Test 123

Final Vision Statement

Final Vision Statement

I believe science education is a difficult task to teach.  I believe for science education to be the most successful, an inquiry-based environment is necessary.  I believe for science education to be the most successful, the learning environment needs to become more student-directed and less teacher-directed.  As I have learned throughout the semester, science education needs to begin with probing students for misconceptions before and during activities.  For science lessons to be impactful, all five features of inquiry need to be included- engage, evidence, explanation, evaluate and communicate.  I have learned that it is vital to be able to teach to a diverse group of learners and the importance of formative assessment.

My current vision statement has varied from my initial vision statement at the beginning of the semester.  I believe I have matured my ideas regarding science education.  I now believe that before any science education can begin, teachers need to probe their students to determine student misconceptions.  A misconception is a model or theory that a student develops as a means to make sense of events in the world around him or her.  The student’s theory may cause him or her to make inaccurate predictions and can be very channeling to dislodge. Misconceptions can be troublesome for students because they can prevent students from understanding and making sense of new material.  I want to implement labs into my future science education in order to dislodge misconceptions.  As Richard Borst states, “labs are another way to prevent misconceptions” (The Science Teacher, page 68).  This is true because teachers can maintain close contact with their students during the lab activities.  Teachers can ask probing questions while students are exploring the lab activity, which acts as a tool for continually assessing students’ knowledge.

I anticipate teaching students science education with great enthusiasm.  I do not want students to feel overwhelmed by science material and want to be sure to teach science to all learning styles.  I want to have science lessons that accommodate all of my students’ learning styles.  As I teach to a diverse classroom I want to provide visual, auditory, and interactive activities to accommodate all students learning styles.  During my science practicum experience I was able to observe a diverse group of learners.  As I observed the students, I quickly noticed the more interactive the portion of the lesson was, the more the students were engaged and ultimately learned.  I also learned that classroom management issues disappeared when the students were involved in the lesson.  The more student-centered the lesson was, the more the students were engaged and enjoyed the lesson.

I believe connecting science material to students’ lives is essential to science education.  Students are much more concerned with concepts that they are able to relate to.  A great way to incorporate student’s lives into science education is by allowing students to explore and learn about their environment.  Braus and Wood state, “Getting students out into the environment on a regular basis is an important part of a comprehensive environmental education program.  Nothing can replace first-hand experiences to help students understand their community, natural systems and environmental issues” (Environmental Education in the Schools, page 9).  By allowing students to learn about their environments, they are able to make connections with other science related concepts.

Tell me, and I forget, Show me, and I remember, involve me, and I understand. I believe this statement perfectly describes how science education should be taught.  For students to become involved, students need to be in an inquiry-based setting where they are free to explore and develop new ideas.  The first feature of inquiry is engage.  Students need to engage in scientifically oriented questions for meaningful science lessons to be successful.  Students should be exploring questions that interest them. 

The second feature of inquiry is evidence.  The learner gives priority to the evidence they collect.   Students need to understand the data they are collecting and why it is meaningful and helpful to their education.  The students should be in charge of collecting their data and should be able to collect their data however they decide. The third feature of inquiry is explanation.  The learner will formulate explanations based on their data and create an explanation from that evidence.  Students should analyze their data and create an explanation for their findings.  Before any outside knowledge is provided, students will make meaning of their collected evidence.  The fourth feature of inquiry is to evaluate.  The learner compares their explanations to other explanations.  It is vital for students to have access to a variety of different materials.  Krajcik states, “learning is a continuous process that requires many new experiences in which students can construct and reconstruct knowledge by interacting with others and materials”.  This statement accurately describes the benefits of having the ability to interact with a variety of materials. The final feature of inquiry is to communicate.  Students will communicate and justify their explanations.  By communicating their information the student is displaying their knowledge.  This final feature of inquiry can also be used for assessment that is another extremely important aspect in science education. 

Keely states, “Classroom assessment serves multiple purposes, including diagnosing, monitoring, providing feedback, and measuring” (Uncovering Student Ideas in Science, page 1).  Classroom assessment should be a continuous process. Allowing assessment to become formative will greatly benefit the students and teacher.  With formative assessment, students are given feedback that allows them to determine areas of improvement.  Teachers are also able to assess their teaching and determine areas for improvement within their instruction.  Very rarely should assessment be summative.  Summative assessment provides feedback to students and the teacher; however, the feedback is somewhat meaningless because the material is already concluded when the feedback is provided.

I believe for science education to be meaningful to students, inquiry-based instruction is necessary.  Students should work through each stage of inquiry as they conduct science experiments.  Although teaching to a diverse group of learners can be challenging, with multiple forms of representation and activities, it can be done successfully.  It is also essential to relate science education to students’ lives.  Finally, formative assessment needs to be continuously implemented throughout the course of the year.  

Reflection for Team Teaching

Team Teaching Reflection- Part 2A

Kailey, Kelsey and I worked with a group of 5^h and 6^th grade students at Lucas Elementary school.  We taught the students a lesson about mysterious powders.  It went great! I was extremely pleased with our lessons.  The parts of the lessons that went the best were the sections that were the most interactive.  I also learned that behavior issues in the classroom were eliminated when students were engaged in the learning.  The changes we made after our feedback was extremely beneficial to our group.  After our peer teaching our peers recommended us to find a different way to distribute our materials because with all of the liquids and powders on the table at the same time- it was very confusing and overwhelming.  For our lesson, we chose to distribute the liquids one a time.  And then when the table was done with the particular liquid, they would raise their hand and a teacher would provide them with the next liquid to test. 

On the second lesson we asked student volunteers to read our crime scene information, the suspect bios and the breaking news aloud to the class.  Because the students were so excited about the crime scene and the information, they weren’t listening to their classmates that we reading the information.  If I were to teach the second lesson again I would have each table read their information aloud to just their table members.  This could even be made into a competition with the other tables. 

The students met and some exceeded our learning performances.  On the first lesson when the students were filling out their data collection sheet they were using their prior knowledge about powders and when they have seen them before.  By the end of the lesson, the student’s descriptions of the reactions excelled.  In fact, about 5 of the students went home after the first lesson and did some of the experiments we did in class! That was so exciting to hear and I was thrilled when the students told us the next morning. The students exceeded our learning performances on the second day.  Many of the students were able to identify the mysterious powder just by doing one reaction with the liquid.  Many of the students already had educated guesses about the powder just by looking at it, which really showed their progression from the first lesson.

For the most part, our lessons went according to plan.  On the first lesson we did not get through all we had planned. The students took more time to experiment with the different powders which we did not anticipate for.  The first lesson we finished with some students who just started the powder identification sheet and others who were close to being finished.  Then, our group meet again after our lesson to discuss any revisions we thought needed to be made to our second lesson.  We started off the second lesson by finishing our first lesson, which ended up working great because it allowed the students to revisit some of the ideas we explored on the first lesson. 

I learned how much fun it is to actually be teaching lessons in the classroom instead of just creating lesson plans for classes.  I also learned that behavior issues in the classroom truthfully disappear when the lesson is inquiry-based.  By observing our classroom prior to our lesson, I had a general idea of students who I knew were going to finish early, students who would have a challenging time staying on task and others that would finish last.  During the portions of the lessons that were less hands on, such as reviewing over descriptions and explanations of the powders, is when we had very minor behavioral issues.  I quickly learned that almost immediately when the students bored, that was when there was issues in behavior.  There was one student in particular that just needed some extra guidance to stay on task, but during the experimental and crime scene portion of the lessons, he was great. I also learned that when teaching inquiry there are issues that come up on the fly.  This was a bit challenging to do while teaching with two other members because it was difficult to make a quick decision and inform the other teachers.  I learned that inquiry based lessons need to be thoroughly thought out prior to teaching.

I honestly would not change much to our lessons.  The lessons went great and the students were for the most part, always engaged and seemed to enjoy the lesson.  The only thing I might to differently is choose another indicator such as iodine that has more reactions with powders.  Some of the reactions were not as obvious as I would have liked them to which made it a little difficult for students to use the flow chart.

Reflection on School of the Wild

During my experience at School of the Wild, I was fortunate to see both the gardening session and the wetlands session.  During the gardening session, the instructor, Jason showed the students different types of plants that are grown in the garden (Photo included). He discussed the life cycles of the different plants and what they need in order to survive.  I thought the instructor did a great job discussing new terms with students and thoroughly explaining the terms.  After he discussed different plants such as Pa pas, various types of peppers, garlic, basil, and tomatoes, he taught the proper way to pick the vegetables and let everyone try them.  After he discussed the plants, he cut up some summer squash, garlic and basil and let everyone try it.  I thought letting everyone try the different vegetables allowed students to make a connection with the food (Photo included). I also thought this was a great opportunity to teach students about the different life cycles of plants.  Jason thoroughly explained that plants could either be an annual, perennial, or biennial.  He provided students with examples of each type, which I thought was extremely beneficial.  He also had the student repeat the terms after he said them, to help their pronunciation of the terms.  I thought the information that was shared was presented and explained great, however, I would have liked for the experience to be more interactive with the students.  I thought it was a very long time to be standing and listening to someone speak, and although it was very informative, I think a interactive lesson or game would enhance students; learning. Within the, “Environmental Education in the Schools” article, there are 5 objectives for environmental education.  These objectives include awareness, knowledge, attitude, skills and participation.  I think the objective that was most successfully met during the gardening session was knowledge.  The knowledge objective states, “help students acquire a basic understanding of how the environment functions, how people interact with the environment, and how issues and problems dealing with the environment arise and how they can be resolved” (Braus & Wood, 3). I thought Jason did a great job providing students with knowledge about the garden.  He also shared with students’ issues that could arise during gardening and solutions to those issues.  For example, Jason discussed the Three Sisters that are the agricultural crops of Native American groups in North America.  These crops include squash, corn and beans.  He explained the importance of each of these plants the connections they have to when and how they are planted.  The information he provided to the students was age-appropriate.  From this experience, I will take to my own future teaching the ability to provide students with hands-on materials to develop connections.  I will also attempt to make connections between students’ lives and the material they are learning in the classroom.  I believe with hands-on experiences and connections to real life, students will learn most efficiently.

I was also able to experience the wetlands session.  During the wetlands session, we walked to a pond called Spider pond.  This pond was very shallow and had ropes connecting to trees all around.  The ropes are used to move the canoes that the students explore in (Photo included).  3 students and a teacher were able to explore on the canoe at a time with 2 canoes moving around the pond at a time.  All students on the canoes were provided life jackets and nets to try and catch wildlife.  In the pond the wildlife included fish, turtles and frogs.  When we were on the canoe, we saw 2 frogs but were unsuccessful in catching them.  There was also a lot of plant life in the pond.  The instructor discussed the use of the ropes and not paddles to move around the pond with the students.  Not only would the paddles disrupt the wildlife, the mud from the bottom of the pond would be moved around and disturb the environment.  The instructor explained the different types of plants that are within the pond and displayed them to the students.  I thought the students really enjoyed being on the canoes, however I think they became bored after awhile because we did not see much to catch.  However, the group before us caught a bull-frog so when students were not on the canoes they were able to hold the bull-frog and the instructor taught the students about the frog (Picture Included).  I believe the participation objective was thoroughly displayed in this session.  The participation objective states to, “help students acquire experience in using their acquired knowledge and skills in taking thoughtful, positive actions toward the resolution of environmental issues and problems” (Braus & Wood, 3).  In this session students were able to experience nature and use their knowledge to do their best attempt of catching wildlife. For example, students had to remember to be quiet and move slowly when trying to catch a frog or turtle.  Students were required to use their prior knowledge in order to be successful in this session.  As a future teacher I will always want to have a plan B in case the lesson I want to teach falls through.  I think it is very important to be flexible and understand that things come up in the classroom. I also want to teach useful knowledge that students can use in their lives in the future.

Lesson: I originally signed up for the Birds session but because of different circumstances I ended up doing different sessions. 

The Cycle of Bird

(Egg, Chick, Adult)

Tine McCracken

Procedure:

This activity is modeled after the game that many educators are familiar with, Rock, Paper, Scissors. Explain to students the three stages of a bird. For this activity each of these stages is represented by a movement or posture.

• Egg – holding your knees huddled near the ground

• Chick – crouching a bit taller than egg wiggling fingers

• Adult Bird- standing up straight, flapping wings

1. Practice the posture or movement for each life stage, repeating the name of the stage with the movement.

2. Once students understand the stages and how they can show what stage they are in, review the rules of Rock, Paper, Scissors.

3. Rules of Rock, Paper, Scissors: Two players stand opposite each other and count to three. On three they both display a hand shape: Stone-fist, Scissors-two fingers stretched out like a pair of scissors, Paper-hand out flat. Stone beats scissors, scissors beat paper, and paper beats

stone. 

4. All students begin the activity as eggs.

5. The winner of Rock, Paper, Scissors will advance into the next stage (egg to chick, chick to adult bird.) and searches for a new partner in that new life stage. Students must pair up with a similar life stage to play Rock, Paper, Scissors – egg with egg, chick with chick

6. The loser continues in the same stage and searches for another matching partner to play against until he wins and advances to the next life stage.

7. The activity continues until all or most students have reached the adult stage.

 I thought my lesson went really well and I think the students really enjoyed it!

pEnDuLuMs

What is your personal experience with swinging on anything like a trapeze?
-Gymnastics, trampoline, not much experience though. Have never seen a trapeze in person. Know that it can be associated with a circus.

What applications to “real life” do swinging objects have?
-rythmic, timing, momentum, speed

What is your prediction about what will happen if two people are on one trapeze and only one is on the other and the one switches to the other?  Explain (in terms of mass)
The one with the 2 will not swing as far as it previously did because there is too much weight for the momentum. And the one that previously had the 2 people on it will swing further than the prior.

What understanding or ideas do you have about the science of back-and-forth swinging objects?
momentum

Questions: Will a large string increase the amount of time it takes for the washer to get from one side to another?

Does the washer have anything to do with the amount of times it takes for the washer to complete a "swing"?

Why does the weight of the washer not matter?

Is the length of the string the only factor that alters the amount of seconds it takes to complete a "swing"?

QUIZ- GRRR!
Your experience will be that you will swing back and forth. Because one length of the sting is shorter than the other, it will be able to complete a full swing quicker than the longer string. I think the bar will be crooked and it will most likely have the person fall off.

Bulbs, Batteries and Wires

I thought the first lesson, done by Ms. Stone was more confusing although it was more teacher-centered.  I felt like the students were randomly thrown into an experiment without much preparation.  Just having terms on the board and then having students copy them down in their notebooks will not stick with the students and I do not think that was an effective way of catching students attention and getting them excited to start the experiment.  Ms. Travis' lesson was much more student-based however she still provided the students with certain materials that they would need to be successful and did not allow students to fully learn independently.

Start with asking students if they were to go to the supermarket and pick up a pack of electricity what they would buy.
 I would then provide students with a list of materials that students could possibly use to make a light bulb light up. Students will be directed to talk with their lab group and discuss what items they believe would be beneficial.
The list would include various objects such as wires, batteries, cotton ball, glass and more.  The students would need to get materials as well as provide an explanation for why they think it will create electricity.
After I would have students create a manual to create electricity and what not to to/use and WHY.  If I see students struggling during this experiment I will drop a hint to them so they do not form negative feelings with the experiment.
Then I would have students discuss with the class what worked and what didn't work.

Engage: Learner sharpens or clarifies question provided by teacher, materials or other source. Teacher directed- teacher purposes the question and students search to find answer or solution to the problem.

Evidence: Learner directed to collect certain data.  Student directed- student is given freedom to decide how to write down data and interpret it.

Explain: Learner formulates explanations from evidence. Student directed- student needs to tell what they did and WHY is worked or did not work.

Evaluate: Learner independently examines other resources and forms the links to explanations.  Student directed- students are asked to explain their reasoning.

Communicate: Learner communicates and justifies explanations. Student directed- the student needs to communicate through their manual and justify why it works.

Circuits Lab

Explore Independently (pink)
Strengths: student-directed, representation in drawings, independent thinking,
Weaknesses: students may not know where to start, very challenging for struggling students.

Explore Together
Strengths: for struggling students this would make sense because
Weaknesses: Not much inquiry with this- students are told specifically what to do. Don't have much freedom to explore

Content Standard: B, Physical Science
Benchmark: Electricity in circuits can produce light, heat, sound and magnetic effects. Electrical circuits require a complete loop through which an electrical current can pass.

Learning Goals: How to light a bulb with a wire and battery. Understand that electricty works with a curcuit.

Learning Performance: Having students light a bulb with a wire and battery and be able to explain WHY it worked.