Today was mine and Laura's last rocks and minerals lesson, and honestly I'm a little sad that we aren't going to see our little friends anymore! Knowing that this was the last lesson, we brought some gifts for the kids and a nice present for our teacher for letting us work with her and the class for the past several weeks.
Lesson 9 was dealing with the luster of minerals, and to be honest this was probably one of the most confusing lesson plans to follow so Laura and I put our own ideas to the test. We started off the class by having a discussion on the rug. We reviewed the ideas of transparent, transucent, and opaque once more to refresh the little minds, and then we began learning about luster. Luster is just a fancy word for shine, and today's objective was to find the different types of luster with each mineral, whether it be metalic, dull, glassy, or waxy. We brought a few different objects that were made up of these materials so that the students had a good understanding of what each word meant. We used a spoon and a piece of aluminum foil to distinguish metallic luster, a drinking glass to show glassy, the plastic top to a tuppoware container for waxy, and the back of a clipboard to demonstrate dull. We seemed to be on the right track.
We demonstrated what the students would be doing with their minerals and penlights, and they returned to their seats to get started. As the students were working with their partners, Laura and I went around the room to make sure they were grasping the topic. I found that some of the students were a bit confused on metallic luster because they believed that if a mineral was sparkly, it was therefore metallic. We tried to distinguish clear differences between minerals that were metallic and nonmetallic. At the beginning of the lesson we figured writing a reflection would be a good iea for those students who finished early, but we ended up pairing groups that were finished early with others to compare their answers for each mineral. In this way, we could use this as a tool to see if they were grasping each luster type, and it was also a way for them to communicate with one another. Laura and I then decided to have a whole class discussion on the differences each group had, and made sure that the distinguished differences between each luster type were understood. We then ended the class with a reflection, where the students could write about what they learned in the past few weeks, along with their favorite lesson or maybe even some more information they would like to find out about rocks and minerals. I believe we did a fantastic job!
My overall impression of this experience of teaching science lessons was definitely amazing. At first, I was completely nervous and did not know what to expect, based on the fact that I had never even observed a classroom and was about to teach one! I believe that this was a great experience. By allowing us students to be thrown into a classroom and to have control over a class was a good way to break the ice, and I believe that myself as an individual has grown tremendously.
Teaching science was really fun and interesting. I found that I learned a lot more things about rocks and minerals than I ever thought I would. Having to read through lesson plans and prepare for a lesson every Monday forced Laura and I to really know our facts about each topic being presented. I feel like science would be one of the hardest subjects to teach based on all the necessary equipment and knowledge needed, but overall it is definitely worth experiencing because there really is no right or wrong answer when pertaining to a specific topic. Individuals are always asking questions and gaining information, and to realize that the children are actually leaving school with more knowledge than they entered with is something to look forward to in the future. I believe hands-on activities are a great way to teach a lesson, even when not dealing with science, because the students can get involved in the classroom, and work with one another to discover!
Receiving feedback from the supervisors was a great help. Of course positive comments are always nice, but I think that the comments pertaining to what we could change to make our lessons better were very helpful. It was quite nerve-racking to be observed by someone experienced every week, but I always looked forward in finding out what went good and what possibly went not so good. I will be taking all of this feedback with me throughout my journey as a teacher because I strongly believe that the information will always be useful to have in the back of my mind.
Our classroom teacher was a great help when Laura and I were teaching our lessons. She had not taught these lessons either, so we were all kind of on the same level. She made sure that we were well prepared for our lessons beforehand, and was willing to share some ideas and strategies every time we taught a lesson. We all wanted to make sure that the students were comprehending what was being taught, so she would give us some feedback on how to assure this was happening throughout the lesson. Our classroom teacher also let us know that it was okay to be stern with the students, because classroom management is definitely a key to success. She seemed to have great control over her students in the classroom, so she was a good model to look at. When teaching students with IEP's, she gave us some ideas that would benefit each child depending on their individual problem. Laura and I found this very helpful based on the fact that we had five children on IEP's that ranged from all over the scale. This was an incredible experience that will never be forgotten.
After teaching several lessons on rocks and minerals, by content knowledge has completely increased. I remember learning about rocks and minerals in fourth grade, but honestly none of the information stuck in my mind. Going through each lesson opened my eyes to interesting information that I probably won't forget. I never realized how many tests a geologist could perform on just rocks and minerals. In a way I wish we could have done the entire unit with the students because there were various aspects of the lessons that we missed seeing as we didn't teach everything, and I think it would have been easier to stay at the same pace as the students. Either way, I feel like a rocks and minerals expert!
While teaching these science lessons over the weeks, I learned that science process skills are vital and are clearly needed to bring out certain tasks for each lesson. Students should be able to observe, classify, measure, communicate, infer, predict, interpet, experiment, and ask questions that hopefully will be answered sometime in the future. I feel that the more an individual understands a topic, the more he or she will remember it and actually enjoy learning about it. By using all five senses, students are able to try out different ways to find answers, and learn how to take risks. Being able to relate certain things to the real world or to their prior knowledge is yet another way that students can become more aware of what is going on around them. By working together, students can also benefit from one another. Whether a student does not grasp a certain aspect of a lesson, or may be a bit shy throughout class, working with other classmates is a way in which to expand one's knowledge, and to express specific thoughts. I also learned that process skills should be introduced at the beginning of each lesson taught because students should know the importance of each one, and understand how what they are doing is related to a certain process skill.
Before starting this education program, I feel like I was very shy and scared to be entering the real world. I never experienced a classroom setting other than when I was in school myself, so it was very nerveracking to learn that I would be teaching lessons to fourth graders. As the experience unfolded, I feel like I was more confident every time we taught a new lesson. I am grateful for this experience because I feel like I have learned various aspects of teaching that individuals do not learn until the end. By being aware of such things in the very beginning, I believe that it will only make me a stronger teacher in the end.
To be honest, I did not feel like blogging was useful. I did find it interesting to see what other groups had to say, but I feel as though I got the same information by just talking to them in person. I do not think that I will continue using a blog, but I may find that it will be useful in the future to at least jot about what may have went wrong or what I did really well with throughout my teaching career. I feel like I don't have time to blog presently based on such a busy schedule, but I will definitely consider it for the future.
I believe that this experience was well worth the anxiety and overwhelming feelings that I went through, and think that it should be a continued experience for future students. Being able to gain more confidence in the beginning of my journey will only help me in the future. Having the opportunity to work with a certain grade level also helps to get an idea on what grades I would like to teach. The only thing that I would suggest would be to stress to people that they do not have to follow the lesson plans given, and to just use them as a guideline. Every class is different, and every teacher is different so making changes is definietly a good way to go about teaching a lesson. Other than that, I will miss these interesting Mondays and hope to do something similar to this again soon.
Monday, November 29, 2010
Sunday, November 28, 2010
Transparent, Translucent, or Opaque?
Oops! I forgot to blog about mine and Laura's lesson on Monday! So on Monday we were covering the light test, and how some minerals are transparent (you can see all the light), translucent (you can see some light, but not all), and opaque (you cannot see any light). Before getting started, we made sure to go over what we had did the previous week with the streak test, and made it a point to stress the two vocabulary words that the students learned which were observable and identifiable colors. The students seemed to grasp these terms very well : ) To stay organized and focused, we wrote down an agenda on the board for students to read which stated what we would be doing for the lesson, and two options to do if anyone finished early, which included to either sort the minerals out based on their ability to pass through light or to read about 2 minerals in their journals.
We then passed out a piece of transparency, wax paper, and cardboard to every group and had them discuss and write down words to describe each piece with their partners. They recorded these words on a chart that we had created. We then discussed these words together as a class, and wrote them on the board for everyone to see. Many of the students used words that we were looking for to describe the tools. Clear was used for the transparency, cloudy and waxy were referred to when describing the wax paper, and the students used not see through or brown for the cardboard piece.
To demonstrate and describe the terms transparent, translucent, and opaque, we shut the lights off in the classroom and used a flashlight to show how much light was revealed through each of the 3 materials. By doing this in front of the class, I believe it helped those students who were confused about the topic really understand what we were talking about. After visually teaching the students about these terms, we passed out the minerals to each group, and told them that we would be doing the same light test we had just demonstrated, but with the minerals instead. We made sure to tell the students that the penlights were going to be used as their tool for the light test, and that it was important to not shine it in peoples' faces. We did one of the minerals together so that the children knew what kind of information we were looking for. It was then time to be scientists!
Overall, the lesson was a great success. We found that some of the students were not writing down scientific words for their descriptions on each mineral, so we made sure that they were informed to use the new vocabulary words they had just learned in the lesson. Giving the students an activity to do after they were done was a great idea, based on the fact that this test was pretty simple and went by quickly. I was happy to see that every student chose one of the options to do after they had finished with the penlights. We even had time to discuss some of their findings. I can't believe we only have one more lesson left! : (
We then passed out a piece of transparency, wax paper, and cardboard to every group and had them discuss and write down words to describe each piece with their partners. They recorded these words on a chart that we had created. We then discussed these words together as a class, and wrote them on the board for everyone to see. Many of the students used words that we were looking for to describe the tools. Clear was used for the transparency, cloudy and waxy were referred to when describing the wax paper, and the students used not see through or brown for the cardboard piece.
To demonstrate and describe the terms transparent, translucent, and opaque, we shut the lights off in the classroom and used a flashlight to show how much light was revealed through each of the 3 materials. By doing this in front of the class, I believe it helped those students who were confused about the topic really understand what we were talking about. After visually teaching the students about these terms, we passed out the minerals to each group, and told them that we would be doing the same light test we had just demonstrated, but with the minerals instead. We made sure to tell the students that the penlights were going to be used as their tool for the light test, and that it was important to not shine it in peoples' faces. We did one of the minerals together so that the children knew what kind of information we were looking for. It was then time to be scientists!
Overall, the lesson was a great success. We found that some of the students were not writing down scientific words for their descriptions on each mineral, so we made sure that they were informed to use the new vocabulary words they had just learned in the lesson. Giving the students an activity to do after they were done was a great idea, based on the fact that this test was pretty simple and went by quickly. I was happy to see that every student chose one of the options to do after they had finished with the penlights. We even had time to discuss some of their findings. I can't believe we only have one more lesson left! : (
Wednesday, November 17, 2010
The Streak Color Test
On Monday, Laura and I successfully introduced our 7th lesson on minerals. We had a substitute teacher again for the lesson, but it was the same woman as last time and she was a great help in introducing us to the class and making sure that the students were respectful. Even though we were given an hour to set up, we finished setting up rather early, and just sat down to go over our plan once more.
This lesson was incorporating a new test to learn more about minerals, which was the streak color test. Laura and I wanted to make sure that the students remembered the important objective from last week before they got started with their new investigation. The students responded with answers that made it clear that they grasped the fact that all minerals are different, based on various shapes, colors, textures, etc. It was time to make some streaks! We made sure to write two main questions that we would make clear to the students that they had to be thinking about them throughout the lesson to write about in their reflection at the end. We then had the students sort out the 12 minerals by color for a few minutes, and then discussed that what they just gathered were properties based on observable color, or colors that they see with their eyes. Then it was time to teach the students about the identifiable color which scientists try to find with the powdered form of the mineral. Laura and I wrote both definitions of these terms on the board to incorporate new vocabulary into the lesson.
We then introduced the streak test, and how this is a way that scientists find a mineral's identifiable color. Laura demonstrated how to streak the tiles, making sure that the students did it gently so that they would not scratch the tile. We explained that some of the minerals will make a better visible streak on the white tile, while others may be easier to see on the black tile. The students then began with their investigations, recording the color of the mineral's streak with either words or an actual streak with the mineral on the paper. We gave the students a little over 20 minutes to work with the 12 minerals, and then gave them a 5 minute heads-up that they would be wrapping up their work, even if they had not finished all of the minerals. We made sure that they were still thinking about the two questions addressed at the beginning of the lesson so that they would have some ideas to write about in their reflections. Laura and I had used the reflection last week, and it was a great success, so we decided to incorporate it in this lesson yet again. We were able to finish on time, as well as to clean up all the materials. Students who were finished with their streak test early started reading information on Hematite and Graphite in their journals.
The students shared their reflections, and it was nice to see that they actually learned new vocabulary words, as well as being able to answer the two questions on the board. These questions were whether all the minerals made a streak and if the streak that the minerals made were the same colors as their observable colors. The students made it clear that their findings showed that the streak marks were not always the same color as the visual color of each mineral. Our lesson was a success! Even though we did not incorporate technology into our lesson this week, we have used overheads in the past and also plan on using brainpop or some other tool for the next lesson on shining a light on each mineral. I cannot believe we only have 2 lessons left!
This lesson was incorporating a new test to learn more about minerals, which was the streak color test. Laura and I wanted to make sure that the students remembered the important objective from last week before they got started with their new investigation. The students responded with answers that made it clear that they grasped the fact that all minerals are different, based on various shapes, colors, textures, etc. It was time to make some streaks! We made sure to write two main questions that we would make clear to the students that they had to be thinking about them throughout the lesson to write about in their reflection at the end. We then had the students sort out the 12 minerals by color for a few minutes, and then discussed that what they just gathered were properties based on observable color, or colors that they see with their eyes. Then it was time to teach the students about the identifiable color which scientists try to find with the powdered form of the mineral. Laura and I wrote both definitions of these terms on the board to incorporate new vocabulary into the lesson.
We then introduced the streak test, and how this is a way that scientists find a mineral's identifiable color. Laura demonstrated how to streak the tiles, making sure that the students did it gently so that they would not scratch the tile. We explained that some of the minerals will make a better visible streak on the white tile, while others may be easier to see on the black tile. The students then began with their investigations, recording the color of the mineral's streak with either words or an actual streak with the mineral on the paper. We gave the students a little over 20 minutes to work with the 12 minerals, and then gave them a 5 minute heads-up that they would be wrapping up their work, even if they had not finished all of the minerals. We made sure that they were still thinking about the two questions addressed at the beginning of the lesson so that they would have some ideas to write about in their reflections. Laura and I had used the reflection last week, and it was a great success, so we decided to incorporate it in this lesson yet again. We were able to finish on time, as well as to clean up all the materials. Students who were finished with their streak test early started reading information on Hematite and Graphite in their journals.
The students shared their reflections, and it was nice to see that they actually learned new vocabulary words, as well as being able to answer the two questions on the board. These questions were whether all the minerals made a streak and if the streak that the minerals made were the same colors as their observable colors. The students made it clear that their findings showed that the streak marks were not always the same color as the visual color of each mineral. Our lesson was a success! Even though we did not incorporate technology into our lesson this week, we have used overheads in the past and also plan on using brainpop or some other tool for the next lesson on shining a light on each mineral. I cannot believe we only have 2 lessons left!
Thursday, November 11, 2010
The Best I Think So Far...
I can't believe we were already about to teach Lesson 6 on Minerals. Laura and I were very prepared for our lesson this past Monday. We got ready in the classroom and learned that the students had a substitute teacher today, who was extremely kind. We had been using name tags for the past few lessons, and decided that we were going to put our brains to the test. One less thing to set up!
So we realized from last week that 24 rocks and minerals were a bit too much for the students to handle. This lesson reintroduced the 12 minerals, and we wanted to make sure that they would have enough time to fully observe the majority of them. We came equipped with little cups, plates, crayons/colored pencils, as well as water droppers, and made sure that all minerals were in each egg carton. We were a bit weary with having to work with water, not knowing how the students would react, so we wanted to ensure that the students understood all the necessary steps needed within this lesson.
Before the actual investigating began, Laura and I wanted to make sure that the students remembered the important discovery they made during last week's lesson. Fortunately, many students started raising their hands, and responded by saying that rocks are made up of many different minerals, and that minerals are pure (only composed of one thing). Yay!
It was time to start observing! Laura and I decided that we should discuss all the steps that the students would perform throughout the lesson. We handed out the egg cartons of minerals stating that they would only take out mineral A out and close the cartons. Observing one mineral at a time is a great way to gather important information. Magnifying glasses and coloring utensils were distributed, and we made sure that they were prepared with journals. We then observed the first one together, and wrote on the board to show the class. They had to draw a picture of each mineral with its corresspinding color(s), record its texture, along with its smell. Laura and I then passed out cups with a small amount of water and droppers to each group after modeling that placing a few drops of water of each mineral may make it easier for them to all detect a distinctive smell.
To give them enough time to observe, we wrapped up the introduction quickly and gave the students about 25 minutes or so to collect data. They were all pretty excited to discover new information, and to actually be able to put water on the minerals. This portion of the lesson was a great success! Of course we had a few spills, but it was nothing major. Some of the students actually realized that dropping water on some of the minerals caused its colors to become more visible. Pretty cool!
Laura and I told the students that they had about 5 more minutes to observe the minerals, and to record data in their journals. We made sure to inform that it was completely okay if they did not finish recording information on all of the minerals, and to just finish the one they were working on. As the students wrapped up their observations, we began to clean up the materials. We figured that to start cleaning as the students were finishing up would give us more time to reflect on what the students had learned.
Laura and I passed out a reflection sheet to each student, and told them that they could do this individually but could discuss some ideas with their neighbors if wanted. We believed that allowing them about 5 minutes to write down what they had discovered, anything they liked or did not like about the lesson, or any questions they had would be a good discussion topic to end the lesson. We also figured that this would allow the students to practice their new vocabulary words they have been learning through their writing skills. It was a great feeling to actually see the students willing to share their thoughts with us and their classmates, along with making the distinction that all minerals are different!
I believe that our lesson was a great success, and was possibly the best one yet! We timed each portion of our lesson to make sure that enough time was distributed to each aspect. The reflection at the end of the investigation was a great idea to wrap up any new discoveries, and I think it is a good idea for future lessons (especially for next week's lesson). The overall flow of the class worked very well, and I am excited for next week to introduce the streak color test!
So we realized from last week that 24 rocks and minerals were a bit too much for the students to handle. This lesson reintroduced the 12 minerals, and we wanted to make sure that they would have enough time to fully observe the majority of them. We came equipped with little cups, plates, crayons/colored pencils, as well as water droppers, and made sure that all minerals were in each egg carton. We were a bit weary with having to work with water, not knowing how the students would react, so we wanted to ensure that the students understood all the necessary steps needed within this lesson.
Before the actual investigating began, Laura and I wanted to make sure that the students remembered the important discovery they made during last week's lesson. Fortunately, many students started raising their hands, and responded by saying that rocks are made up of many different minerals, and that minerals are pure (only composed of one thing). Yay!
It was time to start observing! Laura and I decided that we should discuss all the steps that the students would perform throughout the lesson. We handed out the egg cartons of minerals stating that they would only take out mineral A out and close the cartons. Observing one mineral at a time is a great way to gather important information. Magnifying glasses and coloring utensils were distributed, and we made sure that they were prepared with journals. We then observed the first one together, and wrote on the board to show the class. They had to draw a picture of each mineral with its corresspinding color(s), record its texture, along with its smell. Laura and I then passed out cups with a small amount of water and droppers to each group after modeling that placing a few drops of water of each mineral may make it easier for them to all detect a distinctive smell.
To give them enough time to observe, we wrapped up the introduction quickly and gave the students about 25 minutes or so to collect data. They were all pretty excited to discover new information, and to actually be able to put water on the minerals. This portion of the lesson was a great success! Of course we had a few spills, but it was nothing major. Some of the students actually realized that dropping water on some of the minerals caused its colors to become more visible. Pretty cool!
Laura and I told the students that they had about 5 more minutes to observe the minerals, and to record data in their journals. We made sure to inform that it was completely okay if they did not finish recording information on all of the minerals, and to just finish the one they were working on. As the students wrapped up their observations, we began to clean up the materials. We figured that to start cleaning as the students were finishing up would give us more time to reflect on what the students had learned.
Laura and I passed out a reflection sheet to each student, and told them that they could do this individually but could discuss some ideas with their neighbors if wanted. We believed that allowing them about 5 minutes to write down what they had discovered, anything they liked or did not like about the lesson, or any questions they had would be a good discussion topic to end the lesson. We also figured that this would allow the students to practice their new vocabulary words they have been learning through their writing skills. It was a great feeling to actually see the students willing to share their thoughts with us and their classmates, along with making the distinction that all minerals are different!
I believe that our lesson was a great success, and was possibly the best one yet! We timed each portion of our lesson to make sure that enough time was distributed to each aspect. The reflection at the end of the investigation was a great idea to wrap up any new discoveries, and I think it is a good idea for future lessons (especially for next week's lesson). The overall flow of the class worked very well, and I am excited for next week to introduce the streak color test!
Thursday, November 4, 2010
24 Rocks and Minerals?! Where Do We Start?!
On Monday, Laura and I did our 3rd lesson on rocks and minerals. This was probably the most difficult based on the fact that we had to combine lessons four and five. In order to do these lessons, we had to somehow reintroduce the 12 rocks that we started with along with 12 minerals. The main concept was for the students to understand that rocks are made up of many different minerals, where as minerals are pure.
We decided that 12 minerals and 12 rocks would be too much for the students to handle, so we lowered it down to only 6 rocks and 12 minerals. Unfortunately, this did not make anything easier. We first had the students talk with one another about what they knew about minerals, and possible questions they had about minerals. We then discussed as a class about the ideas they all gathered. When they returned to their seats, we observed the first 3 minerals together, in order to show what we were looking for. After observing all 12 minerals, we then introduced 6 of the rocks that they had already observed in the previous lessons. The students were to find similarities and differences between the rocks and minerals, which they did just fine with, but they seemed to not grasp the idea that rocks are made up of minerals.
After a concluding discussion about the similarities and differences between the rocks and minerals, the teacher informed us that the students were missing the important point trying to be addressed. We then brought out rock number 1 (granite) which was obviously made up of various minerals, and mineral #11 which was obvious to be made up of only one mineral. We had the students observe both these objects to compare them with one another. They finally were able to figure out that rocks are made up of various minerals, while minerals are pure and only made up of one thing.
Overall I believe that Laura and I had a successful lesson, but we definitely discovered a few aspects that we could have changed. Because this lesson was made up of two different plans, we should have just limited the observations to 6 minerals and 6 rocks, being observed one by one so that the students understood that rocks are composed of different minerals. Our time management was controlled very well, even though 45 minutes was hard to manage with so much information to cover. However, we made sure to have enough time at the end of the class to discuss the lesson, and to go over the main points to grasp. We made sure to address the process skills that the students would be using during their lesson (observing, talking with their partners, recording information, and finding similarities and differences between the rocks and minerals). In conclusion, we will bring all the feedback and experiences we have learned to better our future lessons.
We decided that 12 minerals and 12 rocks would be too much for the students to handle, so we lowered it down to only 6 rocks and 12 minerals. Unfortunately, this did not make anything easier. We first had the students talk with one another about what they knew about minerals, and possible questions they had about minerals. We then discussed as a class about the ideas they all gathered. When they returned to their seats, we observed the first 3 minerals together, in order to show what we were looking for. After observing all 12 minerals, we then introduced 6 of the rocks that they had already observed in the previous lessons. The students were to find similarities and differences between the rocks and minerals, which they did just fine with, but they seemed to not grasp the idea that rocks are made up of minerals.
After a concluding discussion about the similarities and differences between the rocks and minerals, the teacher informed us that the students were missing the important point trying to be addressed. We then brought out rock number 1 (granite) which was obviously made up of various minerals, and mineral #11 which was obvious to be made up of only one mineral. We had the students observe both these objects to compare them with one another. They finally were able to figure out that rocks are made up of various minerals, while minerals are pure and only made up of one thing.
Overall I believe that Laura and I had a successful lesson, but we definitely discovered a few aspects that we could have changed. Because this lesson was made up of two different plans, we should have just limited the observations to 6 minerals and 6 rocks, being observed one by one so that the students understood that rocks are composed of different minerals. Our time management was controlled very well, even though 45 minutes was hard to manage with so much information to cover. However, we made sure to have enough time at the end of the class to discuss the lesson, and to go over the main points to grasp. We made sure to address the process skills that the students would be using during their lesson (observing, talking with their partners, recording information, and finding similarities and differences between the rocks and minerals). In conclusion, we will bring all the feedback and experiences we have learned to better our future lessons.
Thursday, October 28, 2010
9 More Rocks!
This past Monday, Laura and I did our second lesson plan on rocks and minerals with the fourth graders. We brought name tags this time to give out to all of our students so we could start learning their names. It was alot easier this way to call on students as well. This time around, we weren't as nervous yet were not aware of how well the students were going to grasp the rock cycle concept being introduced. Based on these questions, we decided that the best way to attack the rock cycle would be to read a book called "The Coolest Rock" on the rug, which explained the entire process in a fun way. To make sure that the students were following along, I woud keep stopping during the story to ask them prompting questions. The teacher also chimed in during the story to make a few interesting comments which seemed to help our lesson go a little smoother.
After reading the story, Laura went over the rock cycle to make sure that they fully understood what the process was made up of. We then decided to take the Rock Cycle song and go through each verse piece by piece to fully understand the cycle. Of course we couldn't just go over the song and not sing it, so the students showed off their wonderful voices after we discussed its meaning.
Before we got started with the lesson, we introduced one of the rocks with the students so that we could observe it together. This way they could understand what kind of observations we were looking for within their investigations. Some of the students were giving short, undetailed responses so it was a good way to inform them that they were not 1st graders, and therefore should state more detailed observations about each rock. We discussed the three different senses they woud be using during the lesson, as well as the correct way to "waft." We made sure to remind them that the rocks were their specimens, and therefore should be treated with respect.
The students went back to their seats with their partners, and began to observe the 12 rocks in front of them with their hand lenses. Laura and I created a worksheet to organize each rock into their necessary categories (Igneous, Sedimentary, and Metamorphic) as well as spots for their observations based on their three senses of touch, smell, and sight. We felt that the students woud have more room to write down their responses, and it was a way to have them realize that each rock could be classified into separate groups. Even though were planned on discussing what they discovered with each of the rocks, we ran out of time. Before we left the classroom, the teacher said she would continue observing with them, so we said our goodbyes and stated that we would be back next week to learn about minerals.
For the most part, I believe that Laura and I successfully taught lesson two on rocks and minerals. We were able to introduce the lesson in an orderly fashion, and were sure to make sure that all the students understood what we expected from them at the end of the class. As for material management, we set up all 12 rocks on trays before the kids came into the room, we passed out their necessary worksheets on each desk before they came back from lunch, and we were able to go through our lesson quickly. Overall, the lesson met the frameworks based on the importance of the rock cycle and classification of each rock. We were able to go into much detail about these concepts and I feel like the students understood all the information we gave them based on their questions they had, and the comments they made throughout the lesson.
The only problems we faced this time had to do with time management and the name tags. We did not plan out how long each part of the lesson would take, and therefore were not able to discuss at the end of the lesson. Laura and I discussed that for the next lesson we will put a time limit on each part of our lesson so that we will not run out of time. As for the name tags, the students were having trouble getting the sticky part off the back so we will have to come up with an easier solution to learn their names. Not sure what that will be so if anyone has any ideas, they would be greatly appreciated. I look forward to teaching our lesson next Monday. This one should be interesting!
After reading the story, Laura went over the rock cycle to make sure that they fully understood what the process was made up of. We then decided to take the Rock Cycle song and go through each verse piece by piece to fully understand the cycle. Of course we couldn't just go over the song and not sing it, so the students showed off their wonderful voices after we discussed its meaning.
Before we got started with the lesson, we introduced one of the rocks with the students so that we could observe it together. This way they could understand what kind of observations we were looking for within their investigations. Some of the students were giving short, undetailed responses so it was a good way to inform them that they were not 1st graders, and therefore should state more detailed observations about each rock. We discussed the three different senses they woud be using during the lesson, as well as the correct way to "waft." We made sure to remind them that the rocks were their specimens, and therefore should be treated with respect.
The students went back to their seats with their partners, and began to observe the 12 rocks in front of them with their hand lenses. Laura and I created a worksheet to organize each rock into their necessary categories (Igneous, Sedimentary, and Metamorphic) as well as spots for their observations based on their three senses of touch, smell, and sight. We felt that the students woud have more room to write down their responses, and it was a way to have them realize that each rock could be classified into separate groups. Even though were planned on discussing what they discovered with each of the rocks, we ran out of time. Before we left the classroom, the teacher said she would continue observing with them, so we said our goodbyes and stated that we would be back next week to learn about minerals.
For the most part, I believe that Laura and I successfully taught lesson two on rocks and minerals. We were able to introduce the lesson in an orderly fashion, and were sure to make sure that all the students understood what we expected from them at the end of the class. As for material management, we set up all 12 rocks on trays before the kids came into the room, we passed out their necessary worksheets on each desk before they came back from lunch, and we were able to go through our lesson quickly. Overall, the lesson met the frameworks based on the importance of the rock cycle and classification of each rock. We were able to go into much detail about these concepts and I feel like the students understood all the information we gave them based on their questions they had, and the comments they made throughout the lesson.
The only problems we faced this time had to do with time management and the name tags. We did not plan out how long each part of the lesson would take, and therefore were not able to discuss at the end of the lesson. Laura and I discussed that for the next lesson we will put a time limit on each part of our lesson so that we will not run out of time. As for the name tags, the students were having trouble getting the sticky part off the back so we will have to come up with an easier solution to learn their names. Not sure what that will be so if anyone has any ideas, they would be greatly appreciated. I look forward to teaching our lesson next Monday. This one should be interesting!
Tuesday, October 19, 2010
My First Science Lesson!
So on Monday, myself and Laura presented our first lesson on rocks and minerals to a 4th grade class. Of course we were both really nervous before the class started at 1:45, but we remained optimistic the whole time. Before we started to teach the lesson, we set up all the rocks and other materials at the front of the classroom. Our teacher was nice enough to set up the tables already with students sitting next to their partners, which made it a lot easier for Laura and I to set up. We then did a mock lesson, going through each step that we were going to make throughout the 45 minutes of teaching. We did this just to make sure that we knew what was going to be said and who was going to say what. And then 1:45 came along, and the students were sitting down, excited to hear what we had to say.
Before we started, Mrs. Gilmore entered the classroom. I thought she would have made me even more nervous knowing that she was watching, but her smiling face was actually comforting to see. I began the lesson stating that we were going to be learning about rocks, and asked them if they were excited to be scientists for the day and the response from them actually got me a bit excited to continue. As we started explaining to the students about the lesson and their journals, I found that they were all very attentive and easy to work with. Being organized definitely helped to get everything squared away! We made sure to tell them that being great scientists, these rocks were their specimens and therefore needed to be treated with respect. That meant that they should not throw them around like toys, or try to put them in their mouths. One of the students had already made it clear that rocks did not taste good by stating that when he was three years old he ate one, so that was definitely an interesting fact to learn!
As the lesson continued, I was worried that the students were not going to be very eager to ask questions or to volunteer to share their ideas, but I was completely wrong about that! We had them discuss with their partners all the things they knew about rocks along with possible questions that they wanted to address and learn. We then called on different students to share their ideas, and we wrote them on pieces of paper on the whiteboard in front of the class. Some of the ideas were quite interesting, especially when one of the students stated that the conglomerate rock looked like baby puke. We also got another interesting question when one of the students asked how to spell "booger." I think Laura dealt with this fantastically by telling the student that "booger" isn't really a scientific word that we should use, and asked her why she wanted to use that word. She explained that the color of the rock was yellow like a booger, but Laura asked "Then why don't you just write down yellow as one of your properties?" Thankfully the student was satisfied with that answer.
The lesson soon came to an end, and the students did not want us to leave, which made me feel good and accomplished. We made sure to introduce what we would be covering next week, and they seemed excited to see us again. We got to talk to the teacher after class, and she went over some things that could possibly work better next time. Laura and myself decided that we would make name tags for every student so that we could start learning their names. We also realized that our step-by-step instructions were not very kid-friendly, so we decided that everytime we made instructions, we would just make a simple checklist of things that the students would have to make their goals after each lesson. These instructions were made for the children on IEPs, but in order to not single anyone out, we typed them up for the entire class.
After teaching this first lesson, I feel a lot more confident about teaching future lessons. It was definitely an awesome experience to take control of a class for the first time, and I look forward in doing this every Monday! I hope everyone enjoyed their experiences as well, and I'm sure all of you did a great job!
Before we started, Mrs. Gilmore entered the classroom. I thought she would have made me even more nervous knowing that she was watching, but her smiling face was actually comforting to see. I began the lesson stating that we were going to be learning about rocks, and asked them if they were excited to be scientists for the day and the response from them actually got me a bit excited to continue. As we started explaining to the students about the lesson and their journals, I found that they were all very attentive and easy to work with. Being organized definitely helped to get everything squared away! We made sure to tell them that being great scientists, these rocks were their specimens and therefore needed to be treated with respect. That meant that they should not throw them around like toys, or try to put them in their mouths. One of the students had already made it clear that rocks did not taste good by stating that when he was three years old he ate one, so that was definitely an interesting fact to learn!
As the lesson continued, I was worried that the students were not going to be very eager to ask questions or to volunteer to share their ideas, but I was completely wrong about that! We had them discuss with their partners all the things they knew about rocks along with possible questions that they wanted to address and learn. We then called on different students to share their ideas, and we wrote them on pieces of paper on the whiteboard in front of the class. Some of the ideas were quite interesting, especially when one of the students stated that the conglomerate rock looked like baby puke. We also got another interesting question when one of the students asked how to spell "booger." I think Laura dealt with this fantastically by telling the student that "booger" isn't really a scientific word that we should use, and asked her why she wanted to use that word. She explained that the color of the rock was yellow like a booger, but Laura asked "Then why don't you just write down yellow as one of your properties?" Thankfully the student was satisfied with that answer.
The lesson soon came to an end, and the students did not want us to leave, which made me feel good and accomplished. We made sure to introduce what we would be covering next week, and they seemed excited to see us again. We got to talk to the teacher after class, and she went over some things that could possibly work better next time. Laura and myself decided that we would make name tags for every student so that we could start learning their names. We also realized that our step-by-step instructions were not very kid-friendly, so we decided that everytime we made instructions, we would just make a simple checklist of things that the students would have to make their goals after each lesson. These instructions were made for the children on IEPs, but in order to not single anyone out, we typed them up for the entire class.
After teaching this first lesson, I feel a lot more confident about teaching future lessons. It was definitely an awesome experience to take control of a class for the first time, and I look forward in doing this every Monday! I hope everyone enjoyed their experiences as well, and I'm sure all of you did a great job!
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