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!