When I started this class, I was uncertain how to make science fun for all students. I had some experience in my practicum last year teaching a grade 4/5 class light and sound. What I have learned is that science is a great subject to read fictional books about and is super easy to make fun and exciting.
When I started this class, my perceptions of science was filtered by the real world jobs people I know have. Leaving this class, my eyes have been open to all the relatable jobs that people have in the sciences. Young students should not feel intimidated by science or what science is. Science is everywhere and what makes someone a scientist is what they do, not how old they are or what they look like. This is a really important part of teaching students science when they are young.
I also learned new tools like interactive notebooks and other tools that move the learning to the students and engages them more directly. This is another way that the barriers around science can be broken down for young students. Everything is moved into work that they can explore and allows them to interpret science in their own comfort zone. Using tools like the Think-Tac-Toe tool, students can write poetry about science. This makes science into a more familiar subject and allows the students to creatively express their learning.
After this class, I feel as though some of the fears I had about teaching science to young students have been eased. I now understand how to convey the wonders of science to young children and how to teach them to love the subject instead of hate or fear science. I feel more secure in teaching students about different types of science and scientists.
Thursday 6 November 2014
Week Nine: Differentiation
Think-Tac-Toe
Learning Outcome: 2-2-14
I created a Think-Tac-Toe because it seems like an activity that can easily be used in my classroom at some point.
Learning Outcome: 2-2-14
I created a Think-Tac-Toe because it seems like an activity that can easily be used in my classroom at some point.
Logical/Mathematic
Diagram how water changes from a solid to a liquid.
|
Verbal/Linguistic
Tell a story of a solid turning into a liquid. Include how
it felt as it changed.
|
Bodily/Kinaesthetic
Create a dance in a group of 3-5 of a solid changing
states.
|
Visual/Spatial
Draw a story board of the an ice cube changing states from
a solid to a liquid.
|
Interpersonal
Interview a friend about their prior knowledge of solids
changing into liquids and then create flashcards to quiz each other with.
|
Intrapersonal
Reflect on what you learned and what you knew before hand.
Include 3 examples of solids changing states in your daily life.
|
Musical
Write a rap about a solid changing states.
|
Bodily/Kinaesthetic
Create a five minute play with 2 friends about a solid
changing into a liquid.
|
Naturalistic
Create a time-lapse video of an ice cube melting using PhotoStory.
|
The time-lapse video would require some support from the teacher or another adult, but the support can be lessened if the class as a whole learns how use PhotoStory before hand. All the group activities can be recorded if that is easier for the teacher to evaluate. The idea is to give students the opportunity to pick something that they want to do to show their learning and they will also be pushed to expand their horizons beyond what they feel comfortable with,
The Think-Tac-Toe also allows for students to be able to control their tasks, giving them more independence and responsibility in their learning. It allows the students to have more control and feel like they have the power when it comes to their learning, even when they do not and you have full control over their work.
Differentiation is something that can help all students find success in school. It is also a way for the teacher to give more freedom and responsibilities to the students, giving them more incentive to act more mature and take ownership of their learning. It's a two way street and handing over a bit of the responsibility to the students, making everyone better in the long run.
The Think-Tac-Toe also allows for students to be able to control their tasks, giving them more independence and responsibility in their learning. It allows the students to have more control and feel like they have the power when it comes to their learning, even when they do not and you have full control over their work.
Differentiation is something that can help all students find success in school. It is also a way for the teacher to give more freedom and responsibilities to the students, giving them more incentive to act more mature and take ownership of their learning. It's a two way street and handing over a bit of the responsibility to the students, making everyone better in the long run.
Tuesday 4 November 2014
Week Eight: Text Talks
Grade One: 1-1-06, 1-1-09
African Animals: Giraffes
By Catherine Ipcizade
Vocabulary Words:
Savana
Pattern
Stretch
Between
Danger
Calves
Enemies
Questions:
What does the weather remind you of?
Do you like hot weather?
Besides fingerprints, what are some other things that is not exactly the same?
What other animals can go a long time without drinking water? Can you?
Why do you think giraffes can go a long time without drinking water?
How do your parents make sure you stay safe?
This book would be a great way to start help students understand that there are animals all over the world and those animals adapt to their environment to meet their needs. You can tie the reading into local animals and how giraffes are different from Manitoban animals.
There is also the opportunity to read a second book that is of a Manitoba animal and comparing the two animals. Students can start to make connections to what they already know about local animals and what they have learned about giraffes. Help the students look for similarities and differences.
African Animals: Giraffes
By Catherine Ipcizade
Vocabulary Words:
Savana
Pattern
Stretch
Between
Danger
Calves
Enemies
Questions:
What does the weather remind you of?
Do you like hot weather?
Besides fingerprints, what are some other things that is not exactly the same?
What other animals can go a long time without drinking water? Can you?
Why do you think giraffes can go a long time without drinking water?
How do your parents make sure you stay safe?
This book would be a great way to start help students understand that there are animals all over the world and those animals adapt to their environment to meet their needs. You can tie the reading into local animals and how giraffes are different from Manitoban animals.
There is also the opportunity to read a second book that is of a Manitoba animal and comparing the two animals. Students can start to make connections to what they already know about local animals and what they have learned about giraffes. Help the students look for similarities and differences.
Week Seven: STSE
Learning Outcomes: K-0-1a, K-0-3, K-0-7a, K-0-9a, K-0-9c
What are scientists and what do they do?
Take a field trip to St. Boniface Research Centre or have someone from there come and speak to the students. Let the students indulge in their sense of what a scientist is, as well as be introduced to female scientists and scientists of colour. There is a perception that scientists work off in some far off places and do scary work in labs. Kids should know that scientists who work in labs do work that helps us and that they wear lab coats and goggles to stay safe.
Read the book What's Out There by Lynn Wilson. Ask students if they think space is science. Ask them if they know of any astronauts. Space is something a lot of kids love to learn about and introducing it as a science can make a scientist seem like a cooler job than what they think it it. Depending on the group, you can also show the class some of Commander Chris Hadfield's YouTube videos from the International Space Station.
Finally, have the students talk to a field biologist, either by Skype or an in class presentation. This allows them to talk to someone who works out in the science field in a setting that is not seen as a stereotypical settings in the minds of young students. To further extend this thought process, take the class to Oak Hammock Marsh and have them conduct some field research themselves to further impress upon the point that scientists do not just exist in a lab, they exist everywhere in this world.
It is important that students get a normalized view of what a scientist is and what they do. It is also important that science experiences are fun from a young age. The more interactive the experiences, the better. The more diverse the experiences, the better. Teach students from day one that science can be fun and at some point they will probably see it as fun, even if they initially thought science is scary.
What are scientists and what do they do?
Take a field trip to St. Boniface Research Centre or have someone from there come and speak to the students. Let the students indulge in their sense of what a scientist is, as well as be introduced to female scientists and scientists of colour. There is a perception that scientists work off in some far off places and do scary work in labs. Kids should know that scientists who work in labs do work that helps us and that they wear lab coats and goggles to stay safe.
Read the book What's Out There by Lynn Wilson. Ask students if they think space is science. Ask them if they know of any astronauts. Space is something a lot of kids love to learn about and introducing it as a science can make a scientist seem like a cooler job than what they think it it. Depending on the group, you can also show the class some of Commander Chris Hadfield's YouTube videos from the International Space Station.
Finally, have the students talk to a field biologist, either by Skype or an in class presentation. This allows them to talk to someone who works out in the science field in a setting that is not seen as a stereotypical settings in the minds of young students. To further extend this thought process, take the class to Oak Hammock Marsh and have them conduct some field research themselves to further impress upon the point that scientists do not just exist in a lab, they exist everywhere in this world.
It is important that students get a normalized view of what a scientist is and what they do. It is also important that science experiences are fun from a young age. The more interactive the experiences, the better. The more diverse the experiences, the better. Teach students from day one that science can be fun and at some point they will probably see it as fun, even if they initially thought science is scary.
Friday 17 October 2014
Week Six: Essential Questions
Essential Questions:
1. How does the sun influence changes outside?
2. How do people and animals change as the seasons change?
3. How do people adapt to cold and warm weather?
4. How do plants and animals adapt to changing climates and the time of day?
I would teach them in the order of 1, 3, 2, 4. The reason for this because the transition between the questions would be smooth and the questions are expanding on what the past one started the conversation on. The other reason is, if I needed to eliminate one of the clusters, the outcomes could be integrated into the other clusters, just not as in-depth as they would have been taught individually.
If I were to eliminate one of the Essential Questions it would be number 3. Eliminating that question would simply mean looking a little more in-depth when talking about people in the outcomes in question 2. The decision was also based on ensuring that the Design Process remains in the unit. The Design Process is where hands on learning happens, so it should be included as often as possible. By including people in the animal equation in question 2, the students would not lose out on much learning. In fact, they may become cognizant of the fact that people are animals too. The sorting outcome of question 3 could be addressed in math, as a review of sorting objects.
When choosing the Essential Question I eliminated, I made sure to choose one that would have a minimal impact on their learning. The question should be "if I eliminate this learning outcome, will it significantly impact the students longterm learning". If the answer is yes, it is a fair outcome to eliminate. It is fair to the students and it is fair to the teacher. If you can use the outcomes to address needs in other subjects, than you can eliminate the outcomes without fear of creating knowledge gaps in students. This is possible and should be a concern when looking at eliminating outcomes.
Week Five: Design Process
Design Brief
The Problem
John loves birds. John has notices that some birds live in Manitoba all winter. He has also noticed that these birds To help the birds remain fed throughout the cold, snowy month design a bird feeder that is strong enough to last the winter and tall enough to not get buried in the snow.
Supplies:
Milk Cartons (1-4L)
String
Fabric
Tape (two strips)
Glue (white glue and hot glue gun that adult helps with)
Criteria
Bird feeder survives one week in a safe area in the school yard in the winter.
This design brief meets the outcome for in grade 1. The students can help set some of the parameters on if the bird feeder needs to look nice and/or be a free-standing object.
To carry this out in the classroom, I would block off an afternoon for the students to design and complete the work. I would set up parent volunteers to ensure that there is adequate help if students need it. Bird feed will be supplied by the teacher and the students will decide on how their bird feeders will be hung. The bird feeders can be free standing or hung onto something. The students will be given 30-60 minutes the day before to start planning. All the supplies will be provided in class. Students will draw a design plan and get it teacher approved before moving onto building the bird feeder.
If students are sick or need more time, I will talk with the parents and arrange for a different time for the student to design and build the bird feeder. This is purely an at school project, so none of it can be done at home. If this is not possible, you have to find a way to ensure the student gets the opportunity to design their own bird feeder.
The Problem
John loves birds. John has notices that some birds live in Manitoba all winter. He has also noticed that these birds To help the birds remain fed throughout the cold, snowy month design a bird feeder that is strong enough to last the winter and tall enough to not get buried in the snow.
Supplies:
Milk Cartons (1-4L)
String
Fabric
Tape (two strips)
Glue (white glue and hot glue gun that adult helps with)
Criteria
Bird feeder survives one week in a safe area in the school yard in the winter.
This design brief meets the outcome for in grade 1. The students can help set some of the parameters on if the bird feeder needs to look nice and/or be a free-standing object.
To carry this out in the classroom, I would block off an afternoon for the students to design and complete the work. I would set up parent volunteers to ensure that there is adequate help if students need it. Bird feed will be supplied by the teacher and the students will decide on how their bird feeders will be hung. The bird feeders can be free standing or hung onto something. The students will be given 30-60 minutes the day before to start planning. All the supplies will be provided in class. Students will draw a design plan and get it teacher approved before moving onto building the bird feeder.
If students are sick or need more time, I will talk with the parents and arrange for a different time for the student to design and build the bird feeder. This is purely an at school project, so none of it can be done at home. If this is not possible, you have to find a way to ensure the student gets the opportunity to design their own bird feeder.
Week Four: Science Inquiry
Grade 2, Cluster 2: Properties of Solids, Liquids, and Gases
SLO: 2-2-17
Question:
If I put a quarter in water, will it sink? What if I make the surface area larger, will that help the quarter float?
1. Assemble Supplies:
-1 clear container
-1 quarter
-1 roll of masking tape
-water
2. Put water into container
Predict what will happen when you put the quarter in the water.
-I predict the quarter will sink.
3. Put quarter into container
-quarter sinks
4. Record result
5. Tape the coin to make the surface area larger, predict what the modified quarter will do.
-I predict it will float.
6. Place the coin in water.
-coin sinks
7. Record result
Conclusion: The surface area of a coin does not change its ability to sink or float if the surface area is changed.
In a classroom doing guided inquiry, one could ask students what objects they think float and which ones they think will sink. Students then should compile a list of classroom objects they want to test. In groups of 3-4, students can start to answer their questions. Guide students to questions about changing the surface area of objects to see if they sink or float when modified. Students should record this information in a manner that is appropriate for their age and learning level. Some grade 2 students will need visuals to help them identify objects, while others will be perfectly fine naming objects alone. If possible, make the groups balanced. Do not worry about spelling. Instead, focus on the students understanding of what they are doing and see if their prediction changes as they perform more experiments.
Note that the inquiry I conducted is step-by-step. If doing it in a classroom, the students would not have instructions that specific. Making predictions and other steps are learning outcomes that would be practiced in the class before sending students off to do a science inquiry.
SLO: 2-2-17
Question:
If I put a quarter in water, will it sink? What if I make the surface area larger, will that help the quarter float?
1. Assemble Supplies:
-1 clear container
-1 quarter
-1 roll of masking tape
-water
2. Put water into container
Predict what will happen when you put the quarter in the water.
-I predict the quarter will sink.
3. Put quarter into container
-quarter sinks
4. Record result
5. Tape the coin to make the surface area larger, predict what the modified quarter will do.
-I predict it will float.
6. Place the coin in water.
-coin sinks
7. Record result
Conclusion: The surface area of a coin does not change its ability to sink or float if the surface area is changed.
As the pictures show, the inquiry can be very simple. Students can test as few or as many objects as they like, modifying the objects to see if the object still floats or sinks when modified. This shows that the surface area of the coin changing does not affect the ability if the coin to sink or float.
In a classroom doing guided inquiry, one could ask students what objects they think float and which ones they think will sink. Students then should compile a list of classroom objects they want to test. In groups of 3-4, students can start to answer their questions. Guide students to questions about changing the surface area of objects to see if they sink or float when modified. Students should record this information in a manner that is appropriate for their age and learning level. Some grade 2 students will need visuals to help them identify objects, while others will be perfectly fine naming objects alone. If possible, make the groups balanced. Do not worry about spelling. Instead, focus on the students understanding of what they are doing and see if their prediction changes as they perform more experiments.
Note that the inquiry I conducted is step-by-step. If doing it in a classroom, the students would not have instructions that specific. Making predictions and other steps are learning outcomes that would be practiced in the class before sending students off to do a science inquiry.
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