Science Philosophy
Starting this journey into teaching science was a word I once found easy to describe, science is everything. I thought I knew what science was and believed science instruction was happening each day. I was wrong. After deep discussions and guided lessons throughout my SCE 4310 course my definition of science has changed. I still believe science is linked to everything, but I now see the details that is sometimes missed within science instruction. Even though many lesson or activities look like science, we must ask ourselves is science really going on? Science is not just opening a textbook titled science and reading the passages, science is not titling your paper with the word science, and science is not when your teacher announces we are starting science. According to an article read in class, “If learners cannot attribute to themselves they are doing science and be able to explain how and why something they are studying or doing is science, are they doing science?” I contend we cannot attribute doing science to others if they do not attribute it to themselves (Sullenger, 1999). Instead, science is a time to question and wonder. It is an opportunity for students to relate ideas to their own lives. Science is time to be social and share ideas and talk with classmates about different understandings. Science opens opportunities of inquiry. This gives students a time to test ideas, defend their ideas, and spark further interests. Science instruction lays a foundation for further investigations and allows students experience explorations.
Who? What? When? Where? Why? How? Questions arise by children each and every day. It is important to teach science to students in order to develop skills that elicit their thinking and questioning. When students are making predictions, collecting data, testing, and connecting learning to their background knowledge it shows they are capable of making sense of problems. Learning science helps children to develop understanding of and ways of understanding the world around them (Harlen, 2001). I think giving students the time to develop their own and ideas and test their thinking will benefit their future in school as well as career choices.
When students are learning science they should be at the center of the instruction. You should create an environment that is comfortable for your students to explore and ask questions. Student ideas should be used as kick-starters in your classroom. Incorporating content that is meaningful to your students and that they can connect to their lives can be beneficial and meaningful. Content may be different each year due to the diversities within our students and that is the beauty of science and discovery. Allowing students to learn from one another is also extremely important. Providing opportunities for group work and partner-talk can strengthen ideas and allows students to build off of one another. Students can sometimes learn more from their peers than teacher dominated talk. Lastly, letting kids come up with the criteria of what to record and collect in the classroom allows them learn what is significant and strengthen their own abilities (Campbell & Fulton). Giving students the chance to make a mistake instead of step-by-step directions can lead to endless learning opportunities.
As an educator, it is important to know how you will teach science within your classroom. Teaching science is much more than turning to a page in the textbook and memorizing key vocabulary. We need to engage and inspire our students to want to learn. All students come to school wanting to learn but sometimes obstacles stand in their way (behavior issues, loss of self-esteem, etc.) I want to create lessons that break down these barriers and bring science into each student’s life. I hope to include lessons that offer real-world experiences and investigations that allow the students to explore rather than me reciting the information. I want to give opportunities to learning through doing rather learning through reading.
I think incorporating the 5 E lesson plans are a great way to elicit student engagement and provoke higher order thinking. I obtained my background of the five E lessons from examples in my SCE 4310 classroom and The Learning Cycle as a Tool for Planning Science Instruction written by Anthony W. Lorsbach. The five E’s consist of an engage, explore, explain, extend, and evaluate. The learning cycle can be altered to fit different lessons. Within the engage phase, one should spark interest about the topic related to real-world questions. This can be down by having a question students can explore and generate ideas about the topic. The next step is the explore phase, this where students are attempting to answer the question. This can be completed by having students, form hypothesis, make predictions, test ideas, and grapple with ideas. In the explain phase, this where as a teacher you step in and provide definitions and explanations for students. Students are now able to explain their reasoning with their own words and give evidence of why they think that. The extend phase should allow students to apply their newly learned ideas to a similar problem/situation. This is a time for students to display their understanding. Lastly, the evaluate phase, this is done throughout all of the stages. As a teacher you should be having assessments throughout each phase to track understanding and address misconceptions. At the end of each lesson students should be able to show understanding of the concepts or ideas.
Including the three-legs of science is also important in each lesson. The three-legs contain the science content, the processes, and nature of science all blended within one lesson. The content is what you are teaching, such as the concept or overall idea. The processes are the use of processing skills to engage in doing science. The nature of science is done by a wide range of people, science needs evidence, and it can be repeated (Weinburgh, 2003). Teaching science has many different steps and details. It will take experience and time to create these powerful lessons. As a teacher you should come prepared with background knowledge and try to support any questions that arise. I can’t wait to incorporate these strategies into my future teaching!
Who? What? When? Where? Why? How? Questions arise by children each and every day. It is important to teach science to students in order to develop skills that elicit their thinking and questioning. When students are making predictions, collecting data, testing, and connecting learning to their background knowledge it shows they are capable of making sense of problems. Learning science helps children to develop understanding of and ways of understanding the world around them (Harlen, 2001). I think giving students the time to develop their own and ideas and test their thinking will benefit their future in school as well as career choices.
When students are learning science they should be at the center of the instruction. You should create an environment that is comfortable for your students to explore and ask questions. Student ideas should be used as kick-starters in your classroom. Incorporating content that is meaningful to your students and that they can connect to their lives can be beneficial and meaningful. Content may be different each year due to the diversities within our students and that is the beauty of science and discovery. Allowing students to learn from one another is also extremely important. Providing opportunities for group work and partner-talk can strengthen ideas and allows students to build off of one another. Students can sometimes learn more from their peers than teacher dominated talk. Lastly, letting kids come up with the criteria of what to record and collect in the classroom allows them learn what is significant and strengthen their own abilities (Campbell & Fulton). Giving students the chance to make a mistake instead of step-by-step directions can lead to endless learning opportunities.
As an educator, it is important to know how you will teach science within your classroom. Teaching science is much more than turning to a page in the textbook and memorizing key vocabulary. We need to engage and inspire our students to want to learn. All students come to school wanting to learn but sometimes obstacles stand in their way (behavior issues, loss of self-esteem, etc.) I want to create lessons that break down these barriers and bring science into each student’s life. I hope to include lessons that offer real-world experiences and investigations that allow the students to explore rather than me reciting the information. I want to give opportunities to learning through doing rather learning through reading.
I think incorporating the 5 E lesson plans are a great way to elicit student engagement and provoke higher order thinking. I obtained my background of the five E lessons from examples in my SCE 4310 classroom and The Learning Cycle as a Tool for Planning Science Instruction written by Anthony W. Lorsbach. The five E’s consist of an engage, explore, explain, extend, and evaluate. The learning cycle can be altered to fit different lessons. Within the engage phase, one should spark interest about the topic related to real-world questions. This can be down by having a question students can explore and generate ideas about the topic. The next step is the explore phase, this where students are attempting to answer the question. This can be completed by having students, form hypothesis, make predictions, test ideas, and grapple with ideas. In the explain phase, this where as a teacher you step in and provide definitions and explanations for students. Students are now able to explain their reasoning with their own words and give evidence of why they think that. The extend phase should allow students to apply their newly learned ideas to a similar problem/situation. This is a time for students to display their understanding. Lastly, the evaluate phase, this is done throughout all of the stages. As a teacher you should be having assessments throughout each phase to track understanding and address misconceptions. At the end of each lesson students should be able to show understanding of the concepts or ideas.
Including the three-legs of science is also important in each lesson. The three-legs contain the science content, the processes, and nature of science all blended within one lesson. The content is what you are teaching, such as the concept or overall idea. The processes are the use of processing skills to engage in doing science. The nature of science is done by a wide range of people, science needs evidence, and it can be repeated (Weinburgh, 2003). Teaching science has many different steps and details. It will take experience and time to create these powerful lessons. As a teacher you should come prepared with background knowledge and try to support any questions that arise. I can’t wait to incorporate these strategies into my future teaching!
Cited Sources:
Harlen, W. (2001). Primary science: Taking the plunge. (Chapter 1). Portsmouth, NH: Heinemann, c2001.
Lorsbach, A. (n.d.). The learning cycle as a tool for planning science instruction.
Sullenger, K. (1999). How do you know science is going on? Science and Children.
Weinburgh, M. (2003). A Leg (or Three) to Stand On. Science and Children.
Lorsbach, A. (n.d.). The learning cycle as a tool for planning science instruction.
Sullenger, K. (1999). How do you know science is going on? Science and Children.
Weinburgh, M. (2003). A Leg (or Three) to Stand On. Science and Children.
The following are the goals I have reached throughout this semester. I have attached different artifacts and the artifact rationale next to the picture or document. I owe my growth to my professor and countless hours in the classroom. I hope to continue to grow and better my teaching with continuous professional development and experiences.
Goal 1
Students will plan and participate in science lessons/activities appropriate for the developmental talents of children
(FEAP 1, 2, 3, 4; FC 1, 2, 3, 4, 5)
science_lesson-_liquids.pdf | |
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Artifact: (Above) I have attached a lesson plan I created this semester to teach the state of matter, liquid. My main objective was to get students to understand that liquid does not have a definite shape and only takes the shape of the container it may be in. I chose this artifact to support my growth with planning and participating in science lessons that are appropriate for my learners. Although this lesson is not perfect, this was my first attempt at including the five Es within one of my lessons. This shows the beginning of my journey in creating engaging and appropriate lessons. I created this lesson for my content coaching evaluation.
Rationale: The state of matter liquid lesson was something I created and taught earlier this year. This is an example of a one day lesson that focused on one state of matter within the three different states (solid, liquid, and gas). I first had students engage in the lesson by turning and talking with their neighbor, I asked them to brainstorm what shape a liquid is and share an example. I had students begin this way to get them thinking about different types of liquids. They gave me examples of liquids that they see in their everyday life and with many different shapes. I know that I could have enhanced this lesson by asking a more real-world problem. We then moved into the explore phase. This phase I asked the students to identify three different mystery liquids. They were able to use their senses and observational skills to predict what liquid was in the cup. Then I asked what shape that liquid was: round like the cup. After making our predictions (using our processing skills) I asked students to predict the shape the liquid would make if we poured out the liquid. I wanted students to explore this on their own, I allowed each table to choose what liquid they wanted to pour and observe. They illustrated predictions in their notebook of what they poured out liquid might look like, which was a great comparison for after they poured it out. Students were able to test their ideas of the shape with the actual liquid. I went over the different liquids and how their shapes all were different when they were poured out but had the same shape when in the cup/container. We went over vocabulary and I answered any questions and misunderstandings. I ended this lesson with a formative assessment by having students answer the essential question in their science notebooks. I tried to incorporate the five Es as best as could within the allotted time I was provided. I believe this lesson fulfilled its objective and led students to a better understanding of liquids.
Rationale: The state of matter liquid lesson was something I created and taught earlier this year. This is an example of a one day lesson that focused on one state of matter within the three different states (solid, liquid, and gas). I first had students engage in the lesson by turning and talking with their neighbor, I asked them to brainstorm what shape a liquid is and share an example. I had students begin this way to get them thinking about different types of liquids. They gave me examples of liquids that they see in their everyday life and with many different shapes. I know that I could have enhanced this lesson by asking a more real-world problem. We then moved into the explore phase. This phase I asked the students to identify three different mystery liquids. They were able to use their senses and observational skills to predict what liquid was in the cup. Then I asked what shape that liquid was: round like the cup. After making our predictions (using our processing skills) I asked students to predict the shape the liquid would make if we poured out the liquid. I wanted students to explore this on their own, I allowed each table to choose what liquid they wanted to pour and observe. They illustrated predictions in their notebook of what they poured out liquid might look like, which was a great comparison for after they poured it out. Students were able to test their ideas of the shape with the actual liquid. I went over the different liquids and how their shapes all were different when they were poured out but had the same shape when in the cup/container. We went over vocabulary and I answered any questions and misunderstandings. I ended this lesson with a formative assessment by having students answer the essential question in their science notebooks. I tried to incorporate the five Es as best as could within the allotted time I was provided. I believe this lesson fulfilled its objective and led students to a better understanding of liquids.
Artifact: I have
attached a modified lesson I conducted on magnets. I taught a lesson on magnets
and thought it was successful. Although, I reviewed my lesson after going
in-depth with a 5e magnet lesson in my SCE 4310 course. I realized I could
have enhanced my lesson to better fit the five Es, so I made corrections to my
original lesson to use in the future and continue practicing my lesson planning
skills.
Rationale: I chose this to represent lesson planning for the developmental talents of my students. Within my science course, I witnessed a successful and engaging lesson on magnets. The lesson encompassed the 5e lesson and gave examples of real world connections. I learned through the modeled lesson and wanted to improve my own teaching. I personally taught a lesson on magnets with my students but my phases were slightly different than the modeled lesson. I reviewed my questions to best fit the learning needs of my students after seeing my in class model. I implemented the 5e into my lesson by including more real-world connections and extending thinking opportunities. To engage, I gave all of my students a wrapped box with a magnet taped inside. I gave them a plethora of materials and told them to use these materials to figure out what was in the box. Many students wanted to just open the box but eventually once something was attracted to the box they realized it was a magnet. To enhance my previous lesson, I would include student examples of magnets they see every day. I would talk about the usefulness of magnets and then move on to our explore stage. This is when students removed the magnet from the box and tested what items were attracted to the magnet. Most realized that metals were attracted but not all. In the explain stage, I had students make a chart and I explained the different types of metals that were attracted. The next time I would give students the time take part in the extend phase. This would include a real-world problem such as the modeled example, “A recycling plant wants to use a magnet to sort the cans, will this work?” I love this idea of incorporating a problem that would require understanding of the metals that are attracted and one that can be related to the real world. I feel like I grew a lot after reviewing my own lesson and participating in the modeled lesson.
Rationale: I chose this to represent lesson planning for the developmental talents of my students. Within my science course, I witnessed a successful and engaging lesson on magnets. The lesson encompassed the 5e lesson and gave examples of real world connections. I learned through the modeled lesson and wanted to improve my own teaching. I personally taught a lesson on magnets with my students but my phases were slightly different than the modeled lesson. I reviewed my questions to best fit the learning needs of my students after seeing my in class model. I implemented the 5e into my lesson by including more real-world connections and extending thinking opportunities. To engage, I gave all of my students a wrapped box with a magnet taped inside. I gave them a plethora of materials and told them to use these materials to figure out what was in the box. Many students wanted to just open the box but eventually once something was attracted to the box they realized it was a magnet. To enhance my previous lesson, I would include student examples of magnets they see every day. I would talk about the usefulness of magnets and then move on to our explore stage. This is when students removed the magnet from the box and tested what items were attracted to the magnet. Most realized that metals were attracted but not all. In the explain stage, I had students make a chart and I explained the different types of metals that were attracted. The next time I would give students the time take part in the extend phase. This would include a real-world problem such as the modeled example, “A recycling plant wants to use a magnet to sort the cans, will this work?” I love this idea of incorporating a problem that would require understanding of the metals that are attracted and one that can be related to the real world. I feel like I grew a lot after reviewing my own lesson and participating in the modeled lesson.
Artifact: The following is a deconstructed lesson analysis. It is parts of a lesson cut into strips that were to be placed in an order that satisfied the 5e lesson layout. I worked on this project in class with a fellow colleague. The analysis was first attempted in mid-October and we made corrections in November. The lapse in time allowed us to gain experience and understand the lesson plan further. As a class, we discussed what should be happening within each phase and made corrections as needed. This shows the ability to analyze a lesson for strengths and weaknesses and how to organize a lesson to best fit student learning.
Rationale: This activity helped me grasp a better understanding of the 5e lesson planning strategy. This also allowed me to see my own personal growth as I arranged the different stages of the lesson to best fit the different phases of a 5e lesson plan. I now see the stages and what should be evident within each stage. Within the engage phase, students should be engaged in solving a real world problem or connecting the content to a real world scenario. I originally thought engage meant to have an exciting hook or introduction to a lesson, I now see it is provoke thinking. The explore phase is where students are testing their ideas by doing something! Getting the students involved and testing their own ideas will be more beneficial for student learning than just listening to the teach lecture. The explain phase is a time for students to get a full understanding and be able to address what they learned through exploring the content. As a teacher, this is a time for me to explain concepts further and address misconceptions. The extending phase is something I need to continue working into my lessons. This is when students show what they know by applying their newly learning concepts to a real-world problem/situation. Educators can assess student understanding by analyzing the response to the extend phase question. Lastly, the evaluation phase, this when students show their understanding of the content. Formative assessments should be given throughout a lesson and a summative assessment at the end of the lesson/unit. This can be accomplished through a performance task that would reflect what students practiced throughout the lesson.
Rationale: This activity helped me grasp a better understanding of the 5e lesson planning strategy. This also allowed me to see my own personal growth as I arranged the different stages of the lesson to best fit the different phases of a 5e lesson plan. I now see the stages and what should be evident within each stage. Within the engage phase, students should be engaged in solving a real world problem or connecting the content to a real world scenario. I originally thought engage meant to have an exciting hook or introduction to a lesson, I now see it is provoke thinking. The explore phase is where students are testing their ideas by doing something! Getting the students involved and testing their own ideas will be more beneficial for student learning than just listening to the teach lecture. The explain phase is a time for students to get a full understanding and be able to address what they learned through exploring the content. As a teacher, this is a time for me to explain concepts further and address misconceptions. The extending phase is something I need to continue working into my lessons. This is when students show what they know by applying their newly learning concepts to a real-world problem/situation. Educators can assess student understanding by analyzing the response to the extend phase question. Lastly, the evaluation phase, this when students show their understanding of the content. Formative assessments should be given throughout a lesson and a summative assessment at the end of the lesson/unit. This can be accomplished through a performance task that would reflect what students practiced throughout the lesson.
Goal 2
Students will choose appropriate strategies, grouping arrangements, resource materials, and visual displays for learning science
(FEAP 1, 3; FC 1, 2)
lesson_analysis.docx | |
File Size: | 22 kb |
File Type: | docx |
Artifact: I have attached a lesson analysis. This a lesson that was found online and I modified to include the three legs of science. The three legs of science include the content, processes, and nature of science. I chose this artifact to represent my ability to modify my resources to engage student learning. This document displays my ability to modify lessons that may not be sufficient for quality science lessons.
Rationale: Although many lessons that someone may find online seem like they cover everything, you could be missing three components that are essential for teaching a science lesson. In the article, A leg (or Three) to Stand On by Weinburgh, it explained the components that make an effective lesson. I referred back to this article multiple times throughout the semester to understand the lesson elements even further. I modified a lesson on the life cycle of beans. I analyzed the lesson to find what content was present and if additional content needed to be integrated into the lesson. I viewed areas that would require processing skills. I modified the lesson to be less step-by-step so students would be able to elicit their own thinking and test individual wonderings. I found areas where nature of science as in showing evidence from experimental opportunities and the introducing students to the scientist that studies plants, a botanist. This could spark interest for future careers.
Rationale: Although many lessons that someone may find online seem like they cover everything, you could be missing three components that are essential for teaching a science lesson. In the article, A leg (or Three) to Stand On by Weinburgh, it explained the components that make an effective lesson. I referred back to this article multiple times throughout the semester to understand the lesson elements even further. I modified a lesson on the life cycle of beans. I analyzed the lesson to find what content was present and if additional content needed to be integrated into the lesson. I viewed areas that would require processing skills. I modified the lesson to be less step-by-step so students would be able to elicit their own thinking and test individual wonderings. I found areas where nature of science as in showing evidence from experimental opportunities and the introducing students to the scientist that studies plants, a botanist. This could spark interest for future careers.
Artifact: Pictured above are examples of classroom visuals to enhance student learning. The first photograph is a chart created by the class where students searched for solids, liquids, and gases that were in our classroom. The content was provided by the students. The other three photographs show student teaching displays. Students were grouped into different teams and asked to research one of the different states of matter. They then created a poster that included a picture, definition, example, and shape of the content. Students had to work together and become knowledgeable enough to teach their state of matter to the rest of the class. This created a visual representation of the content while providing students a time for learning and cooperating.
Rationale: To satisfy the goal of visual displays for learning science I incorporated student work to be a display. This included strategic grouping arrangements, providing research opportunities, and using a jigsaw strategy to review the content. This activity was all student led. We passed out rubrics that displayed what should be included on each poster and had students work together to reach their final product. Students were grouped by mixed abilities. We had students placed in groups that would motivate others and provide a balance of behaviors. The content was found within our science textbooks and from in-class discussions and anchor charts. After completing their posters, all group members had to stand in front of the class and teach the other students about their state of matter. We had previously covered all three states but this activity allowed students to hear other classmates explain each concept and attach visual/examples that would be posted throughout the classroom. This activity represented a variety of examples that support the second goal.
Rationale: To satisfy the goal of visual displays for learning science I incorporated student work to be a display. This included strategic grouping arrangements, providing research opportunities, and using a jigsaw strategy to review the content. This activity was all student led. We passed out rubrics that displayed what should be included on each poster and had students work together to reach their final product. Students were grouped by mixed abilities. We had students placed in groups that would motivate others and provide a balance of behaviors. The content was found within our science textbooks and from in-class discussions and anchor charts. After completing their posters, all group members had to stand in front of the class and teach the other students about their state of matter. We had previously covered all three states but this activity allowed students to hear other classmates explain each concept and attach visual/examples that would be posted throughout the classroom. This activity represented a variety of examples that support the second goal.
Goal 3
Examine the nature of scientific inquiry through modeling hands-on, minds-on activities that foster scientific "habits of mind" and a promote scientific literacy
(FEAP 1, 2, 3, 4; FC 1, 2, 3, 4, 5)
Artifact: I have provide evidence from hands-on inquiry on finding the shape of a liquid. The first picture includes all liquids taking shape of the plastic cup that is holding them. The second picture shows the liquids creating ambiguous shapes.
Rationale: The students were asked to investigate and see if liquid had a definite shape. They did this through hands-on experiences. Each child was able to investigate each liquid and determine its shape in the cup. Then each child had a chance to pour contents of the cup out onto a plate to see if the shape changed. The students used their observational skills and inferences to determine that liquid did not have a definite shape. They could prove this by showing their evidence of their plate and illustrations within their science journals.
Rationale: The students were asked to investigate and see if liquid had a definite shape. They did this through hands-on experiences. Each child was able to investigate each liquid and determine its shape in the cup. Then each child had a chance to pour contents of the cup out onto a plate to see if the shape changed. The students used their observational skills and inferences to determine that liquid did not have a definite shape. They could prove this by showing their evidence of their plate and illustrations within their science journals.
Artifact: The picture above show our STEM fair project that is being conducted within our classroom. There are three buckets that are filled with soil and beans. Each bucket is watered with a different type of liquid to observe if any of the liquids affect the bean growth. They are testing the effects of water, milk, and Coca-Cola on a bean plant.
Rationale: The students were asked to set up a fair experiment. We modeled an experiment that investigated the effects of salt, pepper, sugar, and sand when melting an ice cube. We modeled the steps and found out salt melts the ice the quickest. When then had another SEM fair project to complete. They had previously been intrigued by a long-term investigation involving pumpkin seeds and their ability to grow. They now wanted to test the ability for a seed to grow using different types of liquid. They began their STEM fair experiment. This experiment requires a lot of hands-on and minds-on work. They then had to use their literacy in science to document it in their STEM fair logs. They recorded their question/wondering, their purpose, their hypothesis, the materials they needed, and data collections. They had to use their mind to make educated predications about the different types of liquids. We modeled how to create a fair test by using the same soil for all buckets, the same buckets, the same seeds, the same amount of seeds, the same amount of liquid, and the same amount of light. We emphasized that we only change one variable and keep the rest constant. We modeled how we should collect data and keep notes within our STEM logs. Modeled activities in science that they also participate in will help foster these ideas for later use.
Rationale: The students were asked to set up a fair experiment. We modeled an experiment that investigated the effects of salt, pepper, sugar, and sand when melting an ice cube. We modeled the steps and found out salt melts the ice the quickest. When then had another SEM fair project to complete. They had previously been intrigued by a long-term investigation involving pumpkin seeds and their ability to grow. They now wanted to test the ability for a seed to grow using different types of liquid. They began their STEM fair experiment. This experiment requires a lot of hands-on and minds-on work. They then had to use their literacy in science to document it in their STEM fair logs. They recorded their question/wondering, their purpose, their hypothesis, the materials they needed, and data collections. They had to use their mind to make educated predications about the different types of liquids. We modeled how to create a fair test by using the same soil for all buckets, the same buckets, the same seeds, the same amount of seeds, the same amount of liquid, and the same amount of light. We emphasized that we only change one variable and keep the rest constant. We modeled how we should collect data and keep notes within our STEM logs. Modeled activities in science that they also participate in will help foster these ideas for later use.
Goal 4
Students will develop assessment strategies related to children outcomes in science
(FEAP 4: FC 1)
Artifact: An entry from a student’s science notebook can help show the assessment strategies used in science. All students are required to have a science notebook within the classroom. This is where they write new learnings, observations, responses, illustrations, and paste in artifacts. Students show understanding and growth by documenting it routinely in their science notebooks.
Rationale: I included this entry to show how students use their notebooks to address new learnings. This particular student stated, “I discovered…” this shows me that he/she gained new knowledge from that lesson. By reading and looking through science journals I can read responses and gain a better idea of how well students are understanding a concept. This also provides a time for me to become aware of misconceptions. When looking through notebooks I look at essential question responses and stated wonderings so I can adjust my lesson or reteach the content that may be misunderstood. This type of assessment creates a yearlong log that tracks student learning and provides evidence. The notebooks are also a place to track activities and record data. The notebooks are a great tool and resource throughout our classroom.
Rationale: I included this entry to show how students use their notebooks to address new learnings. This particular student stated, “I discovered…” this shows me that he/she gained new knowledge from that lesson. By reading and looking through science journals I can read responses and gain a better idea of how well students are understanding a concept. This also provides a time for me to become aware of misconceptions. When looking through notebooks I look at essential question responses and stated wonderings so I can adjust my lesson or reteach the content that may be misunderstood. This type of assessment creates a yearlong log that tracks student learning and provides evidence. The notebooks are also a place to track activities and record data. The notebooks are a great tool and resource throughout our classroom.
Artifact: Another entry from a student’s science notebook shows how we use assessment strategies like grading with a rubric within our science journals. We place 3, 2, 1, or 0 on formative assessments in our notebooks. This provides students and teachers with instant feedback about the lesson. The numbers do not correspond with a grade (which is told to students) rather they are used as checks to see if students are grasping the content.
Rationale: When grading entries in the science notebooks we are very thorough with what we are looking for to receive a 3, 2, 1, or 0. We make sure students do not get a zero because that only occurs if no work or attempt to work is present. A one means that the response is wrong and does not include all parts to the questions. A two means you answered all parts to the question but you may have a misunderstanding. Lastly, a three means you show understanding of the concept and you answered all the questions. This assessment strategy I helpful because I carry a sticky-note around with me when grading to keep track of ones and twos and address those students or as a whole class the next day in science. This assessment can let me know if I need to pull a small group to reteach, to reteach as a whole class, or move on with the content. The rubric grading is down while walking around the room. Students raise their hand when they have finished their response and we walk around to assess their answers. This has been a great assessment tool that benefits the students and teachers.
Rationale: When grading entries in the science notebooks we are very thorough with what we are looking for to receive a 3, 2, 1, or 0. We make sure students do not get a zero because that only occurs if no work or attempt to work is present. A one means that the response is wrong and does not include all parts to the questions. A two means you answered all parts to the question but you may have a misunderstanding. Lastly, a three means you show understanding of the concept and you answered all the questions. This assessment strategy I helpful because I carry a sticky-note around with me when grading to keep track of ones and twos and address those students or as a whole class the next day in science. This assessment can let me know if I need to pull a small group to reteach, to reteach as a whole class, or move on with the content. The rubric grading is down while walking around the room. Students raise their hand when they have finished their response and we walk around to assess their answers. This has been a great assessment tool that benefits the students and teachers.
Artifact: The water cycle, or should I say system, illustration is a strategy I would like to incorporate in the future. This artifact was completed by being asked to draw the water cycle only using one color. Then we had an extensive look into the water cycle and asked to edit our original picture in a new color. This assessment allows students to see their growth and misconceptions from their previous response. I think this is an assessment tool that can be modified to fit other concepts and provide visual evidence of learning.
Rationale: I chose this artifact to display a new assessment tool I learned this semester. Not only do I feel more knowledgeable about the water system but I also feel I can teach the content in more realistic way. I took away the assessment strategy from the lesson. I think it sometimes easy to say you know something when you really only have a slight idea. By having students illustrate what they know first you can get an idea of where students are academically. This lays the foundation for your lesson and where to begin. After participating in the water drop journey activity (An activity that allows students to see the vast varieties of experiences a water drop can encounter by rolling a dice to navigate its journey) students then edit their original illustration with a new color. This allowed me to see my growth and deeper understanding of the water system. I no longer saw it as a cycle, instead I saw how water can change paths and end up in different places other the ocean. I liked the comparison of ideas by using the two different colors to illustrate our thoughts. I will take this strategy to future lessons.
Rationale: I chose this artifact to display a new assessment tool I learned this semester. Not only do I feel more knowledgeable about the water system but I also feel I can teach the content in more realistic way. I took away the assessment strategy from the lesson. I think it sometimes easy to say you know something when you really only have a slight idea. By having students illustrate what they know first you can get an idea of where students are academically. This lays the foundation for your lesson and where to begin. After participating in the water drop journey activity (An activity that allows students to see the vast varieties of experiences a water drop can encounter by rolling a dice to navigate its journey) students then edit their original illustration with a new color. This allowed me to see my growth and deeper understanding of the water system. I no longer saw it as a cycle, instead I saw how water can change paths and end up in different places other the ocean. I liked the comparison of ideas by using the two different colors to illustrate our thoughts. I will take this strategy to future lessons.
Goal 5
Students will demonstrate the capacity for collegiality, reflective practice, and professional growth in regard to science teaching
(FEAP 5, 6: FC 1)
Artifact: My blog that tracks my journey as an educator. I have been publishing reflections of my weekly experiences in the classroom since I began interning within our partnership schools. I show my progress, struggles, highs, and lows. This website provides a philosophy of teaching for multiple subjects and my professional development through teaching experiences.
Rationale: I show reflective practice weekly through our weekly blog posts. This is a time for me to reflect on strategies that went well or not so well within the classroom. I can look back and try to better my teaching. Professional growth comes from reflecting on your teaching and modifying it as you gain experiences and knowledge. In regards to science, I have reflected on lessons and plan to continue to focus on science lessons in the future.
Rationale: I show reflective practice weekly through our weekly blog posts. This is a time for me to reflect on strategies that went well or not so well within the classroom. I can look back and try to better my teaching. Professional growth comes from reflecting on your teaching and modifying it as you gain experiences and knowledge. In regards to science, I have reflected on lessons and plan to continue to focus on science lessons in the future.
Artifact: Throughout this semester, we have had multiple readings that correspond with science implementation in the classroom. The online articles and book chapters provide new teaching strategies, resolve science misconceptions, and increase background knowledge.
Rationale: The drive to continue learning as a teaching is essential to quality teaching. I am able to say I have learned way more than I expected in the few weeks we had our science course. It provided me with clear explanations that could have led to misconceptions with my students. I gained new strategies to teach content, such as, new 5e lesson plans, incorporating the three legs of science, and giving students lessons that are less “cookie-cutter” and more inquiry based. The readings provided me with a stronger foundation in science and confidence in the classroom.
Artifact: Science or not science, that is the question! I have attached a worksheet that we completed the very beginning of the semester. It lists many different activities/things that could be science. It was our job to determine which we felt were science. My understanding of what science is has increased immensely. I thought I knew what science was, but I was wrong!
Rationale: I chose this worksheet to show my growth in knowing what science is. As you can see from the artifact I have all but one statement checked for being science. When I first started this course I considered all things to be science that had any connection to nature and the world around us. I now know that even though many things can be science it really determines how you are teaching and what you are doing that encompasses the nature of science. I still may have wonderings and questions about what science is but that is something I will always continue to learn.
Rationale: I chose this worksheet to show my growth in knowing what science is. As you can see from the artifact I have all but one statement checked for being science. When I first started this course I considered all things to be science that had any connection to nature and the world around us. I now know that even though many things can be science it really determines how you are teaching and what you are doing that encompasses the nature of science. I still may have wonderings and questions about what science is but that is something I will always continue to learn.