21st – Century Topic and Tools

21^st – Century Topic and Tools

To teach forces, using the internet as a way to show student different situations allows teachers to overcome challenges such as space or materials.  In addition, these website offer explanation of the concept, but then include questions that would be a way to have student wonder further. 

  http://www.bbc.co.uk/schools/ks2bitesize/science/physical_processes/forces/play.shtml

This website allows students to explore forces including air resistance, pushes and pulls, and gravity.  It is set up like a game where students are on a mission.  This would be good for students to complete individually or in pairs.  The site gives explanations and allows students to test and see what happens.     

http://www.bbc.co.uk/schools/digger/7_9entry/7continue.shtml

Students use what they know to solve problems with a roller coaster getting stuck.  At the end, they are given ideas of how to find out more.  Completing this site as a class or small group would let student become engaged.  Afterwards, students could work in small groups to investigate the questions at the end of the site further.    

http://www.fossweb.com/modulesK-2/BalanceandMotion/index.html

Students build a simple roller coaster to explore motion.  This idea engages stduetns because it is like a puzzle or game.  However, at the same time they can see how the laws of motion play a big part of creating roller coasters. 

http://www.bbc.co.uk/schools/scienceclips/ages/8_9/friction.shtml

This site allows students to test different materials a sled glides on.  The site focuses on friction and how surfaces reduce or increase the friction.

http://www.bbc.co.uk/schools/scienceclips/ages/10_11/forces_action.shtml

Students explore motion of a toy car with air resistance and mass.  The site includes a quiz that could allow for further investigation.   Like the site above, students could investigate further in small groups and the share their finding to the class. 

These sites will help prepare students to be 21^st- century scientifically literate students because they engage the student, but at the same time expose them to vocabulary and concepts of science.   Learners are able to test and see what happens which creates a more meaningful connection than being told what should happen.   

Using these sites to introduce further investigations encourages critical thinking skills.  Allowing students to work in groups when investigating using the websites builds teamwork skills and collaboration. 

Using the sites that have an interactive activity that allows students to be exposed to a concept and then provides questions at the end is a good way to set students up to wonder, and then find out.  I think this would be an interesting way to use the site http://www.bbc.co.uk/schools/scienceclips/ages/10_11/forces_action.shtml. 

The main challenge would be having computer access for the small groups during the interactive part of the lesson.  Afterwards, students may not need to use a computer other than to refer back to the activity.  Having a smart board or projector would be the best way to use the site initially to have all students being engaged, then splitting into groups.

  

Exploring Heat Transfer

When exploring heat transfer I choose foil, wax paper, newspaper, and a cotton towel during my experiment.  I chose foil and wax paper because those are two materials that I would use to cover food.  I choose the newspaper because since I used an entire section I thought it might do well.  In addition, I chose the cloths to see if I was correct about it not insulating very well. 

Foil did not surprise me by being the best insulator.  Newspaper did surprise me by being the worst!  I figured since I used 8 pieces that made a section, it would insulate better than the towel or then wax paper.  The wax paper and towel were the same.  That did not really surprise me since one if very then and the other lets airflow through it easily. 

I would like to test other items.  I am curious how food such as mashed potatoes or steamed vegetable would stay warm with materials such as foil, wax paper, or cellophane.  It seems that some items may stay warmer due to their texture and thickness.  For example rice my cool faster because it allow air to move around the individual grains while mashed potatoes are more dense and air does not flow through them. 

In addition to using other items, I could make it more fun by creating a problem to solve.  For example, after reading Red Riding Hood, I could tell students that they need to find the best material to cover the food with to help it stay warm during a 30-minute walk to grandma's house.  They could then test material they choose and determine the best insulator.  Afterwards students would know what material would be the best to cover their own food if taking it to a picnic or waiting for it to be time to eat. 

I would like students to understand not only what material are good insulators, but also why they are good insulators.  I think I did achieve this after testing materials and then thinking why the outcome was the way it was. 

I chose to investigate how different surfaces affect the momentum of marbles.  I choose different types of surfaces that I wanted to test.  I released the marble from a slanted book that was consistently the same slant.  I recorded the distance for each test in order to see how the surface affect the momentum. 

The experiment went smoothly for the most part.  The marble rolled further on smooth surfaces and not as far on rougher or bumpy surfaces.  The outcome was what I expected.

Some areas that I need to consider if I ever do this with a class are the different things that affect the momentum of the marble besides the surface.  Levelness of the floor, wind, and object in the was are a few challenges that I had during the experiment. 

I am not sure what modifications I would make to this experiment.  I think it would go well in a classroom.

I would set the investigation up very similar by having the marble, ramp, and a way to measure distance available to the students to problem solve.  I would probably try to have a larger variety of surfaces for students to choose from.  Some examples may be sand, oil to cover a surface with, and gravel. 

To connect the experiment with student real life, I would have them think about bowling or golf.  Students could have the problem of creating a new game played with marble.  They would need to choose a surface and explain why they choose that surface. 

I would like students to have a deeper understanding of momentum and how surfaces affect the momentum of objects.  This goal was achieved based on the data collected after the tests. 

Changing Matter

I was able to work with a small group of student since I am not currently teaching.  I was a little nervous asking student to help me with my lesson outside of school.  I thought for sure I would get kids who just weren't interested.  However, I was very surprised.  The students were very engage and excitedly shared ideas.  One even when to get a drink and said to their dad "Hey Dad, we are learning about how to change matter!".  I think that the type of lesson helped because it was fun and the students were able to move around, help and observe.

Letting student choose which matter to heat and cool allowed them to be more in control of their learning.  I like the idea of teaching student to do more inquiry and thinking for themselves.  I also think that students need very clear examples and practice with writing a conclusion.  I remember having troubles with this when I was in school.  Having some lessons just on writing a good conclusion would help students use information in all areas and be able to explain their ideas with information they have gathered.

Remembering to connect an everyday example is also important.  All people need to know why something is important.  Feeling that need for students will help them be more interested as well as able to make real life connection and build in prior knowledge.

My work samples require Adobe.  I attempted to take pictures of their work.  However you really couldn't read many parts.  I do not have a class web page, so I am using another web page I have for my childcare.  If you click on the link below, you should be able to view the samples of  my students' work.

http://kidsdayeveryday.com/ChangingMatterExperiment.aspx

What happens if the polar ice caps melt?

Based on the resources this week and prior knowledge I have on the polar ice caps, I believe that there will be much change in the Earth.  Humans, plants and animals will have to adapt or will be unable to survive. 

It seems that the predictions of flooding make sense for the amount of ice that will melt as it breaks off into the ocean.  That alone would mean many parts of the Earths land will be flooded and unable to support human, plant and animal life.  The other effects such as change in amount of salt in the water, which will change the currents that will affect the climate in some areas is also a major change that would require adaptations.  There chain reactions that would occur if the polar ice caps melt. 

I believe that humans are making huge changes in the Earth.  However, I am not totally convinced that the Earth is not going through a natural change.  I would like to know more about if the ice caps did melt, what are the predictions for Earth leveling out and readjusting to the changes. 

I would also like to know what else we can do to make more people not only aware of the changes that human are causing, but allow those people to be more thoughtful.  My husband for example believes that global warming is a natural phenomenon.  I have no problem with his opinion.  However, it seems irresponsible to not take steps in keeping Earth clean for our future.    

My Reflection on STEM Strategies Lesson

Writing the STEM Strategies Lesson for this week was a challenge for me.  However, at the same time it was something that I believe will be worth the effort to become more comfortable and confident with.  My first challenge was writing a lesson that was addressing a grade level and standard that I have not taught before.  I am very experienced writing lessons for lower elementary level standards.  By including the Historical Perspectives from the Benchmark online site, I worked on a standard at a sixth grade level.  So I felt a little unsure of creating a lesson that would engage a sixth grader as well as teach the standard effectively.  At the same time I am excited to have the opportunity to focus on science and learn how to be more effective when teaching science regardless of the grade level.

The 5 E's Strategy was  helpful when thinking of the different aspects that would make my lesson the most effective for all students.  Taking time to use the 5 E's helps the teacher make sure they have included activities, assessments, and instructional strategies to engage all  learners.  While engaging the learners, the teacher is also providing a meaningful teaching experience.  The strategies help me to think of all parts of the lesson and make sure that those parts are quality. 

The planning process was similar in ways such as getting students engaged by thinking about what they know, and want to know.  I also try to have the students think of a questions or what they will be finding out.  I do not give a lot of time to reflection for students.  Instead of questions to help students reflect on their learning I often summarize and have them do more recalling.  Allowing them more time to reflect on their learning will allow them to make the connection in their own way of thinking.  I also do not always include opportunities for students to make connections in their own lives.  I do use many assessments from simple observations to more formal pencil and paper.  I understand the importance of being observant to all the ways to can assess students understanding.


Overall I am very interested in being more experienced with the STEM Strategies and the 5 E's as a way to make my lessons more effective. 

First Blog!

Here is my first Blog!  I am very excited to learn how to do something new!