Our Second Lesson!

For our second lesson, I was more comfortable teaching, but still a little nervous. The group of students that we work with are so great, so I always feel like theres less pressure on us! The three criteria we focused on during Mondays lesson were frameworks, materials, and our introduction.

First, frameworks. Sarah and I chose a framework centered around life cycles and students understanding that they vary among animals. Mrs. K. suggested that we introduce the children to life cycles before we introduce the caterpillars and this turned out to be great advice. Sarah and I decided to talk about the life cycle of frogs. The students actually knew quite a bit about this topic, however, I think the clarification of this issue was beneficial to them. They were excited to share the information that they did know as well as learn information they didn't know. We compared the frog life cycle to that of humans and we discussed how they vary. For example, humans are born with 2 arms, 2 legs, 2 eyes, etc. But, frogs changed intensely as they develop.

Second, materials. Sarah and I provide our students with Science Activity Folders every week. This makes things easier for us regarding organization and this makes the distribution of materials much smoother. We fill the folders with worksheets or whatever else the students might need beforehand and we ask the students to take out whats needed as the lesson progresses. On Monday, our materials consisted of cut out frog life cycle pieces, a worksheet to glue these pieces onto, and blank paper for their journal writing. Everything worked out great material-wise on Monday!

Finally, our introduction. Sarah and I put a lot of time and thought into how to launch the students into this lesson. We threw around a few ideas and ended up having a conversation with the students to get them interested. We told the students that while walking around a lake in their town, we saw a frog. From there we invented a debate over what baby frogs look like. The students were eager to take sides and only 1 student agreed with me that baby frogs look like frogs and not fish (tadpoles). It made the lesson more personal and it created a smooth transition into the lesson itself. 

I'd say it was a pretty good lesson! Can't wait for next Monday! :-)

Our First Day

Well, I now have my first taught lesson under my belt! I was so, so nervous to teach a lesson on Monday, but it went pretty smooth and the kids loved it! With that said, I'm going to talk about the three criteria.

First, lesson planning. I can't tell you all (though you probably already know!) how much I was relying on my lesson plan Monday. It was definitely helpful to have a solid plan for how we were going to teach our lesson. It was awesome to finally put a lesson plan into practical use to see how it all works out. What ended up happening was not what I expected. The students did everything quicker than we anticipated. For example, items that we planned to take 10 minutes may have only taken about 5. While writing the lesson plan for next week, Sarah and I made sure to have extending-the-lesson activities on hand! Also, while talking to the teacher, Mrs. K., she gave us some advice that we are definitely going to incorporate into our next lesson plan as well. She suggested only focusing on one key question, we had 3! This was a good idea because it allowed the students to truly understand the topic we were going over. If we included other key questions, yeah we would have gone over them, but the children wouldn't have as deep of an understanding.

Next, safety was something that we focused on during this lesson. Part of this lesson included talking about the senses. We first asked students to list them, and then we talked about the safety involved while using them. We mentioned how students should waft when using their sense of smell. We also told them that they should never use their sense of taste in a science lesson unless their teacher says its ok. We furthered the safety talk by reminding childen about general classroom safety tips such as no running, pushing, etc. I feel as though these reminders were very useful to go over because the classroom proved to be a very controlled environment for the duration of the lesson. I think its important to give such reminders before any lesson.

Finally, teamwork was another focus of ours this week. I can't tell you how glad I was to have Sarah there with me for my first lesson! We worked back and forth in a great way that definitely made me more comfortable in this new role as a teacher. There was one specific moment during our lesson that Sarah came to my rescue, of course the kids could't tell! We had gone over who would say what and I was going to discuss the senses and then talk about safety. Well, I went over the senses and then my mind went blank! I knew I wasn't done with my schpeal so I looked at Sarah and she started talking right where I left off! Our teamwork was great on Monday and it really paid off being well prepared.

The kids reacted so positively to our lesson that I'm excited to go back next Monday. I hope they're ready to learn about Life Cycles! :-)

Butterflies Rule!

As we're about to start our unit on the butterflies, I am excited about many different things! On the flip side, I'm also scared/nervous about lots to things too. 

Let's see, what am I excited about...

Well, when we entered the class today and I felt immediately welcome. The children greeted us "Good afternoon, Miss Graham" (that will take some getting used to!) and it was exciting to be recognized as a teacher. Also, the students themselves were great! While we were observing today, the comments alone were entertaining. The children shared research articles about insects. One of the articles mentioned that crickets can eat fabrics. The students were commenting left and right, their enthusiasm is contagious! One student commented that maybe this was why there was a hole in her couch. They were so ready to participate that I am excited to do the lessons because I have a feeling they will be extremely receptive and equally as excited for the entire unit. 

I'm also excited because of the subject matter that we will be teaching. Sarah Turner and I get to teach the butterfly unit which I think these children will love. They spent their entire science lesson today just talking about different kinds of insects. I think they're going to LOVE this unit!

To keep the excitement train going, I'm also excited about the teacher we get to work with. She was extremely kind to us and to the students. She's also really helpful and seemed very willing to assist us however she could. I won't mind getting feedback from her! 

Now, what am I nervous about...

Well, I've never taught a lesson. I'm a newbie. I guess we all have to start somewhere, and I'm glad my first lesson is now, while I'm still learning. But still, there are so many what-ifs. 

What if the students misbehave? 

What if my lesson goes terribly wrong? 

What if the students are simply not interested? 

What if I am faced with a question I don't know the answer to?

The list goes on and on. I have mixed feelings about doing my first lesson. Part of me is so nervous I'm borderline dreading it. But, the other part of me is excited to finally do what I've been wanting to do. I honestly feel that I'm going to be very, very nervous the first day. But after that I'll hopefully have gotten the butterflies out of my tummy (pun intended :-] ) and I'll know what to expect next time. 

Theres a first time for everything. And who's not nervous in such a situation, am I right?

Science Lesson Planning

This week, I will go over two questions regarding the issue of lesson planning for a science lesson. 
1. Why is lesson planning in science important?
-I think that lesson planning in any subject is important, however, it can be a safety concern in the subject of science. If a teacher presents an experiment to their students without being prepared, a student could easily touch things they shouldn't, mix items that shouldn't be mixed, consume things that shouldn't be consumed or worse. When a teacher has thought out the lesson, they will be able to introduce it, including reminders of any necessary safety precautions the children should keep in mind.

Aside from the issue of safety, it is important to plan lessons in science so that the students get more out of them. When we watched Sarah's case in class the other day, it was clear that the students were rapidly losing interest in the lesson. If Sarah had been more prepared, or perhaps conducted the experiment herself firsthand, she could have addressed the issues in a more positive way. Being prepared is extremely important when carrying out an in-class experiment so as to avoid situations like those that Sarah faced. 

2. What things are important to consider in planning elementary science lessons?
-The first and foremost issue that should be considered when planning a science lesson is that of safety. For example, does the lesson contain toxins? Should the students wear goggles? Should the children have their arms covered in case of splatters? Any number of safety concerns can be faced in a classroom and therefore should be considered when a teacher is writing out a science lesson plan. 

Also, it is important to consider the children's skill or academic levels. If a teacher presents a great lesson on a topic that is too difficult for the children to successfully complete, they will become discouraged. Teachers should consult the frameworks in order to get a rough idea of what the children should be able to do at that grade/point in the school year. 
Furthermore, minor classroom issues should be considered as well. For example, if the lesson requires group work, the teacher needs to consider how they will separate the students. Will they be grouped based on skill level, on behavior, or randomly (which can have its consequences)? Another classroom issue to consider is the matter of time. How much time will be given for the brainstorming portion of the experiment? What about to conduct the actual experiment?

Lesson planning is essential in every elementary science class. Teachers should try to avoid disaster lessons as much as they can. The best way to do this is to properly plan a lesson before it is presented to a class. 

Sid The Science Kid!

Today's students are more tech-savvy than ever! At first, I shied away from the thought of incorporating too much technology in my future classrooms. However, I now realize that technology is a tool that, when used properly, can help students grasp concepts in a way that traditional teaching methods can't. 

The website I found that is a great online resource for elementary science teachers is Sid the Science Kid!

http://pbskids.org/sid/index.html

When I entered this site, I first noticed that it is extremely kid-friendly. The colors and animations are very attractive and they create a desire to explore the site. On the homepage there are many options for learners to choose from. There is a game section and a video section, as well as tabs designated for parents and teachers. When I clicked into the video section of the site, I had even more options: clips, investigations, songs, and full episodes. The songs on this website would be great for classroom use. I listened to a song called "I do what I do (with the skeleton I got)" and it kept me entertained while supplying information. Seeing as how I was entertained by this song clip, I can just imagine how students would get involved and start singing just for fun!

The educational videos are great as well. They all incorporate Sid in a situation that many young children can easily relate to (example: being in a car with Grandma). I feel as though this allows students to keep an interest. It is sometimes more fun for students to learn from peers rather than from teachers. 

Finally, this website keeps children focused. While I had the window open, but typing elsewhere, I heard a voice asking "Okey Dokey Kiddo, what do you want to do today?" This reminded me to get back to what I was originally working on, and ultimately I was more productive because of the friendly reminder!

I feel as though Sid the Science Kid's website is a great resource that teachers can use to teach elementary science. Interactive websites should be used in classrooms, and I feel that science lessons can benefit from such technology! 

My science story

Hi all! So, I've started a blog... So, I want to be a teacher... What's the big deal? What's the story here?

Well, I'm about to tell you.

I've wanted to be a teacher since I was a youngster in elementary school. I have vivid memories of science lessons that took place over ten years ago and it seems essential to me that I understand what made them so unforgettable. I truly enjoyed partaking in experiments as a kid because it was a break from the mundane. Being able to - and encouraged to - get my hands "dirty" during lessons proved to be a great way for me to learn the material.

Aside from experiments, I have one memory of my fifth grade teacher telling us that she was going to swing a bucket full of water over her head. Oh the horror that was going through my mind! I just knew that my teacher was going to end up soaking wet with water all over the floor. However, as you may know, this did not happen. What did happen was this: my teacher swung the bucket over her head completely, the water stayed put, and my classmates and I were in awe. We wanted to know how this could be. Drawing our attention like she did sparked an intense interest in my class that day. We were intent upon learning how she did it.

Viewing my fifth grade teacher's introduction to a lesson from a student-teacher's point of view, I recognize the importance in gaining student interest prior to beginning a lesson. However, part of me chooses to remember this as the fifth grader I was, and embracing the desire to know as much as I could about science.

What I didn't know, however, was that I was learning about science outside of school nearly everyday. I spent my afternoons on a neighboring street playing with other kids; our fun and games taught us about science around us. My friends and I made mud pies, we played with leaves as they fell, we learned to tell the difference between sticky snow (good snowballs) and the fluffy kind, we understood that the temperature dropped later in the day, we rode skateboards on driveways that had a decline, we sledded down hills, and so much more. Now, I recognize these playful times as informal lessons in learning about the seasons, types of precipitation, temperature, gravity, and we even touched on bits of physics. 

What I thoroughly enjoy about my childhood experiences with science is that my formal curiosity in the classroom led to my informal investigations of the real world. I hope that my future teaching methods will yield similar results and desires among my students.

And that, as they say, is my science story.

Until next time. :-)