My Final Vision Statement

As a future science teacher I have a certain vision for how my classroom will run. I imagine students discussing with one another in groups, an observant teacher walking around, questions being asked, experiments in progress, success and failure taking place, teacher and student assessment, and demonstrations of justified explanations. I will strive for each of those actions to take place on a daily basis. The reason is because those actions fall under what I see as exemplary science teaching and learning which is inquiry-based lesson planning.

            Inquiry-based lesson planning is a recent, profound goal of mine which was not included in my beginning thoughts on teaching science. I initially believed interactive, challenging, and informative lessons were going to guide my instruction. I believed if students were “hands on”, therefore, physically and visually learning, science would be understood. In my opinion, these thoughts are not necessarily wrong but for students to reach a solid understanding of science their “hands on” activities must be guided through inquiry-based lessons. In other words, an interactive, challenging, and informative lesson must include engaging scientifically oriented questions, resources for providing evidence, time given for formulation of explanations, evaluation, and communication between students and the teacher. These factors go beyond informative instruction because students are the ones piecing the puzzle pieces together to learn science.

            My strong belief in inquiry developed because of a methods course I took on how to teach science. During class time I experienced a non-inquiry based lesson as well as a solid inquiry-based lesson. The lesson focus was on batteries, light bulbs, and wires. With those given materials our goal was to produce light. The non-inquiry based lesson provided specific instructions/hints on how to produce light. The inquiry-based lesson provided a question to guide the exploration of the materials. The first lesson required little thought, all I had to do was follow the steps and answer the questions, and the second lesson was more like an investigation. I had to examine the materials, evaluate my thoughts, test out my predictions, compare my results, and because of a required response, communicate my results. Because of the small amount of guidance given in the second lesson I was forced to explore and reason on my own. This exploration enhanced my learning because I was experiencing it.

            Along with my experience in class, course readings also attributed to my strong belief in inquiry based lessons. The article “Misconceptions Die Hard” introduced me to a common trend among science students. Many students arrive to class with an unchanging, untrue, specific idea or form of information. These ideas develop early on through misunderstandings or general/common beliefs in a certain topic or subject. Inquiry based lessons might not always change these misconceptions but they force students to test them out. For example, through in class videos, I learned that even Harvard grad students have trouble letting go of the held notion that seasons change because of the rotation and movement of the sun. Some of my classroom inquiry-based lessons will focus on proving these ideas wrong so my students have the opportunity overcome these misconceptions. For example, I might give each group of students a light bulb, a large and small Styrofoam ball and ask for them to demonstrate how seasons change. After each group is finished providing their explanation, I will show a YouTube video on how seasons actually change. After the video I will ask what students noticed the most, and if their demonstration modeled the demonstration in the video? This form of assessment as well as inquiry based lesson forces students to witness whether or not their demonstration worked and adjust it for accuracy. Not all students will let go of their misconceptions, but I believe if activities such as the one above is correctly and frequently done, most students will acknowledge that their former idea might actually be wrong.

            Next, an article on formative assessment contributed to my strong inquiry-based vision. Formative assessment is crucial; it allows teachers and students to make adjustments to guide better teaching and learning throughout the school year. Inquiry lessons allow teachers to kid-watch, witness trial and error, retain small conferences, hold class debates, record notes in science notebooks, and create rubrics. The process of inquiry is so flexible and objective each of the activities above can properly be infused throughout each lesson. For example, while students work in their groups, I can quietly hold a conference one by one with each group to record possible weaknesses and strengths. This tool not only triggers continuous adjustment between teacher and student but pinpoints the needs of all students.

            Diversity is another strong factor in how I will teach science in the classroom. Inquiry-based lessons allow for differentiated instruction to take place. A flexible approach or multiple entry points are possible because of scientifically oriented questions. They allow diverse explanations or demonstrations to be acceptable. Whether students are physically acting out their idea or writing down their thoughts each answer will still meet my learning goal. The assessment that falls under inquiry also enhances my role in differentiated teaching because I will be able to adjust any aspect of curriculum to enhance student learning and my overall teaching strategies.

            My adjustments in curriculum will never erase district requirements in what students learn. I will only alter it to become more inquiry orientated. These alterations will always include specific learning goals and learning performances so administrators, other teachers, parents, students, and I know exactly what information the students are to learn and what they need to do or “perform” to achieve it. These goals and performances act as the perfect resource and guideline to follow throughout the school year.

            In all, my final vision is for inquiry, assessment, and the account for diversity to take place in my future science teaching classroom. Not only do I want students to be interactive and “hands on” but I want the process of inquiry taking place.

           

SLPE Reflection

The thought of teaching 6th grade students density frightened me! Honestly, I knew little about density and had never taught an actual lesson to "real" students. However, I have learned kids are not that scary and density is not a complicated topic. The two day teaching experience went very well. I learned from it and so did the students!


I'd like to say Colby, Ana, and I are perfect in all that we do, but we aren't. Even though the overall two day experience went well, one day definitely outshined the other. All of us were pretty nervous the first day. We spent the night before preparing but we still didn't know what to expect. Mr. Pierson made us feel at ease, he told us to sound confident and everything will be fine. That is exactly what we did; our density trivia questions (posted on PowerPoint) met our expectations and we sounded as if we knew everything about density. Our first day might have been a little too teacher centered but we wanted to leave knowing students had a solid, basic understanding of what density is. The second day was much more "fun" than the first day. Students loved working with liquids and pouring them one by one into the cylinder. Hands on is definitely the way to go. They also enjoyed making predictions and were shocked by the outcome. We had no behavioral issues and everyone participated.


One aspect in our lesson that did not go well was the density calculation and measurement unit questions we included in density trivia. Students seemed a bit confused and thrown off. Density is a brand new concept for them, therefore, including mathematical equations made it seem too complex. Also, on day two we regret not spending more time on discussion and connection of ideas after the experiment. We spent so long on clean-up and not enough time on "let's bring it together and talk about what we learned".


We definitely made changes to our original lesson plan. Day one was too reliant on group discussion, we needed something else to engage and teach the basics of density. This is how our PowerPoint called density trivia surfaced. We found sixth grade density questions online and used them to get students talking and asking questions. We also changed how we introduced day two's density column at the end of day one. Instead of showing the students a completed column we had them observe the liquids. After students discussed, observed, and asked questions about the liquids they were to predict the order of least dense to most dense on a provided worksheet. We made this change because we thought holding, looking, and smelling (only certain liquids of course) would be more beneficial than all 24 students looking at one already made density column. Colby, Ana, and I wanted students to figure out what liquid properties might affect density; this could have only been accomplished if students got to examine the liquids themselves. Introducing the “completed” density column on day two ended up working as a perfect attention getter. Students were curious and excited to make their own. Another small change we made was placing already measured liquids on the tables. We decided to not allow students to measure their own liquids because of the confusion about density calculations and measurement unit on day one. This decision also gave us more time for the activity and was less messy. Lastly, we did not require students to record predictions or observations on day two. Day one focused so much on discussion and teacher instruction we wanted day two to be hands on and worksheet free.


Our sixth grade students did meet the stated learning performance. I was shocked on how invested each student was in each group lab. Colby, Ana, or I went around to each group and asked students to explain the results of the density column; we made sure each student provided an answer regarding how density occurs because of certain properties within the liquids or objects.


At the end of the class period on day one we had students examine liquids that were going to be used the next day in our lab. With the information learned from density trivia they were to examine the materials and make a prediction. Their prediction was based on the order of most dense to least dense and how they would pour the liquids into the column. Many answers I reviewed were based on how "heavy" or "thick" the liquids were. Almost all students recorded that water would be the least dense, therefore, would be poured in last. However, after students explored and completed the lab on day two their ideas changed once they saw the results.


Our enacted lesson went very similar to the lesson we had planned. However, unplanned questions were certainly used. Like Mr. Pierson said, "you will never know how to respond to student questions without experience". This was our experience; therefore, we entered the classroom not knowing exact student reactions. This challenge forced me to really listen and be creative while explaining. I realized not every student responds in the same way and all students understand differently.


Besides unplanned questions, our lesson played out the way we imagined it would. It went very well and taught me so much. I learned that teaching is hard but so rewarding. Students are full of surprises and you never know what to expect, especially unexpected questions. For example, what properties are included in Gatorade? Students were listing all sorts of liquids and asking for specific density measurements. I expected this, however, it became a bit overwhelming and I suddenly worried about not "knowing" everything. I know that sounds ridiculous but in grade school I expected my teachers to know all. I learned that as long as I stayed in control and sounded confident, students wouldn't be disappointed. I also learned how much students enjoy hands on projects. On day one I saw a few bored faces, on day two students couldn't stop asking questions and wanting to do more.


Like I said above, day two went slightly better than day one. Day two was much more engaging, therefore, inquiry based. I realized inquiry-oriented science teaching is all about guiding and allowing the students to explore the question or concept being asked. Our question or activity purpose was not spelled out on a piece of paper for the students to follow. Students were given the right to explore, predict, and pour the liquids in any order they thought fit. We didn't provide strict instructions; therefore, students enjoyed and were engaged in the activity. Along with an engaging lesson students were given the opportunity to evaluate through comparing labs and communicate through group discussion. Lastly, their final product was evidence for how density works and explained any misconceptions or wrong predictions. These realizations reminded me all lessons need to include, engagement, evidence, explanations, evaluation and communication.


If I were to modify our lesson I would alter day one. I would divide students into groups. I would hand each group a piece of paper outlining my expectation. My expectation would be for each group to create a game with the provided density questions. Students may add questions or delete, whatever they see fit. Materials for this would be construction paper, makers, dice, and note cards. With the provided materials students must use their imagination and create a density game. This activity would be much more inquiry based because students are left to explore and create rather than listen and look at a PowerPoint.


Overall, I was so pleased with this assignment and overall experience. This was my first time teaching a group of "real" students an actual lesson. Experiencing "real" student behavior and witnessing the process of learning in an elementary classroom proved how beneficial inquiry-based teaching really is. The more engaged students are, the better chance concepts and ideas will be learned.





























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School of the Wild

MacBride Nature Park is a beautiful site in North Liberty, Iowa. The School of Wild introduced me to a new area that I plan on visiting again!

My experience which took place at one of the later dates, was quite chilly but exciting to be at. I was fortunate to be able to spend the morning with students from Heritage Elementary. The kids were in sixth grade and exhibited mature behavior. It was refreshing to be around students who respected their surroundings as well as excited to learn about the nature around us. Based on the environmental education article I was able to relate key objectives to my experience, I incorporate them throughout my reflection, highlighting key terms. 

The session I got to participate in was Bird Day. At the beginning of the session Meredith began asking students about their prior knowledge concerning birds. I was shocked at how much these students knew. Students could name off species, detailed traits, random facts, and much more bird information. At this point I was nervous because I thought students wouldn't respond very well to the activity I had planned. My activity, which was never done because of a time issue, focused on the physical traits of birds. During Meredith's questions students mentioned every single bird trait. Having them draw their ideal bird with actual common physical traits might have been too easy. However, my focus was in the right place.

Meredith's questions weren't only directed towards prior knowledge. As a future teacher I learned that her questions guided students to an overall basic understanding by targeting student's initial thoughts. Therefore, while on the hike, students could identify and relate the information they knew to what they saw.  Students were excited to share the facts they knew on birds, especially because of the nature surrounding them. As a teacher I learned that if students have the appropriate knowledge when in the environment they will know what to expect and how to treat it properly, such as quiet voices and not grabbing for/running after birds (A few tried this.)

After Meredith's introduction/questions the binoculars were passed out and the hike began! I realized binoculars were a tool to assist students in their investigation. It provided a closer look at identifying birds and their surroundings as we made our way through the hike. Asserting the students responsibility with binoculars also enhanced their skills and knowledge in ways to observe nature and other surroundings. This was another realization for me as a future teacher.

As we made our way through the hike Meredith would point out bird trackings, bird sightings, share bird callings, and much more. I have never seen a group of students more interested to learn. They were quiet and always looking around to spot a bird. As a teacher I learned that putting such emphasis on birds and allowing students to physically explore and see the environment definitely encourages appreciation of the environment. It teaches awareness because students learn how important nature and birds are to our world.

As a student I learned how unique birds actually are. The variety in callings, feather patterns, feet, wing spans, species, and so on. I also learned how fragile our environment is, and the appreciation and care it needs. As a future teacher I learned the goal of environmental education is to maintain and improve environmental quality and to prevent future environmental problems. I strongly believe student activity within nature obtains the environmental goal because students experience, learn, and enjoy the activities provided by The School of Wild. They physically see how important and spectacular our environment really is.


ACTIVITY:

SOW ACTIVITY:

Bird Group:

Jennifer Ploeger

Main Activity Question: If you could create your own bird, with actual bird like physical features, what would it look like?

Expectations: Using colored pencils that I have provided, let’s draw our dream bird! You guys have 5 minutes to complete this activity!

Questions to keep in mind:

·        We understand not every species of birds fly, but if your dream bird flew, how would you design their wings to make them fly extremely fast?

·        What pattern or colors might you use on the feathers?

·        Will your bird have 4 toes or 2 toes? What does the amount of toes imply about the species of bird?

·        Lastly, visualize the variety of bills or beaks, how might you design it and for what purpose?

After Drawing Activity: I will call on 3 or 4 students to present their bird drawings. I will ask them to justify why they used certain physical features for their bird.

Pendulums

1. What is your personal experience with swinging on a trapeze?
I have no experience with a trapeze, but I used to be in gymnastics where we would swing on bar poles. I was not very good.

2. What applications to "real life" do swinging objects have?
They all experience gravitational forces.

3. What is your prediction about what will happen if two people are on on trapeze and only one is on the other and one switches to the other pole? Explain in terms of mass.
The swinging allows the mass to be distributed from one pole to another.

4. What understanding or ideas do you have about science of back and forth swinging objects. All I can think of is the idea of gravitational force.

Pendulum- mass hanging from a pivot point.
Predictions :
P
1:10 swings
2:5
3:2
4:1

Exploration: does a shorter string and heavier weights minimize the number of swings?
No it does not.
Swinging mass is so interesting!


Quiz: My Experience:
The experience would be consistent. The person on the swing would have consistent amounts of sings back and forth throughout a time period. No matter how hard the person pushes off, the swings


Scratch that: the swinging experience would be crooked

BB & W

Kirsten has a battery and a small bulb. She wonders how many strips of wire she will need to connect the battery and the bulb so that the bulb will light. What is the smallest number of wire strips Kirsten needs to make the bulb light up?

Two strips of wire would be the smallest number of strips Kirsten
could use because one strip could be connected to each side of the battery.

Pink Lab
Strengths:
Student-centered: Students are able to explore and investigate how to get the light bulb to light up without specific teacher instruction
Posed questions: questions direct students in the right way
questions encourage students to think of alternative ways
Variety: If students are stuck or struggling with one questions, they may move onto the next
Reflection is included: Students are instructed to record diagrams in notebook

Weaknesses:
No diagrams or illustrations to guide lab
Hints are not provided
Too many steps/questions (may be overwhelming)

Yellow Lab
Strengths:
Diagrams/representations: Provide students with a resource to use
Detailed: Students have a step by step guide to follow. Students will always know what to be doing without confusion
Variety: Yellow sheet provides three different ways, increasing in difficulty, for students to experiment with

Weaknesses:
Teacher-centered: Does not provide much creativity or engagement from students. All they have to do is follow the sheet, step by step.
Does not include assessment or reflection: Students are not instructed to record any information


Standard/Benchmark:
Standard B: Light, Heat, Electricity, and Magnetism
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:
Students should know that a complete circuit produces light

Learning Performances:
Students will use multiple wires, a light bulb, and battery to show how a complete circuit produces light


My experience with BB & W in the classroom is closely related to the "Science Story" article.
In class we were given two labs; one lab with specific directions, another directed by open-ended questions. Similary in the article, the same goes for the teachers who proposed two difference lessons. One teacher had students follow her step by step as she explained, in detail, the process of creating light with light bulbs, a battery, and wires. She also assumed students needed to know specific information right away, so they would understand the process. The next teacher lead her lesson as an investigation. Questions, ideas, predictions, demonstrations, justification were all used in her lesson.

Personally, if I had to choose a lesson to be apat of I would choose the second teacher's strategy. Her lesson includes all 5 elements of Inqury. I would feel engaged, and actually interested in the activity presented to me. I am expected to justify or prove my answer through demonstration or reflection. I am evaluated through classroom discussion and assesment and lastly I am constantly communicating my thoughts throughout the entire process.

In class, the activity which directed our experiement through questions is quite similar to the "investigation" lesson above. However, it lacked certain elements such as evaluation. We were not required to relfect or demonstrate our concluion to the teacher or other classmates.

MY IDEAL BB & W LESSON (based on Jeff Goodman's sample lesson plan)

Engagement. As I pass out the materials to each pair of students, I will tell the students that they have been spelunking -- wearing a light on their helmet -- when they run into an overhanging rock and smash their light. In the complete and utter darkness, they feel around and locate a battery, a bulb, and two pieces of wire. In order to find their way out of the cave, they need to make the bulb light with only these supplies.

More teacher-directed because of the opening story-line teacher proposes.

Exploration/Evidence. During this phase, students will "play" with their materials trying to find a way to make the bulb light. If a group gets the bulb to light, I will get them to try it with only one wire. ("Oops, you dropped one of your wires! See if you can still get the bulb to light.")

Student-directed because students are conducting the investigation themselves.

Explanation. During this phase, I will help the students make sense of what they have experienced. Groups will be invited to come to the board to draw designs that worked and ones that didn't. What did the designs that worked have in common? Initially, I will work towards the concept of the circuit, introducing the terms:

conductor: a material through which electricity can flow easily insulator: a material through which electricity doesn't flow easily
circuit: a continuous path of conductor so that electricity can flow from one end of the battery, through the device (light bulb) and to the other end of the battery
short circuit: a circuit that by-passes the device (light bulb), that is one where the electricity can flow from one end of the battery to the other without going through the device.

Student-directed because students are working in groups and as a whole to justify their answers, not the teacher.

Evaluation I will use a few of the attached diagrams (p. 3-96- 3.98 in the text)as a formative assessment at this point. Misunderstandings can be cleared up here before going on. It is important to test our ideas against the drawings of successful and unsuccessful designs on the board. Next, I will have the students look closely at the light bulb itself. How might it be "hooked up" inside? Their responses will provide me with some more insight about what they understand, and I can clarify concepts here as well. Then I will draw a large diagram of a bulb and battery system on the board and have them work out the internal wiring, discussing what parts might be insulators and what parts might be conductors. Also,  a careful analysis of their writing as they describe their open and closed circuits will allow me to determine any remaining weaknesses in their conceptual models of circuits. 

Student-directed because students are responsible for the puting the pieces together.

 Communication: Throughout the entire lesson students are engaged with one another as well as with the instructor. Constant ideas, questions and predictions are circulating the room.

Student-directed because students are expected to be resources for one another in the classroom.

Magnetism!

1. What are some "real life" applications of magnetism.

When I think of "real life" applications surgical processes come to mine. I'm pretty sure magnetism is a huge part of surgery and other medical procedures. I also think of rollarcoasters. Rollarcoasters use magnetic force for speed and the ability to stay connected. Magnets are also a huge part of machinery.

2. What experiences have you had with magnets in your life?

I have had very few experiences. I only recall using and studying magnets in my science courses.

3. What ideas do you have about the scieince of magnets?

I know that paperclips hold on to magnetic force even when seperated from the magnet. I know that minerals play a huge role in the science of magnets.

How do the results compare with your predictions? How do you explain this?

All of my predictions were wrong. I predicted based on size/width/length of the material being tested. I apprently believed "size" could break magnetic force.

I was shocked to learn that iron is what broke the attraction, but then again I did know that minerals played a role in magnetism. I should of put the pieces together. I was also unfamiliar with our testable objects as well as the overal concept of magnets. It is shocking that I learned the basics of magnetism probably in elementary school, but at age 21 I'm clueless on how the process really works. This activity really opened my mind to the importance of learning and retaining information.

What questions do you have? What would you like to explore? What don't you understand?

Overall, I would still like to explore what makes a magnet. Learn how the process really works, in detail. Now I understand how strong a magnetic force is, but I need to learn more about why it works.

Standard/Benchmark 

*Standard B
Light, heat, electricity, and Magnetism

*Magnets attract and repel each other and certain kinds of other materials.

Learning Goals

*Magnets have a north pole and a south pole
*Magnets are strongest at their poles
*Magnets repel certain elements, such as steel, iron, nickel, cobalt, and gadolinium
*Some elements can become tempory magnets because of moving electrons

Learning Performance

*Students locate and label north pole and south pole of the magnet.
*Students demonstrate through presentation how magnets are strongest at their poles
*Students pick up one of the minerals available, such as iron, and demostrates how the magnet repels the      object.
*Students show how three paperclips contected and attracted to the magnet can be seperated and temporarily hold the magnetic force.

Explain how the learning performance you chose would help you to undersatnd what students know about the standard

My learning performance strictly requires demonstration. This demonstration is to be done individually to show me that they understand, without the assistance of others.

Chapter One and Two

I have always said that I want my classroom to act as an investigation lab. I want young scientists busy at work asking questions, producing evidence, proposing explanations, reflecting, etc. Basically I want an inquiry-based classroom while teaching the subject of science.

While reading chapter one and two I frequently related inquiry to an investigation. The reason for this is because investigation is apart of inquiry. Observing or investigating ideas is inquiry. However, before an investigation can begin a scientifc question must be presented, a question which triggers active student engagement. Once the inquiry begins, the busy scientists begin to inquire knowledge of the natural world.

For inquiry to happen in the classroom the teacher must have an active role. In the paragraphs above I refer to students often but what about the teacher? Scientific inquiry must be happening between students and the instructor. I learned that teachers must exemplify inquiry constantly to set high examples for students in the classroom.

I want to teach science in the best way possible. I hope I have future engineers, scientists, physchologists, etc. in my classroom. For these students to be inspired, I need to present inquiry in the best way possible. Therefore, I need to insert real life activities and observations in my classroom that are similiar to the practicies of real life scientists. I want my students to study the natural world in diverse ways so they develop an undersatnding of scientific ideas and use it often as they continue through life.

Activitymania

In elementary school I absolutely enjoyed the prepackaged activities. For kids it is closely related to a present they get to explore! More importantly, it is an INVESTIGATION they get to complete! Like the article says, if you want kids to do true inquiry, this is a great way to do it!

Activitymania includes the following:

• Team building
• Hands on
• Student-directed
• Differientiated towards level of learning
• Inquiry Based

However problems can arise, such as what if one student completes the entire activity, and the others follow? This is where teachers need to be fully engaged as well. Walking around, asking questions, observing will keep students engaged and on task. Also, if the activity is interesting in itself, students should be engaged based on that.

Games, puzzles, investigations, labs, and activitymania are educational and engaging ways to build a positive classroom environment. Students are enjoying the activity and learning at the same time. They are also building their own knowledge and ideas while doing and learning science. I want students to look forward to science each day, if I use inquiry and exploration through fun activies I will accomplish that!

Challenge Me

Science is an unknown world for me. It is that one subject where I feel very unqualified to teach. Therefore, I need encouragement and help! And so far, this class has given me both!

There are so many articles, rules, standards, regulations, laws, and so on; all items geared to tell us how teach. Honestly, it is hard to keep it all straight. It is refreshing because science methods has given me a brief reality check so far. A reality in that not every benchmark or standard will be met, or that each science fact or concept will be fully understood by all teachers. Each teachcer will have his or her own way at presenting a lesson or material. It does not matter if the material is learned along with students or that one benchmark might of been missed because in the end what matters is the growth and achievement of the students.

Along with reality checks I am blown away about the topic of misconceptions. I was never aware that so many students had similiar, common misconceptions. For example, the video which asked Harvard grad students "how do seasons change?". Almost every student answered in the same way. I learned that dealing with miconceptions will be challenging and they will exist. Hopefully through experiments, predictions, and explanations I'll be able to help my students see beyond their one and only answer. Another shocking realization is how crucial formative assesment really is. Without formative assesment we would not know the misconceptions our students have. Assessment guides our instruction so we can meet the learning criteria for ALL students.

So far in the semester, I am hopeful for myself as a science teacher but ready for more information to come my way!

My favorite Ted Quote: "If students are actively engaged in the lesson, you will not have problems managing your classroom".

Iowa Core Curriculum

As I look through the Iowa Core Curriculum I suddenly become a bit overwhelmed. I understand that incorporating these concepts into our daily lessons is crucial because:

• Each standard/benchmark must be reviewed
• Students throughout the entire state must learn similiar science concepts
• Testing will be connected through the core curriculum

However, if teachers strictly followed each detail of the core curriculum will instruction be student-centered? Will students become overwhelmed by the quantity of material presented? Will the classroom feel like a lecture hall, completing a check list of concepts to cover?

Each answer I'd have to give to the questions above is a "YES". That is why personally, I'm overwhelmed due to the fact that science should be a hands on exploration. Because of how time consuming that may take, each detail listed in the core curriculum might not be covered.

I do plan on being well reviewd with the core curriculum. It will be connected to my lesson planning, but I want students to be my main focus. I want my students to experience science in an outgoing, energetic, inquiry, student-centered based classroom, and sadly I do not think following the core curriculum to a "tee" will accomplish that.

Mozart

I was one of those students who had MANY misconceptions. I still have misconceptions and refuse to take the time to actually learn the real explanation. If I can personally admit that I seem to be closed minded, I know many others can as well. I also know that many of my future students will also have the SAME problem.

The Mozart site was very informative and useful for me as a student, and for me as a future teacher. As I went through the process, I was able to see what I knew, what I didn't know, and what the true correct answer was with an explanation or video. The process also took a minimal amount of time to complete.

Becuase of my positive experience, I do hope to use this in my classroom someday. I want to see where my students are at: What do they understand? What do they struggle with? How much have they improved? What misconceptions do they have? Websites such as Mozart, allow teachers to pinpoint that frustration and use it to improve instructional strategies. I want my students to grow and learn in the science classroom, ongoing assessment is the best tool to use to accomplish that.

Teaching for Conceptual Change

I'm pretty sure I was one of those students who believed sweaters created heat. When I was young I was full of theories and ideas. I would fight everyone who tried to prove me wrong because my idea/theory was right. I babysit a two year old, and for some reason he thinks outside is always "hot". I ask him if he wants to go play outside and he shouts "No, it's hot". His idea about "outside" most likely came from his mom this past summer, the exact time he was learning how to talk. That phrase must have been used so often that now Caden believes that outside is always hot. It will now take time to explain the difference between seasons and hot/cold weather.

I'm prepared for many misconceptions to arise in my future classroom; the question is what direction will I take to prove them. I attempted to sit Caden down and carefully explain how outside can sometimes be cool and comfortable but he just wrote me off, and ten minutes later started shouting "outside is hot". From reading this article I learned a child must observe and witness their misconception many times. Along with that, allowing children to write about their thoughts, and predict why their theory or idea is not making sense at the moment.

Formative Assesments

Back in grade school, I would of appreciated if my teachers took the time to assess their students. Yes, I remember the KWL charts but I filled that out myself. Teachers should be able to fill out a KWL chart for each one of their students. Like the article said, if a teacher can identify exactly where that student is at in a particular concept, she or he can advance that student in the right way.

The article digs deep and really explains why probe assesements are so beneficial. In my opinion, it makes teaching more efficient. Efficient teaching occurs when information is taught clearly, is understood, and the material learned is valid. If teachers assed their students more frequently, they would know if certain material even needed to be taught. Time would be wasted if an already known idea took up two whole class periods. Therefore, if assessments are used teachers can modify their lessons to meet the learning criteria of each student.

Private Universe

How the phases of the moon occur? The phases of the moon occur through the rotation of the planets.

What causes the seasons? The rotation of the earth around the sun causes seasons. When the northern hemisphere is directly affected by sun rays it is summer. The southern hemisphere would then experience winter.
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What causes a lunar eclipse? It is when the shadow of the earth hits the moon. The reflection of the sun.


In our own solar system- our sun does not move. We always point to the north star. We always tilt pointing towards it. One calendar year- equals one full rotation around the sun. If the northern hemisphere is pointing away from the sun we are receiving indirect sun light and its winter. If the northern hemisphere is pointed towards the sun receiving direct sunlight it is summer. Tropic lines the sun gets the farthest to the south.The sun stays between those two lines. (warm weather)

Why are there phases of the moon? Full moon is when the moon is on the opposite side of the earth (the other side the sun is shining straight at it) The moon rises and then sets. When the moon and sun are on the same side it is the new moon. On the side the moon is a crescent, then gibbous. If I can't see the sun it is a solar eclipse. A lunar eclipse is when you cannot see the moon. two full moons in one month is a blue moon. 8 planets. all planets are lined up on the same plane. the moon is not in the plane...the moon dives in and out of it on its own orbit. A tiny tilt gives us a eclipse.

Principles of Learning

The article "Principles of Learning" caught my attention immediately. The organization and purpose of the article was so vivid and clear that this sheet of paper will neatly be tucked away into my official teaching binder. It serves as a great reference and reminder of major principles all teachers should include in daily lessons.

As I said before, each principle is prominant in education, However, principles such as pattern, motivation, and language stood out. Why? I've heard very little on all three.

Pattern is interesting because it is a great tool in retaining information. Patterns allow students to compare and use similar problems to answer their current question. Motivation is key to encourage students to "want" to learn. A student needs benefits. Therefore, reasons why must be answered and rewards offered. Lastly, language influences learning. Speaking aloud while reading or writing is not silly it works very well for me. I'm able to hear myself think, another way to activate senses.

The principles above can sometimes be overlooked, however, I personally use them each and everyday.

Theoretical Foundations for Constructivist Teaching

I am going to focus on Vygotskian who mentions social settings as a tool in learning. Reasoning and talking through scientific problems can help iron out kinks in a student's reasoning. I know personally, when I talk through the problem I take the time to piece each component of the problem together by asking questions and revisiting the subject. Like Vygotskian says, this is a valid approach in teaching and proved by the story of the child and the nature of light.

I also was drawn to the section concerning the scaffold approach. Another fear of mine is that I won't properly teach a subject in the way that students have to also independently think through the question. I'm afraid I might provide too much information or give away the answer. Therefore, learning this brand new term was very useful. I'll have to work at acting as a facilitator or mediator while solving problems with students.

Vygotskian's societal, interactive, and collaborative teaching skills all provide useful information!

A Social Constructivist Model of Teaching

I have sat in numerous classrooms where the phrase "Shhhhh" has been used. In science I believe there should be noise. I took this article as a reminder of why social experience must take place. Students learn by being actively engaged, mentally and physically. Active engagement happens the most in group exercises. If a classroom is completely silent ideas and obversations are not being shared between students nor teachers.

Personally, I enjoy learning from fellow peers. I'm not as nervous to ask them questions as I might be to ask a teacher. Therefore, group projects are enjoyable for me. I like exchanging information back and forth and assigning jobs to each member. It allows the opportunity for students to learn the concept of teamwork as well as discover and learn from one another.

Misconceptions Die Hard

Often times I stop listening when I believe I already "know" the answer. This happens even now when I'm learning new information in my college courses. Why? Just like the article says, it is because I understand my reasoning; I do not want to take the time to learn something new that I supposedly already "know". I agree with the suggestion that teachers should choose appropriate textbooks to prove misconception or break them down. Finding an appropriate textbook will be difficult, I've been reading them for the past ten years and still cannot determine if it is well written or not. However, from experience I know concise and moderate definitions, formulas, and examples do not overwhelm students; therefore, they will actually approach the text and read it. Teachers should want a textbook that that seems worthy of reading, if it is too extensive it will only intimidate the reader. Lastly, I agree with labs because they are "hands on". Someone once told me you have to activate all senses while learning, a lab definitely requires activation. Hopefully, by choosing an appropriate text as well as using labs, misconceptions can be proved!

Five Good Reasons to use Science Notebooks

Without writing notebooks, my college GPA would suffer. I am not a student that can listen and retain the information I hear only once. I have to hear it, write it, and then "do" or perform my thoughts in some way. Therefore, I was deeply engaged in this particular reading because I can relate.

Science, as I have said before, is closely related to an investigation. Investigation requires observation, research, and hypothesis's; each step requires many questions, therefore, the science notebook acts perfectly as the holder of all that information. Therefore, I strongly agree in using this in my classroom so students can record and reflect on all thoughts throughout the science project.

My strongest fear as a future elementary teacher is the range of ability level in one classroom setting. Each student learns at a different pace and level then one another, a science notebook will allow me as a teacher to notice and document the pace of each student. I can see myself taking advantage of this assessment tool!

The article of course lists three other reasons why the science notebook advances science instruction. However, in my opinion, the two reasons above attract me the most to this useful idea.

Rising to Greatness

The state of Iowa has taught me since age five. My first kindergarten teacher named Mrs. Dorm welcomed me into the world of education. She was energetic and wore a large red bow to class everyday. You could tell kids were her passion, and teaching came so natural to her. Then suddenly Mrs. Dorm moved, and had to leave her spot as my kindergarten teacher. Then came along a replacement, I can't even remember her name. I only remember the lack of teaching she did and the famous "glare" she gave to naughty students. While reading the article "Rising to Greatness" all I could reflect back on were my past teachers, all apart of Iowa's School district. I thought to myself, how many outstanding teachers did I have? I could only think of three. The article discusses very valid points on how Iowa needs to step up it's game and rise back to the top. Like the article said, every state is also dealing with diversity and economic hardship, so it is our school system that needs to drastically improve in every way. At one point of the article it stated Iowa needs "highly effective educators". Half of my teachers growing up were not effective; they were lazy and despised coming to work each day. Teachers must have an impact on their students, and reading this article proved it. Reading this article also encouraged myself to work even harder to become an outstanding teacher someday. I believe Iowa can rise to greatness and I hope in the next few years to come, I can help Iowa achieve this!

My Vision Statement

As I reflect back on my personal experience in science education very few images come to mind. I blame this blurriness on the lack of solid or quality teaching in my science courses. I did not retain the information I learned nor connected it to real life situations which are two very important components in quality education. If I really strain my mind and look back at science a text book or two as well as solar system models come to mind. However, that is still not good enough. I plan on teaching science in a different, more interactive way. I want to focus on big ideas, spending quality time on one section at a time. I am a slow learner, I have to process and experience what I'm learning, therefore, from personal experience I know taking information and facts one step at a step will be beneficial. I also will use learning centers so my students are "hands-on". Quality education provides materials and the ability for students to physically and visually see problems unfold and answered. Experiments and demonstrations provide solid explanations. Next, communication and connections are crucial. For students to retain information, the problem itself has to be discussed multiple times and connected to other subjects and real life so it has importance. Never did assigning chapter readings and completing questions at the end teach me. To be an effective teacher requires the components above as well as adding challenge, humor, excitement, knowledge, and involvement into each lesson taught in the science classroom!