What can I say? This has been an incredible semester filled with a lot of work. Science is more than just a subject. Calling Science a subject is an injustice. Science is state of being.
What I mean by that is this: Science in the classroom is an experience. This semester, we learned firsthand teaching the 5 E's of teaching. In order for a lesson to be more than just a lesson, it needs the 5 E's to be incorporated.
When you incorporate, Engage, Explore, Explain, Elaborate and Evaluate, you take and ordinary lesson and make it extraordinary. I learned this firsthand this semester teaching Science and Social Studies for my other course.
Lessons take an interesting twist where students are engaged, listening, actively answering questions. It's a beautiful sight to see and empowering to experience it firsthand not only for myself, but for my fellow student teachers as well. I cannot thank our host cooperative teacher enough for volunteering her personal time to help and guide us through this semester. Finally, this reflection would not be possible without the commitment and dedication of Dr. Smirnova. Thank you for the learning experience and helping me to grow. :)
- MW
Dear Blog,
Today is April 19, 2016. Today we had the chance to create a group project using Powtoon.
Powtoon is an animation software that is easy to use (once you understand how to navigate it). The best part is the fact that it is free. We decided to put together a presentation on Atmosphere. Keeping with the theme of Science, our Powtoon presentation, is a guided tour of the layers of atmosphere with animation and music. Along the way, students are treated to movie clip in the middle.
Included in the presentation is a check for understanding to ensure students are understanding the subject material. Since using Powtoon, I have created two more presentations. They can be loaded to Youtube and or hosted on Powtoon's own website. Free users have up to 5 minutes worth of presentation before paying for an upgrade. Users can monitor how long their project is. I highly recommend using Powtoons in the classroom. I'm now currently creating my own learning channel on Youtube where I will upload my presentations from Powtoon and others including Prezi for future reference.
- MW
Dear Blog, It's March 1st. While I cannot make it for the Science Fair, rest assured, I am plotting a way to sneak into the fair and find out my score.
It has been... well it's been a while since I personally made a science fair project. Let's just say its been a few years. Today, I return to 6th and 7th grade to reclaim my long desired ribbon for well prepared Science Fair Project. Step aside kids, it took me awhile but I'm back with a mission to claim the title.
Kidding aside, this project has been a test for sure. Entering this semester, I was not expecting to design and complete a science fair project to compete with 6th and 7th graders. Oh and by the way, it will be graded with a strict rubric. That only makes sense.
With that said, I'm here in my classroom guessing what the competition has brought. Did someone bring a live volcano? How about solar energy? What paper towel roll has the best absorbency?
I will find out shortly and make my to the fair.As I reflect on my work on the Science Fair, I have do have to agree with how our cooperating teacher provided a rubric for our projects. The reality is, moving forward in education, rubrics are going to be a foundation to everything we do. This time around, I can honestly say building my science fair project was much easier based on that. Science fair time - MW
Dear Blog Today is March 15, Student Teaching today. Science is weird for me. Weeks earlier, I student taught for Social Studies. History and Social Studies is one of my favorite subjects.
In fact, my Bachelors was political science and History. However, I felt strong anxiety for teaching the Social Studies lesson but not nearly as much for my Science lesson. Science has always been a favorite subject area of mine but, I'll admit, I am more comfortable with the content of Social Studies over Science.
It sounds bizarre but this is something that as a teacher, I need to reflect and consider how I can make myself a better instructor in that regard. Often, we might not be able to choose the subject area of teaching especially in elementary settings. So for that reason, we should technically be mastering our craft across all areas of curriculum. I have time to think about it but it is something that I need to look more into myself and see how I can better myself teaching across different subject areas.
- MW
Tuesday, May 10, 2016
For my Research Article Review, I chose the article, The Common Ground, by Christine Anne Royce and David A. Wiley. The article was very interesting as it talks about bridging the gap between teaching science and reading. In many cases, there is no gap but rather a shared common ground. The authors point out that integration is an approach that helps build on both content areas.
For administrators, the fear is addressing the goals specific in both subjects without compromising either subject. However, good practice focuses on common ground between subject areas. An interesting point is that reading and science share similar disciplines in standards. Therefore, it would only make sense to consider science literacy. "Recognizing the similarities between the goals of both science and English disciplines makes it easier for teachers to see the possibilities to meet learning standards in both disciplines when integrating subjects."
What this means to me is that rather than spend our time trying to manage time, we should at least consider cross-threading the subject matter as long as the goals are sustainable across both subject areas. It only makes sense co-mingle the subject especially if research show that it not only benefits the learners but also supports their learning and problem solving.
A good example of this is brought up by the authors by the use of sequencing skills in the life cycle of a frog. The details from a book of the life cycle may not be the focus of the lesson but rather the order of events that happen within the story.
Finally, as teachers begin to use literature-based programs that integrate subject areas, they are realize the advantages of children's trade books as a means of teaching both reading and other content areas.
Research shows that student motivation increases and science becomes more dynamic when teachers use a literacy-based method of instruction. What this means is that using trade books is becoming more and more compelling.
For my classroom, my ideal library should consist of trade books as open invitation to read and allow the students that ability to dive in specific content areas while learning to read. It only makes sense that the same should applied to lesson building.
Monday, May 9, 2016
Dear Blog, I need a Science Fair Project Idea...
Yes, it's true. I need a Science Fair Project Idea. I will be going up against some of the toughest 6th and 7th graders on this side of the Hudson. Maybe that's an exaggeration but, I still need a Science Fair Idea.
What is new to me is this: The Science Fair project must incorporate the steps of the Scientific Method. As I reflect on my past Science Fair projects, circa 199?, I question whether I incorporated the Scientific Method into my project. I am guessing that I didn't. I recall a project based on solar energy. At the time, solar was new but had been around for some time. My project laid out the specifics of solar and how it works.
At the time, I thought I really developed a great science fair idea. But, years later, I now realize it lacked some serious points. For one, it lacked any application to inquiry. My project never went beyond the explanation of solar energy. For this reason, I'm tasked to redeem myself and prove that I can compete with the 6th and 7th graders again, but this time, I will be prepared.
This time I will develop a real science fair project based on inquiry and tested with full results. It doesn't matter if my results make or break the hypothesis so long as I'm trying to prove or disprove my hypothesis. This time it's real.. To be continued.
Ever revert back to doing something that you once did as young student? Sure it's a loaded question so I'll explain... For Science, we were tasked with creating a science fair project to compete with 6th and 7th graders. Now
For my Science Fair Project, I decided to test the voltage of fruit. When I was first putting together the project, I needed to develop a problem question. My problem question was “Does the type of citrus fruit affect the amount of voltage it can produce?” I’ve seen the potato clocks and fruit powered clocks but I did not have enough information or knowledge to determine if fruit, or type of fruit and any effect on output of energy. My prior knowledge tells me that fruit has an acid. This acid when combined with copper and zinc, create a simple battery. Therefore, I titled my project, Powerful Fruit.
My Hypothesis was: If the citrus fruit is a grapefruit, then it will have a higher voltage output because it has the highest mass when compared to a lime, orange and a lemon. My thoughts were mass equals higher voltage output. Specifically, if a fruit weighs more in mass, I assume it has more acid in it causing to have a higher voltage output. In this case, the grapefruit had the highest mass.
In order to test the hypothesis, I had a group of three fruit from each category (orange, lemon, lime, grapefruit). Each fruit was labelled and weighed in on a scale. Copper and zinc electrodes were introduced to the fruit from each end. The electrodes cannot touch each other or they will cancel and ground the charge. Data was logged for each trial testing.
Batteries work by moving and storing charges. In order for a fruit to be a battery, it needs to be able to conduct electricity. In this case, much like a battery, you need to introduce zinc (negative terminal) and copper (positive terminal). These charged particles in the fruit acids are the same type as the charged particles in electric current. One could perhaps argue that the stronger the acid in the fruit, the more sour it will taste. Therefore another argument could be made that lemons are best suited to be a battery since they tend to be the most acidic. Since a lemon is the most sour of the three, it will make the best battery. In this case, my argument is mass is related to power output.
This can be adapted for multiple classrooms. The resources and materials are fairly inexpensive and the experiments can be endless. There are a few things to consider when using this in the classroom. Firstly, having access to a reliable voltage meter is important. The Voltage meter should be digital and capable of reading lower wattage readings. In addition, depending on the classroom, the teacher can consider using soda as well. Soda has properties when combined with zinc and copper produce an electric charge. Another idea is to blend the fruit and mix it into a slurry and add the the electrodes (older classes). Finally, like most electronic gadgets, items often use more than one battery. This is an opportunity to link the fruit together and make a ‘series’ of batteries thus increasing the voltage output. To better your results, the teacher should use lamps or LED that draw minimal wattage. Fruits tend to have very low wattage compared to voltage. The comparison between volts and watts is something that be discussed in class as well.
One last note, have the students explore the testing on their own. With enough guidance and support, this is a project that will allow students to take charge of their own knowledge and manage their own learning.
