Sunday, March 28, 2010
What Happens If the Polar Ice Melts?
When I did my iceberg experiment, nothing much happened. At first the ice stuck to the bottom of the bowl, so I could not efficiently fill it. When I dislodged the ice, it only slightly stuck out of the top, and it even moved soon after so that less was above the surface. I then filled the water to the very brim. After it had all melted, there was only surface tension, nothing seems to have went over the sides. So, although I contributed this to an ice cap example rather than an example of glacier melting, and although I believe my experiment to be an anomaly, so I want to repeat the experiment, I have to say that nothing much happened and I am wondering why. I was all prepared to see the water spill judging from the PBS show which I watched. So far it leads me to believe that nothing much happens if the polar ice melts. What was the results that you all had? Why did my bowl not overflow?
Saturday, March 13, 2010
STEM strageties Lesson Plan Reflection
Planning Process: The lesson plan was rather abstract in this case compared to what I normally plan about for classes. This was partially because I am not in a specific classroom right now, partially because I did not see what much of the readings had to do with the lesson plan, and partially because I had all this information from the readings that I felt should be used. The idea was not original to me, it seems, because Buxton & Provenzo (2007) suggest a similar idea under the title of Theory into Practice 4.1, on page 98 of their book . Their suggestion under Theory into Practice 4.3 could also apply in this context.
I chose to create a lesson plan on it because I read all the information under the course readings and sites, which was plenty, and ended up looking more thoroughly at a number in depth. By the time I looked at the lesson plan, I was overwhelmed with an amazing amount of information, about scientists, diverse students and what being a scientist should mean to them, and I knew that there was plenty more that I didn't have time to plummet.
The lesson plan seemed unrelated to all the things that I had read, apart from the 5 E's strategies. I ended up researching what the learning styles was refering to, what the PA standards would be in context, refamiliarizing or familiarizing myself with what the NSES, NSTA, NBPTS, and Project 2061 standards were, thus feeling like I was doing over two weeks worth of readings in only one weeks worth of time. Because the readings from this week were still all fresh in my mind, and would seem to have been important enough to do something about, I then felt the need to create my lesson plan on implementing a paradym shift for my students about what a scientist is and their significance to the community. As for my own misconceptions growing up, I am convinced that I would have chosen to become an animal doctor had I had a more positive and stronger scientific influence in my life growing up, so the readings convicted me to make such a lesson a priority.
The 5 E's: Ironically, it fit very easily, almost too easily, into the suggestions of the 5 E's (2006) because the whole idea was to engage the students in analyzing what they already believe scientists to be and act like, to get them to figure out how realistic those images are, to compare what they learn with what they thought for similarities and differences, to apply that new knowledge to their own lives and community needs, and to make sure that there are not an misunderstandings through students writing and reflecting on what they learned. Using these parts fit naturally.
Difference from normal planning, and implementations concerns: The difference between my normal planning and this one is that I was repeating myself often in order to address the question or concern of the lesson template in one area or another, and that there were parts to this lesson plan that although they were listed, I do not feel that I know enough about what specifically is being asked to know if I am addressing it adequately. I don't know if I am planning well enough for a diverse group, or if I am addressing the needed differentiation of curriculum, instruction, and assessment.
My experience is that this seemed easy to plan when I thought I was writing a lesson on teaching students about current science issues and scientists. My experience became hard when I realized that the lesson was not supposed to be connected to that at all. My experience became easy when I realized that I could do that anyway, but then my end experience is that I will not know if that is appropriate until it is too late to correct it.
We were never taught how to fill out one of these correctly, or use it correctly to address the situation. I can fill it out just fine! The question is, am I planning in a way that is using the template adequately? No doubt I will find the answer at least to some extent when I get back my grade, however, is that then fair form? If my expectations for my students is that I show them, teach them, what I want, and make it clear, should that not also be true here?
Implementing such a lesson is not hard though. The students will be able to use writing, social studies themes on community, investing as citizens in that community, and science together.
They can learn about someone that is relevant to them to add significant meaning and personal impact to their efforts, and explore ideas individually and as a group. It naturally uses many strategies, learning style flexibility, and addresses diverse needs. The only issues I can see is 1)that I will need to do quite a bit of preparation work to make materials for ESL students, an information sheet for students to fill out required fields of information, scanning websites for appropriate information, etc., & 2) that I will need to have enough computer use to make it possible for students to have enough time to fulfill their work requirements, or that I will need to be able to send the work home if the students' paces are slow.
References:
Buxton, C.A., & Provenzo, E.F., Jr. (2007). Teaching science in elementary & middle school: A cognitive and cultural approach. Thousand Oaks, CA: Sage Publications
Hammerman, E. L. (2006). Becoming a better science teacher: 8 steps to high quality instruction and student achievement. Thousand Oaks, CA: Sage Publications.
I chose to create a lesson plan on it because I read all the information under the course readings and sites, which was plenty, and ended up looking more thoroughly at a number in depth. By the time I looked at the lesson plan, I was overwhelmed with an amazing amount of information, about scientists, diverse students and what being a scientist should mean to them, and I knew that there was plenty more that I didn't have time to plummet.
The lesson plan seemed unrelated to all the things that I had read, apart from the 5 E's strategies. I ended up researching what the learning styles was refering to, what the PA standards would be in context, refamiliarizing or familiarizing myself with what the NSES, NSTA, NBPTS, and Project 2061 standards were, thus feeling like I was doing over two weeks worth of readings in only one weeks worth of time. Because the readings from this week were still all fresh in my mind, and would seem to have been important enough to do something about, I then felt the need to create my lesson plan on implementing a paradym shift for my students about what a scientist is and their significance to the community. As for my own misconceptions growing up, I am convinced that I would have chosen to become an animal doctor had I had a more positive and stronger scientific influence in my life growing up, so the readings convicted me to make such a lesson a priority.
The 5 E's: Ironically, it fit very easily, almost too easily, into the suggestions of the 5 E's (2006) because the whole idea was to engage the students in analyzing what they already believe scientists to be and act like, to get them to figure out how realistic those images are, to compare what they learn with what they thought for similarities and differences, to apply that new knowledge to their own lives and community needs, and to make sure that there are not an misunderstandings through students writing and reflecting on what they learned. Using these parts fit naturally.
Difference from normal planning, and implementations concerns: The difference between my normal planning and this one is that I was repeating myself often in order to address the question or concern of the lesson template in one area or another, and that there were parts to this lesson plan that although they were listed, I do not feel that I know enough about what specifically is being asked to know if I am addressing it adequately. I don't know if I am planning well enough for a diverse group, or if I am addressing the needed differentiation of curriculum, instruction, and assessment.
My experience is that this seemed easy to plan when I thought I was writing a lesson on teaching students about current science issues and scientists. My experience became hard when I realized that the lesson was not supposed to be connected to that at all. My experience became easy when I realized that I could do that anyway, but then my end experience is that I will not know if that is appropriate until it is too late to correct it.
We were never taught how to fill out one of these correctly, or use it correctly to address the situation. I can fill it out just fine! The question is, am I planning in a way that is using the template adequately? No doubt I will find the answer at least to some extent when I get back my grade, however, is that then fair form? If my expectations for my students is that I show them, teach them, what I want, and make it clear, should that not also be true here?
Implementing such a lesson is not hard though. The students will be able to use writing, social studies themes on community, investing as citizens in that community, and science together.
They can learn about someone that is relevant to them to add significant meaning and personal impact to their efforts, and explore ideas individually and as a group. It naturally uses many strategies, learning style flexibility, and addresses diverse needs. The only issues I can see is 1)that I will need to do quite a bit of preparation work to make materials for ESL students, an information sheet for students to fill out required fields of information, scanning websites for appropriate information, etc., & 2) that I will need to have enough computer use to make it possible for students to have enough time to fulfill their work requirements, or that I will need to be able to send the work home if the students' paces are slow.
References:
Buxton, C.A., & Provenzo, E.F., Jr. (2007). Teaching science in elementary & middle school: A cognitive and cultural approach. Thousand Oaks, CA: Sage Publications
Hammerman, E. L. (2006). Becoming a better science teacher: 8 steps to high quality instruction and student achievement. Thousand Oaks, CA: Sage Publications.
Wednesday, March 3, 2010
The Thoughts Behind Science
Reading through materials for this week's course has got me so excited about science. I feel like I am using science to analyze how I ...use science! My views, my philosophies, my understandings about the nature of science and its uses are all being discussed and I am so excited about delving into these areas and in discussing and listening to others on the topic. What impact will my study of science have on what I accomplish/learn and how I will use it? What results will my philosophies have as they matriculate to my students? The broad, big picture is so much of the way that I organize ideas that it makes me look forward to what comes next.
Tuesday, March 2, 2010
Here we blog again...
I am out again...blogging! This time I am blogging in the name of science and education. I blog so that others might share with me in my learning. I blog, because my university requires it! :0) So here's to those who are reading this! I hope that you enjoy all that is to come as we explore some science together.
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