Exploring the Elaborate

Today in class we looked at the Elaborate Phase of the 5E Learning Cycle. We looked at examples of lessons, sorted them out into the 5Es and saw different strategies that can be used in the Elaborate Phase to extend student learning.

The Future of Science Ed. Right Here...

To see the photos, click on the post below and on the photos, or follow this link for the slideshow.

Labs: The Good, The Bad and the Ugly

In class we have been exploring the EXPLORE phase of the 5E learning cycle. After reading the article "Modifying Cookbook Labs" by Clark, Clough and Berg, answer the following prompts as a reply below.

• What has been your personal experience with science lab activities in general? 
• How are lab activities in college different or similar than those in high school? 
• What do Clark, Clough and Berg identify as one key aspect of successfully modified lab activities? (try to give a different one than the person before you)
• After reading the article, what is the one muddiest point that still remains about modifying lab activities?

NB. When writing your answers to these prompts, make sure you add them as a comment (not as a reply to the person before you (unless they make a good point and you mean to do so)). Take care so we can keep a clean thread of comments in terms of differentiating between what are replies to the original post and what are replies to your classmates comments.

New blog section: "From the Field"

The "From the Field" section, which can be accessed from the tab/ Navigation menu above, will include anecdotes and words of wisdom from Middle and High School Science student teachers currently out "on the field" during their student teaching.

If you come across this page and you are a student teacher, please feel free to Comment on the Page and share your experience so far.

"Muddiest Points" About Inquiry

After reading Chapter 10 in the Chiappetta & Koballa textbook, students summarized the information following the 3-2-1 strategy. The prompts were:  

3 Key Statements made in the chapter
2 Practical Inquiry-based Strategies you can try in your classroom
1 Question you still have about the topics covered in the chapter

We discussed responses to the first two prompts in class. The "Muddiest Points" from the third prompt were shared on a jumbo pad (see photo right) so we can refer back to them and integrate them into future class discussions. Click on image to view larger.

Aligning Lessons with Standards

In class we looked at a sample lesson involving the science of "Bouncing Balls". The original lesson plan by Jeff Goodman can be found here.

Our goal as a class is to update the last page currently containing the old NC Science Standards. We have divided the different sets of standards (NCESS, NGSS, NC Tech, Common Core in Technical Subjects and p21). Please tell us in the comments what standards you reviewed and whether there was any alignment with them. If there was no alignment between your standards and the lesson, suggest how they could be incorporated.

Formative Assessment Prove Review: Habitat Change

I like the scenario and the things it was promoting for discussion but I do not like the worksheet format. I would use the scenario for a class discussion or maybe short answer on a test but I doubt I would print these off to have students fill out. I may give different groups the different scenario "options" and have them discuss them and debate with the class. As for the standards it would connect diversity of life and heredity.

Formative Assessment Probe: Where Does Oil Come From?

I like this probe because it focuses on a huge subject of human life.  It also incorporates a lot of misunderstandings about fossil fuels.  This probe allows for students to see a lot of popular ideas about the formation of oil, and working through this assignment as a class would allow for students to begin thinking about fossil resources from the beginning.  This probe addresses several NC standards especially sustainability and human interactions with the lithosphere.

Formative Assessment Probe Review: Is it Food for Plants?

I like this formative assessment because it involves a few of things I like:  plant physiology, science misconceptions, and environmental issues.  Often students do not understand the distinction between plant food and plant nutrients, and products like Miracle Grow help facilitate this misconceptions.  Also, the over-application fertilizers, with the intention of making plants grow larger, can be addressed with this activity.  This activity works toward the realization that sugar produced with the help of photosynthesis is the food for plants. 

The Explain and Elaborate Phases of the 5E's

In class we discussed the Explain and Elaborate phases of the 5E's. Each student was assigned two 5E lessons on different websites. Students then shared the results of their findings about how those lessons tackled the Explain and Elaborate phases on this collaborative Google Drive Presentation.

Goals for your students

What are some of the goals you have for your students? Provide a list of five goals below, as a reply to this post. Feel free to comment on others' goals. Here's an example:

My science students will...

• Develop an interest for exploring the world around them

• Be critical of information delivered to them

• Use an evidence and reasoning approach when arguing a claim

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Qualities of a Great Science Teacher

Help us build this Padlet wall by adding what you feel are qualities of a great science teacher... Just double click and type in, no need to register or sign up!

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Happy New Year!

New Year, new blog...As we get ready to start the Spring semester and the science methods courses, think about why you want to be a science teacher. Reflecting on your teaching practice and your own experience as a science student will be a crucial element in your teaching preparation. There will be set times when you we will be blogging as a class assignment, but you are more than welcome to blog about your experience at any point through out the semester (and beyond)!

I'll leave you with this classic Carl Sagan quote...

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