believe this myth. Over time, teachers can slowly implement small aspects of inquiry, such as asking questions, plan solutions, or gather information. Teachers must use their time effectively, but can foster critical thinking skills and higher-level thinking with the right amount of effort to fit inquiry into their schedules.
Myth: You can not assess inquiry learning.
Fact: Just like any other concept or topic in a specific subject, inquiry concept can be assessed. In order to assess student progress in inquiry, teachers must use other methods of evaluation. Multiple choice questions, for example, do not adequately assess student progress. On the other hand, teachers must use tools such as writing journals, self evaluations, and rubrics along with other materials in order to adequately assess student progress.
Myth: Inquiry is the latest "fad" for science instruction.
Fact: Inquiry, or the art of questioning learning and discovery, has been around forever. John Dewey is known as the first American educator to stress how important inquiry is. Dewey stated that learning does not start until a problem is presented. Many research studies have proved that most subjects are inquiry based.
Myth: Inquiry is not content related and is referred to as "soft science".
Fact: If students gain an appreciate for science and engage in a science focused program, they will be provided with active learning that focuses on problem solving, raising questions, and seeking ways to solve their questions. Inquiry based science is an effective means to enhance scientific literacy. It has been shown that inquiry promotes critical thinking skills and positive attitudes toward science.
Myth: Inquiry is not for students for learning disabilities; it is solely for high achieving students.
Fact: The standards set forth by the National research Council apply to all students regardless of age, cultural or ethic heritage, gender, physical or academic ability, interest, or aspirations. According to the NSES, “Given this diversity of student needs, experiences and backgrounds, and the goal that all students will achieve a common set of standards, schools must support high quality, diverse, and varied opportunities to learn science.” (NRC, 1996, p.221). Inquiry is about thinking creatively and critically and that is not solely for the high achieving student.
References
Fact: By conducting a hands-on activity, that does not necessarily mean it is an inquiry lesson. Since so many science activities are very structured, students will be provided with worksheets, tables, charts, or questions to answer and do not always promote inquiry. Most inquiry activities are hands-on, but not all hands-on activities are hands on.
Myth: Inquiry is when you use the scientific method.
Fact: " Inquiry used the logic of problem solving that does not use the delineated, specific steps of the scientific method." This means that there is more to inquiry based learning then solely following a structured set of procedures, such as the scientific method.
Myth: Inquiry is unstructured and chaotic.
Fact: It is crucial that adequate classroom management is present for inquiry learning. Since most inquiry activities raise student engagement and therefore may raise the noise level in the classroom, classroom management is key. During an inquiry lesson, a teacher may feel a little less in control of the classroom, but this does not necessarily mean that inquiry learning is unstructured and chaotic.
Myth: Inquiry is when the teacher asks the students a lot of questions.
Fact: "Inquiry based instruction does not just mean finding the right answers, it means seeking the right questions." Teachers must understand content fully in order to teach inquiry and by understanding this content, the teacher can become a guide and mentor for the process of inquiry.
Myth: Inquiry is good for elementary and middle school students, but high school students have no extra time to incorporate inquiry.
Fact: Inquiry can be applied at any grade level. Since most science classes are lecture based in high school, most will believe this myth. Over time, teachers can slowly implement small aspects of inquiry, such as asking questions, plan solutions, or gather information. Teachers must use their time effectively, but can foster critical thinking skills and higher-level thinking with the right amount of effort to fit inquiry into their schedules.
Myth: You can not assess inquiry learning.
Fact: Just like any other concept or topic in a specific subject, inquiry concept can be assessed. In order to assess student progress in inquiry, teachers must use other methods of evaluation. Multiple choice questions, for example, do not adequately assess student progress. On the other hand, teachers must use tools such as writing journals, self evaluations, and rubrics along with other materials in order to adequately assess student progress.
Myth: Inquiry is the latest "fad" for science instruction.
Fact: Inquiry, or the art of questioning learning and discovery, has been around forever. John Dewey is known as the first American educator to stress how important inquiry is. Dewey stated that learning does not start until a problem is presented. Many research studies have proved that most subjects are inquiry based.
Myth: Inquiry is not content related and is referred to as "soft science".
Fact: If students gain an appreciate for science and engage in a science focused program, they will be provided with active learning that focuses on problem solving, raising questions, and seeking ways to solve their questions. Inquiry based science is an effective means to enhance scientific literacy. It has been shown that inquiry promotes critical thinking skills and positive attitudes toward science.
Myth: Inquiry is not for students for learning disabilities; it is solely for high achieving students.
Fact: The standards set forth by the National research Council apply to all students regardless of age, cultural or ethic heritage, gender, physical or academic ability, interest, or aspirations. According to the NSES, “Given this diversity of student needs, experiences and backgrounds, and the goal that all students will achieve a common set of standards, schools must support high quality, diverse, and varied opportunities to learn science.” (NRC, 1996, p.221). Inquiry is about thinking creatively and critically and that is not solely for the high achieving student.
References
Llewellyn, D. (2002). Inquire within: Implementing inquiry-based science standards. Thousand Oaks, CA: Corwin Press. Retrieved February 1, 2016, from http://www.asdk12.org/depts/science/ESCARGOtweb/documents/MythsAboutInquiryBasedLearning.pdf
Teaching Science to Younger Children
As I was researching information for my lesson plans as well as for my classroom, I came across this great article called "Teaching Science During the Early Childhood Years" by Dr. Kathy Cabe Trundle. This article talks about the importance of science, how young children think about science, how to incorporate texts into teaching science, and how to effectively teach science in an elementary classroom.
You can read the full article here!
What is Inquiry Based Learning?
"Hands on, Minds on"
This is a quote that should automatically identify with inquiry based learning. By definition inquiry based learning poses questions, problems or scenarios—rather than simply presenting establishing facts or portraying a smooth path to knowledge. In simple terms, this process begins with a question or an exploration that will engage students in a hands-on process of making connections and new discoveries that enhances learning. More often then not, teachers will lecture to their classes and then will present students with worksheets to review the material learned. In our developing, 21st century world, this is just not cutting it anymore. It is so important to engage all students to complete activities that, not only, let them move and involve themselves, but also allow them to make connections across topics and link new discoveries to the information they learned or are learning.
Not all students learn the same. Howard Gardner's Multiple Intelligence Theory, suggests that the traditional notion of intelligence, based on I.Q. testing, is far too limited.Gardner's Multiple Intelligence theory can be explained by the chart below.
(Taken from My Math Folder)
Since so many students learn differently, it is extremely important for a teacher to modify their teaching methods and their classroom in general to meet each students' needs. These needs must be meet to ensure that each student succeeds in their academics. "Hands on,Minds on" is something that each teacher should strive for the have a successful classroom. Hands on activities can include centers, projects, research assignments, or even a simple "brain break" in which students engage in a fun activity that takes a break from pure academic learning.
Monday, May 9, 2016
Pin what???
Have you ever heard of Pinterest? If you haven't go check it out!
This website is great for not only find new outfits, some DIYS, or even a new recipe, but it is such a great resource for any teacher!
On Pinterest, there is a wide range of organization techniques, classroom set-ups, lesson plans, activities, and tips. In high school I started using this site and I now have a teacher board containing over 300 pins.
If you've never used Pinterest, fear not, it is easy to use.
Follow these 12 steps to become a Pinterest master:
Step 1- Sign up
Its free! You can sign up using your Facebook account or simply type in your email address and your desired password and click "Sign Up".
This website is great for not only find new outfits, some DIYS, or even a new recipe, but it is such a great resource for any teacher!
On Pinterest, there is a wide range of organization techniques, classroom set-ups, lesson plans, activities, and tips. In high school I started using this site and I now have a teacher board containing over 300 pins.
If you've never used Pinterest, fear not, it is easy to use.
Follow these 12 steps to become a Pinterest master:
Step 1- Sign up
Its free! You can sign up using your Facebook account or simply type in your email address and your desired password and click "Sign Up".
Step 2- Follow topics
Select any and all topics that interest you. You can even type in the search bar to find a specific topic.After selecting at least 5 interest, click "Done".
Step 3- Newsfeed
You will now see your Newsfeed based on your selected interests. As you pin more, follow friends, and follow boards, more and more suggested pins will appear.
Step 4- Create a board
This is your page. As you create more boards, they will appear here. Time to create your first board. Select the option "Create a Board". A pop up window will appear. Type in a name for your board and select "Create".
Step 5- Add a Pin
Find something on your Newsfeed that you would like to save. Once you find something, click it. A pop up window will appear. Select "Pin it" in the top left corner. Next, select the board you would like to save it to. Click "Pin it" next to your selected board.
Step 6- Continue Pinning!
Your pin is now saved for you to look at and reference later. Click the Pinterest logo in the top left corner to bring you back to your Newsfeed. Happy pinning!
Here are some search terms to get you started:
* Lesson Plans
* Elementary Activities
* Classroom organization
* Managing Behavior
* Teacher tips
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