Excitement!

During some downtime this week, I showed my students this video.  If it does not get you excited about science, I do not know what will!  This is a video to get students excited about a competition called the FIRST Robotics Competition.  My students are not old enough to be involved in this competition, but this is the prime time to get them interested!  For two days, my students were singing the song in the halls!  One of the girls came up to me and said, "Mrs. Coles, I always thought I wanted to be a scientist, but this has helped me solidify my decision.  Thank you!"

Landform Formations

taught a lesson on the causes of landforms.  I introduced a scenario and students were required to work in groups to create the procedure for demonstrating how different landforms are formed.  Students were shown a PowerPoint presentation of different landforms and were required to take notes.  This process took a long time because students were more excited to share what they saw rather than writing it down in their notebooks.  I noticed that students were not capable of writing notes on the slides.  They needed some type of graphic organizer to keep them focused and structured.  

On the next day, students were given a list of vocabulary words to define.  They created a three column chart in their notebooks labeled word, group definition, and class definition.  In groups, students discussed the definition of the vocabulary word, which was some type of landform.  There was a friendly debate in one group about a beach, if it is always near an ocean, and if the slope of the sand had anything to do with the water movement.  I enjoyed listening to this conversation because it gave me insight into each student's prior knowledge and how new information can be learned by connecting to old information.  Then we had a great classroom discussion and added to or took away from group definitions to create classroom definitions.  For morning work the next day, students used these class definitions to record on their vocabulary worksheets.

The hands-on activity was the most exciting for the students.  They enjoyed making the landforms and were surprised to find out that the five-minute activity represented one million years of erosion by flowing water.

On the fourth day, students read a short article on rivers and controlling the flow of water.  In this activity, students learned about rivers, the source of rivers, into where rivers empty, different parts, and the landforms caused by the flow of water.  Students used a graphic organizer to take notes.  This activity went much better than the one with the slides.  When finished, students were amazed to learn that water forms many of the landforms and not wind like they originally thought.

Implementing a structured inquiry lesson for this activity gave students the ability to work with others in a group and discuss procedures for the investigation.  Students were very engaged in the hands-on activity and contributed to rich discussions about the different landforms.  After the hands-on activity, we revisited the drawing of the stream table that the students did in their notebooks and labeled the different landforms we observed.  Students were able to think independently, share with their group members, and then share with the class.  Through this lesson, misconceptions were cleared about what caused the formation of the different landforms.  Most students thought it was wind, but later realized it was actually water.

Melting Iceberg Investigation

If and when polar ice caps melt, sea levels around the world will rise. Cities on the coastlines will flood and lives will be in jeopardy. More importantly, without glaciers, the fresh water supply will be scarse. Farmers who depend on fresh water for irrigation will lose their crops, which will result in dwindling food supply around the world. What affect will this have for generations to come? Since 97% of the water on this Earth is salt water, is there a way to use it to replace fresh water? Can new technologies uncover a way to take away the salt from ocean water?

STEM Lesson Plan Reflection

I created a landforms lesson for fifth grade. Students learned to use models, maps, and aerial photographs of our schoolyard as a way of representing landforms. This lesson connected to the unifying concept of systems and models and focused on the National Standard M.D.1.C that states landforms are the result of a combination of constructive and destructive forces.
In my lesson, students are introduced to a real world situation where the mayor and city councilman want to expand our campus and build new classrooms but they need an accurate model and map to determine if it is possible. Students receive a list of materials to be used in the investigation and predict how they will use them. Then students go outside to sketch the schoolyard. They use a meter clicker to record accurate measurements of distances and cardinal points for direction. Then students use Google Earth to examine an aerial view of the schoolyard comparing the two views. Students create a plan to use the materials and then construct the models of the schoolyard. After completion of the models, students use a transparency grid to trace the models and then transfer the image to a map grid. As a class, we discuss the differences between maps and models and then students record what they learned about maps and models. To extend the lesson, students are able to create a map including an accurate scale and key. Lastly, we have a making meaning conference which gives me the opportunity to discuss misconceptions and answer any questions. A surveyor will come into the classroom to discuss his job, equipment and the importance of maps and models. Students will keep in contact with him through our class email.
The 5 E's strategy was very helpful in planning the lesson. It is very similar to the format I already use. I introduce each lesson with a real world situation, then students create a focus question and a prediction. This is the engagement part of the 5 E's. In the next steps, students gather information, create a step-by-step procedure, and then investigate the problem. During the investigation, students collect and organize data. This is the exploration process. Next, students record claims and evidence, which are statements reflecting what they learned and proof from the investigation that they have learned it. This is the explanation. After claims and evidence, the class has a making meaning conference when we discuss claims and evidence and clear up any misconceptions. This is the elaboration process. The last steps are the conclusion and reflection. During this process, students record conclusions, things that surprised them, and any new questions they may have. This is parallel to the evaluation process of the 5 E's strategy.
If I were to implement this lesson, I would take some time to reteach measurement and proportions, an area in which my students struggle. Weather may be a factor that should be
taken into consideration since students need to go outside to sketch and measure the
schoolyard.

Welcome

Welcome Nature of Science classmates.  Looking forward to blogging with you.