Theresa

3. Know the concepts listed as the Study Guide on the Home Wiki Page AND be able to identify or explain them as they pertain to your Unit Plan on Tuesday.
=July 16:=

1. When creating/writing your science unit, what did you find to be the most challenging part for you?
The most challenging part of creating my Science unit was trying to to rely on my Science background and use that knowledge into making engaging lessons for my students. I haven't had a Science class for almost 15 years so I needed to brush up on some Science knowledge while creating my unit plan. I am not sure what Science (or any subject) knowledge 2nd graders are suppose to have so I found myself frequenting reviewing what and if a 2nd grader should know.

2. Does your sample lesson and unit in general play on your own learning strengths?
Yes! I am a visual learner so I tried to incorporate visuals in my unit plan. I incorporated BrainPopJr videos, a book, hands on activity, and a visit to a dentist. I am a kinesthetic learner as well so I made sure my student's had the opportunity to get up from their desks and explore germs whether it was in a classroom or in a dentist's office.

3. What is one thing you learned or observed from this class that you will definitely implement in your classroom as a future teacher?
I learned the power of inquiry. I know our class didn't talk much so we may have been a little frustrating, but with that being said I understand the power of inquiry. I understand how it can be powerful and enpower the student's so they are confident in their thinking and how they investigate something. Daily, we make connections at work, school, and in our mind. Inquiry provides students the ability to make connections in the things that they experience everyday. So, if they learn to make connections in a classroom they will learn to do so outside of the classroom.

4. What was the most useful Community Science Resource you came across, while doing research for this class and your lesson plans?
I seemed to stumble across many Community Science Resources where teachers or educators could find free or affordable traditional and non-traditional school supplies for use as learning tools. I haven't really ever thought about where I could find resources to incorporate into my lesson plans until I started researching for Community Resources. So, I was glad we were asked to do this for this class. Now, I know that many things are free out there that I can use for my future classroom. Leftoversetc.com is one website that I may use in the future.

5. How will you help students become independent learners?
I think helping students become independent learners starts at the beginning of the year. As a teacher, you need to explain to them that you are going to do whatever it takes to help them in the classroom. You will need to explain that all kids learn differently so will need different kinds of help, but you will expect everyone to be responsible for their own learning. Students can explore anything in the classroom and ask as many questions as they need to ask. Resources in the classroom need to be available to the students at all times so they know if they need a compass or thermometer to investigate something they can just go grab it. I also believe that using Scientific inquiry with students helps the students make connections with their world so that they can better think on their own. I also believe that it is important in giving students choices in the classroom. They can make choices about classroom rules, assignments, and/or activities. If they feel like they have a voice in the classroom, the more likely they will be to learning and taking responsibility for their learning.

6. Does your unit plan incorporate your philosophy of teaching? Give an example of how your unit plan incorporates your philosophy of teaching.
Yes, my unit plan incorporates my philosophy of teaching. I believe that students should help direct or guide lessons. So, I incorporated pre-assessments into my unit plan so that I can use the student's knowledge and adjust my unit plan accordingly. I also included an exit slip asking student's how my unit plan can be improved so that in the future I can adjust my plan and make it more effective and engaging for my students. In addition, I incorporated 10 minute inquiry sessions into each of my lessons so that the students questioning or investigating would steer us in the direction of their thinking.

7. Did you come across any good online science resources while working on your unit plan that you would like to share?
I ran across [] This website is free and has lesson plans, videos, quizzes, games, facts, images, and experiments. I love [] and []. I have used both sites for lessons for this unit plan as well as for lessons in other classes.

8. Did you come up with any creative science activities or experiments that you would like to share aside from anything you presented?
In my unit plan, I brought in objects from home that I redesigned or reused for another purpose. (examples: My toddler's sock is now my camera case, old doorknobs were attached to a piece of wood and now serve as coat hangers). I then asked the students to redesign an object that they found in the classroom or at home that would house tissues. I wanted them to see the importance of reusing objects (sustainability) and the importance of having their own tissue container in order to not spread germs. =July 9:=

1. 10 minute Inquiry: Sustainability: What is it? Does it belong in the Science curriculum?
==== Sustainability is meeting our needs today without compromising the ability of our future generations to meet their needs. Everything that we need to survive in this world depends either directly or indirectly on our environment. There are 3 components of sustainability: Society, Economy and Environment. There is evidence that proves that children are engaged and want to learn more when they can relate to the topic or understand why they are learning the topic. So, if what a child knows the impact they can have on the society, environment, or economy then I think they would be more passionate about learning about sustainability in a classroom. If you have the ability of taking care of the place you live in why wouldn't you? The Earth gives so much to us it is the least we can do (or common courtesy). Yes! I do believe that it should be part of the Science curriculum. Sustainability is all around us...from Earth day, to recycle days, to Hybrid cars, etc ....eating leftovers... ====

==2. Check out the NSTA website: [] Here is the link to student/preservice teacher application: []. I will sign your application, if you wish to join. The local NSTA affiliate is called STOM (Science Teachers of Missouri). More information can be found at [|http://www.stom.org].== =3. We heard a lot about one particular publisher of textbook, and we all have had them in classes from an early age. What do you think? What role do textbooks have in the (science) classroom? Has / will / can /should technology replace textbooks?= ==== I found it interesting that 4 people spoke about the same Publisher and all seemed to have the same opinions of the textbooks. However, the publisher is still very prominent and used daily in schools. With that being said, perhaps the majority of these books are being used as references. I believe that textbooks should be used as references. I believe that some textbooks have some great ideas, but you need to tailor those ideas after your philosophy of teaching and to fit your curriculum. So, just following a textbook and not being creative with your lesson would not be beneficial for the teacher or student. When I was in school all of the textbooks were chalked full of text. You couldn't find many hands on activities. The majority of today's textbooks have changed because of the attention Science has been given in the United States. However, I still think that the textbooks can be used as a reference for a curriculum. ==== I don't think that technology should and will completely replace technology. In terms of the internet, not everything stated on the internet is true. I would assume that the information in a textbook is credited and approved. So, by using a textbook I believe you lessen the risk of obtaining some faulty data. Technology, too, is expensive and not every school can afford to have technology in their classroom. On the other side, I believe technology is a great tool to use to appeal to multiple learners. Children could really see where a hamburger goes after They consume it. They could perhaps see that demonstrated in a textbook, but they could see a simulation on youtube which is more authentic for the student. The student could relate and connect more to seeing that firsthand. Textbooks can have faulty data, too and there is no update for at textbook.: Bob = =

4. Have you changed your opinion on something since the beginning of class? If so, explain one or more topics where your thinking was challenged.
I don't know if this is an opinion change, but this class has been a lot about inquiry and we have been shown how to use inquiry in teaching Science. I was scared (am still a little) that I wouldn't meet standards if I used inquiry often. I am afraid that student's could guide me off topic and we would miss the objective for the day. However, if students lead me down a path by exploring a related topic and they are getting to that topic by applying what they have learned through inquiring then I am doing my part as a teacher. If they get too off topic, I can guide them into the direction that I want them to explore. If you combine Inquiry and hands-on learning, you can direct the area of inquiry by the type of items you provide students for which to investigate.: Bob Inquiry doesn't have to be a blank check. It can be 'What does it mean to be magnetic?' where students find things that are and are not magnetic and devise their own definition, then test it. Then ask 'what is the limit of a magnetic push or pull?', then students explore the force of the magnetic field based on size of magnet and size of object. You haven't even given those words to them, but they will define them. Very little scope creep with this sort of activity. The teacher has to plan and think like a student to provide a framed question and help students frame their own questions that are in fact answerable with the materials and tools available. Several times I have had a student ask a question that required me to acquire materials or tools for further investigation because it was relevant, possible and helped show the concept. So, it is a balance between shutting student thinking down and 'no-rules' brainstorming when it comes to Inquiry. However, a good teacher can stay ahead of most elementary school aged scientists.Bob

5. Have you solidified an opinion since the beginning of class? If so, explain one or more topics where you thinking was affirmed.
Since we have done many hands on activities in class, I have learned how Science can be fun and exciting for students. In so many classes you are told to be authentic in your teaching, however, you rarely get to see it firsthand. We were able to build solar ovens, search for microrganisms in a pond, engineer bridges out of legos, and demonstrate how the sun revolves around the Earth. So, I am challenged by thinking of how many different ways I can bring Science alive for kids.

This class is the first class that I have read about STEM. I believe incorporating Science, Technology, Engineering, and Math into the Science curriculum just makes Science that much richer and more enjoyable for the students. In order for students and people to succeed in life, they need to understand the process and design of things. So, incorporating areas such as Engineering and Technology in the Science curriculum will be benificial not only in the classroom, but also in job. Making things is pure constructivism-learning is no different.: Bob

= = = =  I like the pictures. Bob = **July 2:** = === 1. When should Differentiated Instruction be used? Should all students have the same opportunity? === === Differentiated Instruction should be used everday in the classroom because all students learn differently and have different needs. All students should be given the same opportunity in a classroom. Since differentiation can occur in the content, product, or process then as a teacher you could differentiate throughout your day. === === Personally, I think that differentiated instruction was hard to get use too when I started creating lesson plans, but once you understand your goal of meeting student needs it is a must have in a lesson. You want all your students to feel like they matter in the classroom and that you are doing whatever it takes for them to succeed. If they feel your investment in them, they will more likely want to invest in your classroom. === === 2. What is the difference: ‘What gets rewarded gets done’ vs. ‘What is rewarding gets done.’ Which is truer for you? === === When a person gets a reward for doing something the person often doesn't really care about the process of completing or doing the task. Their main focus is on the reward. The next time the same task comes along the person won't have much passion about doing the task because the task itself wasn't rewarding for them. However, if the task itself is rewarding (fills up the person's heart, builds a person's character, helps others, a passionate topic for one) then the task will always get done and will get done with a person's whole being. Daily, I go to work and do work to get a reward (a paycheck). However, I don't feel fulfilled at the end of my day. So, I don't leave work feeling fulfilled and excited to start the next day. Working full-time, having 2 young children, and going to school is difficult. However, what is rewarding and acting as an incentive to my completion of my Master's degree is the fullness I will feel when I help mold a young person's character. ===

=== 3. How are the skills you used in solving LEGO Challenges considered Science/ STEM? Isn't is just playing with LEGOs? === === STEM integrates Science, technology, engineering, and mathematics into one teaching. When we constructed our walls of LEGOs we applied logic and used engineering knowledge to contruct an arch and how an arch needs to be supported on each side to withstand a book. Throughout building the arch, we learned and saw visually a cantilever, arch, cap, and keystone which are important in Engineering. We also used Science to figure out what would make our walls sturdy. Mathematics was incorporated into the lesson when we were asked to build the wall 10cm high and 20cm long. Mathematics was also used when Mr. Shaw asked us how tall our wall would be if it was twice as tall. Later, in the LEGO challenge students are asked to design and construct a vehicle that will travel in the classroom. Technology is incorporated in this challenge because you can use and computer simulation to see how your vehicle can move and you can use the technology of the motorized operators that Mr. Shaw had available in the classroom. It doesn't have to be modern technology. Anything 'man-made' is technology..a pencil or adding wheels to make something move with less friction. Actually, any improvement to a design can be considered technology, so don't think you need a computer in your room to do STEM. Bob ===

=== 4. Name two science standards at your target grade level that are not part of your unit. Describe how you would meet them with an engineering (design-build-test-redesign) lesson. === NSES Life Science Standards - Organisms and environments I would have the students build their own zoos or habitats for a few organisms. They would have to research to find out what type of habitats the organisms need to survive. They could design the habitat and see if the organism survives. If not they would have to redesign the habitat until it is suitable for the organism. NSES Physical Science Standards - Light, heat, electricity, and magnetism Students will play with magnets and move magnets to demonstrate the polarity of them. They will also use their magnets to see how objects can be moved and what is the force or forces behind the movements

=== 5. What advantage would there be to giving students choice about how to demonstrate what they have learned? Any disadvantages? === As Howard Gardner stated all people learn differently and have multiple intelligences. Some people are kinesthetic learners so if they can act out or demonstrate what they learned they will succeed. However, if this same person was instructed to write down what they learned and wasn't good at writing logically then the teacher may think the student didn't understand the project. However, the student understands the goal of the lesson but couldn't explain it as well because he wasn't demonstrating it. So many students, too, are visual learners so if students can see other students demonstrating an idea then they too may learn more from the demonstration. Does it really matter if a student discusses or demonstrates what they learned privately with the teacher instead of having to stand in front of the classroom and demonstrate if the individual is an intrapersonal learner? I don't think it matters as long as the student understands the core concept and can discuss it. === 6. The Solar Oven unit isn't really about Solar Ovens. What is its goal/purpose? === === The goal or purpose of creating Solar Ovens is to get the students to see how Science comes to life. The Solar Oven lesson also helps students own a project by getting them to use inquiry to figure out how to get the Solar Oven to work the most efficiently. So, with the project, the students will also be using trial and error to test certain hypothesis they have. Moreover, the lesson helps the students understand solar energy and how it is created from the sun. The lesson also introduces the students to natural energy. Engineering is also part of this lesson because the students learn how to build their solar oven by engineering it so that the oven gets the most heat to cook their food. ===

=== 7. If you were to share one key thing from the Preparing Creative and Critical Thinker article, what would it be? === I would share the 4 ground rules for generating ideas. 1. Defer judgment 2. Seek quantity 3. Encourage all possibilites 4. Look for combinations I believe these ground rules are pertinent for exploring all possibilities. I keep thinking about the video we watched on how a child's creativity diminishes after kindergarten because we want them to think a certain way or we don't allow them to think creatively. All of these guidelines reiterate the fact that no idea is a bad one and that we shouldn't judge an idea. We should embrace it and see what we could do creatively with that idea.

=== 8. Which of the tools from the Creative Problem Solver's Toolbox would you use (or not use) in your classroom and why? === I like the tool, SCAMPER, for generating possibilities. I like this tool, because it makes the students think outside of the box and think of different possibilites for something. This tool could be applied when creating the solar oven. For instance, we could **combine** a black framed box inside another black box to draw in more sunlight. We could **adapt** the oven by smoothing out aluminum foil so the sunlight would have less resistance over the bumpy aluminum foil. We could **rearrange** newspaper to provide a buffer to keep the heat in the box. We don't want to squash anyone's creative ideas so this gives the entire classroom the chance to bring in new possibilities. I think it would be worthwhile for all the students to come up with one idea for each one of the letters in the acronym and then there could be a group discussion so that all ideas are shared.

=**June 25: Journal 3:**=

What is something you learned from the Pond Life book?
I learned that many grade level expectations can be covered with the help of the Pond Life book and exploring ponds. For instance, measuring and comparing the temperature of water as it exists as a solid to that of a liquid (winter & summer months & thermal energy can be brought into this discussion), stages in life cycle, sequence flow of energy through a food chain, classifying populations of organisms as producers or consumers by their role they serve in the ecosystem, photosynthesis and many more topics. I also enjoyed learning about the fall and spring overturns when winds assist in ciruculating the water from the bottom of the pond to the top. I also was unaware of the many different types of ponds (cypress, bog, mountain, farm) based on where they are located and what inhabits the ponds.

Explain Differentiated Instruction in your own words.
Differentiated Instruction is making accomodations or adjustments in the curriculum to fit the needs, learning styles, and strengths of an individual. Differentiation is also using many different types of teaching in the classroom such as work centers, small group discussion, individual work. Differentiation also is incorporating different multiple intelligences throughout the coursework. A teacher could also differentiate by giving the class an option to pick 3 books on baseball (Babe Ruth book, Jackie Robinson book, and Girl Who Sturck out Babe Ruth book) instead of making the class just pick one book. This allows the student to pick a book that is more interesting to her. With that being said, differentiation would be giving a list of approved books to students that fit their appropriate reading level instead of expecting each child to be reading at the same level. So, teachers need to really get to know their students so that can make adjustments based on their individual needs.

What is the purpose of using a system like Responsive Classroom in a classroom/school?
The purpose of using Responsive Classroom in a classroom is to increase student engagement. Teachers want children to feel comfortable in a classroom. So, teachers need to build communities and give the students the respect and support they deserver. If they are taught that no questions or answers are bad ones then they will feel more confident to take risks. This risks could be in their work or by sticking up for a student who is getting bullied. By giving students choices in a classroom and building communitites in a classroom and in the entire school, children seem to be more excited and engaged about learning. They want to go that extra mile and work hard for you.

Name a technology that would be useful in your unit and explain how it would enhance learning / assessment.
I believe that using an overhead projector in my unit to read the book,Germs Make Me Sick, would enhance my teaching of germs to the student. At certain pages, I would stop and check for understanding of the topic by asking the students some questions on what was just covered. I could assess their knowledge by asking questions and asking for a show of hands for some answers. Also, I could ask for a volunteer to explain to the class how germs are spread and give an example of how germs are spread. If the students are retelling the story in their own words, they can check their own grasping of the knowledge. The students listening to their explanations could get more reinforcement in the learning by hearing the information explained in another way.

What did you find out about Science Notebooks?
I found several reasons why Science Notebooks are beneficial. Having a Science Notebook is like having a thinking tool, because students use it to record observations, drawings, and different questions that they may have regarding the Science Lesson. Notebooks also guide teacher instruction because when teachers are viewing the notebooks it gives them insight into what the students know, don't know, or are even curious about. Students also use Science Notebooks as a writing tool that can enhance their literacy skills. In Science, students may be asked to write a narrative, procedural, or explanatory piece on what they are observating so the more practice they have at these type of writings the better they will become. Science Notebooks, too, support differentiated learning because they appeal to more of the multiple intelligences. For example, in the notebooks a student can paste a visual to help them grasp a concept, draw a diagram to grasp a concept, or write out a concept if they are more logical learners.

=**June 18: Journal 2:**=

Is Health a Science Topic? Elaborate:
Health is a Science topic because it discusses and covers how people should take care of their body in order to prevent disease and sickness. In Health you learn the parts of the body and what different organs and parts make up the different parts of the body. If we weren’t aware of the intestines and stomach, we wouldn’t be able to discuss the digestive system in relation to Health. Likewise, during the flu season we can draw on our knowledge of washing hands, and cleaning surfaces to stay healthy. This also could lead to the science discussion on the transfer of viruses. So, definitely Health is a science topic.

What advantage is there to pretesting students? Are there any disadvantages? Why is this useful in the science classroom?
Yes, there are advantages to pretesting students. If a teacher pretests students, the teacher could use the information discovered from the pretest to formulate her curriculum. Based on the pretest, the teacher may have to invest more time to a particular topic or not give as much time to a topic because the students are already knowledgable in that area. Pretesting also helps the teacher identify which students may need some extra help or a mini lesson on a certain topic if time is limited. Honestly, I can’t think of any disadvantages to pretesting. Pretesting is advantageous to both the teacher and the students.

What are your thoughts on the the Classroom Performance System? Useful? Too complicated for a teacher to use? What good is the data it gathers?
I found the Classroom Performance System useful. When I went to school, the same students always raised and answered the teacher’s questions. However, with the CPS students who are not comfortable speaking or are unsure of an answer will not feel the anxiety that sometimes comes with answering questions. Moreover, the CPS will give the teacher some insight on whether or not some of her students need a mini lesson or if the whole class grasps or doesn’t grasp a concept. The CPS is similar to playing a game which kids love to do. Also, the CPS could be used as a self-assessment for the students. The students can see if they grasp a certain topic and see if they need to ask for some more guidance or research a topic in a little more detail. I don't think that the CPS would be too complicated for a teacher to use, however, I haven't tried the system.

What philosophy of education or pedagogical approach(es) do you identify with and why?
I identify with Wiggins’ topic of Universal by Design. I believe that in order to plan a lesson you need to have the concept or theory in mind of what you want to get across to the student. Then, you work on how you are going to assess that topic. I believe many teachers start with an activity in mind and then try to tailor the activity around a certain topic. However, if you start with a topic and concept in mind I believe it would be much easier to devise activities later on in the process. I also like Dewey’s ideas of using practical skills and authentic learning opportunities. I believe students learn better and retain information if they can relate their learning to everyday life and see how it applies to everyday life. I hope I can offer my students a reason as to why there are learning the information that they are learning and that they can see how the information will be useful in their life.

What unit topic will you seek to develop?
I would like to plan a Health unit. In the Health unit, the students will learn how viruses get into our system and what we can do to help prevent viruses. I would also like to teach the class the harmful effects of UV rays and what can be done to prevent the negative effects.

Feel free to add any questions you have to the Parking Lot page.
=June 4: Journal 1:= ===What was the best idea/concept/procedure you took away tonight?=== The best idea I took away from tonight's class was to let the students guide your instruction for the class period. This was demonstrated when Mr. Shaw asked the class where the sun was and kept probing us for answers that led us to think outside the box and ask more questions. I try to do this with my 4 year old son and I find that he now comes up with ideas on his own without always asking me why something is the way it is. If we don't ask questions and wonder ourselves we will never discover new things. On the same lines, the example of Mr. Shaw asking his wife's doctor questions also shows how important inquiry is in everyday life. Bob: The first few lines are all jumbled. Sorry about that.

===This is how I would expand this idea…=== I think in my classroom I would explain this idea by giving examples of my 4 year old son always asking questions why something is the way it is. One time,on the way home he asked me the question "Why" twelve times in the course of 20 minutes. Finally, upon arriving at our house I started flipping the question around on him and asking "why do you think?" Each question I would ask would make him ask another question and help him logically think through things. Now, he offers up ideas on his own without asking me "Why?" first. This saves me from going crazy and helps him be a deeper thinker. Angie's comments: I do this with my five year old too! Instead of just providing him with an answer to something, I try to ask him questions so he is able to figure it out on his own. I also thinks it boosts his confidence! He looks triumphant (weird word I know, couldn't think of another!) when he figures out an answer by himself.

Bob: I do this with everyone, and It doesn't save you from going crazy all the time.

===What question do you wish you asked in class (This could be about a topic, the class or the classroom)?=== I wish I would have asked for more details about the STEM program. In the article I read, it states how STEM is not just adding science, math, engineering, and technology to your curriculum. So, if it is not I want to know more of what STEM looks like. Perhaps, an example of what a week or day of STEM looks like for a student. Bob: We will dive more deeply into STEM soon.

===What did you find interesting about the methods and ideas shared in the video Changing Education Paradigms? What did you find upsetting or unsettling about the methods and ideas shared in the video?===

<span style="color: #800080; font-family: Verdana,Geneva,sans-serif;">I found it unsettling that Sir Ken Robinson correlated the stress and pressure of the curriculum today with the rise in the diagnosis of ADHD. I do believe that kids are expected to know more at an earlier age but I don't know if that would cause ADHD. Either way, it is unsettling to know how many students are diagnosed with ADHD today. The drawing of the student with a needle or medicine and becoming a zombie unsettled me a little as well. We have already had a counselor suggest that maybe we should get our 4 year old son tested for ADHD. If it turns out to be true, then making the decision to medicate him or not would be terribly hard. <span style="color: #800080; font-family: Verdana,Geneva,sans-serif;">I liked the whole concept of drawing out and discussing the education paradigm. Honestly, when I thought about the video I remembered the pictures first which helped me remember parts of the video. So, I love the idea that the video was visual. This video helped me understand and see the connections of our education paradigm. I also liked that Sir Robinson threw in some humor, too, to the discussion. <span style="color: #800080; font-family: Verdana,Geneva,sans-serif;">I found it heartbreaking that we crush each childs creativity and program or create them to think a certain way and within a certain box. No wonder so many students drop out of high school and/or don't enjoy they time in high school. Robinson drawing the percentage of students dropping in creativity each year was staggering.