ELEMENTARY SCHOOL SCIENCE
Throughout the courses EDEE - 270 and EDEE - 273, I have had the opportunity to explore and familiarize with science. I have come to find my own vision of the science teacher I wish to become as well as create my own science lessons.
VISION OF THE SCIENCE TEACHER I WISH TO BE
DESCRIPTION OF MYSELF
Partner in learning and co-scientist
What is teaching science to me?
It is nurturing creativity,
Nurturing the inner sense of curiosity.
Teaching science is more than this critical sentiment,
It is also problem-solving skills development,
And positioning all children as competent.
Teaching science is more than knowledge acquisition,
It is nature appreciation,
And, above all, freedom of exploration.
Teaching science from my end,
Is offering my students a hand
To better connect with their Motherland.
GOALS FOR MY STUDENTS’ LEARNING
Here For You
- Use science to explain and explore the world around them.
I want my students to learn how to explain the world around them by using scientific concepts and visual representations including models.
(For example, why does a volcano erupt?)
- Question science and adopt a critical stance.
I want my students to learn how to question science, make their own hypotheses and then use their evidence to support their claim and participate in scientific debates.
(For example, how does the sound travel?)
SUPPORT MY STUDENTS' LEARNING
Next Level Service
Differentiation
I will differentiate instruction by using tools or activities that allow for students to go at their own pace. I will differentiate my instruction by using different modalities including visuals, audio, and as many hands-on tasks as possible.
Students' interests
I will pre-assessment the students on their previous knowledge and interests about a phenomenon to ensure that they are place in the right tier; one that is adapted to their needs according to the topic we are exploring.
MY LESSON
Winter 2023
Topic and grade level:
Sound through matter - Cycle 2, grade 4
INSTRUCTIONAL GOALS:
Students will know:
- Distinguish the three states of matter: solid, liquid and gas;
- Determine the states of matter in their environment;
- Draw a model that represents their ideas;
- Sound travels faster in a solid than in a liquid and in air; sound travels faster in liquid than in air.
Students will understand:
- Sound is a form of energy;
- Sound travels;
- Sound travels with the help of particles of matter; the closer the particles are, the faster the sound travels.
Students will do:
- Draw sound waves;
- Describe sounds;
- Communicate using modes of representation (use graphic organizers such as model; data table);
- Use the material in a safe, responsible and autonomous manner;
- Use the correct terminology to demonstrate their understanding of the phenomenon;
- Reflect on their learning, what they have learned through the activity.
5E LESSON
ENGAGE: Students will review their prior knowledge; they will write in the columns what they know and want to know during the experience. Then they will write their hypothesis for the survey.
EXPLORE: Students will explore how sound energy can be transferred through different materials. Students will observe what happens to sound with each type of material and record their observations.
EXPLAIN: Students will explain the observations they made after performing the three stations. They will then be able to demonstrate that sound is caused by vibrations and that different mediums allow sound to travel differently, with varying levels of clarity.
ELABORATE: Making Cup-and-string telephones; students test sound through solid by whispering in the cup. However, considering that some of the vibrations are lost in the air, students may reflect and attempt to find solutions to improve their communication device.
EVALUATE: Students complete the “what I learned” column and modify their model to arrive at a final model of the phenomenon.
IMPORTANT DOCUMENTS
Link for the lesson plan protocol and the student handout:
https://drive.google.com/drive/folders/1E6c7sl2qSMbMWRFhOR1NdB1DVsqceC7c?usp=sharing
ANALYSIS OF MY LESSON
PEDAGOGICAL CHOICES
Activity that touches various intelligences:
Hands-on activity (spatial and bodily-kinaesthetic intelligences)
Teamwork (interpersonal intelligence)
Making hypotheses, drawing models of the phenomenon, collecting data and observations (logical-mathematical intelligence)
Students reflecting on what they know or understand and what they learned (interpersonal intelligence)
Using scientific vocabulary to express their ideas (linguistic intelligence)
Asking questions; questioning and wondering how natural phenomenons occur (existential and natural intelligences)
Exploring sounds (musical intelligence)
REVISION TO THE LESSON PROTOCOL
Clarification of explanation for the phenomenon:
We found that our phenomenon lacked explanations, so we chose to detail the phenomenon and use simple words to ensure the students' understanding. By using a sensory explanation, i.e. referring to objects or elements that students know, it is easier for them to fully understand the phenomenon; it becomes less abstract for them.
Modification for the explanation:
After presenting our lesson, we found that if the experiment didn't work, students were easily confused about whether sound passes better through a solid, so we decided to add a part where the teacher explains this phenomenon so that the students have a concrete example.
Modification for the evaluation:
We found that a simple exit ticket was not enough to ensure good understanding of the students, so the students will participate in a Kahoot to review the concepts learned during the lesson. Then, the model will serve as a formative assessment for the teacher to assess students' understanding and science skills.
CONSTRAINTS FOR THE LESSON
Challenges
The experiment leaves room for a variety of errors:
If a sound is not produced at the same intensity, if it is different, if it is louder or more discreet than others;
If the ears are not well isolated to cut off the secondary noises;
Air and water are both contained in solid objects.
The teacher must be comfortable explaining the phenomenon with sensory examples.
Use students to represent particules and how the sound travels to one side of the class to the other.
Students should see, hear, touch, and experience a phenomenon to understand it better.
PRACTICES OF HIGH-QUALITY TEACHING
1. Revoicing helped clarify a student thoughts and make their ideas available to other students.
2. Restating other students' ideas encouraged students to participate while also giving time to others to process the information.
3. Applying own reasoning to others' reasoning allowed for students to compare their thoughts and build a better understanding altogether.
4. Prompting students for further participation leaves some room for students who want to share their thoughts, but have a harder time expressing them to their peers; they may explain how they agree or disagree with their peers.
5. Asking students to explicate their reasoning helped students dive deeper into their thinking and express explicitly their reasoning; it made their thought s more available to other students.
6. Using wait time helped students construct an explanation for their thoughts and gave them the confidence they needed to share their ideas with their classmates.