Family Science Night

What a blast! My block mates and I helped put on a Family Science Night at Rio Vista Elementary Monday Night (2/27). From aluminum boats, to paper airplanes, to Oobleck, students were doing science, and their families were right there with them.

Nancy and I ran the Penny Drop station, focusing on surface tension. Students (and parents) tried to see how many drops of water they could get on one side of a penny, without the water spilling over the edge. Some students got into the 20's, other's got into the 40's and beyond. It was fun getting to see these "mini scientists" approaching the experiment with such focus and determination.

Even though the weather wasn't in our favor (cold and wet), we had a great turnout. Our station was slammed the ENTIRE time. :)

Science Corners

Have you ever heard of science corners? I hadn't, until today. What a great idea!

As a teacher, you can set up a science corner in a designated area of your classroom. Students know that when science is happening, this is where it's at. Some ideas to keep in mind:

 

• Seasonal changes: When the seasons change, change up the items in the science corner to reflect that. For example: in the fall, bring in acorns, pine cones, leaves, etc. 
• Unit-related materials: As your science unit changes, make sure the science corner incorporates the new content. 
• Class collection: Encourage students to bring in items they found in nature that interested them. Not only will this encourage students to really look at nature, but it will allow them to bring their experiences to the classroom. This will further translate into other subjects as well. 

Sublimation

This morning I learned about sublimation. For those of you whom aren't familiar with sublimation, sublimation is the process of the transition a substance from the solid state to the gas state, without becoming a liquid in the process.


Take water for instance. If heated, it turns into a gas. If cooled, water turns into a solid (ice). If ice is heated, it turns back into a liquid, and if heated some more, back into a gas. Imagine ice changing right into a gas. Skipping the liquid state altogether. That's sublimation. It's fascinating.

Owl Pellets

Today in EDEL 436 we got to dissect owl pellets. I've seen owl pellets before, but have never dissected one. To tell you the truth, they grossed me out. That was, until today. Although I didn't plan on partaking in the dissection, I was all in once my teacher, Kim, told us that the first group to find a skull won a prize. Our group was one of the winning groups. :)

After dissecting an owl pellet for myself, I was intrigued. So intrigued, in fact, that I took one to go. We'll see if my husband shares my new-found enthusiasm for owl pellets.

Thanks, Kim, for making science fun. Your passion for science has made me a lot more adventurous, and a lot less timid when it comes to touching "science." I hope to bring the same passion to my classroom.

Facilitate Research and Experimentation

After this week's readings from Science Stories, it is even more evident how important it is for the teacher to facilitate learning. Ch. 7 gave an example of a seed lesson where the teacher told 3rd grade students to draw the inside of a Lima bean seed and label it. Instead of providing whole-group direct instruction on the parts of a Lima bean, the teacher provided students with resources (text and online) where they could research the information for themselves.

Later in the lesson, students were able to decide where they wanted to put their Lima bean seedlings for optimal growth. The teacher provided some ideas of where they could leave their seedlings (i.e. in the coat closet, by the window, etc.), but ultimately it was up to the students.

Students need the opportunity to research, experiment, think critically and discover for themselves. When these children are released into the "real world" they're on their own. It's our job, as educators, to set them up for success today!

Droopy Diapers

Today in class (EDEL 436) we did an experiment to see how much liquid a baby diaper would hold before leaking. Pretty gross, but interesting. Our diaper held well over 2 cups of water. 

The absorbent pad of a diaper contains a hydrophilic (water-loving) polymer. The polymeric particles act as tiny sponges.

Rocks: Wet vs. Dry

This may seem ridiculously simple, but what stood out to me the most in a recent reading was that rocks look different when they are wet versus when they are dry. This is something that I remember from my childhood. I was always fascinated with how a plain, insignificant rock could be transformed into a beautiful gem-like object just by adding water. And, on the flip side, a beautiful rock plucked from a stream, when dry, could lose its appeal.

When working with young children, it’s important for us to help them discover things about their world around them.  Help them look at things they never looked at before. One way we can do that is through touch, but not just with their hands. I particularly like the idea of students feeling things with their feet. It may sound weird, but grass, for example, feels so much different between your toes, than it does between your fingers. The same is true with sand. When we teach, it’s important for us to remember to engage all of our students’ senses, especially for our tactile learners. 

Electricity

I found the section on electricity in this week's reading quite interesting. Here I am, 27, and I never really understood the concept between circuit or a breaker box. I'm not saying that I fully understand everything that goes into one now, but I have a much better idea. For all of you out there that are lacking knowledge in the area of electricity, here's a quick vocabulary lesson:

*Electricity- a form of energy; a flow of electrons
*Electrons- negatively charged particles that are found in the atoms of all elements
*Electric current- a flow or motion of electrons
*Electric circuit- pathway for a current. It requires some source of electrical power (ex. battery), a pathway for the electrons (ex. copper), and some appliance that uses electricity (ex. bulb).

Here's an example of an electric circuit:

The battery is the "source" of energy, the wire (line) is the pathway, and the bulb is the appliance. And there you have it!

Clown Fish

Yesterday I started researching Clown Fish (Anemonefish) for a unit lesson my fellow block mates and I are working on (Adaptations of Freshwater and Salt Water Organisms). Clown Fish are quite fascinating.

Here are some interesting facts you may not know:

• Females are dominant, larger [than males] and are at the top of their hierarchy
• They are hermaphrodites.  As Clown Fish mature physically, most will eventually mature sexually. The first stage of sexual maturity is becoming a male. Some Clown Fish continue to mature sexually and become female. If a female in a group dies, the largest male of the group, will assume her role and become female.
• When a female lays her eggs (100-1,000 eggs), the male cares for them.

See, aren't Clown Fish fascinating?

Asking the Right Questions

So much of teaching is done through providing direct instruction. But...there are better ways for students to learn. One way is through scaffolding, more specifically, by asking the right questions. What are the "right" questions? The questions that get children thinking about what they've observed, learned, or wonder about an activity they've done.

Here are some examples:

• What was your favorite part of this experiment?
• What did you learn that you didn't know before doing this experiment?
• If you were to do this experiment again, what would you change?
• What questions do you still have?

Questions need to be open-ended. They need to cause the student to reflect on the activity, not regurgitate information presented by the teacher. We need to encourage students to think outside the box and act "as if" they are scientists. And...they need to write it down.

"An activity is not a lesson" (Koch, 286)

Learning about science can be fun. Doing science is even better. When we do science with our students, we need to keep in mind, as Janice reminds us, "An activity is not a lesson." There must be a purpose; something to be learned. When we plan a science activity, or any activity, we need to think about what we want our students to learn and how that correlates with the activity at hand.

Active Experience for Active Children, Science (2nd edition)

I started reading Active Experience for Active Children, Science today and found some great information about the benefits of collaboration in helping children construct meaning.

"The range of skills that can be achieved with adult guidance and peer collaboration far exceeds what a child can learn alone or in whole-class instruction." (Seefeldt 14)

It's so important that we as educators provide endless opportunities for students to interact with one another as they interact with the content.

Ch.4 Science as a Process

Chapter 4 had a lot of great ideas/activities that focus on developing process skills. I particularly liked the science notebooks and the Science Circus.

Science notebooks: Have students keep a notebook just for science. This will integrate writing and science, as well as art. Students can write reflections, ask questions, make predictions, sketch observations, and come to solutions/conclusions.

Science Circus: Set up several stations where students are asked to perform particular tasks and record their findings. Without realizing it, students use process skills when observing, inferring, measuring, recording, predicting, and investigating. Not to mention...it's FUN!

Teacher As Mediator

I really liked the ideas shared in Ch.2 with regard to teachers playing the role of mediator. We don't always need to give students "specific" directions. We don't need to constantly "direct" them. I think it's important, especially in science, for children to have the freedom to experiment, explore, and think outside the box.

Furthermore, when we allow students to hypothesize, explore and experiment, we, as educators, get a glimpse into their thought process. It's important for us to know what they're thinking and how they "construct meaning" if we are to guide them in their discovery.

Another New Favorite Quote

"Grasping terminology is not the same as understanding the concept of being able to apply it in a real-life context." -Robert E. Yager (1991)

Ch.3 The Teacher as Mediator and Facilitator of Student Learning

Janice made a great point regarding students and their learning. If students are to construct new meanings by building on their prior beliefs (constructivism), we need to view them as knowers. I realize that I mentioned this before, viewing students as knowers, but I thought I would emphasize it again. Students know "stuff," and it's important to remember that when teaching. Help them take the "stuff" they know and apply it to science to deepen their knowledge.

My Great Science Teacher: Update

I just thought I'd give everyone an update. I heard back from Mrs. Medeiros yesterday. She was touched that I had emailed her and she had so many encouraging and positive things to say. Sadly, she is closer to the end of her teaching career, than the beginning. This year is her 24th! year. I feel so blessed to have gotten a chance to be one of her students.

Science Journals

Having students keep science journals is also something I would like to do. That way, as Janice said, they can focus their attention on nature and natural events they encounter in their daily experiences. All too often we go through life without really looking or seeing things for what they are. I would like my students to explore the world around them and be excited to look deeper to discover things they never knew.

Draw-a-Scientist Activity

I absolutely loved the draw-a-scientist activity and will definitely use it in my classroom. In this activity, students draw what they think a scientist looks like. As a class you can look at different student drawings and compare similarities and differences. Most importantly, you address common preconceptions about who can be a scientist. At the end of the lesson you can have all students look in a mirror and tell them that they can be scientists.

When I do this activity in my classroom, I would like to follow it up by having a scientist visit my classroom, so we, as a class, can interview them. On a side note, the scientist invited would be one that differs from the preconceived idea of what a scientist "looks like," or who he/she is.

My Great Science Teacher

After reading chapter 2, I was inspired to email the wonderful science teacher I had in junior high. Her name is Mrs. Medeiros. Not only was she enthusiastic about the subject matter, but she was in-tune with and invested in her students; she cared. In her class I dissected my first frog and worm, learned how to draw a bar graph, and helped plant and maintain a school garden. Thanks Mrs. Medeiros! I will never forget you.

Ch.2 Locating Your Scientific Self

Wow. I'm blown away again. There is so much truth in what Janice has to say regarding teachers and how their attitudes affect students attitudes.

In junior high, I had a wonderful science teacher. We did hands-on science on a weekly basis and it was evident she loved what she did. I loved science in junior high, and even considered studying medicine and becoming a doctor. At the time, I didn't attribute any of this to having a great science teacher.

However, then high school came. My science teacher always spoke in a monotone voice and seemed to walk around the room like a sloth. Even when we were dissecting, or doing other hands-on activities, it wasn't fun. I hated science! Surprisingly, I didn't attribute that to my teacher either. I just thought, "Hm...maybe I don't like science."

Looking back, it would have been nice to go into both of those situations with eyes wide open. Now that I am "enlightened" I will do my best to be enthusiastically authentic when teaching all subjects, including science!

Incorporating Technology into Science

I especially enjoyed Janice's ideas about incorporating technology into science. I guess because this is something I was trying to wrap my mind around myself. Here are some ideas:

1. Use technology to collect data
    Ex. Collect real-time weather data as a class
2. Use on-line and software-based simulations and interactive websites
    Ex. Google Earth; Google Body; Net Frog
3. Tools for expression
    Ex. Multimedia presentations (i.e. PowerPoint; iMovie)
4. Means of collaboration
    Ex. On-line discussion forums; blogs (like this one); webinars; etc.

Discovery Learning

When we teach our students science, or any other subject, it's so important to look at them as active "knowers". They have prior knowledge that they bring to the table. The sooner we, as educators, know what they know, the sooner we will be able to help them make those connections to new information.

1 of my new favorite quotes

"Science advances, not by the accumulation of new facts...but by the continuous development of new concepts." James B. Conant (1966)

Ch.1 An Invitation to Teaching Science

Before reading Ch.1 of Janice Koch's Science Stories, I did look at science as a long list of facts to be memorized. Maybe that's why, in high school, I didn't enjoy science. Janice describes sciences as "...a process, a set of ideas, and a way of thinking." This approach to science sounds much more appealing to me, as a student and as a future educator.

Science Stories by Janice Koch

This book will serve as the primary source for research, 

in addition to direct observation and supplementary texts.