Earth Science is definitely not my strength. My UGH attitude about it has been turned around quite a bit through the explorations we have journeyed through during this course. One of my least favorite parts about Earth science is rocks; yet, I chose to do my modeling lesson on the rock cycle. My model was edible using ingredients such as evaporated milk to represent silt, vanilla to represent crude oil, and walnuts for sediments and erosion. Additional ingredients included marshmallows, sugar, and chocolate. The process of heating and stirring were the change in temperature and pressure. Everything gets mixed together and finally cools creating a new "rock".
I like the lesson I developed. I reviewed the rock cycle, had graphic models, and even found some animations. The problem was I presented my lesson to a group of summer school students entering grades 5 through 8. Some of them had the prior knowledge necessary, but most did not. I struggled with content because it was really difficult to have all students at the level I would have expected if teaching this in a regular classroom. It was also difficult because this was outside the context of the reading remediation class in which the students were enrolled. It was definitely not the success I was hoping for.
I did modify the lesson and use more guided instruction than I had originally planned. The students were able to retrieve some important information and did make some connections to what I was attempting to represent with my edible rock cycle model. They were happy because they had a treat at the end. I was satisfied with what I learned about the rock cycle and the resources that I may need for future use. It has been tricky to teach other lessons for the coursework out of sequence within my own classroom. This was a much bigger challenge than that. I would definitely be willing to use this lesson at another time.
Sunday, July 31, 2011
Saturday, July 16, 2011
Natural Disasters and Student Involvement
It seems there has been a steady flow of disasters affecting people all around the world. The most recent include the earthquake and tsunami in Japan and the tornadoes in the southern United States. I teach 7th graders who often start class asking if I have heard about the latest headlines or I begin by asking the same. (This included birds falling from the sky in Arkansas in January.) I always give class time for students to share what they have heard or seen and ask questions.
I feel it is important for students to be given the opportunity to have discussions about science because it is rarely the topic for conversation with their friends or at home. Often, students make their own connections to scientific concepts or draw conclusions based on what has been shared. I bring in articles from the newspaper and magazines to start some of our conversations. Other times, I go to the web to get the latest updates or for clarification. We not only discuss the science part of the topic, but include how it impacts their lives or those of people they know.
I have never asked my students what they thought they might do to help those in need because so many of my students are in need of some kind of assistance. Usually, there is a small group of students in the school that starts some kind of drive and advertises over our morning announcements. One of the most successful fundraising efforts was a penny war between grade levels after the earthquake in Haiti. I always donate through UMCOR (United Methodist Committee on Relief) because they are among the first to arrive. I would worry about promoting any kind of help that is connected to a church because of that line separating church and state. In the future, I will try to solicit more ideas from my students about what they think would be a way to help those in need. It is very possible that we could be the next community in need of others' help.
UMCOR information found at http://new.gbgm-umc.org/umcor/
The Washington Post. 2011. Dead birds fall from the sky. Retrieved from http://www.washingtonpost.com/wp-dyn/content/article/2011/01/05/AR2011010502625.html
I feel it is important for students to be given the opportunity to have discussions about science because it is rarely the topic for conversation with their friends or at home. Often, students make their own connections to scientific concepts or draw conclusions based on what has been shared. I bring in articles from the newspaper and magazines to start some of our conversations. Other times, I go to the web to get the latest updates or for clarification. We not only discuss the science part of the topic, but include how it impacts their lives or those of people they know.
I have never asked my students what they thought they might do to help those in need because so many of my students are in need of some kind of assistance. Usually, there is a small group of students in the school that starts some kind of drive and advertises over our morning announcements. One of the most successful fundraising efforts was a penny war between grade levels after the earthquake in Haiti. I always donate through UMCOR (United Methodist Committee on Relief) because they are among the first to arrive. I would worry about promoting any kind of help that is connected to a church because of that line separating church and state. In the future, I will try to solicit more ideas from my students about what they think would be a way to help those in need. It is very possible that we could be the next community in need of others' help.
UMCOR information found at http://new.gbgm-umc.org/umcor/
The Washington Post. 2011. Dead birds fall from the sky. Retrieved from http://www.washingtonpost.com/wp-dyn/content/article/2011/01/05/AR2011010502625.html
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