Friday, May 1, 2009
Monday, April 20, 2009
Investigation 2 elearning
The students were placed in groups of four. Some groups of four were then working in pairs. The students moved in around the room in stations. The teacher acted as a facilitator in this lesson as well and provided help to the groups as needed. Students were on task on the video and recorded their information in their journals.
Investigation 2.2 Electronic Field Trip
Pima Point:
Why do some areas of the Grand Canyon have plants growing and other areas do not? Relevant question because it deals with the type of soil and rock formation that would allow plant growth and where the flood line of the Colorado River use to be prior to Glenn Canyon Dam.
Where is the best location to camp in the Grand Canyon? Not relevant because it does not tell us anything about the history of the Earth.
Lines in the cliff walls? Relevant because it has to do with layers of the Earth, what was in the area millions of years ago(covered by water), how the Earth formed over time, and how the river eroded through the rock layers.
Photo Exhibit:
Colors of rock and plant material. Relevant due to formation or Earth and conditions to allow plant growth.
Rock climbers. Relevant that it has to do with the type of rocks formed but not relevant if all we are interested in is the rock climbers.
Picnic. Not relevant (unless you are hungry)
Grand Canyon Rock Samples:
Pretty. Not relevant to formation of the rock
Gray and smooth. Relevant to effects of erosion and classifying rocks.
Why do some areas of the Grand Canyon have plants growing and other areas do not? Relevant question because it deals with the type of soil and rock formation that would allow plant growth and where the flood line of the Colorado River use to be prior to Glenn Canyon Dam.
Where is the best location to camp in the Grand Canyon? Not relevant because it does not tell us anything about the history of the Earth.
Lines in the cliff walls? Relevant because it has to do with layers of the Earth, what was in the area millions of years ago(covered by water), how the Earth formed over time, and how the river eroded through the rock layers.
Photo Exhibit:
Colors of rock and plant material. Relevant due to formation or Earth and conditions to allow plant growth.
Rock climbers. Relevant that it has to do with the type of rocks formed but not relevant if all we are interested in is the rock climbers.
Picnic. Not relevant (unless you are hungry)
Grand Canyon Rock Samples:
Pretty. Not relevant to formation of the rock
Gray and smooth. Relevant to effects of erosion and classifying rocks.
Investigation 2 Part 1
RIVER SONG
Powell Expedition
Realized the relationship between the Grand Canyon walls and the river: smoother walls=quieter water; rougher walls=rougher water.
Found the ruins of a house which was abandoned 700 years ago.
His expedition provided the basis for current knowledge of the canyon.
Grand Canyon
Glenn Canyon Dam created a new environment and controls the flow of the water.
There are “river waves” which look spectacular.
The walls were pushed above sea level 1 ¼ billion years ago.
EARTH HISTORY RESOURCE BOOK
Expedition Members
J.C. Sumner
William H. Dunn
W.H. Powell
G.Y. Bradley
O.G. Howland
Seneca Howland
Frank Goodman
W.R. Hawkins
Andrew Hall
John Wesley Powell
Food Taken on Trip
Flour, sugar, coffee, beans, bacon and other food. 10 months worth of rations. Hope to add fresh meat and fish along the way.
Equipment Taken on Trip
Axe, hammer, saw, auger, other tools, ammunition, traps, nails, screws, sextants, chronometers, barometers, thermometers, compasses, other instruments.
Supplies I Would Take
Soap, food, fishing gear, cell phone, compass, flashlight, mirror, tent, sleeping bag.
Type of person Powell was
John Wesley Powell was a man who had a strong and determined personality. He set his goals and would not stop without achieving them. This is shown in his determination to explore the Colorado River. He climbed rock walls that were a challenge for any man. He also had a gentle side that he did not expose to people. This is demonstrated in his writings of the Grand Canyon.
CD ROM
How did the contributions of John Wesley Powell expand the field of scientific knowledge? How did these past scientific contributions influence current scientific understanding?
I don’t believe the slide show addresses these two questions. I then read it in the Teacher’s Guide and still could not find the answer. What I interpret as the correct response is as follows. Powell’s identified rock layers that would not make normally form in that area unless it was submerged under the sea. Also, the distinct layering of rock shows the millions of years it took to form the land. The process of erosion exposed these to scientists rather than keeping it buried in the Earth.
Powell Expedition
Realized the relationship between the Grand Canyon walls and the river: smoother walls=quieter water; rougher walls=rougher water.
Found the ruins of a house which was abandoned 700 years ago.
His expedition provided the basis for current knowledge of the canyon.
Grand Canyon
Glenn Canyon Dam created a new environment and controls the flow of the water.
There are “river waves” which look spectacular.
The walls were pushed above sea level 1 ¼ billion years ago.
EARTH HISTORY RESOURCE BOOK
Expedition Members
J.C. Sumner
William H. Dunn
W.H. Powell
G.Y. Bradley
O.G. Howland
Seneca Howland
Frank Goodman
W.R. Hawkins
Andrew Hall
John Wesley Powell
Food Taken on Trip
Flour, sugar, coffee, beans, bacon and other food. 10 months worth of rations. Hope to add fresh meat and fish along the way.
Equipment Taken on Trip
Axe, hammer, saw, auger, other tools, ammunition, traps, nails, screws, sextants, chronometers, barometers, thermometers, compasses, other instruments.
Supplies I Would Take
Soap, food, fishing gear, cell phone, compass, flashlight, mirror, tent, sleeping bag.
Type of person Powell was
John Wesley Powell was a man who had a strong and determined personality. He set his goals and would not stop without achieving them. This is shown in his determination to explore the Colorado River. He climbed rock walls that were a challenge for any man. He also had a gentle side that he did not expose to people. This is demonstrated in his writings of the Grand Canyon.
CD ROM
How did the contributions of John Wesley Powell expand the field of scientific knowledge? How did these past scientific contributions influence current scientific understanding?
I don’t believe the slide show addresses these two questions. I then read it in the Teacher’s Guide and still could not find the answer. What I interpret as the correct response is as follows. Powell’s identified rock layers that would not make normally form in that area unless it was submerged under the sea. Also, the distinct layering of rock shows the millions of years it took to form the land. The process of erosion exposed these to scientists rather than keeping it buried in the Earth.
Investigation 2 Parts 3-4
I teach 6 classes so I took a general survey of my classes. The general categories were animals, plants, erosion, and rock layers.
Relevant question: Why are there layers in the walls? What kinds of rocks are there? How did the rocks get there?
Not relevant question: Do bears live in the canyon?I had to redirect their focus because some started asking questions about the animals in the canyon and became more interested in that than the rock formations and cliff wall layers. I continually asked questions similar to Why would sea fossils be found in the canyon walls were a fresh water river runs? Why are there different rock layers? Why are hard rock layers between soft rock layers? How does this affect erosion?
Relevant question: Why are there layers in the walls? What kinds of rocks are there? How did the rocks get there?
Not relevant question: Do bears live in the canyon?I had to redirect their focus because some started asking questions about the animals in the canyon and became more interested in that than the rock formations and cliff wall layers. I continually asked questions similar to Why would sea fossils be found in the canyon walls were a fresh water river runs? Why are there different rock layers? Why are hard rock layers between soft rock layers? How does this affect erosion?
Saturday, April 4, 2009
Envelope Critical Review
I reveiewed the envelope #2 that Errrin viewed. I would agree with her observations and inferences. I would add an additional inference though. Itcould be sent from someone in the military because it is sent from Michigan but has USA was included in the address. That person may be currently stationed overseas but their mail is postmarked through Michigan. I could not read the return address for other information.
Discussion Board
It was easier for many students to make observations about the envelopes rather than inferences. After discussing inferences again, and giving an example, they were able to understand the concept better. Some took it to an extreme, they were making inferences without any observation to back it up. For example, one student said the envelope fell in the mud when there were no dirt marks on it. When asked about this inference, he said it could have happened but didn't notice anything to give him that clue. Most of the students did a good job making at least 1-2 inference. Some needed more prompting. The students who seemed to have more experiences in their own lives were better able to make inferences. I really helped the students when showed them the sample list of observation/inferences on the overhead. Next year, I think I might show this first with a class and see if they give more in depth responses than the other classes.
After Mid-Summative Test
The student had a partial understanding of the lessons objectives. They were able to identify the difference between an observation and an inference; however, they had difficulty explaining why something was an inference. Specifically, only about 50% could cite the observation they used to determine if it was an inference. Excluding letter 'g' "student pleased with experiment." My students were able to identify the smile on the face as an observation for this inference. Letters 'b' and 'e' confused them. Some stated that "plants planted same day" was an inference because the observation was that they were different sizes. I had to go back and explain to the students to read the sides of the containers and use that as part of their observations. It seemed half the students overlooked this the first time.
After Mid-Summative Test
The student had a partial understanding of the lessons objectives. They were able to identify the difference between an observation and an inference; however, they had difficulty explaining why something was an inference. Specifically, only about 50% could cite the observation they used to determine if it was an inference. Excluding letter 'g' "student pleased with experiment." My students were able to identify the smile on the face as an observation for this inference. Letters 'b' and 'e' confused them. Some stated that "plants planted same day" was an inference because the observation was that they were different sizes. I had to go back and explain to the students to read the sides of the containers and use that as part of their observations. It seemed half the students overlooked this the first time.
Examining the Student Experience Observation Vs. Inference
Observation vs. Inference
1.round outside (observation)
2.rough on the outside but no jagged edges (inference because other rocks I have touched had a rough texture.)
3.inside is hollow (observation because there is definitely an empty spot inside)
4.inside has jagged, crystal appearance (inference from past crystals I have touched and seen)
5.brownish outside and purple inside (observation)
How did this rock form?
1.Extreme heat caused it to crystallized (inference because heating sugar and water creates crystals when it cools.)
What is it made from? (Neither observation nor inference)
1.It is made from the mineral quartz.
What don't you know about the rock yet? (Neither observation nor inference)
1.what areas of the world it is found in
2.can the average person find this or are there certain clues to look for
3.how large are the rocks
4.is amethyst a delicate crystal
Thursday, April 2, 2009
Examining the Teacher Experience
I have used journals with my students after my first year of teaching science. It was suggested at kit training and I loved the idea. The marble notebooks are the best because they are neater and students can’t tear out pages. My students continue in their journals for each kit. Everything is recorded in their journals except their homework. Journals a usually kept in the classroom and taken home for studying.
Journals entries should always include a date followed by the challenge question. Then the students add their notes, observations from labs, and reflections. Students who have neat handwriting usually have the neatest journals. They use every page without skipping any. The not-so-good journals are usually not dated, sloppy writing, and pages are skipped. I have noticed some have entries that are out of date sequence.
This year I made a commitment to have journals in my room with no skipped pages and organized entries: challenge question, notes, observations, and reflection. I actually started my own journal just to see how many pages would be needed, proper dates, etc. To help the students, I put a sample of each entry on the overhead so the students could see the format. It was very time consuming at first but I have noticed a great improvement in the journals.
Journals entries should always include a date followed by the challenge question. Then the students add their notes, observations from labs, and reflections. Students who have neat handwriting usually have the neatest journals. They use every page without skipping any. The not-so-good journals are usually not dated, sloppy writing, and pages are skipped. I have noticed some have entries that are out of date sequence.
This year I made a commitment to have journals in my room with no skipped pages and organized entries: challenge question, notes, observations, and reflection. I actually started my own journal just to see how many pages would be needed, proper dates, etc. To help the students, I put a sample of each entry on the overhead so the students could see the format. It was very time consuming at first but I have noticed a great improvement in the journals.
Envelope #6
Inferences
*sent from overseas (marked airmail, and addressed to USA)
*oversized envelope 4X6 (back layout is same as 4X6 envelopes I have used in past)
*medical relevance (received by Bureau of Health Planning)
*business mail (see above)
*opened with letter opener (top is smooth not jagged tears)
Observations
*8 stamps
*received by Bureau of Health Planning on 01/08/01
*sent to someone in Dover
*stamps on bottom, front of envelope
*white envelope
*blue ink
*all capital letters
Examining the Student Experience
Rock: I chose an amethyst quartz rock because purple is my favorite color.
What observations can you make about your rock?
1. round outside
2. rough on the outside but no jagged edges
3. inside is hollow
4. inside has jagged, crystal appearance
5. brownish outside and purple inside
What don't you know about the rock yet?
1. what areas of the world it is found in
2. can the average person find this or are there certain clues to look for
3. how large are the rocks
4. is amethyst a delicate crystal
What observations can you make about your rock?1. round outside
2. rough on the outside but no jagged edges
3. inside is hollow
4. inside has jagged, crystal appearance
5. brownish outside and purple inside
How did this rock form?
Coarsely crystallized in high-temperature veins, finer-grained crystals may line low-temperature veins and geodes in sedimentary rocks
Coarsely crystallized in high-temperature veins, finer-grained crystals may line low-temperature veins and geodes in sedimentary rocks
What don't you know about the rock yet?
1. what areas of the world it is found in
2. can the average person find this or are there certain clues to look for
3. how large are the rocks
4. is amethyst a delicate crystal
Video Clip
I t appears the students are placed in groups of four. There are no indications that they are group homogeneously or heterogeneously. However, the groups appear to work well together and all students are on task.
All students use a journal to record information. The journal entries that were observed were very neat and well organized.
The teacher was definitely a facilitator in the lesson. Students would make their own inferences and observations. When students described the rock, the teacher did not say it was right or wrong. The teacher supported the student’s observation as long as the student explained their reason. Once again, all students seemed engaged and used their journals to record information.
All students use a journal to record information. The journal entries that were observed were very neat and well organized.
The teacher was definitely a facilitator in the lesson. Students would make their own inferences and observations. When students described the rock, the teacher did not say it was right or wrong. The teacher supported the student’s observation as long as the student explained their reason. Once again, all students seemed engaged and used their journals to record information.
Tuesday, March 24, 2009
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