Module 8 Articles and Post

Choose two articles and, in your blog, write a brief summary and response to the two articles.  Be sure to reflect on the value (or lack thereof) of science education at the Pre-Kindergarten level. (This is intended to be a brief response and not part of the article summary and reflection presentation.)

Inquiry at Play

http://search.proquest.com.proxy.kennesaw.edu/docview/746805793/13F4F213DAD39E114A7/29?accountid=11824

This article showcased how play and science inquiry are important parts in the education of younger students. When students use imaginative play, they "develop self-regulation, symbolic thinking, memory language, and social skills" (Ashbrook, 2010, 26). Science inquiry allows students to make sense of their world in a way that is understandable to them. Many young children believe a scientist is just someone in a lab coat who works in a lab. Bringing in an actual scientist to talk with the class or using various props to dress up as different scientists can help dissolve this stereotype. The article also included a lesson plan on what to do if you have a visit from a scientist.

Young children learn the most through structured and un-structured play. Bringing in a scientist (or even dressing up as one) is a great way to excite and engage students. Students could come up with a list of questions they'd like to ask or certain things they'd like to know more about. If the scientist isn't able to answer all of the questions, students could research those on their own time. Setting up a science center could allow students to look at various items at their own leisure.


Water Leaves "Footprints"

http://search.proquest.com.proxy.kennesaw.edu/docview/1349385316/13F4F3363C0B97E2BC/10?accountid=11824

This article talked about using a "teachable moment" to show students that water can leave "footprints" just like humans and animals do. Rain had left holes in a preschool sandbox. The students weren't sure how they got there, so the teacher allowed the students to construct a hands-on experiment. They used sand and pouring water to observe how the water can make different shapes in the sand. A lesson plan exploring how water can move sand was also included.

Using hands-on experiments is a great way for students to develop their own understanding of the concept. Reading text about a story provides information, but the students really wouldn't fully comprehend what was happening. Allowing them to play and experiment with the sand and water really lets them learn at their own pace. I would use this experiment with students and allow them to explore and then keep it in a science center to continue using in their free time.


Science at the pre-school level is quite valuable. Students' minds are very absorbent at this age and are very inquisitive. They want to know how things work and why. Introducing inquiry-based learning and imaginative play is a great way for students to continue this throughout their educational careers. If we instill a love of science early on, hopefully it will continue and those young children will be our next engineers and scientists.

Module 7

While trying to think back to my science lessons in elementary/middle school, nothing really stands out. All I remember are the week-long field trips we took in 7th and 8th grade to a camp near the school. We would learn archery, go on nature hikes, and dissect owl pellets. I don't remember any other science lessons. When I think about my classes in high school, I think some of my teachers used some form of backwards design approach. My Chemistry teacher would tell us what we were expected to know at the beginning of each unit, and we would work with partners to complete experiments mixing chemicals. Our assessments weren't just quizzes or tests, but rather we were assessed based on our activities. My Physics and Biology teachers did not use the backwards design approach. I remember taking notes on lectures and reading the textbook. We took quizzes and tests based on the information given in the lectures and over what we read. We were asked to memorize facts and formulas. I remember not paying much attention during class because I didn't understand the concept and I wasn't learning anything.

Module 6

EIP Math Girl

• tactile learner- experiments with manipulations
• spatial- create dioramas

Gifted Girl

• auditory learner- listen to science trade books, discuss experiment results
• linguistic- research various scientists or science discoveries

ESOL Boy

• visual learner- provide charts, graphs, diagrams, etc
• bodily-kinesthetic- create a new invention

Speech Student

• visual learner- use vivid experiments
• spatial- create drawings

ADD Boy

• Kinesthetic learner- play interactive, mobile games
• interpersonal- role-playing

Gifted Student 1

• kinesthetic learner- movement activities, process dramas
• logical and mathematical- collect data

EIP Reading Student

• tactile learner- learn about soil by going outside and playing in it
• bodily-kinesthetic- field trips to science centers

ESOL Girl

• visual learner- use graphic organizers for information
• spatial- create presentations on computer

SPED Student

• kinesthetic learner- learn about push/pull by moving around outside
• musical - decide what objects in nature make which sounds

Hearing Impaired Student

• visual learner- graphs, charts, diagrams, pictures to go with text
• naturalistic- create a rock/bug collection

Gifted Student 2

• auditory learner- use debates for both sides of a decision
• linguistic- write story about organisms

Throughout my teaching career I have noticed that every child is different and they don't all learn the same. Lessons must be diverse to appeal to all learners. It's not only important to see where your students are at academically, but also find out what their interests and likes/dislikes are. Just because a student does well in science doesn't mean that he or she enjoys learning about science. Allowing students to have a choice in what they learn is important to keep them engaged and interested. Allowing options in learning during centers is one way to provide diverseness. It is important to provide different options for all students because this allows them to explore activities they may not have thought to try otherwise.

Article 5

Infants at risk for autism: a European perspective on current status, challenges and opportunities

 

Sven Bolte, Peter Marschik, Terje Falck-Ytter, Tony Charman, Herbert, Roeyers, Mayada Elsabbagh

 

 

This article is about current research that is being done to be able to reliably diagnose autism in children younger than two years of age. Early diagnosis is difficult as there are many different factors to consider.  Autism spectrum disorders (ASD) involve developmental delays which are difficult to diagnose early as parents won't notice them until later years. Early diagnosis is critical to implement early intervention for children. Various screening instruments are being used to help ASD. To help early detection, studies have been done involving the infant siblings of children with ASD. Development is monitored to see if there are similarities with children with ASD. Inadequate funding, samples, and sample sizes have provided a barrier to conducting the research needed.

 

This article was difficult to follow due to the technical jargon involved. I think it is a great study because anything that can help diagnose ASD as early as possible will be very beneficial to not only the educational but to the everyday world. If we can diagnose disorders early on, then we have a better chance of helping that child succeed as normally as possible in the real world. Autistic children can be a challenge in the classroom because they are not always able to communicate what they need/want. The more research that is done, the more help we can offer these children.

Module 5

S2L1. Students will investigate the life cycles of different living organisms.

 

c. Investigate the life cycle of a plant by growing a plant from a seed and by recording changes over a period of time.

 

Problem:
I am a seed that Farmer Brown bought at the farm store and wants to plant me so I can grow! The problem is, I'm not sure what I am going to grow into, and I'm scared about what happens from here! All I can tell you is I live in Georgia. Can you help? Pick a plant (something that would be planted by a farmer and grown in Georgia) and research the life cycle of that plant. Be sure and let me know everything that I'll need to grow big and strong!

Authentic Assessment:
Students will choose a Georgia plant and will research using Internet resources, books, the encyclopedia, etc. the life cycle of that plant and what the plant will need to survive. Using this information, they will create a movie, Prezi, Glogster, or other appropriate device showcasing the different stages of the plant in a way that is visually appealing to the audience. The students will share this presentation with the class.

Rubric:
 

	4	3	2	1
Research	Resources were used responsibly and independently	Resources were used responsibly but required assistance	Resources were used with some responsibility but more assistance was required	Resources were used irresponsibly and constant supervision was required
Creativity and Visuals	Eye-catching, organized, and appealing colors and graphics	Organized with a basic colors and graphics	Somewhat organized with  few colors and graphics	Lack of organizational structure and colors and graphics
Quality	Information is clear with many supporting details	Information is clear with few supporting details	Information is clear with little or no supporting details or details don't match	Information is unclear and little or no supporting details or details don't match
Mechanics	No errors in spelling, punctuation or grammar	One or two  errors in spelling, punctuation, and/or other  grammar	Three or four errors in spelling, punctuation, and/or grammar	More than four errors in spelling, punctuation, and/or grammar

 

Article 4

America's Children: Providing Early Exposure to STEM (Science, Technology, Engineering and Math) Initiatives

Nancy K. DeJarnette, Ed.D

 

 

This article discussed why it was important to start STEM education at an early age. The American and global economy has changed over the past decade which has prompted a change in American schools to initiate more STEM practices. The middle and high school curricula has changed, but not much has been done in the elementary schools. Compared with other developed countries, America is lacking in science and math abilities, which is why STEM interest needs to be activated early in elementary schools. The Partnership for 21st Century Skills is geared to help students acquire the skills they need, such as reading, writing, math, problem solving, creativity, critical thinking, collaboration, and communication) (DeJarnette, 78).

 

In order for students to be ready for engineering programs in higher education, the need to be instructed in math and science effectively early on in their schooling. Many teachers are unprepared for this because they lack the confidence or knowledge to teach project-based learning in science.  If our students become interested early on  STEM topics, they are more likely to take higher level courses in high school which could lead them to enter these programs in college.

 

 

I was interested in this article because I was one of those students who was relatively good at math and science, but it never really interested me. Having to memorize facts and formulas and the periodic table wasn't fun for me and put me off to those subjects. Allowing our students to fully immense themselves in STEM topics by learning in a project or activity based way may have kept me more interested. If we keep our students engaged early on, they will have an easier time with these concepts in later education and may help fill the gap in our economy with professions in those areas. As I read more about STEM, I am getting really excited about the possibility of being able to use it in my own classroom. 

Article can be found here: http://ehis.ebscohost.com.proxy.kennesaw.edu/eds/detail?vid=4&sid=49948eac-cf7a-4bc9-9a6c-f91b915ed661%40sessionmgr104&hid=3&bdata=JnNpdGU9ZWRzLWxpdmUmc2NvcGU9c2l0ZQ%3d%3d#db=slh&AN=79776864

Article 3

Resources STEM Topics in Elementary Education

Daniel Brenner

 

This article focuses on two available resources for Science, Technology, Engineering, and Math (STEM) topics for elementary teachers. Students are entering college engineering programs without having the appropriate knowledge needed. It is becoming more important to expose young students to STEM concepts at the elementary level. "These concepts can be integrated into core academic subject material" because "engineering design curriculum uses math, science and other core subjects" (Brenner, 2009, p. 14).

 

The two resources discussed in this article are Project Lead the Way (PLTW) and Engineering is Elementary (EiE). PLTW is a nonprofit organization that mainly offers middle and high school STEM curriculum, but also has several elementary lessons. It uses hands-on, project-based, and design-based instruction because students involved in this type of learning will have higher academic achievement, thinking skills, and cooperative learning abilities. EiE is geared towards increasing technological literacy and engineering skills in children by using social studies and English skills. The students read stories and problem solve to come up with a solution to help the characters. The problem-solving skills are helped by using activity-based learning and projects. Several example lesson descriptions are included from each resource to help teachers choose the most appropriate lesson for their classroom.

 

 

I really enjoyed this article because many times while reading about STEM education, it is geared towards higher education. Professions in these areas are booming, yet we do not have enough educated, qualified people to fill the positions. If we start early by getting our students interested and engaged in these topics, they will continue that interest throughout their academic career. I really liked that these resources were available specifically for elementary school teachers included the website were they could be found in their entirety. The example lessons seemed very engaging and would be something students would enjoy and would pull in from other core subject areas to be fully integrated. The EiE program really interested me because it uses stories which the students have to then problem solve from. These resources build on project and problem-based learning and also require students to collaborate with others. I could see myself using one of these lessons and allowing the students to work on the projects in class. Because it is not just solely science, they will be building on their other skills as well. The only thing that would make these resources difficult would be the additional resources that may be needed, such as technology.





Article can be found here: http://ehis.ebscohost.com.proxy.kennesaw.edu/eds/detail?vid=2&sid=49948eac-cf7a-4bc9-9a6c-f91b915ed661%40sessionmgr104&hid=104&bdata=JnNpdGU9ZWRzLWxpdmUmc2NvcGU9c2l0ZQ%3d%3d#db=a9h&AN=44768456

Module 4 Blog

1. Reflect upon your beliefs about using constructivist techniques in the elementary science classroom and how you might allow students to construct knowledge in your science class
2. Choose one science standard for your grade level and list ideas you could use as you are teaching that standard for each of the 7Es (a bulleted list is sufficient – details are not essential at this point).  See example below. (Shapters 5-9 in the Gregory and Hammerman text might be helpful here.)

Constructivism is something I've learned a bit about previously, but I really enjoyed reading about it in this module. Activating prior knowledge and connecting new knowledge to it was required while write the long format lesson plans in undergraduate classes. It's something I've tried to do often while teaching, and I've found it gets the students excited to learn about the next lesson. I would also try to make real life connections to concepts to help students understand them.

Constructivist techniques in the classroom involve inquiry-based learning. If students structure their own learning, they will gain more out of it than just being fed information by the teacher. Students will be more engaged in things that interest them. I've tried to involve students' interests in my teaching, but sometimes it's not feasible. I also know I need to work on including more reflection time during class. Having students discuss concepts with each other allows them to learn from their peers and work on communication. I could have students have short discussions with each other before and after class to discuss prior knowledge and how it relates to the content learned.

When I taught second grade science, I did many of the experiments for the students or told them exactly what to do to conduct it. This doesn't allow them to learn on their own. In the future I would like to give them the chance to figure it out on their own. This would be more beneficial. I would also like the students to be able to choose their own projects and research to search for things they like.

S3E1. Students will investigate the physical attributes of rocks and soils.

a. Explain the difference between a rock and a mineral.

b. Recognize the physical attributes of rocks and minerals using observation (shape, color, texture), measurement, and simple tests (hardness).

c. Use observation to compare the similarities and differences of texture, particle size, and color in top soils (such as clay, loam or potting soil, and sand).

d. Determine how water and wind can change rocks and soil over time using observation and research..

  Excite-
     - bring in rocks and minerals to observe
     - bring in various soils to observe
Explore-
     - watch rock formation videos
     - look for rocks and minerals outside
     - watch erosion videos
Explain-
     - create drawings of rock formations
     - create stories and illustrations of erosion
     - create graphs of rock characteristics
Expand-
     - create powerpoint to show how rocks are formed
     - research other information about rocks and soil
Extend-
     - explore other examples of rocks and where they are found in the world
     - start a class collection of rocks and minerals found where each child lives
Exchange-
     - class journal to share reflections and learning
     - students create video interviews to show off a project
Examine-
     - books, powerpoints, models, projects
     - compare and contrast rocks and soils in different areas
     - create a new type of rock

Module 3 Blog

The process skills involved in third grade science lessons include:
Observing
Comparing
Classifying
Inferring
Predicting
Quantifying
Communicating
Manipulative Skills

Grade: 3

Topic:  Types of rocks
Essential Question: How are igneous, metamorphic, and sedimentary rocks formed? Inferring

Students will: create presentations showing how igneous, metamorphic, and sedimentary rocks are formed.

Standards:

S3E1. Students will investigate the physical attributes of rocks and soils.

d. Determine how water and wind can change rocks and soil over time using observation and research.

ELACC3RI3: Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.

ELACC3W8: Recall information from experience or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.

Hook: Show the types of rocks mini video (http://www.youtube.com/watch?v=-EIOHKxvKBo&feature=plcp)

Observing- watching the video

 Lesson:

Have students create a KWL chart. They will fill in what they already know and what they want to know. Predicting

gneous rock forms when melted rock from deep below Earth’s surface cools and hardens. As the rock cools, minerals form crystals. These crystals produce the grains in the rock. Some igneous rocks form when volcanoes erupt. The rock cools very quickly causing very small crystals or none at all.

            Melt chocolate and pour onto wax paper. Observing the melted chocolate. This is how igneous rocks form; the rock is the chocolate that is hot, and as it cools, it becomes a rock.

          Sedimentary rock forms when sand, particles of rock, bits of soil, and remains of once-living things are pressed together and harden. These materials are called sediment. Layers of sediment are deposited on top of one another. Over time, these layers harden and become rock.

         Put icing between two graham crackers. Push together. Observing. This is an example of a sedimentary rock.

           Metamorphic rock forms when existing rocks are changed by extreme heat and pressure. Crystals and minerals in existing rocks change and grains flatten forming new rocks.

           Unwrap 3 Starburst. Stack candy together and apply heat and pressure with hands to allow flavors to mold together. Observing.

            All of these rocks forming are part of the rock cycle-a continuous series of changes that rocks undergo.

Check for understanding before going on.  
 

            How do sedimentary rocks form?

            How do igneous rocks form?

            How do metamorphic rocks form? Inferring

            Compare the ways in which sedimentary rock and metamorphic rock form.

 

    Comparing

Communicating- involved in each question

Group Work:

 (Students are grouped based on the latest reading checkpoint assessment: below/extra support, on, advanced)

Students will work with their groups to create a presentation to show the class about how their rock is formed. Communicating

Group 1: (advanced)

            Students will research websites to create a PowerPoint presentation on how igneous rocks are formed. Manipulative skills

http://www.learner.org/interactives/rockcycle/types.html

http://www.fi.edu/fellows/fellow1/oct98/create/

http://www.rocksandminerals4u.com/igneous_rocks.html

 Group 2: (on)

            Students will their textbook and other content books to create a diagram of how metamorphic rocks are formed. They will use construction paper and other art materials to create their diagram.

Manipulative skills

 

What Are Metamorphic Rocks? Let's Rock!, Molly Aloian

Metamorphic Rock, Rebecca Faulkner

Group 3: (below/extra support)

            Students will watch the Brain Pop video (types of rocks) and use their textbook to draw a diagram of how sedimentary rocks are formed. Manipulating skills

Closure:
Altered lesson: Students will use a rock collection to classify various rocks into igneous, sedimentary, and metamorphic.

            Each group will present their presentations to the class. After completion, students will finish the L section of their KWL chart by adding at least 5 things they learned during the lesson.

Article 2

The History of Specialized STEM Schools and the Formation and Role of the NCSSSMST

Jerald Thomas and Corinne Williams

Synopsis: This article discusses why Science, Technology, Engineering, and Mathematics (STEM) schools were created and how they have helped science education. Specialized schools moved from gearing boys to specialized technical areas in the workforce to becoming a place where gifted or talented individuals could come to expand their interests in certain domains. Schools became interested in helping students with science and technology due to the launch of Sputnik in 1957 and the Space Race. Citizens were concerned about the lack of talent in these areas. Due to the high numbers of gifted students, states created statewide secondary STEM schools. Certain schools then joined together to create the National Consortium for Specialized Secondary Schools of Mathematics, Science, and Technology (NCSSSMST) to exchange ideas. The goal of the NCSSSMST was to chance education to meet the needs of the future.

Reflection: The creation of STEM schools is an improvement to certain areas of our education. Individuals who have a gift in these areas can attend these schools to further their education and hone their skills. These are people who will move us forward in the future and become our next inventors. STEM schools are expensive to start and continue due to the high price of technology needed. STEM schools work because of the high level of student interest and that the resources needed are provided to give these students opportunities for the future.

Article: http://ehis.ebscohost.com.proxy.kennesaw.edu/eds/detail?vid=5&sid=2f10c284-3258-4930-87f7-ce9586fb2c9a%40sessionmgr15&hid=102&bdata=JnNpdGU9ZWRzLWxpdmUmc2NvcGU9c2l0ZQ%3d%3d#db=a9h&AN=47194243

Article 1

Commodities for the Classroom: Apparatus for Science and Education in Antebellum America

Deborah Jean Warner

Synopsis: This article is about the early 19th century the beginning of using various materials in science education. At first, only the very privileged were taught science because many viewed science as something that ordinary citizens would use or understand. As science become more popular, it was added to the curriculum in colleges. Scientists were often hired as educators, even teaching subjects that they didn't know much about. As science education grew, the need arose for visual models to help students. Educational apparatus was introduced. Globes, maps, blackboards, and the like became popular in schools. Certain colleges even built whole science labs. People started to realize that professional teachers needed to use these materials and know how to use them effectively.

Reflection: After reading this article it made me realize that science education has come a long way since the 1800s. Science is all around us and in order to better understand it we need to study it. I think it's really interesting that even back then educators were thinking of ways to better help their students understand and that's how the visual aids came into play. They were using maps and globes and science materials and now we are trying to implement technology into the classroom.

Article can be found here: http://ehis.ebscohost.com.proxy.kennesaw.edu/eds/detail?vid=3&sid=2f10c284-3258-4930-87f7-ce9586fb2c9a%40sessionmgr15&hid=5&bdata=JnNpdGU9ZWRzLWxpdmUmc2NvcGU9c2l0ZQ%3d%3d#db=a9h&AN=6130752

Module 2 Blog

In response to the  President's video, I believe he has a good approach to educational reform. He knows that it's going to take the work of everyone together to make it happen. He mentioned that in the next 10 years, over 50% of jobs will require education higher than a high school degree. In order to accomplish that, our country needs to make some changes. We live in a technology age where small children know how to work an iPad and an iPhone better than most of their parents. Since this is what interests our students, we need to use it in the classroom to better teach them. Hearing Obama say that he knows technology implementation is expensive, but that it is what our schools need to succeed was heartening. Oftentimes education takes a backburner to other political needs, but I'm glad that he realizes we need a change to fix our school systems. The students I've seen loved being able to use the computers or the iPads as part of class projects and have more of these available to every student would be even better.

I really like President Obama's comparison of the government budge to that of a family spending budget. If times are hard and money is tight, you cut out the vacations and the dining out, not anything having to do with the children's education. In the same way, shouldn't we be doing this with government funds? Freezing salaries and cutting out programs that aren't working is a better way to save money than to cut out what will eventually run our country, that of the education of our children.

Concept Map

text2mindmap.com/vYnF8G

Science Lesson

It's been a while since I taught science (I taught 5th grade LA last year and was a substitute this year), but I have done this lesson multiple times.

The lesson is for a 3rd grade class and is about the three types of rocks: igneous, metamorphic, and sedimentary.

Hook: Show the types of rocks mini video

Lesson:

Igneous rock forms when melted rock from deep below Earth’s surface cools and hardens. As the rock cools, minerals form crystals. These crystals produce the grains in the rock. Some igneous rocks form when volcanoes erupt. The rock cools very quickly causing very small crystals or none at all.

            Melt chocolate and pour onto wax paper. This is how igneous rocks form, the rock is the chocolate that is hot, as it cools, it becomes a rock.

            Sedimentary rock forms when sand, particles of rock, bits of soil, and remains of once-living things are pressed together and harden. The materials are called sediment. Layers of sediment are deposited on top of one another. Over time, these layers harden and become rock.

            Put icing between two graham crackers. Push together. This is an example of a sedimentary rock.

 

            Metamorphic rock forms when existing rocks are changed by extreme heat and pressure. Crystals and minerals in existing rocks change and grains flatten forming new rocks.

            Unwrap 3 Starburst. Stack candy together and apply heat and pressure with hands to allow flavors to mold together.

            All of these rocks forming are part of the rock cycle-a continuous series of changes that rocks undergo.

Check for understanding before going on.  

            How do sedimentary rocks form?

            How do igneous rocks form?

            How do metamorphic rocks form?

            Compare the ways in which sedimentary rock and metamorphic rock form.

Break students into groups

Group 1: Brain Pop video: Types of Rocks. Watch the video and take the quiz

Group 2: Draw diagrams to show how each rock is formed

Group 3: Students will create a 3 column chart with the headings: Igneous, Sedimentary, and Metamorphic. They will use their science book or other books to place words and phrases under each heading.

Bring whole group together to take post-assessment.

I chose to use food in my lesson because I would be able to visually show the students how each rock forms, and it also keeps the interested because it's a fun addition! This lesson goes along with the standards in a unit about rocks and fossils. I assess my students by looking over their products from each of the group activities and also from the post-assessment, which includes various questions about the types of rocks and how they are formed. It gives me an idea to see where they are and if I need to review anything in the future.


Technology in the classroom:
Technology is a great addition to the classroom because it adds an element that will keep students engaged and focused and allows them to create and design things that aren't possible just on paper. I'm not sure that I am completely comfortable with using technology in the classroom as it wasn't available during my teaching, but I think once I integrated a little bit at a time I would become more comfortable.

When I taught this lesson, I only used BrainPop, but after learning about all the new resources available and what I could have students create themselves, I would love to enhance this lesson using more technology.