Sunday, November 20, 2011
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?
Sunday, November 13, 2011
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.
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.
Wednesday, November 2, 2011
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