So Long Geologists - Keep on Rockin'!

"Geologists don't take Schist from anyone!"

Our final class with our Geologists went great.    We concluded our time with the class doing one final test on the mineral's luster - for you non-geologists, luster is how how a mineral reflects light.   Although the days test wasn't our most exciting, it was neat that the kids were finishing up their mineral ID books and were moving on to the next stage of IDing the minerals.   It is too bad we won't be there to do it with the kids because they are all very excited!  

As far as differentiating instruction, we continued the same practice that we have been using successfully for the entire unit.  We have a group that requires more instruction and extra time each week to finish the mineral testing.  What Arlette and I have been doing is as soon as we have given the entire class the instruction and released the kids to their stations, we immediately check in with the three groups we anticipate may require some guidance to get going.    Usually all they need is for us to break down the instructions again and then they are on their way.   We also check on these groups more frequently just so any issues that may come up are solved right away. 

We have also been diligent about having mineral readings on hand for the groups who finish ahead of the others.   Further, to help our students who have fine motor issues, on the vocabulary sheets Arlette and I filled in the definition, leaving them to fill in the word.  It is a practice suggested by their teacher that seems to work well. 

The class teacher needed a grade for their science work so our assessment was a quiz!  Arlette and I chose to quiz them on their rocks and mineral using a cloze activity with a word box.  So much for the kids loving us. :) Actually, no one stressed and they all seemed to know their information really well.    It was kind of anti-climatic ending with a quiz but I think it bothered me much more than it bothered the kids.  

I really enjoyed my time at the S.R. I learned a lot and I hope our kids did too.    It was a great way to get some exposure to teaching and science. 

Are You an Animal,Vegetable or Mineral?

Our class has been working really hard over the last couple of weeks testing for and identifying twelve different mineral's physical properties.   Each week the kiddos perform different tests and carefully record their results in their Mineral ID packets.  This week the students performed a hardness test scratching each mineral with a copper penny and a iron nail.   It was a multi-step test and although not difficult, the process was on the confusing side.  The kids all worked hard and we seem to accomplish the tests with much more ease than when we first started.   It has been a real learning experience for me witnessing the kids different learning styles and how they work; learning who will be good to go right out of the gate and who may need us to check in at the beginning just to help them get going.    They are a great group and have worked really hard and I am glad that Arlette and I will be able to complete the Mineral Identification Packet before our time in the classroom is up.  

 Tying in the Engineering and Technology frameworks with the rocks and mineral unit proved challenging for us.   We attempted to do so by having a discussion about the use of minerals.  We talked about how testing the minerals hardness didn't just help Geologists (and the students!) identify minerals but also helped them know what tasks and inventions the minerals would be best suited for.  We spent some time discussing the use of different minerals and what rocks and minerals would be good for certain tasks.   The kids all agreed that they would not want to build a house out of talc. 

We ended the lesson talking about the many different jobs a Geologist has, how it isn't just sitting in a lab testing the physical properties of rocks and minerals.   We had a presentation explaining how among other cool things, Geologists work at NASA examining samples from Mars looking for signs of life,  some examine dinosaur bones, and others may travel the world studying volcanos.  The kids than wrote in their journals about what they would do if they were a Geologists.  Would you believe with all the cool job descriptions we gave at least two of the students said they would travel around, find rocks and minerals and test for their physical properties.  Ha!

What Kind of Mineral Are You? http://quizilla.teennick.com/quizzes/8029645/what-kind-of-mineral-are-you

Computer Writings on Computers and Writing!

This week the class continued their work on their Mineral Identification Guide.  We have worked out some kinks as far as materials and groupings and this weeks stations ran great.   Each week allows us Arlette and I to see how we can improve the process and make the next weeks lesson run smoother. I think we should have it all figured out in a couple of weeks.... uh oh! Although we will be moving on from our science class,  I know will absolutely be putting the strategies and techniques I have learned to use in my future classrooms.

We are in a very tech friendly room so luckily we have been able to incorporate technology pretty much each week; this week we chose a website that demonstrated a real Mineral Identification Guide.  We did this hoping that the kids would make the connection between the tests they are performing each week and what their final outcome will be.   We wanted them to see by conducting tests on minerals they are slowly determining what each mineral is; that what they are doing in the classroom Geologists really do out in the field.  

To get our kiddos to do some science writing we played a sort of "What Mineral Am I?" Game.  We had the students review the mineral properties that they have collected over the prior weeks and write clues about what mineral they were describing.   Their partner had to use the clues and guess the mineral.  The students seemed to really like the activity and I hope it also reinforced the other skill we have been trying to work on with the kids about keeping detailed records.    

I think our lesson went well.  Our kids are working really well together and with us.   I am glad that with the way the timing is running we will actually be able to finish the Mineral ID guides with the kids.  It will be cool to be able to wrap it up together.    

Isn't a Mineral Just a Pretty Rock?

How are Minerals Identified Our class is currently working on building a Mineral Field Book which at the end of our lessons will have all the physical properties of twelve different minerals identified. This week the class did tests to determine the minerals shape, smell, and feel. Because we have just begun our work with minerals, the misconception identification and the vocabulary section fit in perfectly. The common misconceptions that Arlette and I focused on this week was the belief that rocks and minerals are the same thing and that minerals are not important to their lives. I used a fake conversation I had with my son, who is the same age as our students, to introduce the misconceptions. I told the class that he had been operating under those beliefs. When I asked if any of them had thought the same things ,many shook their heads that they had. I think hearing that another kid had shared the same belief allowed them to feel safe to say they had been mistaken as well. I think the conversation really got our point across and I hope the misconceptions are resolved! Our content vocabulary this week focused on the words that describe a mineral's physical properties and the tests we do to determine them. The words were not easy, and no matter how many time we reassured the kiddos that we would help them fill in their definition sheets, we had a few who were very nervous that they were not getting the vocab down correctly. We witnessed the same anxiety when we performing the testing; some kids got very upset when they felt they would not have their work completed by the end of the class. No amount of reassuring placated them. It was an issue I hadn't even considered before this class but I am positive I will never not consider it again! Some kids are going to be a bit more intense and I will remember that in my lesson planning and execution from now on. The flow of our class was relatively smooth this week. We had the kids working at three different stations so it could have been a disaster. The transition between the stations was smooth. The kids have a property sheet for each of the minerals they they are investing; so they are carrying around a packet of twelve sheets. We hadn't considered it but asking kids to move around and keep account for their various sheets could have been problematic. Arlette and I came up with the on-the-spot decision to make the kids hold their complete packet in the air before they moved to the next station. This way we had no "oh no, I think I left my mineral C paper at station 2," type of problems. Monday's lesson really showed me that with no matter how much planning we do, there really are just some issues we will not consider until we are facing them. We hear a lot about how we have to be flexible and Monday's class really reiterated that point.

  

The Perfect Storm

A week of snow days, trick or treating the night before, a sugar high....I think we all encountered the perfect storm this week.   This is also our third week in front of the class and you can tell the shine has worn off!  Just as Arlette and I have become more comfortable in front of the students, they are becoming more comfortable with us. Which includes pushing the envelope of behavior, which is to be expected.  Overall, I think we have a really great class who are all geared up to learn.  I totally get it, they are excited…science lessons are exciting, they are working in groups, they are handling all the materials and they are all eight and nine years old! I understand that it is easy to start to slip off task or need a reminder or two or five that they need to keep working.   Arlette and I have found that they respond very well when we give five minute timed warnings that they need to conclude the task they are doing and be ready to move on.    I have also found that when the kids are having some difficulty staying on task, just getting down lower so you are looking them in the eyes or a light touch on the shoulder helps them regroup and focus.   

The process skills we worked on in our mineral lesson keeping accurate records.   Arlette and I have been working really hard the last couple of weeks to get across to our students that although the experiments are fun, they also need to be documenting carefully what they observe.   I think it is easy when there is a lot of hands-on activites going on that the kiddos don’t want to stop and take a pen to paper.   As we walked around observing the groups I would say to the kids, “working off only your observations, describe to me mineral 1.”  It seemed to be a succesful prompt, the kids could quickly see if their records were lacking and hopefully they could see that keeping records serve a purpose it isn't just busy work we have them do. 

AND IN CONCLUSION…

If only the students would just let us give the lesson conclusion as it is written on our plan!!  J   Our group is great, they come up with great questions and connections that they are so eager to share but I think if they knew we had a pre-scripted conclusion that would really tie our whole lesson together they would be sitting in rapt silence! HA!   I know it is vital that we get the wrap up in so it we are trying to be very good about making time for it.    Both Areltte and I are becoming more skilled at tying our students questions and comments into what we need to say so that our students are heard but our conclusion is also getting across.  Becoming being the operative word!   

We can all only get better right?   

Keep on Rockn' and Rollin'...like a cycle...get it??

The second lesson Arlette and I gave was on the rock cycle.  Our lesson plan had the students using an igneous-crayon-rock to model the natural and physical processes that rocks go through in the rock cycle.  It tied in easily with the Framework Standard which aims to have students be able to explain the natural and physical processes that create metamorphic, igneous, and sedimentary rocks.   The kiddos used a plastic knife to demonstrate weathering which brings me to material management!

So many kids!! So many rocks!! Knifes??

Materials management.... it's funny, it all works out so nicely in our lesson plan.   25 kids on paper are much easier to manage than 25 kids in the flesh. It seems so chaotic while it is happening but when I reflect, considering we have a big group and we are dealing with a lot of rocks, it went really smoothly.  I found myself thinking "If only we had enough trays so that each grouping could all be set up..."but i imagine that is part of being a teacher.   Knowing what would be best case scenario, understanding that it just isn't possible, and working the best with what you have.     Much like everyone else, Arlette and I did everything that could be done in advance, in advance.   It makes such a difference.     One thing I do need to manage better is my own material management!! I can't belive how many times I found myself, during the lesson, looking for where I had left my lesson plan and notes.

Our introduction, I realize now, could have done a better job engaging the students in what we were going to do in this lesson, rather than just making a connection to what we did in the last.  It is funny, those first 30 seconds when the teacher turns it over to us is nerve wracking, all those little eyes staring at you, and you want to make your first couple of sentences so engaging.    Then all of a sudden all these hands are shooting up,our kids are so eager to talk and share what they know that the stress is off.

I do feel like I leave these lessons thinking "I will remember this for next time...I should have done this...Wow, they really seemed to like that."   Which is why I totally could relate to this cartoon.

And We're Off!

Arlette's and my unit on Rocks and Minerals got off to a great start.  It started a little shaky with the Internet not working, the projector being down and the kids coming in a little bonkers from recess; but with a quick regroup on mine and Arlette's part and the announcement that science was about to being we and the class hit the ground running!    The kids were interested in our lesson, they actively participated, and they seemed to really be excited by the fact that 'new teachers' were here to teach them.   They seem to be a great group and I hope the rest of our lessons go as smoothly as this one. 

The safety talk was very well received!  We asked the kids to volunteer the safety rules and they managed to list everyone that Arlette and I planned on discussing except for the wafting.   The demonstration of wafting caused a little giggle but I kind of remember it doing so in our Graduate class as well.   Not sure what that says about us.  :)    We monitored for safety throughout the lesson and most of the kids adhered to all the safety rules.  There was some instances of "skin scratch" testing that wasn't part of our lesson plan that Arlette had to deal with but for the most part the kids were great.  To be honest,  I had foreseen lots of rock tossing, but there was none!

Arlette and I make a good team and we are working with a nice group of kids.  I think this is going to be a great Unit. 

Time to Rock and Roll!

To write this blog reflection I had to think a lot about what the next six weeks were going to be like teaching a rocks and minerals unit to a class of fourth graders.   Not what or how am I going to teach but rather what am I feeling about teaching it?

What am I excited about? I am incredibly excited to teach a classroom of kids!  I am most excited being in front of a classroom of kids teaching     The M.Ed. program has given me many opportunities to work with students but typically it has been with smaller groups.  This will be my first opportunity to actually be in front of a full class of kids.  It is exciting to me that Arlette and I will be responsible for teaching these kids something that they really need to learn this year.  This isn’t a superfluous lesson and we are not just there to support the classroom teacher.  We are teaching!!   I am so glad my first experience is with a science unit because I think it is one of those subjects that across the board kids get excited about.   I feel like we are heading in with the deck stacked in our favor. 

What am I nervous about? I am incredibly nervous to teach a classroom of kids (and a couple of professors)!  If I start to think of everything that can go wrong I will break out in hives!  Twenty five students, class right after recess, material I have never taught, kids potentially armed with rocks!!   No matter how much we plan, or anticipate, we are dealing with kids and anything can happen. I am nervous that they will ask me something that I don’t know… or that I will confuse them… or perhaps worse of all I will be boring!  To add to those worries, I sometimes get irrationally self-conscious teaching in front of another adult so I am worried that I will get “stage fright.”   I am confident that my trusty partner Arlette will jump in and save me if any of my nightmare scenarios occur.    

I am so exci-vous to start teaching about rocks and minerals in two weeks! I anticipate the learning curve is going to be steep and I am eager to reflect and see how much I change over the course of the six lessons.

Failing to Plan is Planning to Fail!

By creating lesson plans you are increasing the probability of having a successful lesson.  Like a road map, a lesson plan provides you with directions for reaching the objective you expect your class to achieve.  

Your lesson plan provides you with a structure for your objectives and instruction activities; your plan states what you intend to assess your students on and how you have deteremined you will assess them.    As you write your plan you will contemplate what skills, concepts, and language the students need to possess to be successful.  You will consider and detail any accommodations you need to make for your students, the safety concerns the lesson may present, and the materials and tools you need to make sure you have on hand.   During the lesson, you will refer to your plan to make sure you are staying on track - are you working towards your objective and are you working within your alloted time?  If your class gets sidetracked, by for example a goose laying an egg, you will have your plan in front of you to allow you to bring the class back to where you were.  Or the plan will help you to determine you do not have enough time left to complete the lesson that day.  As you complete your lesson, your plan will remind you if you have a means of extending the lesson, is there something that could go home to continue the lesson?    

Perhaps most important, having a lesson plan in place will give you confidence.   When you are standing in front of your class you will have the knowledge that you have an objective in place, you know how you are going to teach your objective and how you are going to determine your kids have achieved the objective.   Having a lesson plan doesn’t guarantee your lesson is going to be a success but it improves your chances!  

 

Although each section is crucial to having a thorough lesson plan, I think two very important components of the plan are the materials section and the scripting of how you are going to carry out your lesson   Writing your intended dialouge will allow you to anticipate issues that may arise with the lesson as well as foresee questions your students may pose.  Scripting out your lesson will also provide you insight as to how much time you should allot for each portion of the activity.    Another important part is the materials section.  As simple as it sounds, it is incredibly beneficial to have a checklist of materials you will need. You can ensure before the lesson starts you have everything you will need at hand.   Your lesson will be derailed if ten minutes in you realize you need to find twenty eye droppers.    You can have the most engaging lesson in the school planned but if you do not have what you need to carry it out, you have nothing!

www.SteveSpangler.com

I discovered Steve Spangler's website right around the time my son would not longer accept "It’s magic!”  for an explanation of why things happen.    His site has cool experiements with videos, links to his blogs, and has kits and experiments you can buy (of course!).    You can sign up to receive an email for experiment of the week.    He does an amazing job of making science cool and fun!

A Snowball in June

Until I had children my science story is best summed up by this cartoon...

I don't remember much from my elementary science classes except for the obligatory observations of cork under a microscope or the study of the lifecycle of the frog.    I am not sure to blame my lack of interst or my teacher's lack of engaging teaching style.  Since I hate taking the blame for anything I am going to blame my teachers.  I just don't have memories of being engaged or excited about science.    My secondary studies were mainly business focused so it didn't provide much opportunity for higher level science exploration.

Then I had children and my life turned into a science experiment.    What is that smell coming from that backpack...what happens to a peach if it is left in a car console for two summer months... can a goldfish survive if it is fed potatochips??   Children really are like minature scientists that are constantly thinking "Why does that?" "What would happen if?"   I have seen how a well timed science experiement can turn a boring, rainy day into a day filled with excitement and wonder.  My kids don't even know that they are learning and through them I am learning just how captivating teaching science can be.    I love watching and hearing them think "could birds really have evovled from T-Rexs?"  "How does the starfishes leg grow back?"   I like to think that science, if taught right, keeps that free thinking alive.   Although our students might not spend a lot of time thinking "why can't you start a sentance with a preposition," I am sure we will have more than one that thinks "if i put a snowball in the freezer can I throw it in June?"