This week I decided to try and find some websites that have lesson plans for teachers to use that can engage students in science. Some are better than others and some may need to be modified or tweaked to get students to participate in Science Inquiry. Overall, I think that this will help many beginning teachers when they think about how they are going to meet the needs of their district at the beginning of the year and keep students engaged. Unfortunately, not a lot of sites had a lot to do with Science Inquiry process as much as keeping them engaged. I wonder if there are websites that cater to both needs for our students.
This website is a basic site that has a few activities for science per age level. There wasn't much for the older age levels and didn't have much for the idea of Science Inquiry, but with a few adaptations there could be lessons to be given.
This website has a lot more variety in all age ranges for students in Science. While a lot of these activities are engaging and would keep students interested in Science, not all lessons had a higher level thinking for students or went through the Science Inquiry stages.
The following website has links to other sites that help teachers find engaging lesson plans. This site is appropriate for more middle school or high school grades. Some sites do seem to broach into the idea of Science Inquiry, but most don't.
I did find a website that had a list of science inquiry activities in the classroom for a variety of age levels. Some of the activities look a little engaging as well. Another website had other sites it linked to, but didn't seem as engaging as the one previously listed.
Where are these sites for teachers to achieve both concepts? We can't begin to teach something we don't see examples of. Perhaps I worded my search incorrectly in the google search engine but the two terms seem to nearly impossible to combine when attempted.
Sunday, October 31, 2010
Readers Theater & Science
Due to the era of high-stakes testing elementary classrooms focus on reading in hopes to improve reading scores and achievement. This often means that there is little or no time left for Science content. Unfortunately, when these students enter upper elementary or middle school they are incapable of comprehending the academic vocabulary presented in science textbooks. So we need to get creative to make sure our students have multiple science learning experiences before they approach older grades!
In a previous post I blogged about using children’s literature as a way to teach students about Science. Another fun, creative, and well researched way to incorporate science is through Readers Theater. What is Readers Theater? Students are given or if old enough write a script pertaining to specific content or concept. When using Readers Theater strictly to improve fluency the script can be about anything and is written like a play, but when using R.T. to develop academic science vocabulary the script needs to have a specific focus building off of the science content your intending to teach. Each student is assigned a role and the actors practice multiple times to prepare for a performance. Students do not need to memorize the script, use props of costumes. The point is to get students to participate in repeated readings of the script. R.T. is well researched and is proven to improve reader's fluency, which is important at all grade levels.
The article that inspired this post is titled Building Reading Fluency in Elementary Science through Readers Theater written by Leah Kinniburgh and Edward Shaw Jr. published in Science Activities, Spring2007, Vol. 44 Issue 1. They suggested that when preparing to use Readers Theater for science the teacher needs to create an original script or if the students are old enough they can create the script themselves. Use science textbooks and trade books to write the script and go into detail describing the academic science vocabulary. The article provided an example of a science Readers Theater script, which included narrators and multiple mineral detectives. If you decide to use this activity it's also important to include some type of assessment. The article provided an example rubric to reference while creating your own. Remember that we want students to have a deep and authentic understanding of what they are reading so extension activities or preparations may be needed to provide students with concrete experiences before having them read, which is more abstract.
In a previous post I blogged about using children’s literature as a way to teach students about Science. Another fun, creative, and well researched way to incorporate science is through Readers Theater. What is Readers Theater? Students are given or if old enough write a script pertaining to specific content or concept. When using Readers Theater strictly to improve fluency the script can be about anything and is written like a play, but when using R.T. to develop academic science vocabulary the script needs to have a specific focus building off of the science content your intending to teach. Each student is assigned a role and the actors practice multiple times to prepare for a performance. Students do not need to memorize the script, use props of costumes. The point is to get students to participate in repeated readings of the script. R.T. is well researched and is proven to improve reader's fluency, which is important at all grade levels.
The article that inspired this post is titled Building Reading Fluency in Elementary Science through Readers Theater written by Leah Kinniburgh and Edward Shaw Jr. published in Science Activities, Spring2007, Vol. 44 Issue 1. They suggested that when preparing to use Readers Theater for science the teacher needs to create an original script or if the students are old enough they can create the script themselves. Use science textbooks and trade books to write the script and go into detail describing the academic science vocabulary. The article provided an example of a science Readers Theater script, which included narrators and multiple mineral detectives. If you decide to use this activity it's also important to include some type of assessment. The article provided an example rubric to reference while creating your own. Remember that we want students to have a deep and authentic understanding of what they are reading so extension activities or preparations may be needed to provide students with concrete experiences before having them read, which is more abstract.
The Purpose of it All
Originally intending to milk my science blog to the fullest, I decided to research what I thought would be the most economic question I could think of: What resources are out there to help supplement teaching science in my classroom? After choosing this subject, I soon became aware of the gi-nourmous task I had put on myself. There is so much out there to be Googled. By the first post I had already edited my question, trying to focus the point of my search. I decided that I only wanted interesting, current and accurate sources. Today, I backpedal even farther.
In a recent conversation with a more knowledgeable peer ( the MKP) about what to teach fifth graders about planets, it was suggested that I have students act out the rotation of the planets around the sun. "But, to what purpose?" I asked. The MKP answered, "What is the purpose of any thing we learn in school? Do you use Algebra in everyday life?" Well..., I sort of do. I have to work out story problems when I run errands and figure how to economize my time. The use of reading and writing, well,that's obvious, even though there are millions who pass through the system without these skills. What about geometry, remember the point on the axis? The Pythagorean theorem I might use, if I were a carpenter (highly unlikely at this stage). Diagram a sentence, anyone?
When the subject is science, I might really want to ask what is the point? Most schools in the Des Moines districts have already given their answer to this question by cutting out most, if not all time for science in the classroom. Certainly educators can't try to train small children to be physicists or microbiologists (there have been many posts on this blog about if and what is even appropriate to teach about science in the younger grades). Teachers can't be messing around with cotton balls and baking soda when students can't even read at grade level, right? Yet, I feel and know that science relates to every subject and beyond.
I went back and to notes from earlier general education classes I have taken and looked for what might have been said about the overall purpose of school. I wasn't positive we had even talked about it at all. I couldn't find much but a few dates or events that influenced what public education is today. Online however, I found this list:
- To prepare children for citizenship
- To cultivate a skilled workforce
- To teach cultural literacy
- To prepare students for college
- To help students become critical thinkers
- To help students compete in a global marketplace
I think science can easily be defended for covering each of these purposes, if the subject is taught in the right way. I have found that whenever I write any lesson plan for any subject I come to a difficult pivotal moment, where I ask myself whether the actions I've chosen to help my students learn are purposeful and will help them achieve the right kind of understanding of the material. When I feel that I have nailed it, I almost always turn out an "authentic" lesson; a lesson where kids get to experience something that will relate to their everyday life, and they make that connection to their world on their own. So I am going to add another descriptive to my grandiose question about the right resources to use in the science classroom. Sources will be interesting, current, accurate, and authentic.
I suppose before I get to more sources, I may need to define "authentic" further.
Any ideas or suggestions?
Saturday, October 30, 2010
Costs of implementing classroom technology
In my last few blog posts I have touted utilizing different pieces of technology in the classroom. So far, through all the reviews I’ve done, it has become evident that technology is a great way to enhance and engage student learning. However, as we all know, not everything is free! Some of my classmates are researching low cost solutions and even free technology resources for the classroom. That is great! But, unfortunately, there are certain desirable items that have a price tag associated with them. With that said, the question then pops up as to “what are the costs of implementing technology in the classroom?”
I have the unique background of working in the audio/visual industry and currently I am employed by a SMART Technologies and Polycom reseller. Therefore, I have a good sense of how much a SMART board in a classroom or video conference unit would cost. For a classroom to have wall mounted SMART Board, with ceiling hung projector and speaker, and integrated computer connections, it will be about $3,500. Hidden costs like supplying a computer or providing other multimedia devices like a DVD player will be incurred as well as hiring an electrician to put power in the ceiling for the projector. To take advantage of collaboration with video conference there are a couple of routes to go. An installed integrated Polycom unit sells for about $6,000, but a computer application only costs about $1,000 but a webcam and microphone need to be purchases separately. Classrooms are limited with that option because students would have to huddle around a small computer monitor.
In addition to the major technology components, teachers will sometimes want to take advantage of smaller electronic gadgets in the classrooms. Things like a digital camera and flip video camcorder cost about $150 each. Edutopia highlighted a classroom in Forest Lake Elementary and pointed out the incurring costs their technology. Click here to see it.
Remember, there are many devices out there that accomplish the same thing but are manufactured and sold by a different company. Sometimes this is a good way to get better pricing, but be careful that it’s not an inferior product!
The last thing I want to touch upon is where districts, schools, or teachers can come up with the money to gain technology for use in the classrooms. Budget cuts seem to loom everywhere, but that should not be shortcoming to obtaining technologic devices. Sometimes administrators and teachers (or even students and parents!) have to think outside the box to get the funds. The U.S. department of Education has grant programs available specifically from the Office of Educational Technology. Click here to check it out! Another method is to hold a fundraiser! The private school where I coach basketball raised money to buy SMART Boards by holding bake sales. The first video below shows my type of fundraiser! Yet another source to get money is winning it! The second video below shows how a school received a financial award to purchase technology for their classrooms.
As you watch the two creative videos below, can you think of ways in which your future school or classroom can come up with the funds necessary to increase the amount of technology??
Video 2
I have the unique background of working in the audio/visual industry and currently I am employed by a SMART Technologies and Polycom reseller. Therefore, I have a good sense of how much a SMART board in a classroom or video conference unit would cost. For a classroom to have wall mounted SMART Board, with ceiling hung projector and speaker, and integrated computer connections, it will be about $3,500. Hidden costs like supplying a computer or providing other multimedia devices like a DVD player will be incurred as well as hiring an electrician to put power in the ceiling for the projector. To take advantage of collaboration with video conference there are a couple of routes to go. An installed integrated Polycom unit sells for about $6,000, but a computer application only costs about $1,000 but a webcam and microphone need to be purchases separately. Classrooms are limited with that option because students would have to huddle around a small computer monitor.
In addition to the major technology components, teachers will sometimes want to take advantage of smaller electronic gadgets in the classrooms. Things like a digital camera and flip video camcorder cost about $150 each. Edutopia highlighted a classroom in Forest Lake Elementary and pointed out the incurring costs their technology. Click here to see it.
Remember, there are many devices out there that accomplish the same thing but are manufactured and sold by a different company. Sometimes this is a good way to get better pricing, but be careful that it’s not an inferior product!
The last thing I want to touch upon is where districts, schools, or teachers can come up with the money to gain technology for use in the classrooms. Budget cuts seem to loom everywhere, but that should not be shortcoming to obtaining technologic devices. Sometimes administrators and teachers (or even students and parents!) have to think outside the box to get the funds. The U.S. department of Education has grant programs available specifically from the Office of Educational Technology. Click here to check it out! Another method is to hold a fundraiser! The private school where I coach basketball raised money to buy SMART Boards by holding bake sales. The first video below shows my type of fundraiser! Yet another source to get money is winning it! The second video below shows how a school received a financial award to purchase technology for their classrooms.
As you watch the two creative videos below, can you think of ways in which your future school or classroom can come up with the funds necessary to increase the amount of technology??
Video 2
Thursday, October 28, 2010
GEMS - Girls, Engineering, Math, and Science
As I continue to research my topic of how to inspire students to consider careers in science and technology, I'm finding some great material parents, teachers, and future teacher can use for motivating and inspiring young adults. This weeks post focuses on a fantastic program that connects middle school girls with a program called GEMS - Girls, Engineering, Math, and Science. As a parent of two daughters, ages 13 and 8, I want them to understand the value of a strong science curriculum, and know that all jobs of the future will require a basic understanding of math and science. Consider the following:
The most recent ten year employment projections by the U.S. Labor Department show that of the 20 fastest growing occupations projected for 2014, 15 of them require significant mathematics or science preparation to successfully compete for a job.
Bureau of Labor and Statistics, Fastest growing occupations, 2004-14, http://www.bls.gov/emp/emptab21.htm
According to the National Center for Education Statistics, about one-third of the fourth-graders and one-fifth of eighth-graders cannot perform basic mathematical computations, and U.S. high school seniors recently tested below the international average for 21 countries in mathematics and science.
National Center for Education Statistics
American students’ disinterest in math and science continues at the graduate-level, too, where less than 10 percent of degrees are conferred in engineering, mathematics and computer science. This places our country 20th internationally in terms of the share of graduate degrees in these critical areas.
U.S. Department of Education, National Center for Education Statistics, Higher Education
Wisconsin GEMS is a collaborative effort supported by UW-Extension, UW-Colleges, and numerous other community partners to support math and science exploration for middle school girls. They offer day long programs that include hands-on workshops, presentations, speakers, and all kinds of fun activities. In addition to GEMS conferences these campuses offer numerous other opportunities for hands-on math and science activities including College for Kids, Science Academies, math tutoring, Super Saturdays, and tours and field trips. The programs also address some social aspects relating to middle school girls, but their mission is "to support math and science exploration for middle school girls".
CHECK THIS OUT...especially if you have young daughters!!!!
Under the Feed Your Brain tab on their website they have the following links:
Careers---so what are ya going to be?
Engineer Girl (hint: check out the essay contest!)
Maybe a career in health care?
Hey, use this to get organized!
The 4 steps to College...
Engineer Your Life (neat videos)
Become a physiologist (hugh?)
Become a biomedical researcher
Dream big and find the path to making your career and your life whatever you want it to be!
Have a HOT time in Oshkosh this summer!
Programs and Camps
I've spent lots of time exploring this website. I highly recommend it to everyone. Let me know what you think.
The most recent ten year employment projections by the U.S. Labor Department show that of the 20 fastest growing occupations projected for 2014, 15 of them require significant mathematics or science preparation to successfully compete for a job.
Bureau of Labor and Statistics, Fastest growing occupations, 2004-14, http://www.bls.gov/emp/emptab21.htm
According to the National Center for Education Statistics, about one-third of the fourth-graders and one-fifth of eighth-graders cannot perform basic mathematical computations, and U.S. high school seniors recently tested below the international average for 21 countries in mathematics and science.
National Center for Education Statistics
American students’ disinterest in math and science continues at the graduate-level, too, where less than 10 percent of degrees are conferred in engineering, mathematics and computer science. This places our country 20th internationally in terms of the share of graduate degrees in these critical areas.
U.S. Department of Education, National Center for Education Statistics, Higher Education
Wisconsin GEMS is a collaborative effort supported by UW-Extension, UW-Colleges, and numerous other community partners to support math and science exploration for middle school girls. They offer day long programs that include hands-on workshops, presentations, speakers, and all kinds of fun activities. In addition to GEMS conferences these campuses offer numerous other opportunities for hands-on math and science activities including College for Kids, Science Academies, math tutoring, Super Saturdays, and tours and field trips. The programs also address some social aspects relating to middle school girls, but their mission is "to support math and science exploration for middle school girls".
CHECK THIS OUT...especially if you have young daughters!!!!
Under the Feed Your Brain tab on their website they have the following links:
Careers---so what are ya going to be?
Engineer Girl (hint: check out the essay contest!)
Maybe a career in health care?
Hey, use this to get organized!
The 4 steps to College...
Engineer Your Life (neat videos)
Become a physiologist (hugh?)
Become a biomedical researcher
Dream big and find the path to making your career and your life whatever you want it to be!
Have a HOT time in Oshkosh this summer!
Programs and Camps
I've spent lots of time exploring this website. I highly recommend it to everyone. Let me know what you think.
Activities to engage and motivate students in science
Normally I write about how to engage or motivate students in our classroom, this week I focused on different types of activities that stimulated students to stay engaged. A lot of what I had found seemed to be geared towards computer oriented ideas, being that our students now live in a world where they seem to have to have something electronic in their life to stimulate or keep them entertained. This is not said in a negative way, it just shows what types of thinking and needs our students have when dealing in every day school, home or personal situations.
I found one source online called Engaging Science: http://www.engagingscience.org/Activities/
Here they had games for pollution, earth and space science and even physical science game. The website also offered some resources for teachers like guides, playbooks and workshop ideas.
This website http://engagetolearn.com/ETL/activities.htm seems to be geared towards the middle and high school ages; which is still important as a lot of students seem to lose interest in science for some unknown variable (to me). There are webquests by grade level areas, interactive lesson plans, and what appears to be a start of a zoo webquest. When I clicked on some areas, there were no links to find out more about some animals, so this might be a good starter, but something a teacher would have to add to to make up for the animals not covered (for some unknown reasons).
If your school offers a SMARTBoard opportunity, this website http://eduscapes.com/sessions/smartboard/ has a nice listing of Science and other curriculum opportunities for your students to learn and stay engaged. The site seems to indicate it is for SMARTBoard usage, but some links did work on my regular laptop and played videos or took me to other reputable sites like museums.
While I think all these offer great opportunities, we still need to make sure we find the time and offer the experience for actual hands on Inquiry to our students. Sometimes teachers get in a rut on how to keep their students engaged and know of a way to do that and veer in that direction and forget other opportunities that are essential. Keeping them engaged is a constant process as times are changing as well as demands from/for our students.
I found one source online called Engaging Science: http://www.engagingscience.org/Activities/
Here they had games for pollution, earth and space science and even physical science game. The website also offered some resources for teachers like guides, playbooks and workshop ideas.
This website http://engagetolearn.com/ETL/activities.htm seems to be geared towards the middle and high school ages; which is still important as a lot of students seem to lose interest in science for some unknown variable (to me). There are webquests by grade level areas, interactive lesson plans, and what appears to be a start of a zoo webquest. When I clicked on some areas, there were no links to find out more about some animals, so this might be a good starter, but something a teacher would have to add to to make up for the animals not covered (for some unknown reasons).
If your school offers a SMARTBoard opportunity, this website http://eduscapes.com/sessions/smartboard/ has a nice listing of Science and other curriculum opportunities for your students to learn and stay engaged. The site seems to indicate it is for SMARTBoard usage, but some links did work on my regular laptop and played videos or took me to other reputable sites like museums.
While I think all these offer great opportunities, we still need to make sure we find the time and offer the experience for actual hands on Inquiry to our students. Sometimes teachers get in a rut on how to keep their students engaged and know of a way to do that and veer in that direction and forget other opportunities that are essential. Keeping them engaged is a constant process as times are changing as well as demands from/for our students.
Wednesday, October 27, 2010
Technology in a Low-Budget Classroom
Students these days are surrounded by technology, and this can be distracting for students. How are students supposed to pay attention to classroom lectures when outside of school they are constantly stimulated by technology. Teachers should include technology in their classroom instruction not only to keep the students' interest but also to prepare them for the "real world". Elmos and Smartboards are amazing pieces of technology that can do so much to enhance the learning that takes place in the classroom, however these pieces of technology are not inexpensive. So what can teachers with a low budget do to incorporate technology into their classroom instruction? According to one source I found with only a computer, a projector screen, and a connector cord there are inexpensive and free technologies that teachers can incorportate into their classroom.
Word Documents as a White Board and PowerPoint Lectures
By connecting your computer to your projector you are able to project a word document onto the projector screen. This can used to pull up pre-prepared notes, or to record notes as your students brian storm. Students can also be invited to help contribute to the notes by typing their thoughts, this would also personalize the notes and help the students feel connected to what they are learning.
You could also use this word document projection to project graphic organizers and worksheets that the students are working on. This would help students who would benefit from seeing a model as they work. These notes and worksheets can also then be attatched in an e-mail and sent to students and parents.
You could also create a classroom website where students would be able to access resources. This website could also inclue things such as assignments, syllabus, class notes, access to grades, worksheets, ruberics, and links to school and teacher contacts. This would help parents to be abel to be more involved in what their students are learning.
You could also include educational podcasts and webquests in the classroom to help enhance instuction.
http://www.education.com/reference/article/incorporating-technology-classroom-low-cost/
Word Documents as a White Board and PowerPoint Lectures
By connecting your computer to your projector you are able to project a word document onto the projector screen. This can used to pull up pre-prepared notes, or to record notes as your students brian storm. Students can also be invited to help contribute to the notes by typing their thoughts, this would also personalize the notes and help the students feel connected to what they are learning.
You could also use this word document projection to project graphic organizers and worksheets that the students are working on. This would help students who would benefit from seeing a model as they work. These notes and worksheets can also then be attatched in an e-mail and sent to students and parents.
You could also create a classroom website where students would be able to access resources. This website could also inclue things such as assignments, syllabus, class notes, access to grades, worksheets, ruberics, and links to school and teacher contacts. This would help parents to be abel to be more involved in what their students are learning.
You could also include educational podcasts and webquests in the classroom to help enhance instuction.
http://www.education.com/reference/article/incorporating-technology-classroom-low-cost/
Are younger students ready to learn science?
My first posts were about how to teach early elementary students science, and why to teach them science. While researching these topics, I came across the question “Are young elementary students ready to learn about science?” I thought this was another great question, so here goes!
As I have stated in a previous blog, exploring and experimenting comes natural to children, so for someone to say they aren’t ready to learn about science yet is bogus, and who are we to judge?! Let the student be the judge of that! It is our job as teachers to challenge them and get them interested and wanting to learn. Because students are curious, inquisitive and intuitive, they actually seem to have a natural talent for science!
If some students are having a hard time, there are some groups out there, here are some that I found. I found two different groups, the SLP (Science Literacy Project, based out of Purdue) and ISLE (Integrated Science-Literacy Enactments Project, based out of Chicago) that are both working to relate science topics with books and read alouds to help get students engaged in the topics and help parents get more engaged with their students science classes at home. They are trying to link the topics of science and language arts together so that students can learn and use writing to describe things they are seeing in science. They say by integrating science with language, it makes it more appealing for the teachers because the students can be writing down their observations and become more engaged in the activities.
By linking science to books, literature, and things already understood by students who are having a hard time with science, it will make it more appealing for them, and they will be more eager to learn. Early science education encourages students to use inquiry and reflection. It allows them “to exercise the natural talent for science that exists in each and all of them.”
I would encourage everyone to think back to when you were in the early elementary grades and about experiments you might have done. I am in a K-1 placement right now, and the students never cease to amaze me by how much they know and how willing they are to learn. We did a science unit all last week, and some of the students were making some very great observations and predictions. It goes to show that you cannot be the judge of whether or not your class is ready to learn science, you must at least give everyone the opportunity, and I promise, they will be more than ready to learn!
Links:
http://www.suite101.com/content/teaching-science-in-kindergarten-a203306
http://www.purduescientificliteracyproject.org/
http://www.uic.edu/educ/ISLE
As I have stated in a previous blog, exploring and experimenting comes natural to children, so for someone to say they aren’t ready to learn about science yet is bogus, and who are we to judge?! Let the student be the judge of that! It is our job as teachers to challenge them and get them interested and wanting to learn. Because students are curious, inquisitive and intuitive, they actually seem to have a natural talent for science!
If some students are having a hard time, there are some groups out there, here are some that I found. I found two different groups, the SLP (Science Literacy Project, based out of Purdue) and ISLE (Integrated Science-Literacy Enactments Project, based out of Chicago) that are both working to relate science topics with books and read alouds to help get students engaged in the topics and help parents get more engaged with their students science classes at home. They are trying to link the topics of science and language arts together so that students can learn and use writing to describe things they are seeing in science. They say by integrating science with language, it makes it more appealing for the teachers because the students can be writing down their observations and become more engaged in the activities.
By linking science to books, literature, and things already understood by students who are having a hard time with science, it will make it more appealing for them, and they will be more eager to learn. Early science education encourages students to use inquiry and reflection. It allows them “to exercise the natural talent for science that exists in each and all of them.”
I would encourage everyone to think back to when you were in the early elementary grades and about experiments you might have done. I am in a K-1 placement right now, and the students never cease to amaze me by how much they know and how willing they are to learn. We did a science unit all last week, and some of the students were making some very great observations and predictions. It goes to show that you cannot be the judge of whether or not your class is ready to learn science, you must at least give everyone the opportunity, and I promise, they will be more than ready to learn!
Links:
http://www.suite101.com/content/teaching-science-in-kindergarten-a203306
http://www.purduescientificliteracyproject.org/
http://www.uic.edu/educ/ISLE
Why teach early elementary grades science?
After I did my first question about How to teach young elementary grades science, I found a lot of information about WHY we should teach them science. So, I have focused my next research question on exactly that, Why should we teach young elementary students science?
Here is what I found:
1. Science is an important topic that is essential in today’s modern technical world. Time should be set aside for science every day/week just like math, language arts, and all the other subjects. Too many times science and social studies are rotated. Science one week, social studies to next. These are both important topics that must be taught to students.
2. Science is a practical subject. It is a way about finding things out about the world. Science is not all about teaching facts, but about teaching skills that students can take with them. When students are given the correct skills, they will be able, with your help or advising to find the facts themselves. This is important because you, there teacher will not always be there to give them facts. They will need to learn the skills to figure things out on their own.
A great example of this would be the Ice cube experiment. When children are younger, you could put an ice cube on a dish in the classroom and ask what they think will happen to it. As they get older, you ask more specific questions. How long will it take for the ice cube to melt? Does where the ice cube placed in the room make a difference? How will the temperature in the room affect the ice cube, and so on.
3. Science is a playful subject. Children are naturally curious about the world, and if left alone, will find out about the world through play. As teachers, we can encourage this playfulness learning by allowing time for students to play with equipment. For example, give each pair of students a flashlight and 10 minutes and then have them report everything they found out about shadows. There are more activities on the website, which I will post at the bottom of this blog. These are great for young students because they are actually teaching themselves, and learning how to problem solve on their own.
4. Science is a fun subject! Most students love to do hands on work. Sometimes the concepts can be more difficult than those in other subjects, but if you are doing hands on activities, students are more willing to participate and learn because they find them more enjoyable than sitting and listening to a lecture. Hands on activities also help students who have short attention spans because it gets them up, moving, and having something to do. The website I found breaks down a one hour block of science in a way that younger students would stay engaged for longer.
Overall, I think this website had some great reasons why science should be taught in the early elementary grades.
http://cnx.org/content/m14527/latest/
Here is what I found:
1. Science is an important topic that is essential in today’s modern technical world. Time should be set aside for science every day/week just like math, language arts, and all the other subjects. Too many times science and social studies are rotated. Science one week, social studies to next. These are both important topics that must be taught to students.
2. Science is a practical subject. It is a way about finding things out about the world. Science is not all about teaching facts, but about teaching skills that students can take with them. When students are given the correct skills, they will be able, with your help or advising to find the facts themselves. This is important because you, there teacher will not always be there to give them facts. They will need to learn the skills to figure things out on their own.
A great example of this would be the Ice cube experiment. When children are younger, you could put an ice cube on a dish in the classroom and ask what they think will happen to it. As they get older, you ask more specific questions. How long will it take for the ice cube to melt? Does where the ice cube placed in the room make a difference? How will the temperature in the room affect the ice cube, and so on.
3. Science is a playful subject. Children are naturally curious about the world, and if left alone, will find out about the world through play. As teachers, we can encourage this playfulness learning by allowing time for students to play with equipment. For example, give each pair of students a flashlight and 10 minutes and then have them report everything they found out about shadows. There are more activities on the website, which I will post at the bottom of this blog. These are great for young students because they are actually teaching themselves, and learning how to problem solve on their own.
4. Science is a fun subject! Most students love to do hands on work. Sometimes the concepts can be more difficult than those in other subjects, but if you are doing hands on activities, students are more willing to participate and learn because they find them more enjoyable than sitting and listening to a lecture. Hands on activities also help students who have short attention spans because it gets them up, moving, and having something to do. The website I found breaks down a one hour block of science in a way that younger students would stay engaged for longer.
Overall, I think this website had some great reasons why science should be taught in the early elementary grades.
http://cnx.org/content/m14527/latest/
How do you effectively teach science to younger elementary grades?
This semester I am placed in Kindergarten/1st grade multiage classroom and was wondering “How am I going to teach such young students about science?” So, I decided to focus on just that question!
How do you effectively teach science to lower elementary grades? (K-1 or 2)
Here is some information I found:
• It is important to get the students engaged and not only looking at objects, but also touching them, sorting them, taking them apart, and experimenting with them.
• Children need to be involved in concrete experiences such as cooking, going on walks in nature, using magnets, observing and touching pond water, or other things as simple as watching snow melt into water in a bucket. –These types of experiences will get students talking about and asking questions about the topic, and will help to get them more engaged. One thing we all have learned or should have learned is that when students are engaged, they are learning more deeply, and will better comprehend the information and remember it.
I found a website that gave some great examples of things you could study and learn about in a kindergarten or 1st grade science unit
http://www.kindergarten-lessons.com/teaching-science.html
• Studying insects is a great way to get younger students observing, making predictions, and collecting data.
Some things the students should be able to do are:
• describe characteristics of some local plants and animals e.g. color, shape, size, texture
• compare local plants and animals
• learn what plants and animals need to stay healthy
• compare the life cycle of an animal hatched from an egg with one born from the mother
• describe the appearance and behavior of a variety of animals
• identify similarities and differences among animal species
I also learned how doing experiments with live creatures can be another lesson itself. On the same website as above, the four L’s are talked about while working with insects, or other live creatures.
• When teaching science, include teaching children how to respect and treat living creatures when studying them. Tapping on bug bottles, shaking the container, leaving living things in the hot sun should all be discouraged.
• Teach the "Four Ls"
• Look at them, learn about them, let them go (after an hour or two), then leave them alone.
I thought this was a great idea that I never really heard of before!
How do you effectively teach science to lower elementary grades? (K-1 or 2)
Here is some information I found:
• It is important to get the students engaged and not only looking at objects, but also touching them, sorting them, taking them apart, and experimenting with them.
• Children need to be involved in concrete experiences such as cooking, going on walks in nature, using magnets, observing and touching pond water, or other things as simple as watching snow melt into water in a bucket. –These types of experiences will get students talking about and asking questions about the topic, and will help to get them more engaged. One thing we all have learned or should have learned is that when students are engaged, they are learning more deeply, and will better comprehend the information and remember it.
I found a website that gave some great examples of things you could study and learn about in a kindergarten or 1st grade science unit
http://www.kindergarten-lessons.com/teaching-science.html
• Studying insects is a great way to get younger students observing, making predictions, and collecting data.
Some things the students should be able to do are:
• describe characteristics of some local plants and animals e.g. color, shape, size, texture
• compare local plants and animals
• learn what plants and animals need to stay healthy
• compare the life cycle of an animal hatched from an egg with one born from the mother
• describe the appearance and behavior of a variety of animals
• identify similarities and differences among animal species
I also learned how doing experiments with live creatures can be another lesson itself. On the same website as above, the four L’s are talked about while working with insects, or other live creatures.
• When teaching science, include teaching children how to respect and treat living creatures when studying them. Tapping on bug bottles, shaking the container, leaving living things in the hot sun should all be discouraged.
• Teach the "Four Ls"
• Look at them, learn about them, let them go (after an hour or two), then leave them alone.
I thought this was a great idea that I never really heard of before!
Monday, October 25, 2010
Equality
"Treat them all the same by treating them differently" -Stephen R. Covey
I stumbled upon this quote one day and it has stuck with me ever since. Creating a positive environment in your classroom can be succeeded in my eyes by staying true to what this quote states. I would like to remind everyone that my posts all pertain back to my topic of confidence and its high value in the classroom. As future teachers, confidence can take us great lengths if we use it in the correct way. Being confident in the way we teach, what we know, and most importantly how we make our students feel will help us to continue to strive to become better, more effective teachers. I want to focus this quote on being confident in the way we make our students feel. This quotation I have stated above made me think twice about how I will go about the issue of equality in my classroom. Yes, It is important to treat everyone equally in your classroom but we have to remember that each and every one of our students is your unique in their own way.
Covey states" Remember, each child has their own radio dial. We have to move it back and forth until we find each correct position each child's radio dial so that we may be able to receive and transmit our new group consciousness.
In order to do this we must students questions rather than making assumptions and we must take time to truly discover a child rather than rely on stereotypes.
Not only to we see each student uniquely, we must help students see each other as unique as well and t except their peers differences and similarities. This can be a difficult task because of the range of learners you may have in your classroom. Some students may need more attention due to a disability and how do we go about explaining this situation to other students with out offending the student with the disability?
To be honest, I haven't come up with a solid answer to this question
If you have any input please let me know!
I did find a pdf file with great activities for helping students understand and accept how they differ from their peers.
Click here for the link!
Here are some great pointers listed on another website I found about creating a bias-free classroom! Click here for the link
Here's how you can create a bias-free environment for kids:
*Be positive about kids. "If you want your students to feel positive about themselves, you must feel positive about your students," says child development expert Karen Owens.
*Spotlight kids' strengths. If Robert is a good reader, have him read Scripture passages. Allow sports-minded Jamie to organize a group game. Let kids shine at what they're best at.
*Celebrate individuality. Every child is special. Rather than treat differences as annoyances, look for the special qualities of each unique child. I had a kindergartner in children's choir who insisted on yelling out the words. She just had to shout about God's greatness. Rather than squelch her exuberance, I gave her a speaking solo. Her enthusiasm delighted the congregation and greatly raised her self-esteem. We need to give children the right to their identity and encourage them to express themselves positively.
*Monitor your interactions. Are you drawn to certain children at the exclusion of others? Think about your background. Are you more comfortable with underprivileged children but actually a little prejudiced toward kids from wealthy families? Or vice versa? Bring in an assistant who'll complement you and reach out to those children that may not get equal time in your classroom.
Once you treat children equally, classroom management will improve. Children will realize they don't need to assert themselves to be important in the group. Removing bias in your classroom diminishes harmful competition.
Shower kids with love, laugh together, and encourage each child to participate. Children will grow because of the love and respect you give them.
Covey states" Remember, each child has their own radio dial. We have to move it back and forth until we find each correct position each child's radio dial so that we may be able to receive and transmit our new group consciousness.
In order to do this we must students questions rather than making assumptions and we must take time to truly discover a child rather than rely on stereotypes.
Not only to we see each student uniquely, we must help students see each other as unique as well and t except their peers differences and similarities. This can be a difficult task because of the range of learners you may have in your classroom. Some students may need more attention due to a disability and how do we go about explaining this situation to other students with out offending the student with the disability?
To be honest, I haven't come up with a solid answer to this question
If you have any input please let me know!
I did find a pdf file with great activities for helping students understand and accept how they differ from their peers.
Click here for the link!
Here are some great pointers listed on another website I found about creating a bias-free classroom! Click here for the link
Here's how you can create a bias-free environment for kids:
*Be positive about kids. "If you want your students to feel positive about themselves, you must feel positive about your students," says child development expert Karen Owens.
*Spotlight kids' strengths. If Robert is a good reader, have him read Scripture passages. Allow sports-minded Jamie to organize a group game. Let kids shine at what they're best at.
*Celebrate individuality. Every child is special. Rather than treat differences as annoyances, look for the special qualities of each unique child. I had a kindergartner in children's choir who insisted on yelling out the words. She just had to shout about God's greatness. Rather than squelch her exuberance, I gave her a speaking solo. Her enthusiasm delighted the congregation and greatly raised her self-esteem. We need to give children the right to their identity and encourage them to express themselves positively.
*Monitor your interactions. Are you drawn to certain children at the exclusion of others? Think about your background. Are you more comfortable with underprivileged children but actually a little prejudiced toward kids from wealthy families? Or vice versa? Bring in an assistant who'll complement you and reach out to those children that may not get equal time in your classroom.
Once you treat children equally, classroom management will improve. Children will realize they don't need to assert themselves to be important in the group. Removing bias in your classroom diminishes harmful competition.
Shower kids with love, laugh together, and encourage each child to participate. Children will grow because of the love and respect you give them.
Sunday, October 24, 2010
Discription of Research Question
Strategies and adaptations for students with learning disabilities in science education
Recently in learning about the true nature of science, I became curious about how those characteristics fit with the child who has a disability, more specifically a Learning Disability. If science is all about curiosity, exploration, and experimenting in a non-linear method, how does all of that affect the LD child who is dependent on clearly defined step-by step directions or is too afraid to allow him or herself to make a mistake? Science is primarily experiment and exploration based, in the quest for knowledge (aka. evidence) in which there is not necessarily one “right” answer but multiple forms of evidence that are continually modified or developed. So how does the LD child learn to embrace the nature of science when it seems to contradict a major characteristic of their being? If the LD child is terrified of making mistakes, or acting without a clear predefined path, what strategies or adaptations can be implemented to help support these learners? What are some specific adaptations or strategies that teachers can do to help students with learning disabilities benefit from their science education? These are the questions to which I plan on discovering and highlighting information on for teachers to use in teaching and facilitating science learning experiences that support individuals with Learning Disabilities.
Recently in learning about the true nature of science, I became curious about how those characteristics fit with the child who has a disability, more specifically a Learning Disability. If science is all about curiosity, exploration, and experimenting in a non-linear method, how does all of that affect the LD child who is dependent on clearly defined step-by step directions or is too afraid to allow him or herself to make a mistake? Science is primarily experiment and exploration based, in the quest for knowledge (aka. evidence) in which there is not necessarily one “right” answer but multiple forms of evidence that are continually modified or developed. So how does the LD child learn to embrace the nature of science when it seems to contradict a major characteristic of their being? If the LD child is terrified of making mistakes, or acting without a clear predefined path, what strategies or adaptations can be implemented to help support these learners? What are some specific adaptations or strategies that teachers can do to help students with learning disabilities benefit from their science education? These are the questions to which I plan on discovering and highlighting information on for teachers to use in teaching and facilitating science learning experiences that support individuals with Learning Disabilities.
Videoconference collaboration technology for the classroom
Remember seeing that CISCO commercial where American students say they are taking a field trip to China and end up interacting with Chinese students right in their classroom? (if not click here)… From the outside it seems pretty outrageous and challenging to encompass something like this. But really it is not! The biggest challenge, obviously, would be finding the money to purchase a video conferencing unit for the classroom; however, once that hurdle has been passed the opportunities are endless for collaboration.
In fact, there is a database called CAPSpace (Collaborations Around the Planet) which is developed and supported by Polycom and an organization called TWICE (Two Way Interactive Connections In Education) that connects educators with real-time collaborative videoconferencing projects. It is basically set up to be a social networking tool for educational videoconferencing. Teachers can login to find colleagues and schools interested in collaborative videoconference projects as well as create and advertise one of your own to share around the world! There are currently 7348 educators from 33 countries registered with CAPspace.
A collaborative videoconference project gives teachers and students an opportunity to learn with another school or classroom. This is very engaging! Here is what a Jeanette Candelaria, a Volunteer Videoconference Coordinator at the Valley Elementary School, said about using CAPspace and video conferencing:
http://media.polycom.com/global/videos/solutions/read_around_the_planet_testimonial.wmv (There was an error uploading the video, so clicking on it will download it!)
How do you think you could or how would you like to use videoconferencing in your classroom?
> > Please share some ideas!!
In fact, there is a database called CAPSpace (Collaborations Around the Planet) which is developed and supported by Polycom and an organization called TWICE (Two Way Interactive Connections In Education) that connects educators with real-time collaborative videoconferencing projects. It is basically set up to be a social networking tool for educational videoconferencing. Teachers can login to find colleagues and schools interested in collaborative videoconference projects as well as create and advertise one of your own to share around the world! There are currently 7348 educators from 33 countries registered with CAPspace.
A collaborative videoconference project gives teachers and students an opportunity to learn with another school or classroom. This is very engaging! Here is what a Jeanette Candelaria, a Volunteer Videoconference Coordinator at the Valley Elementary School, said about using CAPspace and video conferencing:
"With videoconferencing, our Title I, dual language school, nestled in a pocket of a primarily English-speaking community, can access domestic and international classrooms that can interact in Spanish with our students. Collaborations Around the Planet (CAPspace) and videoconferencing have made these opportunities a reality for our students."Another example of usage is explained in the below short video. A teacher describes how she uses videoconferencing in her classroom to participate in Read Around the Planet.
http://media.polycom.com/global/videos/solutions/read_around_the_planet_testimonial.wmv (There was an error uploading the video, so clicking on it will download it!)
How do you think you could or how would you like to use videoconferencing in your classroom?
> > Please share some ideas!!
primary science notebooks
After my last post I became more interested with the NSTA's website. It cost money to become a full member but visitors can still register and have access to free articles published in the NSTA's peer reviewed journals (there is a journal for elementary, middle school, and high school teachers). The article I found was published in the November issue of Science & Children, which is a journal specifically for elementary teachers. Titled A Menu of Options: Strategies for success with science notebooks in the primary grades written by Valerie Joyner, it gives suggestions for effective implementation of science notebooks. I think this is a great way to include science in early grades by having students record and reflect on their science experiences. It also provides another way to collect data on students to show parents and principals. Below I'm going to provide a summary of the article highlighting points that I thought would be most helpful. (You can get this article if you create a free account through NSTA).
Beginning Thoughts
The author suggests that the first thing you need to do is decide what the notebooks will be made from. She recommends using a 3 ring binder to encourage organization, easy removal, and addition of materials. The next thing you need to keep in mind before you start using the notebooks is to set goals to be met by the notebook activities, choose how they will be assessed and of course align them with standards. Since this article addresses grades k-3 it suggests teachers to model a lot in the beginning. For example, model how to keep data organized so they can easily revisit data to extend their findings through other science activities such as making a graph from the water samples collect over the year. In the beginning teachers should also use scaffolding strategies such as fill in the blank data sheets and graphic organizers. As time goes on these scaffolding tools can be taken away because students have had more practice in writing sentences, making observations, and recording data.
During
Another strategy given in the article was to include pages for science vocabulary that students learn during inquiry. I really loved how she explained using and introducing vocabulary to primary students. As students experience the new ideas/vocabulary, introduce the term and have a group discussion about what it means. Then students can right their own definition to the vocabulary word. I think this is a wonderful way to approach new terms at all grade levels.
Other good suggestions for effective use of science notebooks are developing a focus question before the science experience. This can be developed by the students during a class discussion. This helps to establish purpose and zone in students thinking so they can practice collecting relevant data and avoid getting overwhelmed by reporting every detail they see. The focus questions should be open ended, such as What do you notice about....?
Lastly, take advantage of primary students frequent questions and instruct students to record their questions in their notebooks under an "I Wonder" section. This can increase motivation since they now have personally invested time and thought into their inquiry.
Joyner, V. (2010) Science & Children. A Menu of Options. Vol. 48, No. 3
taken from NSTA's website. Click here to link to the page where you can see the article and register to read it for free.
Beginning Thoughts
The author suggests that the first thing you need to do is decide what the notebooks will be made from. She recommends using a 3 ring binder to encourage organization, easy removal, and addition of materials. The next thing you need to keep in mind before you start using the notebooks is to set goals to be met by the notebook activities, choose how they will be assessed and of course align them with standards. Since this article addresses grades k-3 it suggests teachers to model a lot in the beginning. For example, model how to keep data organized so they can easily revisit data to extend their findings through other science activities such as making a graph from the water samples collect over the year. In the beginning teachers should also use scaffolding strategies such as fill in the blank data sheets and graphic organizers. As time goes on these scaffolding tools can be taken away because students have had more practice in writing sentences, making observations, and recording data.
During
Another strategy given in the article was to include pages for science vocabulary that students learn during inquiry. I really loved how she explained using and introducing vocabulary to primary students. As students experience the new ideas/vocabulary, introduce the term and have a group discussion about what it means. Then students can right their own definition to the vocabulary word. I think this is a wonderful way to approach new terms at all grade levels.
Other good suggestions for effective use of science notebooks are developing a focus question before the science experience. This can be developed by the students during a class discussion. This helps to establish purpose and zone in students thinking so they can practice collecting relevant data and avoid getting overwhelmed by reporting every detail they see. The focus questions should be open ended, such as What do you notice about....?
Lastly, take advantage of primary students frequent questions and instruct students to record their questions in their notebooks under an "I Wonder" section. This can increase motivation since they now have personally invested time and thought into their inquiry.
Joyner, V. (2010) Science & Children. A Menu of Options. Vol. 48, No. 3
taken from NSTA's website. Click here to link to the page where you can see the article and register to read it for free.
Like Leonardo...
In my last post, I addressed the role of questioning and some other nuances of inquiry-based science education as a part of my focus question on most effective methods for teaching science. Going along with this theme, and also examining science in a more historical context- which I touched on in my first post- I decided to check out an exhibit on one of my favorite historical figures.
The Science Center of Iowa is currently housing a very interesting exhibit on- in my opinion- one of the most prominent historical thinkers, Leonardo da Vinci. I could have spent hours at the exhibit examining all of the models of da Vinci’s ideas- from optical designs to an underwater suit to my favorite, the “Vitruvian man” and his drawings of the workings of the human body. Fascinating…and truly remarkable for his time! For those of you in Des Moines, I recommend checking out the exhibit just to look at the models, but there is also a pretty cool Mona Lisa display- if that’s more of your thing. Several people have blogged about field trips and authentic learning experiences for students, and I think that this is an exemplary opportunity. I couldn’t help but think about all of the learning and classroom opportunities.
For my high school graduation, my great-uncle, a natural history professor at a university in New York, gave me this book. As a teenager, I was at first captured by da Vinci’s art, but then I became intrigued by his insightful observations (backed by overwhelming evidence)on science and the natural world. From such a young age and given the time he lived, what gave him the curiosity and motivation to question the world around him? While I “disagree” on a few things the author states (especially regarding the strictly linear aspects of science and history), and also recognize that da Vinci was considered a genius and anachronism of his time and may have had more intellectual capacity than most, his brain still functioned the same as others’ and he was exposed to many of the same environmental factors. In his instance, his “teachers” probably motivated him to learn and question in a different manner than I hope to do as a teacher. His mostly unknown, and possibly limited education may have granted him more free-thinking time, but he definitely fought the accepted beliefs of his time.
As I teach science to my students, I want them to be able to see and question all of the different viewpoints and beliefs of something- depending of course on their developmental level. I think that’s what da Vinci embodies so wonderfully to me…how as teachers we want to encourage students to question, to challenge, and be curious and motivated about what they are learning.
Saturday, October 23, 2010
A review of the technology that can be used in a science classroom (software based)
In this post I will be offering a quick overview of three different pieces of technology that are out there for teachers to let their students take advantage of in a science classroom. These are all software based (meaning a computer needs to be in place but the majority of the features will be done from an application), whereas last post I focused on the hardware side of technology.
Science Pipes
SciencePipes is a project of the Cornell Lab of Ornithology Information Science Program and is funded by the National Science Digital Library. This software is web-based, meaning any computer with an internet connection can access the program. (However I noticed it doesn’t allow for Microsoft Internet Explorer!!) It is a free service that allows students to build scientific workflows, called pipes, from an information rich set of biodiversity data. One of the topics a student can investigate with this software is the distribution of plant and animal species across biomes. Since the students can access millions of records without having to download or directly handle data, they are enabled to streamline inquiry and discovery. It’s an easy click and drag interface, and visualizing the data with charts and graphs is easy.
GENIQUEST
GENIQUEST is a project that provides a free cyberlearning platform in the area of biology, particularly genetics. This software can be access via the web as well, and after clicking on the lesson link a Java platform will load on your computer. These lessons are self-guided and allows for the students to act as researchers in the lab portion of the activity. Because breeding of real organisms takes time to see that outcome, GENIQUEST allows a greater understanding because of rapid testing and results of hypotheses. Once students become familiar with the general concept of trait characteristics, the advance portion exposes them to QTL analysis (Quantitative Trait Loci). This software programs transforms the way students develop an understanding of genetics.
Interactive Simulations
T
he PhET project at the University of Colorado provides fun, interactive, research based simulations of physical phenomena. Currently, there are about 100 sims to choose from in the areas of chemistry, Earth science, biology, and physics. Teachers are able to access these straight from the website , or download to a disk and access from computers that are not on the internet. These simulations can be used in a variety of ways such as in the classroom, as a lab, or for homework. The developed software is great because it allows students to manipulate variables and reinforce their understanding of the topic.
**I really encourage you to bookmark this site or go to the website and download the sims. I think they are fantastic tools!!
Are there any other software programs you think are great learning tools? If so, please share.... Also, I'd be curious to see what sim you liked best and could find usage in your classroom!!
Thursday, October 21, 2010
Thinking about questioning...
I ended my last post by stating that I was going to address questioning in the science classroom in an upcoming post. I have found an article that I would like to discuss, as well as a book, and finally a teacher interview all relating to the benefits and challenges of questioning in the science classroom. This topic will most likely span over a couple posts, but I feel as though it is an important discussion to have and relates directly to my focus question of effectively communicating science curriculum to all learners, in addition to effective teaching methods.
One of the tough realities I’ve had to face as a graduate student, especially this semester, has been getting back into the groove of a classroom environment dominated by questioning, discussion, and more questioning. I feel as though my five years in the corporate world contributed to some mind-numbing and more “passive mental engagement.” Wanting to be the most effective teacher I can be, I am fascinated and intrigued to see how a classroom environment can thrive on student-centered, but still teacher “directed,” questioning and collaboration. This is much different than the “yes or no”, repeat-what-I-have-already-told-you closed questioning that dominated my education, and actually builds off of students’ explanations and thinking.
For me, this whole topic is very complex and cyclical in nature. I happened to find an article that detailed a “student-centered approach” to science education highlighting a new teacher’s implementation of a more reform-based classroom. Included in the article is a nice, although somewhat confusing, schematic showing a modified teaching cycle based on the constructivist learning theory. From this study, the teacher identified “student-centered science instruction as consisting of: understanding students’ prior knowledge, the importance of the questions being asked, and teacher’s motivation” (215). This teacher admitted that changing his questioning skills to be more focused on thought-provoking, student-oriented questions was the most difficult aspect. The teacher concluded this topic by stating “They are getting it on their own, without me telling them…they are still learners but they are directing the sequence…they have more ownership…” (219).
In addition, other classroom environment elements need to be addressed to make this type of learning ideal: teacher wait time, eye contact, nonverbal communication, and also ensuring students feel comfortable to contribute. I want to extend upon this discussion in upcoming posts…especially by reflecting on a science classroom that I have seen in action…
What are your thoughts on this topic? Have you seen this approach in science classrooms?
Gunel, M. (2008). Critical elements for the science teacher to adopt a student-centered approach: the case of a teacher in transition. Teachers and Teaching: theory and practice 14(3).
Wednesday, October 20, 2010
UW Fond du Lac Speakers Bureau
Closer to home......
My last post included information on a speakers bureau located in southern California. Right here in our back yard is the University of Wisconsin - Fond du Lac Campus speakers bureau.
http://www.fdl.uwc.edu/com_resources/speakers_bureau.html
There are 20 teaching professionals from a wide variety of disciplines - history, literature, religion, philosophy, art, technology, mathematics, music and theater, and 3 from the sciences. The speakers are available for church groups, school groups, civic organizations, and businesses. This is an excellent way to bring a professional speaker into the classroom for a small fee (usually travel expenses and possibly a little extra).
Professional speakers are a great way to supplement the learning in your classroom. Below is a You Tube video of a great speaker named Bob Mcdonald. He's a Canadian author, science journalist, and commentator for CBC (the Canadian Broadcasting Corporation). Since 1992 he's been hosting a weekly science show, Quirks & Quarks. Take a few minutes and watch this video and you'll see how a good speaker can capture your attention and engage you in the topic.
science trade books for younger ages
I read a different post about science trade books and wanted to write one myself. The post that Lindsay wrote included books that the National Science Teacher's Association chose. I chose to focus on science trade books and activities that I have done/seen done in the elementary setting.
It Looked Like Spilt Milk - This is a great book for a weather unit. It talks about different cloud shapes that resemble other shapes (such as an icecream cone). I used this book this week for our cloud unit. We observed clouds, read the book, and glued cottom balls on construction paper and make different shapes. The students seemed to really enjoy it! Another book to tie to this unit would be Cloudy with a Chance of Meatballs.
The Very Hungry Caterpillar - Students always seem to enjoy this book. The illustrations are great (Eric Carle) and it tells the events from an egg to a butterfly in a very kid friendly story. This book can be used to introduce a unit on bugs/insects and their life cycles. Another great science book from Eric Carle is From Head to Toe.
Stellaluna - A great book about bats. The illustrations are wonderful! This would be a good book to use to introduce bats or around halloween time.
Parts and More Parts and Even More Parts- All 3 of these books are excellent kid-friendly books about the body. I used to read these books with the kids that I babysat and I would laugh to myself as I was reading them. They are very "up front" about bodily functions and kids really seem to find them funny.
There are so many different science books for kids of all ages. Science encompasses a large variety of topics: weather, animals, the body, bugs, our Earth, experiments, cooking, etc. I think trade books are a vital part of your classroom! The following website includes the Top 10 Science Trade Books from 2008. I have heard of a few of these but there is a lot of content that can be tied into them!
http://www.suite101.com/content/10-top-elementary-trade-books-for-2008-a67014
It Looked Like Spilt Milk - This is a great book for a weather unit. It talks about different cloud shapes that resemble other shapes (such as an icecream cone). I used this book this week for our cloud unit. We observed clouds, read the book, and glued cottom balls on construction paper and make different shapes. The students seemed to really enjoy it! Another book to tie to this unit would be Cloudy with a Chance of Meatballs.
The Very Hungry Caterpillar - Students always seem to enjoy this book. The illustrations are great (Eric Carle) and it tells the events from an egg to a butterfly in a very kid friendly story. This book can be used to introduce a unit on bugs/insects and their life cycles. Another great science book from Eric Carle is From Head to Toe.
Stellaluna - A great book about bats. The illustrations are wonderful! This would be a good book to use to introduce bats or around halloween time.
Parts and More Parts and Even More Parts- All 3 of these books are excellent kid-friendly books about the body. I used to read these books with the kids that I babysat and I would laugh to myself as I was reading them. They are very "up front" about bodily functions and kids really seem to find them funny.
There are so many different science books for kids of all ages. Science encompasses a large variety of topics: weather, animals, the body, bugs, our Earth, experiments, cooking, etc. I think trade books are a vital part of your classroom! The following website includes the Top 10 Science Trade Books from 2008. I have heard of a few of these but there is a lot of content that can be tied into them!
http://www.suite101.com/content/10-top-elementary-trade-books-for-2008-a67014
teaching vocabulary in elementary science
Teaching Vocab strategies
Vocab is a difficult area in science because there are so many words. A typical elementary science book introduces around 25 new words for each chapter. If a classroom completes a chapter every weeks, that is 50 words a month- 100 words every 2 months - over 400 words (for just science!) in the school year. Although some of these words are practical and used everyday, others (such as herbivore or photosynthesis) are difficult to remember. I researched some tips to help students learn and remember these words.
1. Expose the students to the word at least 6 six times (preferrably in different contexts). If you can use these words in other content areas, great! Just more practice and enforcement. Some content areas to include these words include:
2. Graphic organizers are also great tools for remembering vocabulary. They allow students to sort words, compare/contrast, and learn about the individual words (root word, synonyms, etc.)
3. Science journals can be very beneficial. I am currently in a kindergarten placement, and they are using journals already. In these journals, students can practice writing words in stories. This can also show the teacher who needs more practice and what words seem to be a general challenge.
4. The website I chose to evaluate also discusses modified vocab lists. Make a vocabulary list of a FEW words that EVERY student must know. These can go on the wordwall or in their "fast word" chart. Then, individualize the vocab lists- giving students with learning disabilities fewer and less complex words (basically the words they NEED to know in order to move onto the next chapter) and give the gifted and talented students more complex words.
5. Try to connect some of the new vocabulary words to the students' past experiences and everyday lives. Give examples and tell stories, using the new vocab words, so help the students understand and make a connection.
These are just some ideas to help students with new vocabulary words. These strategies can also be used across the curriculum- not just for science. They are also helpful for English language learners.
http://www.suite101.com/content/vocabulary-building-techniques-in-science-a142993
Vocab is a difficult area in science because there are so many words. A typical elementary science book introduces around 25 new words for each chapter. If a classroom completes a chapter every weeks, that is 50 words a month- 100 words every 2 months - over 400 words (for just science!) in the school year. Although some of these words are practical and used everyday, others (such as herbivore or photosynthesis) are difficult to remember. I researched some tips to help students learn and remember these words.
1. Expose the students to the word at least 6 six times (preferrably in different contexts). If you can use these words in other content areas, great! Just more practice and enforcement. Some content areas to include these words include:
- through reading/text
- making illustrations
- videos and songs
- hands-on experimenting
2. Graphic organizers are also great tools for remembering vocabulary. They allow students to sort words, compare/contrast, and learn about the individual words (root word, synonyms, etc.)
3. Science journals can be very beneficial. I am currently in a kindergarten placement, and they are using journals already. In these journals, students can practice writing words in stories. This can also show the teacher who needs more practice and what words seem to be a general challenge.
4. The website I chose to evaluate also discusses modified vocab lists. Make a vocabulary list of a FEW words that EVERY student must know. These can go on the wordwall or in their "fast word" chart. Then, individualize the vocab lists- giving students with learning disabilities fewer and less complex words (basically the words they NEED to know in order to move onto the next chapter) and give the gifted and talented students more complex words.
5. Try to connect some of the new vocabulary words to the students' past experiences and everyday lives. Give examples and tell stories, using the new vocab words, so help the students understand and make a connection.
These are just some ideas to help students with new vocabulary words. These strategies can also be used across the curriculum- not just for science. They are also helpful for English language learners.
http://www.suite101.com/content/vocabulary-building-techniques-in-science-a142993
Student's Confidence
As future teachers, we want our students to be comfortable and confident in our ability. We want our students to have faith in our abilities. Gaining students confidence will only help build up our personal confidence as teachers.
There are many different ways in which we can help students establish confidence within us. To start off, we must be consistent, and aware of any prejudice or bias you might have in yourself. Students need to see that you have organization and you value yourself as a person. Along with this, teachers must be approachable and available. We can do this by giving students times and telephone numbers or places for further assistance. Get to know your students and make sure they understand you, too, are human!
I found a particular website that did a great job of breaking down the ways in which you can help students build their confidence in you.
I am going to list here some of the great examples they give!
- Do not criticize or complain.
- Give honest, sincere appreciation.
- Arouse in the other person an eager desire to know you.
- Become genuinely interested in people.
- Smile.
- Remember that a person’s name is to him or her the sweetest and most important word in any language.
- Be a good listener; encourage people to talk about themselves.
- Talk in terms of the other person’s interests.
- Make the other person feel important, and do it sincerely.
All of these things will enable students to put more trust in your abilities. They want and need to feel comfortable around you. When this comfort level has been developed they will then be able to focus more readily on the content being covered in class!
Building confidence in your students is a GREAT way to build confidence in yourself!
Presentation of Content
Along with presenting yourself in a positive way to your students, It is also extremely important to have unique and successful ways in which you present the content you are wanting to teach. I find presentation of content to be extremely important, because all students learn in their own particular way so the way we present content must be adaptable to every students needs. We want our students to be successful and having productive ways in which to present content will only heighten your students success. Helping your students succeed will in turn boost your confidence in your ability to teach
I know I have posted about differentiation a couple weeks ago but I find it to be important topic!
I wanted to focus more this time on just the presentation of the content and how it can be changed to meet all learners needs.
I found a great slide show presentation of interesting ideas of how to change up the presentation of the content!
Click here to check out this slide show!
Along with great differentiation techniques, the slide show gives great advice about how to go about advocating differentiation in the school you work at.
Some simple ideas to spread the importance of differentiation are getting your committed staff involved! Start simple and work your way to more complex differentiation and lastly help others to be willing to try new things out! The techniques can always be altered or extended down the road!
I know I have posted about differentiation a couple weeks ago but I find it to be important topic!
I wanted to focus more this time on just the presentation of the content and how it can be changed to meet all learners needs.
I found a great slide show presentation of interesting ideas of how to change up the presentation of the content!
Click here to check out this slide show!
Along with great differentiation techniques, the slide show gives great advice about how to go about advocating differentiation in the school you work at.
Some simple ideas to spread the importance of differentiation are getting your committed staff involved! Start simple and work your way to more complex differentiation and lastly help others to be willing to try new things out! The techniques can always be altered or extended down the road!
Tuesday, October 19, 2010
Discovering Student Misconceptions
I continued my research this week on misconceptions in science. My focus was on how a teacher could determine if students have any misconceptions and how to address them.
There are many activities that teachers can do to figure out if their students have misconceptions. One thing a teacher can do is have the students complete some sort of assessment. It is absolutely necessary to understand what the students know (or in this case, what incorrect knowledge they possess) in order to address the misconceptions. At the beginning of each unit a teacher could easily hand out a questionnaire or KWL chart to each student to see what they know.
Before teaching our science unit this week, we had each student create an individual KWL flip book. The students wrote down what they know about earth and plate tectonics and questions that they have. When we were looking them over, we noticed some interesting things. A few students might have possible misconceptions. For example, one student wrote that the earth's core is made out of lava which heats the earth, and another student stated that you would fall if you go on top of the world. We also realized common knowledge that the students have (75% water, 25% land) and what knowledge they lack (what plate tectonics are). I really liked this idea because it can be used for any subject or topic and it works for a variety of grade levels.
Other possibilities include:
There are many activities that teachers can do to figure out if their students have misconceptions. One thing a teacher can do is have the students complete some sort of assessment. It is absolutely necessary to understand what the students know (or in this case, what incorrect knowledge they possess) in order to address the misconceptions. At the beginning of each unit a teacher could easily hand out a questionnaire or KWL chart to each student to see what they know.
Before teaching our science unit this week, we had each student create an individual KWL flip book. The students wrote down what they know about earth and plate tectonics and questions that they have. When we were looking them over, we noticed some interesting things. A few students might have possible misconceptions. For example, one student wrote that the earth's core is made out of lava which heats the earth, and another student stated that you would fall if you go on top of the world. We also realized common knowledge that the students have (75% water, 25% land) and what knowledge they lack (what plate tectonics are). I really liked this idea because it can be used for any subject or topic and it works for a variety of grade levels.
Other possibilities include:
- Having students free write about a specific topic. Writing can often show teachers possible misconceptions
- Learning what your own misconceptions might be. It would be difficult to teach material correctly if you have misconceptions of your own.
- Determining the difference between misconceptions and preconceptions.
I believe the most important thing a teacher can do to find/address misconceptions would be to understand what the possible misconceptions for the topic are and allowing the students time to discuss their thoughts on what they believe they know.
Resources used:
- http:www.utm.utoronto.ca/~astro/intro.htm
- http:www.nw08.american.edu/~tlarkin/pdf_files/ejp99.pdf
Sunday, October 17, 2010
A review of the technology that can be used in a science classroom (hardware based)
In this post I will be offering a quick overview of three different pieces of technology that are out there for teachers to take advantage of in a science classroom. These are all hardware based (meaning a physical piece of equipment needs to be in place), whereas the next post will be software based (just need to install on a PC) technology.
SMART Board 600 series
Combining the simplicity of a whiteboard with the power of a computer, the SMART Board (which is basically an interactive whiteboard) connects to a projector to display teachers’ desktops on the interactive whiteboard. Any notes written with the digital ink are able to be saved to a file and accessed later. The SMART Boards come with SMART Notebook collaborative learning software, which really aides teachers in creating, delivering and managing high-impact interactive lessons. A software review of this product will be posted at a later date. Having a SMART Board in the class really engages the students and allows them to become active in the lessons by watching, listening, and doing all at the board.
*As a side note, SMART Technologies has many hardware and software tools for educational use. Visit http://www.smarttech.com/us/Solutions/Education+Solutions to see more.
Nova5000
The Nova5000 is a data logging device with many probes where its technology makes the classroom a mobile, dynamic and collaborative learning environment for all sorts of lessons. It can be transformed into a portable science station used for field projects or at home. Or it can be used in the classroom to enhance experiments, drawings, annotations, and note taking. The many uses of this piece of equipment include using MultiLab’s video playback capability to replay previously recorded experiments; students and teachers accessing an extensive online library of science worksheets, curriculum books for all sciences plus an interactive periodic table; allowing students to create sophisticated Lab reports in Microsoft Office compatible Word and Excel documents, as well as direct printing; and watching video of experiments being performed while simultaneously viewing the analysis of data collected. This product is made by Fourier Systems Inc out of Israel.
M3600DGL Series
This energy-efficient, variable, cordless microscope, with an LED that provides a white light with virtually no heat ideal for capturing images and protecting live specimens should be in every classroom. This new generation educational microscope made by SWIFT optical out of Texas has a modern look and built in 1.3 megapixel digital camera. With this microscope you are able to capture single and time-lapse images or video clips, as well as edit, measure, annotate, draw and magnify captured still images. The manufactures tout a “student proof” design in that it has a tamper-proof one-piece eyetube, the eyepiece and one-touch spring-loaded stage clip are locked-on, it has a plastic iris diaphragm shield which protects the iris and a unique slip-clutch system that protects against over-focusing.
SMART Board 600 series
Combining the simplicity of a whiteboard with the power of a computer, the SMART Board (which is basically an interactive whiteboard) connects to a projector to display teachers’ desktops on the interactive whiteboard. Any notes written with the digital ink are able to be saved to a file and accessed later. The SMART Boards come with SMART Notebook collaborative learning software, which really aides teachers in creating, delivering and managing high-impact interactive lessons. A software review of this product will be posted at a later date. Having a SMART Board in the class really engages the students and allows them to become active in the lessons by watching, listening, and doing all at the board.Nova5000
The Nova5000 is a data logging device with many probes where its technology makes the classroom a mobile, dynamic and collaborative learning environment for all sorts of lessons. It can be transformed into a portable science station used for field projects or at home. Or it can be used in the classroom to enhance experiments, drawings, annotations, and note taking. The many uses of this piece of equipment include using MultiLab’s video playback capability to replay previously recorded experiments; students and teachers accessing an extensive online library of science worksheets, curriculum books for all sciences plus an interactive periodic table; allowing students to create sophisticated Lab reports in Microsoft Office compatible Word and Excel documents, as well as direct printing; and watching video of experiments being performed while simultaneously viewing the analysis of data collected. This product is made by Fourier Systems Inc out of Israel.M3600DGL Series
This energy-efficient, variable, cordless microscope, with an LED that provides a white light with virtually no heat ideal for capturing images and protecting live specimens should be in every classroom. This new generation educational microscope made by SWIFT optical out of Texas has a modern look and built in 1.3 megapixel digital camera. With this microscope you are able to capture single and time-lapse images or video clips, as well as edit, measure, annotate, draw and magnify captured still images. The manufactures tout a “student proof” design in that it has a tamper-proof one-piece eyetube, the eyepiece and one-touch spring-loaded stage clip are locked-on, it has a plastic iris diaphragm shield which protects the iris and a unique slip-clutch system that protects against over-focusing.
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