Final Bonus Blog

Final Bonus Blog

Choose one standard (one from your unit is fine or any other) and write one good essential question for a unit or lesson that addresses this standard. (Worth up to 5 points on your final grade.)

Why do we characterize the basic needs of a plant to be air, water, light and nutrients?

Essential questions should promote and encourage critical thinking. Teachers should provide students with questions without including a specific “right or wrong” answer. It is important for students to extend their own learning by exploring various concepts.

My question above is created for a plant unit. This question outlines the basic needs of a plant, however, students must extend their learning to take what they know about the basic needs of a plant and justify what the needs actually are and why these needs are essential to plant growth.  

Module 8: Article 2

Crawford, E. O., Heaton, E. T., Heslop, K., & Kixmiller, K. (2009). Science learning at home involvingfamilies. YC Young Children, 64(6), 39-41. Retrieved from http://search.proquest.com/docview/197623210?accountid=11824

Science Learning at Home Involving Families

Students not only learn at school, but we often can extend learning within their homes, especially with the support of our families. Teachers can easily get parents involved in the learning process by simply holding multiple conversations, or placing items in the weekly newsletter. The article, Science Learning at Home Involving Families, is a really informative article for teachers, but it also provides specific things parents can do at home with their children to motivate students while learning science.  All of the activities listed promote inquiry learning. The students are able to explore these concepts by utilizing things they may already be familiar with. They are encouraged to participate in activities at home and explore with their families. For example, students can explore properties in the bathtub that float and sink. Students can start a rock collection and examine properties such as color, weight, size, texture. The possibilities are endless.

As a teacher, this year I am planning to include weekly science activities in my weekly newsletter. I found this article to provide me with opportunities to get parents involved in their child’s learning. I can’t think of a better way to get them involved at home while learning science. The article provides standards for students that can be adapted from pre-school to fifth grade. Then it breaks up the standard by providing the families with activities they can do at home to engage student learning, while promoting inquiry exploration. At the end of the week I could ask how many of my students participated in the weekly science activity. We could come together on the carpet and discuss everyone’s findings, and compare and contrast the various scientist experiences. 

Module 8: Article 1

Saçkes, M., Trundle, K. C., & Flevares, L. M. (2009). Using children's books to teach inquiry skills. YC Young Children, 64(6), 24-26,31. Retrieved from http://search.proquest.com/docview/197637640?accountid=11824

Using Children’s Books to Teach Inquiry Skills

How can teachers integrate literature and science while allowing our students to be in charge of their own learning? The article, Using Children’s Books to Teach Inquiry, does a great job of providing early childhood educators with the books and ideas they need in order to provide for inquiry skills within their own classroom. The goals teachers should keep in mind while using literature to promote inquiry skills are: reading, discussing, and building upon the content knowledge. This article provides a chart with 11 books for teachers to use in order to maximize student learning. These books have been compared with typical science text books in order to make sure they are not teaching misconceptions. It is often hard to find effective children’s literature with few misconceptions of the science content.

 One book that really stood out to me was, What Makes a Shadow? It is through this book in which we can see various inquiry skills being utilized and tested. After reading the book, students can explore how light interacts with various objects, determine which object create darker shadows, describe the relationship between shadows and the light sources, and identify the factors that create the size of the shadow. Targeted inquiry skills include: asking questions, making predictions, exploring cause and effect, discussing and drawing conclusions, describing events and observations, and lastly, making comparisons.

As a first grade teacher, I found this resource to be very beneficial. It integrates reading with inquiry, and that fascinates me. I find that my students love reading, and using the appropriate children’s literature is a great way to promote student excitement and engagement prior to letting them explore on their own. Students will be engaged in higher order thinking skills and will be provided with many opportunities to create their own connections.  The chart provided in the article is a great timesaver for any science teacher. It provides for authentic instruction and provides students with the skills they need in order to be effective scientists. 

Bonus Blog 3

How are constructivist teaching and traditional science teaching alike? Give some specifics and examples.

I have found there to be more differences than similarities between constructivist teaching and the traditional methods of teaching, which is what was mainly displayed throughout our concept map. However, both types of teaching revolve around learning. It is important that teachers teach keeping the students in mind. Standards and curriculum drive our teaching. We establish essential questions and goals to be fulfilled by our students. Both types of teaching include assessments, activities, and teacher questioning. Even though our students are encouraged to accomplish these tasks in a variety of ways, they are still found in both types of teaching. Whether the learning is teacher driven or student driven they are still being set up to succeed. 

Module 7 Backwards Design

In my experiences in elementary school, I do not remember having much science at all in our classrooms. When we did have science, it was very short. I do not think they used Backward Design. Our typical less is as follows: First my teachers explained the objective. Next, they asked us questions about what we already knew. Then we worked to complete an activity. Lastly, we took a test to see what we knew. This was a content specific lesson plan… it was boring, and repetitive.

Thinking back to high school and even my college courses, I do not remember my teachers using backwards design. We came to class each day ready to take notes from the projector. Each day was the same routine, just new content. My teachers never described the goals for the day, or introduced new topics. Later always came the test. The test was a major part of our grade, it was all or nothing. You either knew the content, or you didn't. In these situations it would have been nice to have formative assessments to encourage me that I knew the material, but to also guide future instruction. 

As a student, I remember thinking that the objective was not really that helpful. I just thought of it as a bunch of “fancy” words. It would have been more beneficial to think of them as learning goals, and then the following instruction may have been more relevant. It also would have helped it the teachers had set expectations for us to follow throughout the lessons. I believe my teachers just stated the objective because they were told to do so, but they were not measured or very relevant to our learning. 

Backwards design is a great way to change how teachers teach, but also to change how students learn. I am a goal oriented person. I need specific goals to function. In backwards design, both the teacher and the student are presented with tangible goals the drive instruction. Students are able to become involved in the learning process. The teacher is able to implement activities and assessments that align to the learning goals. Backwards Design is a great tool to use in order to modify instruction for your own classroom. I think that it would be very beneficial in a science classroom. 

Module 6: Article 5

Digital “Gamification” in the Classroom: A Growing Teaching Trend

By Marcus A. Hennessy, CEA (ret)

http://lessonplanspage.com/digital-gamification-in-the-classroom-a-growing-teaching-trend/

Marcus Hennessy writes to explain a new trend in education. He writes and explains how game consoles are being integrated into the classrooms in order to extend learning. Hennessy writes, “A middle school in New York applies The World of Warcraft (WoW) in-School Project to bolster at-risk students’ skills in digital literacy and leadership.” 

The University of Colorado reaches out in order to teach computer science to middle school students by recreating popular arcade games. Hennessy even explains how students in Singapore use the Nintendo Wii console to explore their country’s history. The new trend in education is to use “digital gamers as educational tools.”

With technology growing and becoming the new focus in our lives, it is important that we utilize it in order to maximize teaching. It lends creativity and engagement to the learning process. The Joan Cooney Center released a survey of 505 American teachers who are implementing “educational gaming” into their classrooms, and found that 60 percent of the teachers believe that the game systems are fostering collaboration and a deeper understanding of new content areas. 70 percent of the teachers believed that the gaming systems motivate struggling students within the classroom. Another 60 percent of teachers believed that the digital games help to personalize and to differentiate instruction. They are able to work through the lesson at their own pace, while instead of unlocking levels, students are able to unlock different content areas and further explanations.

The use of educational gaming has increased within the past decade, alluding to the term “Gamification- The use of integrating digital games into the education systems.” Several benefits have been noted of “Gamification”. Gaming makes boring subject areas more fun and engaging for all students, and it increases and encourages student performance (students are eager to show off what they know). Gaming provides teachers with a digital way to track student progress and offers immediate tangible rewards like certificates.

However, not all educators are embracing “Gamification”. Some educators argue that the students are showing difficulty when transferring the gaming skills to standardized and paper based tests. Another down fall is that at this time, teachers are often paying for these games out of pocket, which can quickly become a burden.

I think that “Gamification” would be a great way to get students involved in the learning process. This could be incorporated into our scheduled computer lab time each day, or even through small groups. I think the trouble is creating the games in ways that appropriately assess each learning standard. Another downfall, as mentioned in the article is the cost. As a teacher, I would not want to pay for these games, but it would be great to ask as PTA grant or create a technology fund to fund the gaming consoles. We could even get a few systems for each school or grade level to be checked out as it would be a learning process.

Our students are surrounded by gaming consoles. I think that it would be a great idea to incorporate something they are so familiar and comfortable with into our classrooms. In science we could use the consoles to outline the rules and procedures before creating the experiments. Virtual experiments could be tracked using trial and error, and students could easily record their findings. I think that “Gamification” would be a neat advancement in the world of education.  

Module 6: Learning Styles

Student	Characteristics	Instruction
1	v  Girl v  Bodily kinesthetic v  Dynamic v  Spatial	v  Integrate songs, and stories into instruction v  Allow her to create drawings and illustrations v  Give personal freedom within centers in order to aid exploration v  Allow for action packed centers for example, when teaching vibrations give rubber bands and have her experiment on her own
2	v  Boy v  Accommodator v  Logical mathematical v  Analytic	v  Allow him to have choice of activities to complete v  Create an adaptive environment to maximize learning v  Loves math- integrate math problems during science v  Thinks very critically and likes to offer solutions- PBL would be a great lesson for him
3	v  Boy v  Creative v  Accommodator v  interpersonal	v  Intuitive- allow for hands on experiments v  Allow for him to make a game to play with the class called “Hot Seat”. He will create and ask questions to the class (whole or small group) v  Loves interacting with his peers and responds well to group activities
4	v  Girl v  Gifted v  Musical v  creative	v  Use songs to help teach and reinforce content such as raps v  Create a concept map to see her connections that take place while learning v  Allow her to make a model of a plant cell- making models is a good way to express her creativity
5	v  Boy v  Practical v  Verbal/ linguistic v  Diverger	v  Create a chart and make multiple connections to the real world v  Write to explain why something happens v  Promote learning with lots of literature on the subject v  Include a listening center to extend learning
6	v  Girl v  Assimilator v  Interpersonal	v  Allow her to create models in order to demonstrate her understanding v  Her role in her group should be the discussion leader, she is very inquisitive and is a strong leader
7	v  Girl v  Intrapersonal v  Converger	v  Does not like to work in groups v  Create a checklist in order to assess her own progress as she works v  Allow for a  plan to be created and implemented
8	v  Boy v  Diverger v  Visual/ spatial learner	v  Show a rubric prior to beginning a project. He likes to look at the whole picture rather than in parts v  He likes concrete examples and learns by observations v  Graphic organizer s help him learn
9	v  Girl v  Naturalistic v  Accommodator	v  Inquiry based lessons keep her attention and allow for her to investigate on her own v  Expert in classifying things v  Hold class or demonstrations outside every now and then to create a new learning environment v  Loves the choice of activities and is usually very spontaneous
10	v  Boy v  Intrapersonal v	v  Include rubrics prior to beginning the lesson and go over all expectations; v  Allow him to create his own personal goals before the lesson and implement a timeline to help him stay organized v  Does not like to work in groups v  Make real world connections to how the lesson will help his life

Everyone learns in different ways. It is important for us to remember this as teachers, especially when teaching science. Hammerman writes, “Multicultural education advocates the belief that students and their life histories and experiences should be placed at the center of the teaching and learning…and address multiple ways of thinking.” Students may or may not be able to connect to the content based on their own previous experiences or what they have been exposed to while growing up. It is important to embrace new cultures and understanding in order to create a rigorous and engaging learning environment. Here are ways we can “embrace and celebrate” multiculturalism within our own classrooms: we can do this by assessing what are students are familiar with. Another way to improve multiculturalism is to expose our students to scientists from a variety of cultures. It may be easier for them to make multiple connections to his or her own life, as well as the life of his or her peers after being exposed to scientist they can relate to. It is important for us to investigate various cultures in which have impacted our nation’s history. We can expand learning by integrating a variety of literature. By comparing and contrasting in science students become more familiar with multiple connections.

We can create a multicultural classroom, but we also need to “know the learner”. The learners are the ones we cater to as teachers. It is important for us to know how our learners learn, what interests them, and things we can do to maximize learning. Once we identify how our students learn, we can easily integrate activities into our lessons. While student teaching we called these “Contextual Factors”. These factors were the very first page of our lesson plans. We assessed the learning type, special needs, ethnicities… It really allowed me to effectively analyze my classroom.  Now, I find that this is one of the first things I incorporate into my teaching. I check out and analyze how my students learn as well as what they enjoy.  I do this by giving several attitude quizzes and multiple intelligence tests that I have found for elementary school children. The tests are short and written in a way my students can relate to. These factors set the tone of my teaching and lead to a supportive learning environment. 

Article 4

Article 4

http://www.edweek.org/ew/articles/2013/06/28/36science_ep.h32.html?tkn=WWYFLB2umZ6L2HvXcmf87DvngZljFXjkc6Wh&cmp=clp-edweek

New Science Standards Designed for Wide Range of Learners

By Lesli A. Maxwell

Lesli Maxwell reports on the Next Generation Science Standards (NGSS). Upon writing the NGSS, writers had only one mandate in mind, “Develop standards with all students in mind, not just the high achievers already expected to excel in the subject.” These standards were created in order to prepare students for a career in science, engineering, or math. The goal is to allow all students to have a “rigorous and deep science education”.

The writing team is a very diverse and composed mostly of classroom teachers. With the achievement gaps in mind, the team decided to write the standards very carefully to ensure English Language Learners would not get confused by avoiding multiple meanings of language. It was their goal, while writing, to allow every student to feel successful when learning science. The team took the writing to the next step when they decided to implement an appendix. Within this appendix, they supplied teachers with real world examples and connections, with the idea that the standards were, “doable by any student”. They included case studies for the teachers to have a better understanding of how the new standards would work in an integrated and diverse classroom.

The NGSS team created the standards in a way that motivated student learning. Students will be asked questions in hopes of allowing them to think and respond as true scientists. Students will be given opportunities in which they will have many hands on experiences. The writers of the standards state, “They will truly learn like a scientist.”

After reading my first article about the NGSS, I thought they would be a great tool to create a hands on learning environment. This article written by Maxwell went even deeper and allowed me to have a better understanding of what is yet to come. I am thankful the writers took so much time analyzing various classroom structures in order to provide the best tools for the teachers, but also taking the time to create in depth standards to allow students to become involved in learning science. These standards seem to be a true example of how science should be taught. Through the new standards we will be teaching students to take control of their own thinking and encourage them to explore more in what may already be familiar with. The new standards are an example of a movement in science education. I feel that science scores will improve and the standards will promote higher order thinking- learning will actually begin. 

Article 3

Article 3

http://www.post-gazette.com/stories/local/neighborhoods-east/schools-to-use-grants-to-create-colorful-interesting-spaces-693369/

Schools to use grants to create 'colorful, interesting spaces'

By Debra Duncan

Debra Duncan reports, “Two foundations are giving $500,000 to 25 school districts in southwestern Pennsylvania, and most of the schools will use the money to create places where students can employ the latest technology to learn.” Many of the schools use the money to strengthen STEAM- science, technology, engineering, art and math. Each district will receive approximately about 20,000 dollars each.

 The executive director of the Grable Foundation, Greg Behr, states that the grants will foster the “21^st century collaborative learning”.

 Duncan reports, “The overall goal is to support innovative learning ideas and to encourage students to use technology in cross-discipline projects.” The Grable Foundation grants inspire fresh ideas to be implemented. They provide districts with the tools they need in order to foster success.  

 

The grants are commonly used by developing a common room in which students, teachers, parents and others involved in the community are continuously welcomed. Next, they present the necessary tools for learning. Technology is used in order to “foster the learning process”, while mentors are available to assist students. The key to Behr’s grants is that is not only focused on providing technology to schools, but he is also focused on the learning that occurs.

Behr encourages collaboration in which many people are working and learning from one another. For example, he encourages a writer to work with a programmer, and an engineer working with an artist. It is a great way to get everyone involved in the learning process. Behr describes it as creating, “layers of learning.” The teachers are working with each other and the students act as mentors not only for themselves, but also to guide teachers. The goal is to have schools partner with universities in order to strengthen the learning process. Maybe they could partner in order to start up a robotics club as Behr suggests. Duncan closes the article by emphasizing, “This is the fifth year for the STEAM grants from the two foundations, which have totaled more than $1 million.”


After reading this article, I found myself wanting to move to Pennsylvania. I was thinking of all the wonderful things I could implement in my own classroom or even my school. I think Grable Foundation grants are a great way to inspire the community. Think of how motivated our students would be if we had technology tools available for them to use to create their own music video for a research project. These are the types of tools the grants can provide.  We can’t just provide learning tools to districts without encouraging and teaching along the way. Often times this approach can be very overwhelming. Providing the mentors is a great way to bring some teachers out of their comfort zones, and to ease into teaching with more technology. I feel that these are the types of grants that teachers everywhere should be seeking out. Students can integrate technology into every subject. I believe this would lead to higher involvement throughout the school day.

Problem Based Learning

Standard:

SS1H2 The student will read or listen to American folktales and explain how they characterize our national heritage. The study will include John Henry, Johnny Appleseed, Davy Crockett, Paul Bunyan, and Annie Oakley.

Objective: Students will examine American folktales and explain how they characterize our national heritage.

Problem: How do the American folktales John Henry, Johnny Appleseed, Davy Crockett, Paul Bunyan, and Annie Oakley characterize our national heritage?

Authentic Assessment:
Work in a group of 3-4 students.  Choose one American folktale to research.  Complete research to characterize how they fit into our national heritage. Determine things like their impact they had in our heritage, where they lived, lifestyle characteristics, and goals they had. How did these American folktales become folktales? Why are these people (John Henry, Johnny Appleseed, Davy Crockett, Paul Bunyan, and Annie Oakley) so important to our national heritage? Choose one of the following product ideas to teach the class why these people are so important to our national heritage (make a poster, act it out, create a power point presentation, use claynation, create a web, create a 3D model). You must write a narrative paper about the American folktale your group chose. As a group decide how you will present all of the information to the rest of the class. Use projects we have explored this year. It is up to you to be creative. You will discuss and create your own “teaching roles” within your group. Roles can include things such as: group leader, discussion director, connector…Be sure that all team members have his or her own role. Demonstrate respect to your group by listening and engaging in meaningful conversations.

	3	2	1
The students use a variety of resources to collect information about the American folktales.	The students use a variety of resources such as books, magazines, teacher approved internet sources to collect information about their American folktale.	The students only used 2 of the 3 resources to collect needed information.	The students only used 1 of the resources to collect needed information.
The students are able to create their own questions to be sought out about their American folktale.	The students are able to create their at least 5 of their own questions to be answered during their research.	The students are able to create 2-4 of their own questions to be answered during their research.	The students were not able to create any other their own questions to be answered during research.
The students worked well with his or her group.	The students continuously worked nicely with his or her group. They helped them turn in the assignment on time, and they all listen and ask respectful questions relating to their American folktale.	The students sometimes worked nicely with his or her group. They help them turn in the assignment on time, and he or she listens and asks respectful questions relating to their American folktale.	The students were not able to or did not work nicely with his or her group. They help them turn in the assignment on time, and he or she listens and asks respectful questions relating to their American folktale.
The students used props, pictures, and drawings to make the presentation interesting.	The students used several (at least 5) props, pictures and drawings to make the presentation interesting.	The students used some (3 -1) props, pictures, and drawings to make the presentation interesting.	The students did not use any props, pictures, or drawings to make the presentation interesting.
The students wrote a paper to present to the class that has a clear beginning, middle and end.	The students wrote a paper that has a beginning, middle and an end.	The writers wrote a paper and included two of the three parts of the paper.	The writers wrote a paper and included one or zero parts of the paper.
The students are able to explain how their chosen American folktale characterizes to our national heritage.	The students were able to explain how their folktale relates to American heritage by including 5 or more appropriate facts.	The students were able to explain how their folktale relates to American heritage by including 3-4 facts.	The students were not able to explain how their folktale relates to American heritage by including 2 or less facts.
The students were able to identify where their American folktale lived.	The students are able to identify where the American folktale lived.	N/A	The students were  not able to identify where the American folktale lived.
The students are able to identify the goals their American folktale had.	The students were able to identify 5 or more goals their American folktale had.	The students were able to identify 3-4 or more goals their American folktale had.	The students were not able to identify 2 or less goals their American folktale had.