Below is one of my favorite bundles with a couple extra teacher tips! This bundle is interactive and 5 E model nature. Have I mentioned it is NO PREP? Read these tips and CLICK ON THE IMAGE to check it out! Engage: Nature of Science Connection Think, Pair, Share - Meteorology Explore: Weather Investigation Explain: Weather and Climate Notes Elaborate: Severe Weather Public Service Announcement -and- Weather versus Climate card sort (revisited) Evaluate: Weather and Climate Assessment Additional Material: Weather Homework/Review Weather and Climate TIPSHere is a sample of how I would structure the unit. Please keep in mind every class is different so you may need to adjust it based on the needs of your students.
Monday: 1. ENGAGE-Nature of Science Connection activity (about 15 minutes for think, pair, share AND video+ class discussion)
Friday: EVALUATE-Assessment
0 Comments
Flipgrid
Classroom Screen
Plickers
We have all been there before... needing to submit our lesson plans to administration for some sense of accountability. Lesson plans are meant to help teachers organize their thoughts and materials PRIOR to the lesson being taught yet any effective teacher knows LESSON PLANS DON'T GO ACCORDING TO PLAN. This is not because they are a bad teacher or organizer but because the students' needs change DAILY. Their emotional needs might be different today from yesterday and that can affect their ability to learn immensely. If you have multiple class periods, EACH CLASS REQUIRES MODIFICATION because you have different learners. I learned this very early on in my middle school teaching career. Why is it then our lesson plans become more of a get it done agenda than an ongoing working document? This is one HUGE PROBLEM I find in the classroom. Teachers see their lesson plan as either a burden (and don't even use it) or teachers are so set on their plan they become immune to any changes or modifications. I have seen teachers USE THE SAME LESSON PLAN FOR YEARS simply changing the dates as the new school year comes. So what is the solution? I don't have the answer to it all but I can tell you some suggestions I find are both EFFECTIVE and truly HOLD TEACHERS ACCOUNTABLE. The best part is this, students will be catered to as individuals and lessons can IMPROVE OVER THE YEARS. Tips and suggestions for lesson planning1. Remind yourself "Lesson plans are a working document"
2. Add a "Reflections" section at the end of your lesson
3. Let go of old and boring lessons!
When your supplies are low, it is easy to feel limited to the activities and engagement you can pour into the classroom. Fortunately, there are many grants out there teachers can apply for. At Miami University, we take a grant writing seminar to learn how to write those grants. There are a plethora of programs our there to prepare teachers for writing grants. These grants can provide all of the supplies you need and more. If you can't get a grant... Be smart and creative!
Like any other setting, the cultures and backgrounds brought into the classroom should be embraced. Every student brings in unique ideas and talents. Some ideas on how to embrace the diversity in the classroom are listed below:
It is imperative teachers with more diverse classrooms have their material reflect the demographics of the classroom. When talking about scientific findings, look up scientists that match the make up of the classroom. Students need to be able to visualize themselves as successful scientist.
Two of the Greatest Things You Can |
Most students do not understand or see how science can apply to literacy. At my university, we spent an entire semester learning how to incorporate literacy in a science classroom. By incorporating literacy into the class, students eyes will be broadened as they realize how science can apply to other classes as a result. Why is literacy important to science? "In an age fueled by information and driven by technology, understanding the concepts and process of science is as indispensable as knowing how to read, write, speak, and listen...Adults in the twenty-first century...will need to be scientifically literate-to possess a set of skills that marries knowledge of science concepts, facts, and processes with the ability to use language to articulate and communicate about ideas" (Thier & Daviss, 2002). Some of the questions you could ask you students:
These are some of the many questions we addressed in my literacy course. As a result, my thought of science has expanded into the other subjects. More information in literacy in science can be found at the following link: http://www.scimathmn.org/stemtc/resources/science-best-practices/literacy-science |
Mathematics in the Classroom
Stoichiometry is the math behind chemistry.
If you approach if from this aspect and let students know that ahead of time, they will be able to put themselves in the mindset of a mathematician while they are learning science.
Mole conversion: Remind students it is a constant!
When I was taught stoichiometry, I learned how to go about stoichiometry with boxes. I've seen teachers just tell students what ever is on the top is multiplied, whatever is on the bottom is multiplied, then divide the top from the bottom. Sometimes having students write out their work with just a line to separate the top from the bottom it can get messy. When students are forced to write it with boxes they are able to organize their work more efficiently.
The box method can be found on the link below!
https://www.youtube.com/watch?v=Xu-rRFPR0hM
If you approach if from this aspect and let students know that ahead of time, they will be able to put themselves in the mindset of a mathematician while they are learning science.
Mole conversion: Remind students it is a constant!
When I was taught stoichiometry, I learned how to go about stoichiometry with boxes. I've seen teachers just tell students what ever is on the top is multiplied, whatever is on the bottom is multiplied, then divide the top from the bottom. Sometimes having students write out their work with just a line to separate the top from the bottom it can get messy. When students are forced to write it with boxes they are able to organize their work more efficiently.
The box method can be found on the link below!
https://www.youtube.com/watch?v=Xu-rRFPR0hM
Science can be Applied to Every Class
Whether it is art, music, physical exercise, mathematics, english, etc., teachers can relate science to students' other classrooms. By doing so, you will attract student interest in what they are learning. They will be able to build off of their memory from what they are learning in the other classes as well. It is imperative teachers connect what they are teaching their students into their other courses.
The First Day of Class
The first day of class sets an outline for how the rest of the semester will go! It is imperative the teacher establishes the rules and expectations for the class. It is also important for the teacher to be mindful of how he/she is being perceived by the students and if that is what he/she wants to be perceived as for the remainder of the semester.
Things Every Science Teacher Should Do On the First Day
Sample Safety Contract
Things Every Science Teacher Should Do On the First Day
- Have students take a seat in their own seats of choice
- Have student fill out their name in the seating chart
- Take attendance and ask students if there is a different name they want to be called by
- Make direct connections
- Smile at individual level
- Have students take Gardner’s Multiple Intelligence Test to see what type of learner each student is
- Have students fill out Student Information Sheets
- Go over the fire drill route and where students should go in the case of a lockdown
- Go over Laboratory Safety and hand out a safety contract for every student to sign and return before the first laboratory
Sample Safety Contract
Strategies for Inquiry
In an article from the Science Scope, it discussed strategies for management with inquiry based lessons.
Article can be found with the link below:
http://static.nsta.org/files/ss0907_18.pdf
Strategies
Use of Science Journals
Article can be found with the link below:
http://static.nsta.org/files/ss0907_18.pdf
Strategies
Use of Science Journals
- When students have to keep and maintain their own science journals they develop a sense of ownership for their learning
- Students are meaningfully occupied
Guiding Students to Reflect on their Learning Process
The article discusses the importance of student reflection. By reflecting students can develop a clear understanding of what they were and are thinking.
The following video includes classroom management commentary from experienced science teachers grades 1-12!
https://www.youtube.com/watch?v=bQHq6bBwqE8
The article discusses the importance of student reflection. By reflecting students can develop a clear understanding of what they were and are thinking.
- This is a way for students to self regulate rather than have the teacher intervene from misunderstandings all of the time
The following video includes classroom management commentary from experienced science teachers grades 1-12!
https://www.youtube.com/watch?v=bQHq6bBwqE8
Science Experiments
It is every science teachers duty to supervise especially during science experiments! https://www.youtube.com/watch?v=D34Se7zxgKo Science experiments are fun and engaging ways for students to uncover the information but also faces a lot of safety concerns. In order the address the safety concerns and successfully execute an experiment, every teacher must properly manage and supervise the experiment! Ways to Manage Science Experiments
|
Strategy for the Entire School Period (Day to Day)
In order to successful manage a classroom, teachers must go through the eight critical contacts and follow the steps for each one.
The Eight Critical Contacts
1. PRE INSTRUCTION
2. OPENING THE SESSION
3. GENERAL INSTRUCTIONAL FUNCTIONS
4. TRANSITIONS
5. STUDENT INITIATED QUESTIONS
6. CLOSING THE SESSION
7. POST-INSTRUCTION
8. STUDENTS INITIATED DISRUPTIONS
The Eight Critical Contacts
1. PRE INSTRUCTION
2. OPENING THE SESSION
3. GENERAL INSTRUCTIONAL FUNCTIONS
4. TRANSITIONS
5. STUDENT INITIATED QUESTIONS
6. CLOSING THE SESSION
7. POST-INSTRUCTION
8. STUDENTS INITIATED DISRUPTIONS
During PRE INSTRUCTION
- BE ACCESSIBLE Priority is your student in class but be available before class, lunch, preparation time, after school.
- TEACHER INITIATED CONTACT welcome the students to the class
- USE LEARNER NAMES learn the student names or nicknames
- PERSONALIZE TOPIC EXCHANGE share personal histories
During OPENING THE SESSION
- VISUAL SCALE THE CLASS
- ROUTINE CALL TO ORDER
- EFFICIENT ROLL TAKING
- ACADEMIC ORGANIZER
- BEHAVIORAL ORGANIZER
- CHECK FOR MATERIALS
- CHECK FOR UNDERSTANDING
During GENERAL INSTRUCTIONAL PURPOSES
- REVIEW PREVIOUS WORK
- PRESENTATION
- GUIDED PRATICE
- CORRECTIONS AND FEEDBACK
- INDEPENDENT WORK
- WEEKLY OR EXTENDED REVIEWS
During TRANSITIONS
- PROVIDE NONVERBAL CUE
- PROVIDE VERBAL CUE
- MAINTAIN SCANNING
- EXPLAIN EXPECTATIONS
- SIGNAL START OF TRANSITION
- MONITOR NOISE LEVEL
During STUDENT INITIATED QUESTIONS
- ESTABLISH ACCESS
- ACTIVELY LISTEN
- BE CONSIDERING
- PROBE INQUIRE, EXTEND
During CLOSING THE SESSION
- SIGNAL CLOSING
- REVIEW PERFORMANCE
- PROVIDE MOTIVATION
- PREVIEW NEXT SESSION
- ANSWER ANY QUESTION
- DISMISSAL
- VISUAL SCANNING
- PROVIDE LEARNER ACCESS
- CONFERENCE TO CONCERNS
During STUDENT INITIATED DISRUPTIONS
- REVIEW THE RULES
- ESTABLISH PROXIMITY OR STARE
- STATEMENT OF CLOSURE
- AFTER CLASS MEETING
- IMMEDIATE MEETING
- CALL PARENT
- MOVE TO PRINCIPAL
The Edible Candle
What this Demonstration Shows
During this demonstration, a teacher makes an edible candle that looks like a real candle with a cheese stick or piece of potato. When the teacher lights the "candle"students need to explain what they think is happening. Most students will say a candle is burning, there is a fire, etc. Then the teacher eats the candle and the fake wick. Students are always surprised when this happens because they thought it was a real candle. This is a great way to show students the difference between inferences and observations.
Attached is a sample of the demonstration
- Students can make observations that are really inferences
- Science can bring the unexpected
- Science is fun!
During this demonstration, a teacher makes an edible candle that looks like a real candle with a cheese stick or piece of potato. When the teacher lights the "candle"students need to explain what they think is happening. Most students will say a candle is burning, there is a fire, etc. Then the teacher eats the candle and the fake wick. Students are always surprised when this happens because they thought it was a real candle. This is a great way to show students the difference between inferences and observations.
Attached is a sample of the demonstration
Fireproof Balloon
What this Demonstration Shows
- Sparks conversations of air pressure, heat, and water
- Students wonder why they the balloon didn't pop-the unexpected
http://weirdsciencekids.com/fireproofballoon.html
Link for additional engaging water experiment ideas
http://www.buzzfeed.com/celestinomark/8-totally-awesome-tricks-you-can-do-with-water#.tgORBAwmO
Ruben's Tube: Sound Waves
What this Demonstration Shows
For this demonstration, I found a video that shows a Ruben's Tube with different kinds of music. I like this video because it doesn't explain how a Ruben's tube works and what is happening. Students will wonder why the fire appears to be in waves and it is a great opportunity for inquiry. Students can come up with possible hypotheses of why they see what they see. The video I would use is posted below!
There is a site that explains background information teachers should know about the Ruben's tube and what happens.
https://www.che.utah.edu/outreach/module
- Students can visualize sound waves
- Students wonder why the fire looks like that
For this demonstration, I found a video that shows a Ruben's Tube with different kinds of music. I like this video because it doesn't explain how a Ruben's tube works and what is happening. Students will wonder why the fire appears to be in waves and it is a great opportunity for inquiry. Students can come up with possible hypotheses of why they see what they see. The video I would use is posted below!
There is a site that explains background information teachers should know about the Ruben's tube and what happens.
https://www.che.utah.edu/outreach/module
Crystallization of a Supersaturated Solution
What this Demonstration Shows
This was another demonstration I remember from my high school chemistry class. The video below is a way you could show your students the crystallization of sodium acetate. My chemistry teacher used a sodium acetate hand warmer packet and broke the disc inside to show the crystallization occurring. He then took another packet and cut the corner. After he cut the corner very carefully he poured the solution onto a tray where the crystallization occurred and as a high school student we wondered why a "white tower" was forming.
Attached is a link where you can buy the hand warmers
http://www.armynavyusa.com/Rothco-Ez-Heat-Reusable-Handwarmer-p/RTC-4816.htm?gclid=Cj0KEQiAu9q2BRDq3MDbvOL1yaYBEiQAD6qoBtBud1HcblHwR-GpHO5lt5qwZin-Yl1u8ev08-PfTuwaAnL_8P8HAQ
- Students can ponder the idea of supersaturation
- Students wonder why a crystal is forming
This was another demonstration I remember from my high school chemistry class. The video below is a way you could show your students the crystallization of sodium acetate. My chemistry teacher used a sodium acetate hand warmer packet and broke the disc inside to show the crystallization occurring. He then took another packet and cut the corner. After he cut the corner very carefully he poured the solution onto a tray where the crystallization occurred and as a high school student we wondered why a "white tower" was forming.
Attached is a link where you can buy the hand warmers
http://www.armynavyusa.com/Rothco-Ez-Heat-Reusable-Handwarmer-p/RTC-4816.htm?gclid=Cj0KEQiAu9q2BRDq3MDbvOL1yaYBEiQAD6qoBtBud1HcblHwR-GpHO5lt5qwZin-Yl1u8ev08-PfTuwaAnL_8P8HAQ
Ring of Fire
What this Demonstration Shows
- Sparks conversations about fire and combustion
- Students wonder why the jug didn't melt
- Students wonder why the fire acted the way it did in the jug
This is a really cool experiment for students to visualize a combustion reaction. There is a lot of curiosity this experiment sparks in students. When this happened when I was in high school, I was shocked there was a "whoosh" that happened during the experiment. It is visual and auditory making it all the more engaging. You can also use this demonstration to discuss laboratory safety when it comes to flames.
Flinn Scientific created an awesome outline of how this experiment connects to the national standards and questions a teacher could ask the students about the demonstration. Attached is the live link to the outline.
https://www.flinnsci.com/media/484580/95010-r.pdf
Benefits of Using Simulations
In the Journal of Science Education and Technology, there was an article about the emerging use of simulations. Granted the article was written in 2007, Barab and Dede brought up some valuable points.
- Simulations facilitate inquiry based learning
- Uses multimodal representations of the information
- Uses real scientific issues that help students connect what they are learning to the 21st century
- Students can role play science professionals
- Students can start "with a new "identity" not tagged as an academic loser"
- Facilitates students to interact socially and "do science"
Simulations provide learning beyond the four walls of the classroom. It connects students to the outside world and provides an opportunity for inquiry. Students are more likely to engage when it is student focused and not teacher focused. Now, simulations shouldn't be used for every lesson every time but they should be used frequently!
Citation: Barab, S., & Dede, C. (2007). Games and Immersive Participatory Simulations for Science Education: An Emerging Type of Curricula. Journal of Science Education and Technology J Sci Educ Technol, 16(1), 1-3.
I have found several simulations I think enhance student learning. When searching for lesson activities, I try to find engaging, informative, and creative simulations I believe students would like to be doing. If I don't like doing it, it is very likely my students won't either. This is something I think all teachers should do when preparing their lessons. Teachers need to put themselves in the mindset of the student. They should focus on making the lessons enjoyable for the students and in return they will be enjoyable for the teacher as well, that's what makes coming into work exciting!
Blood Typing Simulation
http://www.nobelprize.org/educational/medicine/bloodtypinggame/ This is a game that help students learn about the different blood types. They have to identify the blood type of 3 patients and give them a blood transfusion just like they would in a hospital. What I liked about this game was that it was a way students could put themselves in the mindset of doctors in a hospital. For being in a classroom, this is something engaging and exciting for students. They had to pick 3 bags of blood that were possible to give based on the patient's blood type as if they were in the emergency room helping patients. I enjoyed it and I think students would as well! | Follow Up Activity Possible ideas:
|
Blood Spatter Simulation
http://gallery.nfstc.org/swf/BloodSpatters.html This simulation goes through the physics of blood spatters. It breaks it down step by step to explain why blood drops the way it does and what the impact means. There are four different phases of impact and they are: contact and collapse, displacement, dispersion, and retraction. The film stops at every phase and so clearly represents what happens when blood droplets come into contact with a surface. The simulation also shows how angle affects the spatter and what that looks like. This is a very informative simulation where students are learning the information by searching for answers on their own rather than hearing the teacher speak. The images and videos help reiterate the information. If a worksheet was created, I believe students could really benefit from this simulation. Follow Up ActivityThis simulation could be followed up with a hands on lab activity as well where students have to drop fake blood at different angles and have to draw what the spatter looks like. They could also film the blood dropping and replay in slow motion to identify the 4 stages. Sample of lab activity is posted below. |
Plate Tectonics Simulation
http://phet.colorado.edu/en/simulation/legacy/plate-tectonics
This simulation is an incredible way for students to create mountains, oceans, etc. I believe students would enjoy making mountains and oceans on their own because it takes a large scale picture and brings it to their computers so students can understand the concept. Students can understand the compositions, thickness, temperature, and density of the different layers of the earth. The only issue with this simulation is that it requires Windows.
Follow Up Activity
- Youtube video posted below helps further explain plate tectonics
- Lab activity where students look at a hands on example of a section of the earth and have students identify the different layers
- Have students look up the database for earthquakes to see where earthquakes usually occur
Additional Simulation Links
PHET Colorado
https://phet.colorado.edu/
- I have used these simulations in my own education from middle school all the way into college. There are a variety of simulations and are very informative.
Molecular Workbench
http://mw.concord.org/modeler/index.html
- These simulation allow students to build and work with molecules. This link consists of more advanced simulations.
Frostbite Theater
http://education.jlab.org/frost/
- For this site, you could create a series of inquiry based questions to discover liquid nitrogen reactions. This site is a great opportunity for inquiry based learning! There are also other types of reactions on the site that could be useful as well.
I came across this photo and it really made me think! Regardless if I spend 60% of my life working or preparing to work, I have and will spend a lot of my time doing just that. I think it is really important for everyone to step aside and evaluate their strengths so they can incorporate them into the workplace.
Why don't we spend more time focusing on our strengths?
Why are discovering your strengths so important?
Rath, the author of Strengths Finder 2.0 said "people have several times more potential for growth when they invest energy in developing their strengths instead of correcting their deficiencies." So, we need to be investing in our strengths simply put! Going into education, I think it is imperative teachers know their own strengths but also know the strengths of their students to maximize classroom instruction.
Why don't we spend more time focusing on our strengths?
- we live in a society where it is go, go, go
- a lot of people tend to focus on their weaknesses (proven to not help you)
- we don't know how to incorporate our strengths effectively in the workplace
Why are discovering your strengths so important?
Rath, the author of Strengths Finder 2.0 said "people have several times more potential for growth when they invest energy in developing their strengths instead of correcting their deficiencies." So, we need to be investing in our strengths simply put! Going into education, I think it is imperative teachers know their own strengths but also know the strengths of their students to maximize classroom instruction.
Strengths Finder 2.0
This book explains the importance of your strengths and there is even a test to help you discover what your top 5 strengths are. All of the words in the word glue show the strengths Rath mentions in the book.
You can find the test for Strengths Finder 2.0 in the link below!
http://www.strengthsfinder.com/home.aspx
http://www.strengthsfinder.com/home.aspx
How I Plan to Manifest My Strengths
Developer
A developer is one who can recognize other peoples' strengths and put them together for maximum success. Being a developer, I will be able to delegate tasks to my students in ways I know they are capable of.
Belief
There are core values spiritually I have that will never leave me. These values help me love others so I want to use this strength to love my students better.
Connectedness
With this strength, I believe that we are all connected in some way. This thought can help me be more understanding of my students. I also realize how big of an impact I can make in my students' lives since I know they entered my classroom for a reason.
Positivity
Rate mentioned how important it is to focus on students' strengths not their weaknesses. Being a positive person, I know I can use that strength to praise my students and be generous in showing admiration of their own strengths.
Communication
I like to talk. I can see this as both a strength and a weakness. I want to make sure my students' voices are heard in my classroom. I can use combination as a strength by creating vivid examples and using strong metaphors to explain the information better.
Citation
Rath, Tom (2013-09-01). StrengthsFinder 2.0 (Kindle Locations 45-46). Gallup Press. Kindle Edition.
Rath, Tom (2013-09-01). StrengthsFinder 2.0 (Kindle Locations 45-46). Gallup Press. Kindle Edition.
Fundamentals of Planning an Integrated Science Curriculum
Integrated Science as administrators define it is a "coordinated science, unified science, and alternated science" (Bybee, Dougherty, Scooter)
In order to be integrated, you need to cross boundaries and in the students' eyes those boundaries should disappear!
In order to be integrated, you need to cross boundaries and in the students' eyes those boundaries should disappear!
It should not be coordinated but rather logical and sound.
Where do you start?!
- basic science concepts
- defining the nature of science
- developing a inquiry centered curriculum
- ensure it is conceptually coherent
Benefits of Integrated Science
- some schools only require 2 years of science leaving behind over half of the sciences
- can cover all disciplines
- still covers standards
- a lot of flexibility
- public support
Fallbacks of Integrated Science
- some argue that it is an expensive curriculum
- takes a lot of planning, needs to be done right
Having an integrated classroom can give students a good overview of the main themes and concepts in science. Personally, I think an integrated science class would be best for freshman in high school because you would be introducing them to the sciences. I could also see it done senior year to connect what the students have learned in the science classroom to make connections. The article made it sound like you could teach just integrated sciences and shorten the amount of time students spend in the sciences. I may be a little biased but I think students need a minimum of 3 years in high school to have a good understanding of science.
​ARTICLE LINK:
http://static.nsta.org/files/tst0009_24.pdf
Author
Anna Kirkpatrick
Certified Science Educator and
Curriculum Developer
www.teacherspayteachers.com/store/kirkpatrickscience
Archives
January 2019
April 2016
March 2016
February 2016
January 2016
November 2015
October 2015
September 2015