What is the smallest number of wire strips that is needed to make the bulb light up?
A. One strip of wire
Explain thinking about how to light the bulb:
If you have one wire that has its ends exposed (no in the protective coating), you just need to have a metal connector (i.e. paper clip) that conducts electricity attached to one side and the battery, and one end that touches the other end of the battery which the lightbulb is attached to as well.
Pink Sheet:
Electricity must have a complete circuit to work.
Creating electricity with wire, battery and lightbulb= put lightbulb on one end of the battery where a wire is and have the wire loop around to the other end of the battery; creating a full circuit and causing the lightbulb to light from electricity.
Circuits Labs
Pink Lab strengths=
*student-centered
*inquiry based
*More challenging/thought provoking
*engaging questions
Weaknesses=
*time consuming
*doesn't provide additional help
*doesn't provide background knowledge of concept(s) EX: vocabulary
Yellow Lab strengths=
*students understand learning goal
*can be completed more quickly
*gives alternate routes to solving the question
*shows diagrams/pictures of examples
weaknesses=
*not as engaging
*doesn't require students to create own questions
*doesn't allow students to dictate the process to the "solution"
NSES Standard:
Physical Science Content Standard B
-As a result of the activities in grades k-4, all students should develop an understanding of light, heat, electricity, and magnetism.
Benchmark:
- Electrical circuits require a complete loop through which an electrical current can pass.
Learning Goals (what students should know):
-TLW understand and be able to construct a closed circuit that produces electricity
Learning Performances (what do you want students to do to show they know):
-The students will perform the first step in creating a circuit with an energy source (D-cell battery), small 1.5V bulbs and a thin wire. From here, they will utilize a variety of materials to alter the intensity of the circuit, such as different sizes of batteries, different wires (coil vs. straight) and differnt volt lightbulbs. They will also need to show the maintaince of a circuit by putting different objects in between what they have found to be the connector (wire to battery) to see if the circuit remains closed. (EX: paperclip, paper sheet, etc.)
-Here the students are able to show their understanding in a variety of ways what a circuit is, that it produces electricity (shown through the lightbulb) and are able to construct it firsthand.
Thursday, September 29, 2011
Tuesday, September 27, 2011
Magnet Lab: Standards
1.
Standard/ Benchmark
Content Standard B:
-As a result of the activities in grades k-4, all students should develop an understanding of
-Light, heat, electricity and magnetism
Benchmark
-Magnets attract and repel each other and certain kinds of other materials.
Learning Goals: What should Students know
TLW recognize that there are forces in the world that we cannot directly see but have an affect on things we do see.
Learning Performances: What do you want students to do to show they know?
Students will perform an activity that involves two previously magnetized needles. First they will place one needle point and one needle eye side by side on a piece of paper. (the point is magnetized, not the eye) Next they will place both eyes side by side.
2. The students will be able to show and understand that when two sides of the same charge are together, they repel and when opposites are together, they attract. They will be able to understand that magnets have a force that cannot be seen by the naked eye but they can see the needles move as a result of the force.
Standard/ Benchmark
Content Standard B:
-As a result of the activities in grades k-4, all students should develop an understanding of
-Light, heat, electricity and magnetism
Benchmark
-Magnets attract and repel each other and certain kinds of other materials.
Learning Goals: What should Students know
TLW recognize that there are forces in the world that we cannot directly see but have an affect on things we do see.
Learning Performances: What do you want students to do to show they know?
Students will perform an activity that involves two previously magnetized needles. First they will place one needle point and one needle eye side by side on a piece of paper. (the point is magnetized, not the eye) Next they will place both eyes side by side.
2. The students will be able to show and understand that when two sides of the same charge are together, they repel and when opposites are together, they attract. They will be able to understand that magnets have a force that cannot be seen by the naked eye but they can see the needles move as a result of the force.
Thursday, September 22, 2011
magnets
1. Real life applications to magnets:
-collecting nails in workshop
-screwdrivers have magnetic tips to hold nails
-magnetic poles; compasses align with polarity of earth
-MRIs
-clothing sensors
-looking for coins/metal in trash, sand, etc
-credit card has magnetic strip
-MAGLEV trains; track
-rollercoasters
2.Experiences have had with magnets:
-using them to hold things on refrigerator/blackboard
-picking up nails with magnet pole in dad's workshop
-binding
**Experiment shows iron/steel is the only thing that breaks the magnetic field
Once magnets are attracted to magnet, then moved away, remain "magnetize" because the electrons are aligned. Therefore, this paperclip becomes a magnet, having poles which repel the opposite side of the magnet that originally was attached.
3. Ideas have about science of magnets:
-opposites attract
-same repell
-Metal is NOT the only thing to sticks to magnets
-Today's nickel ($ coin) does not actually have the element of nickel in it, therefore does not attach to magnets
Exploring Magnets (on own):
Magnetism is a force created by electricity, known as electrons. These electrons have a negative charge.
-Superconductors for creating electricity are strongest magnets made from coils of wire.
Aluminum, steel-iron, nickel and cobalt can be powerful magnets too.
Questions
How can one small magnet pick up hundreds of things such as nails?
Is there anything in a living organism that can be magnetized?
If a bar magnet is cut in half, how do the poles transfer to the new pieces and create new magnets? How do they maintain their magnetism?
What are the specific elements required for a material to be categorized as magnetic?
Results to Investigation:
I assumed ALL metals would NOT break the magnetic field. I found this assumption to be false because only iron/steel maintain a constant magnetic field. It was hard to figure this out on my own, because during the experiment we got results that concluded otherwise, saying that other elements passed the magnetism through. From my prior knowledge, I thought about things in my life that I have been able to attach to magnets and assumed that they wouldn't break the magnetic field. I find this interesting because I hope that this is a precursor to how I address misconceptions with my future students while having them focus on relating previous experiences to new.
-collecting nails in workshop
-screwdrivers have magnetic tips to hold nails
-magnetic poles; compasses align with polarity of earth
-MRIs
-clothing sensors
-looking for coins/metal in trash, sand, etc
-credit card has magnetic strip
-MAGLEV trains; track
-rollercoasters
2.Experiences have had with magnets:
-using them to hold things on refrigerator/blackboard
-picking up nails with magnet pole in dad's workshop
-binding
**Experiment shows iron/steel is the only thing that breaks the magnetic field
Once magnets are attracted to magnet, then moved away, remain "magnetize" because the electrons are aligned. Therefore, this paperclip becomes a magnet, having poles which repel the opposite side of the magnet that originally was attached.
3. Ideas have about science of magnets:
-opposites attract
-same repell
-Metal is NOT the only thing to sticks to magnets
-Today's nickel ($ coin) does not actually have the element of nickel in it, therefore does not attach to magnets
Exploring Magnets (on own):
Magnetism is a force created by electricity, known as electrons. These electrons have a negative charge.
-Superconductors for creating electricity are strongest magnets made from coils of wire.
Aluminum, steel-iron, nickel and cobalt can be powerful magnets too.
Questions
How can one small magnet pick up hundreds of things such as nails?
Is there anything in a living organism that can be magnetized?
If a bar magnet is cut in half, how do the poles transfer to the new pieces and create new magnets? How do they maintain their magnetism?
What are the specific elements required for a material to be categorized as magnetic?
Results to Investigation:
I assumed ALL metals would NOT break the magnetic field. I found this assumption to be false because only iron/steel maintain a constant magnetic field. It was hard to figure this out on my own, because during the experiment we got results that concluded otherwise, saying that other elements passed the magnetism through. From my prior knowledge, I thought about things in my life that I have been able to attach to magnets and assumed that they wouldn't break the magnetic field. I find this interesting because I hope that this is a precursor to how I address misconceptions with my future students while having them focus on relating previous experiences to new.
Wednesday, September 14, 2011
"Challenge Me"
One of my strongest beliefs that I have acquired through learning about the constructivist learning theory as well as through various education classes, is that learning is done on the deepest level when done first hand by the learner and expressed through communication. With that said, through the activities in class including dissecting the NSES standards and the Bread Mold Growth experiment, I have gained new knowledge in some areas. Since I had to study a specific standard of NSES with a group, I worked practiced comprehension, discovery and social communication skills that I plan to teach my students. This also goes along with the Bread Mold Growth experiment I mentioned above because we had to work together and wrestle with our ideas about predictions and results. I plan to store those activities in my "teaching science" brain folder and refer back to them when creating futher lesson plans.
However, not everything is perfect about such strategies and the NSES. I feel as if I have been taking in these activities and being able to store them in my mental log, however they have yet to really brighten a new light to me. I admit I am yet to be a science teaching wizard, but since it is more my "jam," these things come naturally and clear to me. Some thing that I found new or interesting were the strict guidelines placed by NSES and Iowa Core. I am nervous to put my passionate ideas about exploring and discovering science into play and then realizing that I have to alter them so much to fit a standard that an over arching power thinks is most important. I just feel as if there are so many standards for just the science portion and as much as I would LOVE to only teach science, that is not reality and I will have to incorporate the standards in my lessons for reading, language arts, math AND social studies. Now that sounds like headache to me. I just hope to gain more strategies and skills through the semester that will make creating lessons and activities that fit standards a thing of ease rather than a tedious chore. Not to glorify it too much, but isn't teaching and learning supposed to be about exploring and putting meaning into the wonders of the world? I guess we shall see..
However, not everything is perfect about such strategies and the NSES. I feel as if I have been taking in these activities and being able to store them in my mental log, however they have yet to really brighten a new light to me. I admit I am yet to be a science teaching wizard, but since it is more my "jam," these things come naturally and clear to me. Some thing that I found new or interesting were the strict guidelines placed by NSES and Iowa Core. I am nervous to put my passionate ideas about exploring and discovering science into play and then realizing that I have to alter them so much to fit a standard that an over arching power thinks is most important. I just feel as if there are so many standards for just the science portion and as much as I would LOVE to only teach science, that is not reality and I will have to incorporate the standards in my lessons for reading, language arts, math AND social studies. Now that sounds like headache to me. I just hope to gain more strategies and skills through the semester that will make creating lessons and activities that fit standards a thing of ease rather than a tedious chore. Not to glorify it too much, but isn't teaching and learning supposed to be about exploring and putting meaning into the wonders of the world? I guess we shall see..
Tuesday, September 13, 2011
Iowa Core Website
This is not the first time I have visited the Iowa Core website, and definitely forsee it to not be my last. For the previous times I have, I have searched it with intent to find standards to apply in lesson plans purely for class assignments and have not taken the time to explore.
New findings:
*Webcasts- haven't used one before and am interested to see what topics they continue to add
*FAQ- always a great quick reference guide when in doubt
*Background- Until now, I wasn't sure of the motivation and purpose of why it was implemented as well as what it is trying to ultimately accomplish. I hope to see this benefitting Iowa so that it continues to excell rather than staying stagnant and actually riding on the bottom of the scale.
*Educator's Tab: There are a ton more options of links after clicking on the Educators PK-12 tab that give a variety of resources and helpful hints into bettering the curriculum and education of Iowa students.
Actually, I could go on and on about what I discovered once I actually took the time to explore the page but I won't because that would take far too long. Long story short, there is an endless amount of resources and information that aids not only educators but parents and students as well that I hope truthfully increase the level of education back up to Iowa's standards. There are always some areas of concern and questions regarding the intent, however if people utilize it correctly and wisely progress should be made.
As for Science, grades 3-5:
Earth and space, life and physical sciences all play a major role in the focus of the level of education. Each of which include 4-5 essential concepts and/or skills that students need to "Understand and apply knowledge of." I also found it interesting that there is a tab for age level as well as a tab for "By Disciple" that includes "Science as Inquiry." This page to me was somewhat confusing at first, but once I figured it out it seemed to be quite useful for my future as a science educator.
As the exploration has just begun, the journey shall continue along with fun.
New findings:
*Webcasts- haven't used one before and am interested to see what topics they continue to add
*FAQ- always a great quick reference guide when in doubt
*Background- Until now, I wasn't sure of the motivation and purpose of why it was implemented as well as what it is trying to ultimately accomplish. I hope to see this benefitting Iowa so that it continues to excell rather than staying stagnant and actually riding on the bottom of the scale.
*Educator's Tab: There are a ton more options of links after clicking on the Educators PK-12 tab that give a variety of resources and helpful hints into bettering the curriculum and education of Iowa students.
Actually, I could go on and on about what I discovered once I actually took the time to explore the page but I won't because that would take far too long. Long story short, there is an endless amount of resources and information that aids not only educators but parents and students as well that I hope truthfully increase the level of education back up to Iowa's standards. There are always some areas of concern and questions regarding the intent, however if people utilize it correctly and wisely progress should be made.
As for Science, grades 3-5:
Earth and space, life and physical sciences all play a major role in the focus of the level of education. Each of which include 4-5 essential concepts and/or skills that students need to "Understand and apply knowledge of." I also found it interesting that there is a tab for age level as well as a tab for "By Disciple" that includes "Science as Inquiry." This page to me was somewhat confusing at first, but once I figured it out it seemed to be quite useful for my future as a science educator.
As the exploration has just begun, the journey shall continue along with fun.
MOSART Tutorial
Initially, the idea of going through an hours worth of tutorials sounded super tedious to me. Honestly, the first half ended up being but I came to the realization that this was because I did not go into it with the right mindset. I actually finished it in this mindset and forgot about it. I went back to the website again and found the information was actually extremely useful and relateable! This just goes to confirm that anything is possible with a PMA! (Positive Mental Attitude, thank you YMCA Camp.)
I like that MOSART brings up the basic understanding of what a misconception is, that everyone holds some form of misconception regardless of the subject and that there ARE possible ways to addressing them and redirecting them. Something that I have been studying more intently is the learning theory of constructivism. This is so directly related because it talks about how students are not just blank slates and that the reason they create misconceptions is from their build up onto prior knowledge/own-theories. It has become fascinating to me why students (people) create and stick to certain ideas they have about phenomena and as my sister is the queen of, being able to justify why they are right.
Another aspect that I found useful is the ending part of MOSART: Assessment Resources for Teachers. I only recently have begun my dive into the world of formative assessment and for the subject of science, I believe misconception probes are essential. Therefore, the test inventory is going to be something I refer to as much as necssary and find practical for the curriculum being taught. I have some more exploration of this site to do, but as for now I am finding meaning and acceptance that I shall hold on to.
I like that MOSART brings up the basic understanding of what a misconception is, that everyone holds some form of misconception regardless of the subject and that there ARE possible ways to addressing them and redirecting them. Something that I have been studying more intently is the learning theory of constructivism. This is so directly related because it talks about how students are not just blank slates and that the reason they create misconceptions is from their build up onto prior knowledge/own-theories. It has become fascinating to me why students (people) create and stick to certain ideas they have about phenomena and as my sister is the queen of, being able to justify why they are right.
Another aspect that I found useful is the ending part of MOSART: Assessment Resources for Teachers. I only recently have begun my dive into the world of formative assessment and for the subject of science, I believe misconception probes are essential. Therefore, the test inventory is going to be something I refer to as much as necssary and find practical for the curriculum being taught. I have some more exploration of this site to do, but as for now I am finding meaning and acceptance that I shall hold on to.
Tuesday, September 6, 2011
Notes from 9/6
How many students need to know the content before we move on??
*What is the BIG idea? If truly relevant to life of child, must have 100% knowing. If 100% of students are not going to learn it, what's the point of teaching it?
EX: Bread Mold- be wise on what to buy, what molds and what doesn't, be aware of food quality, etc.
IF students are stubborn to their one notion of understanding, let them explore as long as it takes them to reach the level/area of understanding that you're requesting.
Take the time to actually teach students the information that way you're actually using time wisely vs. touching on basics year after year after year.
Powerpoint:
Slide 1- Misconceptions, Alternative Frameworks
Can happen right along with right or correct conceptions
Can simply be a mix up of two concepts or facts and only need clarification
Stick around because it is easiest to add to rather than rid of
Assessment Strategies (Keeley article)
3 Stages:
1. Pre-Formative= Diagnostic- to find out students' existing ideas-> Elicitation Stage
2. Formative= monitor student learning and/or to provide feedback to students on their learning ->Exploration and Concept Development Stage
3. Summative= to measure extent to which students have achieved learning goal-> Application stage
Keeley's book gives a few lessons with topics & probes! Differentiation too.
*What is the BIG idea? If truly relevant to life of child, must have 100% knowing. If 100% of students are not going to learn it, what's the point of teaching it?
EX: Bread Mold- be wise on what to buy, what molds and what doesn't, be aware of food quality, etc.
IF students are stubborn to their one notion of understanding, let them explore as long as it takes them to reach the level/area of understanding that you're requesting.
Take the time to actually teach students the information that way you're actually using time wisely vs. touching on basics year after year after year.
Powerpoint:
Slide 1- Misconceptions, Alternative Frameworks
Can happen right along with right or correct conceptions
Can simply be a mix up of two concepts or facts and only need clarification
Stick around because it is easiest to add to rather than rid of
Assessment Strategies (Keeley article)
3 Stages:
1. Pre-Formative= Diagnostic- to find out students' existing ideas-> Elicitation Stage
2. Formative= monitor student learning and/or to provide feedback to students on their learning ->Exploration and Concept Development Stage
3. Summative= to measure extent to which students have achieved learning goal-> Application stage
Keeley's book gives a few lessons with topics & probes! Differentiation too.
"Introduction: Assessment and Probes"
I never truly understood the importance and variety of assessment until the Methods of Mathematics course I took this summer. After learning that summative assessment was thankfully not the only way to test, I found a greater understanding of why teachers assess. This article also guided me towards common and useful tips to gauge student achievement and self-reflection.
I like that the variety of assessments can come in the form of any sized group questioning, student interviews, observations, informal conversations, journaling (*a favorite), performance tasks, and even traditional forms like quizzes and summatives tests (p.1). "...assessment practices should focus on making students' thinking visible to themselves and to others by drawing out their current understanding so that instructional strategies can be selected to support an appropriate course for future learning" (p 2) is a quote that I found most comprising from this article.
Something that became clarified to me is that assessment, aka probes, is for learning, not of learning. It is never too late to make alterations in a lesson and it is always best to make everything work in its best form in order to aid the students at full potential. I keep finding great quotes that summarize the article as well as beliefs that I have gained through all of the readings. For example, "...you must know what your students' starting points are so that you can provide experiences that support the development of correct conceptual understanding," (p. 4). I am glad to see the incorporation of the questioning strategies, whether they are straight forward or vague enough to get students truly thinking.
Whether it is assessments or probes, the student and teacher must be engaged and maintain a level of communication of understanding in order to provide further learning opportunities.
I like that the variety of assessments can come in the form of any sized group questioning, student interviews, observations, informal conversations, journaling (*a favorite), performance tasks, and even traditional forms like quizzes and summatives tests (p.1). "...assessment practices should focus on making students' thinking visible to themselves and to others by drawing out their current understanding so that instructional strategies can be selected to support an appropriate course for future learning" (p 2) is a quote that I found most comprising from this article.
Something that became clarified to me is that assessment, aka probes, is for learning, not of learning. It is never too late to make alterations in a lesson and it is always best to make everything work in its best form in order to aid the students at full potential. I keep finding great quotes that summarize the article as well as beliefs that I have gained through all of the readings. For example, "...you must know what your students' starting points are so that you can provide experiences that support the development of correct conceptual understanding," (p. 4). I am glad to see the incorporation of the questioning strategies, whether they are straight forward or vague enough to get students truly thinking.
Whether it is assessments or probes, the student and teacher must be engaged and maintain a level of communication of understanding in order to provide further learning opportunities.
"Teaching for Conceptual Change: Confronting Children's Experience"
Right off the bat, I love the first sentence, "For nine winters, experience has been the children's teacher." I believe that experience is always a person's teacher, not just for a period of time or in a specific area (like winter.) I also like the fact that Deb O'Brien allows her students to reflect on their experiences and pinpoint where their misconceptions have formed and from there, fix them. We have discussed the issue as well as importance of misconceptions being brought up in classrooms. It is important for students to see what is a correct analysis or interpretation of information rather than simply opinion. One of the great ways I am truly fond of that O'Brien addressed this was having them find out/exlpore the mysteries first hand. This draws the students to the overall theme from this reading, "conceptual change."
Another interesting point mentioned in this reading as well as in others related is the fact that children will actually begin to understand information when they begin to wrestle or test their limits of knowledge. This aids to the belief that students need to be at the center of teaching/learning of a subject, otherwise known as inquiry-oriented. However, I agree with a statement in the article that even though these are the idealistic classroom set-ups, many today still rely on the textbooks for facts that get "absorbed" by the blank slated students.
I would like to say that I am a constructivist, like the article talks about, because I explore the wonders of the world and create my own understanding through experiences whether it is by assimilating or accomodating my overall knowledge. It is not 100% mandatory for every teacher and learner to be this way, but I do believe that it is essential to have some skills in constructing personal knowledge. Finally I agree with the methods listed for teachers to actively promote students to create new thinking patterns: "stressing relevance, making predictions, and stressing consistancy." As long as students can wrestle with prior knowledge and not be stubborn on altering their preconceived notions, they will become a deeply educated student.
Another interesting point mentioned in this reading as well as in others related is the fact that children will actually begin to understand information when they begin to wrestle or test their limits of knowledge. This aids to the belief that students need to be at the center of teaching/learning of a subject, otherwise known as inquiry-oriented. However, I agree with a statement in the article that even though these are the idealistic classroom set-ups, many today still rely on the textbooks for facts that get "absorbed" by the blank slated students.
I would like to say that I am a constructivist, like the article talks about, because I explore the wonders of the world and create my own understanding through experiences whether it is by assimilating or accomodating my overall knowledge. It is not 100% mandatory for every teacher and learner to be this way, but I do believe that it is essential to have some skills in constructing personal knowledge. Finally I agree with the methods listed for teachers to actively promote students to create new thinking patterns: "stressing relevance, making predictions, and stressing consistancy." As long as students can wrestle with prior knowledge and not be stubborn on altering their preconceived notions, they will become a deeply educated student.
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