Teaching Model

The planets, moon, and other properties contained within our universe fascinate students. There inquiries have many facets as well as their attitude is a significant motivator for learning. I felt a whole language unit is a great way to study space because it provides opportunities for experiences in all areas of communication and in all areas of the curriculum (Indiana Department of Education, 2009). The model representation was an effective hands-on, kinesthetic activity, which help cumulate the concepts of the lesson. I developed the unit in such a way that helped students identify appropriate questions for scientific investigations. Inquiry activities develop the students’ tool in gathering and analyzing data (Marzano, Pickering, & Pollock, 2001). It also helped students make predictions and appropriate conclusions. For example, as we acquired knowledge a student examined with the thought that the outer planets were gaseous because the asteroid belt might block the sun’s heat. Another student contemplated with the thought that the asteroid belt was remnants of a planet. Whether or not these thoughts were untrue, I felt the students were acting as scientist in hypothesizing a theory in which I reminded them as such. Importantly, the students showed critical thinking and logical sequencing thought the unit. The human solar system gave the student an opportunity to cooperate with each other as the scientific community does. The students felt ownership for the lesson and understanding of the concepts. The engaging representation of the solar system model offered a way to explore students’ natural curiosity about our solar system based on the national and state standards.

Although it seems paradoxical, I believe that the effect of natural disasters seems to be more devastating to the modern civilizations than to the ancient ones. If a primitive civilization would be hit by an earthquake or tsunami, the short term effect would obviously be equally tragic for those nearest the phenomenon. But in our modern civilization, we have become interdependent and the population density has increased dramatically. A natural disaster often times seems to have repercussions for months after the event, as in the problems that Haiti has had following their earthquake. In order to involve our students, our school usually has fundraisers after natural disasters. After hurricane Katrina, we collected water to send down to New Orleans Red Cross. We sent to Haiti’s Relief Fund money we raised by selling popcorn. These are small contributions for the devastated population, but huge lessons to our students on caring for one another.

Ask A Scientist

What I liked about Ask A Scientist website was the amount of related topics that stemmed from the original inquest. Many times other thought are given to help stretch further the investigation, but it is up to the researcher to continue the search. The positive aspect in this website was that it provided a link to find out the answers to the additional inquiries next to the related topics. Many times students lack the knowledge on how to start a project, this website would be a good starting point. It could also be used as a resource for discussions or simply for exploration about the world. Students, as well as teachers, will find that Ask A Scientist is a valuable teaching resource.

Review

As society advances so should teachers. Teachers today compete with visual stimuli that students have access from all around them. Students need a variety of projects and learning tools to learn. I have spent some time reviewing Animoto, Vuvox, Viddix, Vcasmo, Zoho Show, Preezo, Prezi, and Slidesix. To tell the truth, some of the programs were overwhelming. I tried but some were not easy to figure out how to use. Others had fees, which I would probably not use. The program I plan to use for my project is Prezi. I believe my students would enjoy using this program as well.

Matter

When I teach the unit of matter, the students investigate the states and measurement of matter, mixtures and solutions, and how matter changes (Indiana Department of Education, 2009). The students compare mass by using a balance to compare the mass of different classroom objects. They drop objects into a cylinder and measure the height of the displaced water to calculate volume. The students then select different liquids and compare their densities by using a glass container to pour different combinations of liquids on one another to observe density. As part of the mixtures and solutions lesson, the class takes a fieldtrip to the local grocery store and records mixtures and solutions from each aisle of the store. Within the lesson of how matter changes, the students first observe ice cubes in a pan over heat of the stove. The second experiment is putting unwrapped crayons in one cup and chocolate squares in another. Then, the cups are left on a sunny windowsill to observe how long it took to change into a liquid. Next, the cups are put back into a freezer to record how long it takes for the crayons and chocolate to become a solid. During the investigations, the students write their observations, record their data, and later write their conclusions on a word processing program. I introduce the Internet resources after the students acquire the requisite background knowledge.

I have found two websites that add growth to their understanding and can add a differentiated component to the lesson. The first website is the American Chemical Society which include articles, activities, puzzles, and games. The site is http://portal.acs.org/portal/acs/corg/content. The second is http://www.chem4kids.com/ containing student interaction information.

Heat, Temperature, and Heat Transfer

When teaching the movement of heat, conduction, convention, and radiation should be addressed. Conduction is one way in which heat is transferred from place to place. Conduction means the transfer of heat by one thing touching another (Tillery, Enger, & Ross, 2008). Heat energy flows more easily through certain types of materials. For instance, heat energy flows better through a metal spoon than through a wooden spoon. Convention is the movement of liquids or gases from a warmer spot to a cooler spot (Tillery, Enger, & Ross, 2008). A convection current is a pattern of flowing heat energy. A radiator is a good example, which transfers the heat to the air by pushing boiling water that through a system of pipes. Lastly, another way heat energy is transferred from one place to another is through radiation. Radiation is the emission of heat energy in straight lines from a heat source to the surrounding areas (Tillery, Enger, & Ross, 2008). When sitting in front of the fireplace or bonfire, radiation is felt.

The guided inquiry lesson experiment is to teach about heat, temperature, and heat transfer. I put one cup of 120°F water in three identical ceramic mugs. The surface area of the open part of the mugs was 19.26 square inches. I covered the mugs with three different materials: clear plastic wrap, aluminum foil, and foam rubber. I sealed each of the mugs with a rubber band for 30 minutes. My hypothesis was that the foam rubber would be the best insulator, followed by the foil. I used a thermometer and measured the temperature of the water. I was surprised with the results. The best insulator was the foam rubber, but I would have thought it would have been hotter. It was 108°F. The other two had the same temperature, which was 106°F. It would appear that the loss of heat through the outer surface of the mug is a greater contributor to heat loss than the surface area of the top of the mug. I guess that’s why we use a handle to hold our mugs of coffee.

I would challenge my students by changing the variable being testing. For example, by using three different size mugs, with the same insulator, the students could investigate the loss of heat as a function of surface area of the mug. They would test if the area of the opening makes a difference with the amount of heat loss. Then, the students would create a bar graph to compare their results.

References

Banchi, H., & Bell, R. (2008). The many levels of inquiry. Science and Children, 46(2),

26–29. Use the Education Research Complete database and search using the article’s Accession Number: 34697743.

Tillery, B. W. (2007). Physical Science. (8 th ed.). New York: McGraw-Hill.

Tillery, B.W., Enger, E.D., & Ross, F.C. (2008). Integrated Science. (4th ed.). New York:

McGraw-Hill.

How does a pendulum work?

I started the guided inquiry lesson on pendulums by examining many materials. Inquiry-based approaches focus on students developing their own experiments as opposed to teacher-transmitted information (Banchi & Bell, 2008). I drew on my prior knowledge of how pendulums work and decided on using a fishing line, large paper clips, tape, wood doweling, ruler, and scissors. The Engage stage in the 5E model has students connect with past learning experiences and relate them to the present situation (Hammerman, 2006). I felt there was a missing component, which was the discussion stage. I did not have anyone to suggest different scenarios for testing by using the materials I had laid out. Students build on each other’s suggestions and perspectives, which is why I like to group or partner my students.

The next step was to create my experiment. This again is the next step in the 5E model called the Explore stage. During the reflective process, I actively constructed how I would investigate my inquiry by trial and error. I decided to tape my dowel between two desks. Since this kind of inquiry involves more student input than confirmation or structured methodologies, I had to choose the size of the weight, the length of the line, the height at which the bob would be released, and how far apart the desks would be. I had to make hypotheses and test my predictions. Even though in an inquiry-based lesson the teacher only provides students with the research question and takes a passive role, it would be an opportune time to inform the students how scientists could still learn from what happens in every investigation (Lantz, 2009). The students suggest many wonderful ideas to investigate. Some would work and some would not, but the teacher’s role would help teach students that scientists sometimes start over or design a new experiment when the data does not support the hypothesis. This process sparks additional inquiry. By acknowledging the similarity between what scientists do and what students do, I hope to promote an interest in STEM professions among my students (Lantz, 2009). As for my inquiry, I changed different angle positions. I investigated whether I could hold the bob directly above the hanger and get a smooth swing. I questioned if the pendulum would swing longer if it is released from a higher angle and at what angle would I get the longest period of swinging.

This led me to draw my conclusions. In a classroom, students would generate an explanation supported by the evidence they had collected (Banchi & Bell, 2008). In the Explain stage of the 5E model as well as in an inquiry-based lesson, students communicate and make sense of what they learned. The collaboration between peers and the teacher will further the understanding of the subject. Since I teach 3^rd grade, I need to address misconception as we summarize what is learned.

The Extend stage is for further inquiry to expand my knowledge. I decided to test two bobs at the same time by making one twice as heavy. I was interested in knowing whether they swung at the same rhythm or if the weight of the bob affects its swing. Then, I tested two of the same weight but shortened one of the lines. I found that one swing always moved more slowly. I also counted the number of swings each bob took with the help of a partner and observed which pendulum kept swinging longer. In addition, I made a connection to other related concepts. The wrecking ball is an example of the pendulum power. I even thought of Tarzan swinging from tree to tree. This would help the students understand the world around them in connection with the investigation.

The final stage is the Evaluation. I recommend using diverse assessments. I used a journal to write my questions as well as my observations. I even drew diagrams of how I would construct the different scenarios. Another type of assessment I would use to supplement or replace traditional formats is for the students to present their design and their findings to the class.

References

Banchi, H., & Bell, R. (2008). The many levels of inquiry. Science and Children, 46(2),

26–29. Use the Education Research Complete database and search using the article’s Accession Number:34697743.

Hammerman, E.L. (2006). Becoming a better science teacher: 8 steps to high quality

instruction and student achievement. Thousand Oaks, CA: Sage Publications.

Lantz, H.B. (2009). What should be the function of a k-12 STEM educator? SEEN

Magazine, 11(3).

Laureate Education, Inc. (Executive Producer). (2010c). Virtual Field Experience:

Science Lesson. The nature of science. Baltimore, MD: Author

Student Activity Sheet

Lesson Reflection

I started the structured inquiry lesson on how raindrops form on a rainy day. I had the class sit in front of open, double glass doors. I asked them to write down everything they observed or any questions they had in their science journals. I felt this would help build on their prior knowledge. We went back several times to observe and record. When it stopped raining, we went for the last time. We then shared our observations with a question and answer section. Most of the students used their sight, but some of the students included other senses: hearing and smelling (Laureate Education, 2007b). I took this opportunity to review the water cycle.

This process encouraged further inquiry as to how we could model the Earth to show the steps of the water cycle. Almost everyone had an opinion or suggestion. Their lists helped motivate them, and they could not wait to explore and engage in the inquiry. I took out my set of materials and laid them out for everyone to see. I then asked, “How do raindrops form?” The students started suggesting different scenarios for testing by using the materials I had laid out. They built on each other’s suggestions. I had them formulate and write their hypothesis in their science journals.

I explained to the students how we were going to do our experiment. In a structured inquiry lesson, the question and procedure are still provided by the teacher so I paired the students and passed out sets of materials with only a copy of the procedures (Banchi & Bell, 2008). We talked about important safety rules before we began testing our hypothesis. The main inquiry skill in the experiment is to make a model to represent an object, Earth. Students generated an explanation supported by the evidence they had collected (Banchi & Bell, 2008). I did not tell the students the relationship they were investigating ahead of time. They would need to use the data collected to answer questions and name the variable they were testing.

While students waited for the drops to form, I passed out the activity sheets. I reminded the students that when collecting data scientists often use math skills and had them explain what math skills we used. Even the students that predicted what would happen were excited with the development of the raindrops. Many of the students verbalized real life scenarios and questioned how they could experiment to show extreme types of weather. Since the students were partnered, they discussed openly in a collective manner.

Then, we drew conclusions by writing and communicating the results. After I felt a consensus had been reached, the students were presented with a change in the variable for further inquiry. They were given a diagram of the water cycle to compare to the different components of the experiment. They added drawings as a way to visually reinforce their learning. This confirmed that the students were able to interpret their findings to develop the main idea and a connection to the real world. The last section is the “Home Connection: Inquiry”. The students are assigned this part for homework to be done with their caretaker (Buxton & Provenzo, 2007). The students take their science journals and activity sheets home for references. They are encouraged to share what they have learned and come up with a collaborative question and to test it. This involves the caretakers on many levels and the skills taught to the students are reinforced. I have attached several student samples for review. I only chose one student’s activity sheet even though they were paired.

There are two ideas I have in mind to add to this lesson. One is to build a terrarium and use it for further observation. I feel some students would be able to visualize it better to the real world. Secondly, the students suggested many wonderful ideas to investigate. Some would work and some would not, but I would try a few in class. This would help teach students that scientists sometimes start over, or design a new experiment when the data does not support the hypothesis. It would inform the students how scientists could still learn from what happens in every investigation and might spark additional inquiry.

Structured inquiry allows students to have numerous opportunities to learn and practice different ways to plan experiments and record data. With ample experience at the first three levels of inquiry, students of the fourth level can be successful which requires the most scientific reasoning and greatest cognitive demand from students (Banchi & Bell, 2008). This kind of inquiry is important because it enables students to gradually develop their abilities to conduct more open-ended, higher level inquiry and would encourage students to investigate this for themselves and to ask questions. This is a very important life skill whether they become a scientist or not.

References

Banchi, H., & Bell, R. (2008). The many levels of inquiry. Science and Children, 46(2),

26-29.

Buxton, C. A., & Provenzo, E. F., Jr. (2007). Teaching science in elementary & middle

school: A cognitive and cultural approach. Thousand Oaks, CA: Sage Publications.

Indiana Department of Education, (2009). Indiana’s Academic Standards & Resources.

Indianapolis, Indiana. Retrieved March 29, 2010 from http://www.indianastandarsresources.org

Laureate Education, Inc. (Executive Producer). (2010b). Video Two. Interview with an

Expert: Dr. Steve Canipe. The nature of science. Baltimore, MD: Author.

Melting Icebergs Experiment - The Nature of Science

1. Exhibit curiosity

a. In what ways do humans contribute to global warming?

Human activities, pollution and cutting down rainforests, contribute to global warming by enhancing Earth’s natural greenhouse effect.

b. How long do we have until the polar ice caps melt completely?

NASA reported 1,250 square miles of the Larsen ice shelf broke up in 2002. No one knows when, but I feel there is enough photographic evidence that proves the ice caps are presently going through a dynamic changes.

c. Write two other questions about global warming.

Should we be exploring the possibilities of having costal communities living in the ocean? Should we be investigating how to transform the ocean water into drinkable water that can also be used for vegetation?

2. Define questions, from current or background knowledge

a. What will happen when the ice melts? Write your prediction in your Science

Journal.

I predict the increase of carbon dioxide could cause temperatures to continue to rise all over the world. Diseases, such as malaria, may become a threat. All ice caps would melt, raising the ocean levels and flooding coastal areas. Millions of people would have to relocate. It would affect ecosystems, which could eliminate certain species and plants forever.

3. Propose a possible explanation

a. As the ice melts, does the water overflow? Explain.

My hypothesis is that the water will slowly overflow the container’s edge because ice is less dense than water. Only the ice above the water will spill over. If I had filled the water first, before adding the ice, the water would quickly spill over the sides and create waves within the container.

4. Plan and conduct a simple investigation

a. Lump ice cubes together by placing several ice cubes in a bowl and freeze

overnight.

b. Place the ice cubes into a glass or bowl.

c. Add enough water to fill the glass to the top. Add as much water as you can,

until the glass will not hold any more without overflowing.

d. Observer the glass, water and ice.

e. Notice there is ice sticking up above the glass.

f. Now that you have formed a hypothesis, watch to see what happens. Be sure

that the glass is not bumped or disturbed.

5. Gather and record evidence from observation

a. Document observations in Science Journal.

Day 1

I put 15 crescent shaped ice cubes in a cup over night in the freezer.

Day 2

7 a.m. I used tap water to fill my cup with the ice in it. The ice was all connected except for one piece. The cup can hold 5 cups of water without the ice. I tried to take a reading of the water temperature, but was unsuccessful. The water felt cool to the touch.

7:09a.m. The ice shifted. The ice started to float to the top with a small portion above the water. Two pieces broke off from the main cluster and was floating in sporadic directions. The water level dropped about an eighth of an inch.

7:15a.m. The ice shifted and showed signs of getting smaller in shape.

7:30a.m. The ice shifted again and another piece came off and floated on its own.

7:32a.m. Two more pieces came apart. The water level rose slightly.

7:40a.m. All ice clusters are different shapes. The surface of the ice was different looking: tiny holes, smooth, clear, whitish, rough areas. The 9 piece cluster was smaller, but still held together and looking solid.

7:55a.m. One of the loose piece became a sliver.

8:16a.m. The large cluster is showing evidence of it melting from the bottom. Two of the loose pieces are completely melted. The others are slivers.

8:35a.m. All pieces are still floating together in the middle of the container. The loose pieces are touching the larger piece, but not connected.

8:50a.m. The ice shifted and separated. Another loose piece melted.

9:12a.m. The last of the loose pieces melted. The main cluster of ice is showing getting smaller, but still seems to stay in the middle of the container. No significant water level change.

9:37a.m. A spit in the cluster to make a larger and smaller piece. My guess is about two-thirds to one-third ratio.

10:05a.m. The smaller piece is showing a more rapid pace of melting.

10:16a.m. I did not want to move the container and the sun is shining through the window. The rays are shining on the container. I do not feel any air difference above the container, but I feel it will alter the results.

10:37a.m. The smaller piece is floating on its own in the middle with the larger piece. They are not touch, and the smaller piece is almost gone.

10:54a.m The smaller piece has melted. No significant change in the water level of the container.

11:27a.m The rays are still on the container. The last of the cluster is much smaller.

11:42a.m The ice is in the middle and is very small. The rays are now only on half of the cup. It is not touching the ice, but next to the perimeter of one side of the ice.

12:16a.m. The ice has melted. The level did not change, but a sliver from the beginning of the experiment.

6. Respond to question based on evidence

a. What happens when the ice melts?

The ice is less dense than I thought. It did not overflow over the container, which was part of my prediction. I believe the experiment needed to have more details on the procedure with measurements and temperatures being applied. I felt the location of my cup alter the results because of the rays of the sun on the cup during the experiment. It did make me think that by doing the experiment with the sun’s rays shining on it part of the time could simulate reality better in relationship to the sun shining on the ice burgs.

7. Consider other explanations

a. Conduct research and complete a Venn diagram that compares various points of

view on global warming issues.

Caused by Humans:

• greenhouse effect of cutting trees (Bates, et.,2008)
• burning of fossil fuels (West, 2007)

Both:

· agree there are evidence of ice masses melting all over the world (images of areas by NASA)

· agree there has been changes in weather patterns: floodings, hurricanes, droughts (EPA, 2007)

· disagreement on the cause

· reliability of predicts, computer models, tests, and research projects (Gardner, 2007)

Caused by Earth’s Natural Pattern:

· Earth’s cycle (OSU, 2001)

· Tilting of the earth (McGilvray, 2009)

8. Communicate explanation

a. Describe the impact of global warming. Take a position on global warming and

support this viewpoint with reasons, facts, and examples gathered during lesson

activities.

No one knows what is causing global warming. Theories are in abundance. One theory is carbon dioxide in our atmosphere acts like the plastic covering on our world. It allows sunlight in, but it blocks heat from escaping. Over millions of years the level of carbon dioxide in our atmosphere has reached a balance, letting in just enough sunlight and letting out just the right amount of heat. The destruction of the rain forests could upset that balance. One of the most important functions of the rain forests in our environment is to change carbon dioxide and water into oxygen and sugar through photosynthesis. When rain forests are burned, carbon dioxide is released into the atmosphere (West, 2007). We have fewer trees to change it back into oxygen. An increase in carbon dioxide could cause temperatures to increase worldwide. Another theory is the increases of air pollution (Merriam-Webster, 2009) or even the tilting of the earth.

Whatever it is, it is happening. I believe the impact will be disastrous for all living organisms living in many ecosystems (EPA, 2007) as well as physical environmental effects. Weather will be affected worldwide. Flooding or droughts will occur. The lack of fresh water will be a major problem (PBS, 2009). Whether this is human-made or the natural course of the Earth should not be the issue, but how we prepare in order to survive.

9. Answered on Week 3

References:

Banchi, H. & Bell, R. (2008). The many levels of inquiry. Science and Children, 46(2), 26-29. Use the Education Research Complete database and search using the article’s Accession Number:34697743.

Bates, B.C., Z.W. Kundzewicz, S. Wu and J. P. Palutikof, Eds. (2008). Climate Change and Water. Merriam-Webster (2009). Retrieved March 22, 2010, from http://www.merriam-webster.com

Environmental Protection Agency. (2007). Climate Change. Washington, DC: Author. Retrieved March 21, 2010, from http://www.epa.gov/climatechange/effects/index.html.

Gardner, T. (2007) Scientist: Global warming could melt ice caps, eliminate half of Earth's species. USA Today.com. Retrieved March 22, 2010, from http://www.usatoday.com/weather/climate/2007-01-11-hansen-warming_x.htm

Hoffman, D. (2009). Judging Global Warming As A Scientific Theory. The Resilient

Earth. Retrieved March 22, 2010, from http://www.theresilientearth.com/?q=content/judging-global-warming-scientific-theory

Krampf, R. (2010). Melting Icebergs. Retrieved from http://nichoasacademy.com/scienceexperiment215meltingicebergs.html

McGilvray, A. (2009). Wobbling earth triggers climate change. ABC Science. Retrieved March 27, 2010, from http://abc.net.au/science/articles/2009/08/14/2655852.htm

Ohio State University (2001, June 15). Global Warming Natural, May End Within 20 Years, Says Ohio State University Researcher. ScienceDaily. Retrieved March 21, 2010, from http://www.sciencedaily.com/releases/2001/06/010615071248.htm

PBS (2009). On thin ice. Retrieved March 21, 2010, from

http://www.pbs.org/now/shows/516/index.html

West, L. (2007). Global Warming is Unstoppable and Humans are to Blame, Says UN Report. Retrieved March 21, 2010, from http://environmemt.about.com/od/globalwarming/a/ipcc_report.htm

Melting Icebergs Experiment

Extended Questions

a. What happens if the polar ice caps melt?

b. What other questions do you have about this Science Inquiry Experience?

I have no scientific evidence behind my opinion, so please take it for what it is worth. In my opinion there are two reasons for the earth’s imbalance. Scientists are calling this imbalance Global Warming. In my theory, the first impacts the other. NASA has reported that the earth has tilted more than it has ever been reported. But we must remember that it has not been very long since mankind has had the capacity to measure such a tilt. Having a space station will provide the ongoing collection of data, which will prove or not whether the earth is just going through its normal tilting cycle. One theory that I believe and hope is that the earth’s tilt is like a pendulum. Unfortunately, during this cycle, the world’s weather patterns are changing as we have seen already. Like many of you, I have seen before and after pictures of glacial regions. A once white, snowy icy covering is now a dirt, rocky landscape. Secondly, the fact that all people create more pollution as well as having fewer trees than ever in our world’s history may hamper our atmosphere to combat the effect of the tilt. One of the most pertinent functions of trees is to change carbon dioxide and water into oxygen and sugar through photosynthesis. The earth may need the abundance of trees to purify our atmosphere. If the ice caps around the world continue to melt, it will cause our coastal regions to be remapped. Millions of people will need to relocate. And if the ice caps were a source of fresh water, in the years to come it will have a disastrous effect on all the living organisms dependent on that fresh water. I do not have the solutions, but becoming inquisitive is the first step in making an impact.

Thoughts

This lesson plan for my class was a little frustrating because I could not decide which lesson to do. When I did decide, I did not anticipate the amount of documentation that was needed. I believe the 5 E’s Strategy is helpful when planning a lesson. It focuses on educators taking a look at all methods and strategies of teaching in order to meet the students’ individualism. It helped me to plan ahead so I could provide resources to go along with my lesson. I think we need to emphasize on career awareness, even in elementary school, which it had me do. And, it affirmed that I was teaching the national and state standards by documenting which standards are meet. After I got started, as I was looking through my file on the lesson, I realize it was an excellent way to get organized. I always plan ahead before I teach a lesson and I am always flexible because I work with 3^rd graders. Sometimes, honestly, they ask or do the unpredictable. But, using the 5 E’s Strategy template helped me have a solid plan of action. I am not an advocate on a massive make over of your lesson plans, but revising is part of the teaching process anyway. I would advise you to take it one lesson at a time.