Week 4 Life Sciences

 

    1. What did you learn this week?

This week we learned about the 5E's, which are engage, explore, explain, extend, evaluate. In class we discussed the 5E's and what the students roles and what the teacher's roles are. We talked about how 5E instructional model is aligned with Next Generation Science Standards. 

   2. Are you able to relate what you learned to what you already knew?

I related this to how I was taught in my classrooms regarding science. I remember on homework the task of explaining and extending what our answers were. Extending allows for the student (or teacher) bring in cross cutting concepts as well. 

    3. Which parts did you find clear and which were confusing?

Nothing was particularly confusing, but I was interested in learning more about the caterpillars and instead we talked a lot about the 5Es. Which is helpful, but I wish we would have talked more to their connection with NGSS. It was a bummer that class was moved due to the bees, but I felt class was still productive. 
 Caterpillars and Claire!
The link to our 5E explanation presentation!

Comments

  1. Faith RinehartSeptember 26, 2024 at 3:47 PM

    Hi Isabel, I liked how you talked about wanting to connect the caterpillars with NGSS. I think it would be a very fun activity to do in our classes one day, so learning how we can connect this to NGSS now would be so helpful in the future. Thank you for sharing!

    ReplyDelete

Post a Comment

Popular posts from this blog

Week 13

Image
  Lab -  Climate vs Weather Climate is what you expect. Weather is what you get One middle school student put it Climate helps you decode what clothes to buy weather helps you decide what clothes to wear Climate is average over THIRTY year period Evidence from phenology Baby birds hatch when there is a peak in their food source With climate change the bugs come out earlier, but the birds are still hatching and they hatch when there is not as much of a food source–they may die Teachers misconceptions or preconceptions of a subject feed students misconceptions In a survey majority of teachers teach about climate change in their classrooms–but a significant percent are including incorrect ideas, such as the notion that today’s warming of the globe is a “natural” process The globes temperature is changing (we know this from the Earth history simulation) but “climate change” specifically means the human caused climate change and the unnatural warming from that Jigsaw Activity Group...
Read more

Week 11

Image
  Lab It is important to have students engage with their preconceptions because there is no learning unless there is cognitive dissonance Direct the review–Draw out how much kids are talking. Tell principal/reviewer to look at the conversations In an ideal classroom 20-30% of the “voice” should be teacher. But most times teachers are teaching with 50-60% of their voice. It is important to have students lead the conversation You don’t have to “move on” if students are excited then you can continue the learning Only got through at most 70% of his curriculum  If students are engaged then let them be engaged Law of superposition–the oldest is at the bottom of the rock. Soil lays down flat.  We talked about the Law of Superpoistion and the Law of Orginal Horizontality. There was an image that showed a fault line. The fault line is caused by the granite in the image which is the same age as the volcanic ash. Then we did the sand lab! This helped us determine what kind of sand c...
Read more

Week 10

Image
  The big question addressed in lab, and a description of what you did. In class we discussed “what an assessment” was. We revisited our reading “Activitymania”, and talked about the importance of inquiry based learning as it keeps students engaged. Ted talked about growth and the importance of that over getting top scores. If a kid starts at 96% and ends at 96% then there was no growth, but if a kid starts at 5% and ends at 45% there was growth. Which, is more important than no growth at a higher score. Then we got to make rocks out of starbursts! We smushed together a rock to be a sedimentary rock, then we used heat to mix another one which was our metamorphic rock, then we use a blow torch to fully melt and then tossed the “rock” into cold water to make an igneous rock.  A description of what you learned in Thursday's lecture. We began class talking about the fault lines, hot spots, and volcanoes in the world. We noticed that on the fault lines there are many hot spots–but ...
Read more