Finale: Good Bye & Good Luck

     The focus of this class was teaching science and using  technology. I certainly was intimidated at the thought of using new apps or tools to create projects. Fortunately my colleagues are working to become future educators and they expressed patience and kindness while I often asked ridiculous amounts of questions. 
     The two programs I enjoyed learning about was Animoto and Kahoot. Animoto was simple to use and the steps were easy to follow in creating a short 'film' which was my book trailer. Uploading images without my daughter's assistance was a new challenge but easily accomplished using this program. Animoto would be great to use in class while introducing a new science or social studies chapter. This is an engaging tool that will get children interested in learning. I have already taught my son how to use Animoto and plan to have my children create book reviews of their summer reading books. 
     Kahoot is such a fun, engaging quiz to involve students in learning. We have used them throughout this semester in class and they are always engaging. Varying questions allows the quiz to be a better learning tool while promoting cognitive thinking. I would Kahoot as a review before a quiz or test. I created one for my daughter the other day before her science test. She not only enjoyed it but is looking forward to me making her more Kahoot quizzes. 
     Thanks for allowing me to be exposed to different technological learning tools that can facilitate my future students learning. Good Bye and Good Luck!

   

Inquiry + the 5 E's

   
     Science is all about asking questions while exploring the world around us. As I've read in the articles featured in this class, people are 'doing' science when they are born. We touch objects, explore objects by putting them in our mouth and of course ask plenty of questions. But when do we learn to ask questions the right way? Through exploration and inquiry, we learn how to build on prior knowledge while extending our own comprehension. 
     Inquiry involves hands-on and multifaceted activities which involve making observations. These observations aid in learning about our world while also solving real-world problems. As future teachers, we want to enable our students to not only better understand the world around them but to contribute by creating solutions to issues.  Inquiry allows students to learn the proper cycle of questioning while uncovering true answers and solutions.
     Teaching students the 5 E's in the inquiry process illustrates to them how to conduct proper questioning to discover answers to a variety of questions. Engage, Explore, Explain, Elaborate/Extend, and Evaluate (ongoing). Modeling this process and keeping it visually accessible on a classroom poster reminds students the important steps to follow when executing science experiments. 

ScinN

     

When I was younger, my favorite subject was history. Watching the news and choosing an article of the week from the local newspapers was one of my favorite assignments. I still read the newspaper but usually online. I try to stay current and watch the news as well. Paying attention to the world around me has always been enjoyable plus it makes me aware of what is happening in the world while helping me to be continually educated. Although I haven’t had to read science articles for an assignment before, I think this would beneficial for students to find articles based on current or past subjects that have been discussed in class. I chose two articles to read this week which were on very different scientific topics and interesting to read. Both articles came from the same website which is scienceinthe news.org.

     The first article was about the fate of Ozti the iceman whose mummified remains were discovered in the Italian Alps in 1991. Scientists have been trying to uncover the cause of death of this 5,300 year old Tyrolean hunter-gatherer. After long hours of research, scientists have ruled out that he died from an arrow injury but rather he froze to death. I chose this article because my sixth-grade daughter had learned about Ozti in school after watching a short video on the subject. She enjoyed discussing this topic and using this type of current discovery to discuss in class not only makes this time period relateable to students but the technology the scientists use is also relevant to classroom learning. By making correlations between topical subjects and the classroom, students learn to make deeper connections among the world around them. 

     Vaping would be a timely topic for teenage students especially since 12 and 13 year olds are more likely to vape while being mislead that there is no harm. Mouth sores, gum disease and cancer causing chemicals are some of the side effects caused by vaping that are unveiled in this article. Articles about health-related discoveries are important for students to be exposed to so they may make educated decisions about what products they use or consume. 
     Science articles allow students to view current issues plus read about discoveries. They can be integrated into class lessons plus it will expand on students current knowledge. 

Book Trailer

     Creating a book trailer with an animation tool is not something I've done before. Typically when encountering using new technology, I run to my children. This time was different. None of my children had experience using Animoto previously. After visiting the Animoto site, I thought "I can do this!" The site made it simple and basically 'walked' me through the steps of creating the film.  Surprising myself, I was able to easily create a book trailer. I also realized what a valuable classroom asset that Animoto could be for such activities from book reports to "All About Me" presentations at the start of the school year.
     After creating an account for Animoto, choosing a template was next. I chose the template called 'safari' since my books theme was about ways to save the Earth. Using pictures of  animals, tied in with the theme of the story. Adding music and pictures also was simple to accomplish. I chose to use online photos which was easily incorporated into the slideshow 'film' and saved me the trouble of taking pictures of the book myself. There was a large selection of music that can also be easily selected and added to the slideshow. After listening to a few choices, I selected my favorite, and the music would later play once the film was complete. The whole process was simple yet enjoyable to use.
     Once the pictures were completely uploaded, in order, the film could be published. After  viewing the film, I could see changes that needed to be made. Editing the finished process was easy and once again the film was complete. Animoto certainly has the potential to bring books to life. Using this to make a short film about a new science chapter would be engaging to students.  I think fifth grade students could use Animoto for book reports. It would also be a great tool for  'All About Me' projects. Social Studies projects could also use Animototo. Students or Teachers could create a film that contains information about a specific country. I have seen teachers  assign country or state projects. Creating a film to display the information that students have researched would be a fantastic, engaging project.  Animoto is a resource I plan to incorporate into my future classroom. I actually gave my son a quick lesson on how to create a film so he could complete a project for school. I certainly am learning how to embrace technology.

Life Science: Kingdoms

     This week in class we read about life science in our books and then completed a project in class which focused on the Five Kingdoms of life. After breaking into groups, each member was assigned one of the five (six) kingdoms to research, create a power point and then teach a lesson to our colleagues. This power point would be created with members from other groups who chose to research the same topic. My Kingdom to research was  Monera which is broken into two smaller groups Eubacteria and Archaebacteria. Cassandra and I were the only members of our group but she was very knowledgeable on the topic. 

     Cassandra and I researched the topic and stumbled across a Venn Diagram that was created by another student on Prezi. I find that other students projects are often and knowledge are useful in aiding my own learning. We used the Venn Diagram to help with filling information in our Power Point slides. It was also used as our review of the information. Along with using the Prezi information, we also incorporated images from a Google Image search. Our information was also researched on such sites as www.differencebetween.net/science. By reaserching our topic, it would be easier to present information on the topic. We also made sure to know the pronunciations of the vocabulary featured in our slides. A Kahoot was also created as a review of our Power Point. One thing I learned is to vary the type of questions when creating the Kahoot. By varying the types of questions, it would allow a more open-ended type of questioning. 

Personal Digital Me

     Science has always been a subject in which I struggle with. The funny thing is, my oldest daughters favorite subject is science. She actually plans on attending college next fall for environmental sciences. So just because I flounder in science, isn't it ironic my daughter may be a future scientist? Although science may not be my preference, I have always supported my children in their interests.
     Each person in our class created Digital Me Projects. In the classrooms I have worked in, introductions and getting to know your students can be very important. Typically in the earlier grades, students complete an All About Me poster at home and then share the poster with the class. These posters remind me of the Digital Me Projects. Instead, each person chose a digital tool in which they would display information about themselves. This would be a great idea, especially if I presented to my students on the first day of school. Letting them learn about me helps build my rapport with my students.
     Glogster, ThingLink, and Word Cloud were some of the digital tools my classmates used. The idea of Word Cloud is great. Some people chose really interesting shapes in which their words were displayed, such as apples since their goal is to become a teacher. I also enjoyed the Glogster displays. Since using these digital tools are new to me, I enjoy listening to my classmates describe the process. By listening to others, hopefully I will learn the technology myself. I will also practice more!

Educational Technology for Authentic Lifelong Learning Conference

     Yesterday, I spent a rainy Saturday on campus learning a variety of ways to infuse technology to create a classroom that would facilitate authentic lifelong learning. The conference featured two keynote speakers plus to break away sessions in which choices were given for those sessions. Shelly Sanchez was the first keynote speaker while the second speaker was Susan Oxenvad. Going Google, Using iPads to Increase Student Engagement, ThingLink Wonders, Maker Space, From Imagination to Classroom using VR, and Cyber-Security, Copyright, & Fair Use were the break away sessions offered. I attended Going Google and From Imagination to Classroom using VR as my break away sessions. Since I struggle with using technology, I was hoping to become more comfortable with technology so it may be incorporated into my future classroom. I did take away some fantastic information and look forward to extending my knowledge through hands-on attempts and future conferences.

      Both of the keynote speakers presentation were from an online connection and recorded. This was a great way to illustrate how this technology could be used in the classrooms. I wish that the image of the first speaker was larger and that the volume of both speakers was increased since it was difficult to hear them in the back. That aside, the content of the speakers was very informative and engaging. Shelly discussed that classroom activities should move from project based to problem based learning.  An example she mentioned was about a boy who 3-D printed his own braces after  he extensively researched the topic. Another way Shelly suggested using technology is to incorporate blogs or Twitter since students are already involved in those types of apps in their free time. Safety was another point Shelly stressed. Protecting students form cyberbullies and learning not to do that to others is a key point she stressed. Susan spoke and presented wonderful tips for using technology for differentiated learning. She discussed in depth the ways to  present differentiated lessons by using ThingLink. These lessons were not only leveled but provided an engaging platform for students in which they could even contact the teacher and ask questions, if necessary. 

Going Google was the first break off session I attended. The videos she presented along with her descriptions of how tho use the program were enjoyable and allowed me to become more familiar with using this tool. My second break away class was focused on the use of  VR  headsets and how they can promote distance learning. For instance, if students were learning about China,  the headset could have a program in which students could virtually visit China. This type of learning could bring other countries to life by bringing them right to the classroom. Not many school districts have this technology yet but perhaps through grant money or donations, VR headsets will be infused into school curriculum soon. 

After yesterdays  conference, my unfamiliarity with technology is decreasing. I'm hopeful that through other conferences and hands-on practice, I will be able to use technology to create engaging lesson plans for my future classroom. 

Space Science Word Cloud & Timeline

 

           Each group was asked to create a word cloud based on key words found in astronomy articles that were gathered by each person in the group. Some of the frequently occurring words were Super Moon, astronomer, asteroids, meteor, and animals in space.   After creating the word cloud, the words that appeared most often would be used to create a history of space timeline. So what technological tool would each group be using to create their timelines? 
     Google Docs, Time Toast, and Tiki Toki were options to use when creating our timelines. The first group use Google Docs to arrange the information for their timeline about space. This tool allowed them a simple way to organize the information and then put that information into a timeline on Time Toast. The second group used Tiki Toki to create their timeline. Exact dates were difficult to input into Tiki Toki. Another drawback was if the dates were close, the images appeared too close together. 
    

 Our group also chose Tiki Toki to display our timeline on. The theme of the timeline was the general history of space dating beginning with the Big Bang Theory. Through time and space, we traveled to the recently released night time images of Earth by NASA. The biggest issue using Tiki Toki was matching the exact dates.  Our group also created a Kahoot based on information featured in the timeline which we then played in class. 
     Using Tiki Toki was new for everyone in our group. This tool would be especially useful in history lessons or used when presenting an overview of a new lesson if the teacher created the timeline. Both Tiki Toki and Time Toast seemed more appropriate for older students to use but younger students could benefit from teacher creations of timelines. I would need to further familiarize myself with Tiki Toki in order to feel comfortable using this tool. Using technology throughout this science class has exposed me to technological tools I was unaware of prior to taking this class. 
     

Project Learning Tree Program

     This past Saturday, I attended an interesting seminar presented by two DEP (Department of Environmental Protection) educators. Project Learning Tree is a forestry based program for students in Pre-K -8. All the activities presented could be modified based on the ages or needs of the students. These interdisciplinary activities could also incorporate a variety of subjects such as science, math, writing and social studies. 
     I enjoyed this training for numerous reasons, especially since a few activities were hands-on for the adults taking the training. Seeing how the activities would be presented to students was meaningful to me. Some of the activities really caught my interest and I could see ways to tie these lessons in with other classroom lessons.For instance, one activity was titled Tree Factory. Numbered objects were displayed across a few tables and our groups stopped at each table while discussing which objects were derived from trees. A few of the objects that we discussed were carpet, a comb, gum, a rubber glove, and maple syrup. This activity involved groups to work together, have discussions, write answers, and extend students knowledge about what resources are used on a daily basis. This activity could also be extended as homework. Students could be asked to create a list of objects in their home that are derived from trees. Students could also bring tree related objects in for a 'show and tell'. 
     The best part of the day was receiving a copy of the text book. It consists of ninety-six tree-based activities. Each activity lists the grade levels, subjects, concepts taught, skills taught, differentiated instruction, technology connections, materials needed, approximate time needed, and related activities. The lessons are explained in a clear and concise manner. Reproducible pages are also provided. This book will be a resource I will use in my future classroom and share with other colleagues. I would recommend this training plus hope to take future seminars provided by DEP educators. The other classes are Project Wild and Project Wet.

Reflections on Reading Part 1

     

      Our readings for this course come primarily from the Pearson E-Text which is titled Teaching Children Science; A Discovery Approach (Derosa &Abruscato) The first part of the reading encompasses chapters one through nine. A diverse amount of topics were discussed throughout these chapters which provides insight for future educators who will be teaching science. Some of topics covered were: what questions to ask, what is scientific thinking, how children learn science, and planning while managing a classroom. These topics, including the others discussed, will deepen my knowledge of what a in-depth science curriculum will entail and how I can provide this for my future classes. 
     When students are learning, it does matter which questions teachers ask. While encouraging learning teachers must also provoke cognitive thinking among students. One way is to ask open-ended questions. Theses questions require more than yes or no answers. They also require students to refer to prior knowledge they have learned about a particular subject. Also by asking questions a certain way it encourages students to problem solve. Solving problems is an integral piece to science lessons as science is filled with questions and students should be learning how to search for answers. Once students begin making these connections, then they have learned what scientific thinking is. 
    Using prior knowledge, evidence, realizing science is a progression and by doing experiments are the ways in which students learn science. This seems like a large demand rolled into one but by practicing science with a hands-on approach, students are deepening their understanding with physical evidence of what they are questioning. Experiments also connect with would students have read which brings science to life. 
     Hands-on learning (such as experiments) may seem daunting to teachers, especially first year educators. How will I manage a classroom and have my students enjoy and enriching science lesson? By creating classroom routines, using demonstrations of experiments and giving students clear directions to follow while managing behaviors, students will have a positive experience. 
     

    
     

Earth Science: Layers of the Atmosphere

    

     In class last week, after creating groups, we discussed which topics of Earth Science we knew the greatest about and which topics we knew the least about. Our group felt that our knowledge of weather was the strongest, while our knowledge of the layers in the Earth's  atmosphere was our weakest area of knowledge. Then while remaining in our groups, we were assigned to create a poster about the topic we knew the least about it. Suggested formats to create the poster were Glogster, ThingLink, Powtoon, or Canva. 
     After discussing which tools we were familiar with, our group chose Powtoon. This application would not load during our class time so we switched to using Canva. After choosing from a variety of templates, we were able to create a poster about the layers of the Earth's atmosphere. We also used a few websites, such as NASA, to help us add information about the Earth's atmosphere. Canva was easy to navigate plus the templates had a wide variety of choices. 
     Using Canva in a classroom would be a fantastic way to introduce a new unit. For older students, they could prepare a similar project of creating a poster. If each group of student's presented a poster of a different topic, they would be teaching each other. This is beneficial for learning since teaching other people helps to retain information. 
     In class next week, each group will present the poster that was created plus 'teach' the topic we are presenting. I look forward to seeing the various projects and which resources other groups chose to use. Learning from my classmates is a valuable tool. While learning from others, I will be able to continue those lessons in my own classroom. 

Can You Kahoot?

    

      I've established that I am and adult college student without a ton of knowledge about technology. I'm certainly willing to learn and expand my knowledge but sometimes I get in the way of myself. My children easily upload and create projects online, whereas I struggle based on my lack of practice. The fortunate part of taking a science and technology class as a student means I need to face my challenges head on. It also means that many assignments require technology to complete them.
      Fortunately, I first met Kahoot during our group project presentation. Before then, I'd have never even heard of it. The student's were so excited when they saw it incorporated in the lesson. That excitement is exactly what I want to continue in my future classroom lessons. So it was my turn to create my own Kahoot, but how? 
     Typically all my technology questions are directed towards my seventeen year old daughter but she too did not know what Kahoot was. Luckily it was easy to figure out plus my collegue  from class had just completed his Kahoot. The assignment for class was to create a diverse 6 question quiz based upon reading chapter 10 in our text. The quiz could be created in a variety of mediums but I chose Kahoot. So how does it work? 

      First, I read the chapter and created questions based on the readings. Then I created a Kahoot account. It was simple. I created the quiz by typing in the questions and selecting which answer was correct. Some questions need to be shortened since there is a select number of characters allowed. The process of creating the quiz was even easy for me. I certainly see the usefulness of Kahoot especially for test or quiz reviews. It encourages interactive learning among the students which will encourage learning. I'm even thinking of designing some Kahoot quizzes as review for my younger daughter. The more I use technology in my assignments, I'm feeling more comfortable creating fun, diverse activities for my future classroom. 

Our Lesson

     That wasn't so bad! Today our group presented our lesson. Unfortunately our lesson was not discussed by our colleagues since our professor had another lesson in mind after our presentation. I still have some of my own reflections on how it went.
      Transitions to our various group members, during the power point presentation, went relatively smoothly. We each seemed proficient on our subject and practicing our parts helped the presentation to flow smoothly. The students especially enjoyed the Kahoot game that was integrated into the power point. Another positive portion of our lesson was the activity Fred the Fish. The booklet that accompanied the project escalated the children's understanding of pollution. The hands on project also supported the material presented throughout the power point. 

     Time management has been an issue with most groups. We had extra activities planned but it's as if the hands of the clock move faster than it is supposed to. Developing time management will most likely develop while teaching lessons. Team work among my colleagues would be another skill that develops over time as well. Although we practiced, it was our first time working together. Another reflection would be for the I pads to work smoothly. Logging in for the student's was not a smooth transition. The game began but one student had not been able to login. Before stating the game, we should have asked if all students were able to login. These small differences play a role in how a student enjoys and absorbs the material being presented. 
     

Overall, I believe our lesson went great. We planned, discussed and met on the weekend. The energy placed into our presentation was clear. I learned the importance of lesson plans while working with other future teachers. These are lessons I will carry throughout my own learning. 

Science Fair Project-Where do I Begin?

     While working on our group lesson, I've also began my Science Fair Project. Although all my children have participated in science fairs, I have never made one, except for assisting them. So choosing a project while following the project guideline was new to me. So as always, the question is ; "Where do I begin? "
     First, I need to find a project that stays with our group theme of pollution. I uses an internet search for ideas of projects. The project that stands out the most to me is creating my own biogas systems. When vegetable scraps decompose, gases are released. The question is what will release the most gas? This is intriguing to me since I also compost. Do certain items decompose faster than others? Also, does the natural gas released aid in the decomposition process? These are all questions churning in my brain after reading this project. Although I will mainly focus my attention on the original question and project, may I discover other questions? 

     

  After selecting a project, I gather the necessary materials including a cardboard science board. I know taking pictures and recording data is important. It shows the process of the experiment. I follow the printed directions to the project. Will it work? Over the next few days I observe my project and take pictures. I actually begin to enjoy the project. 

     I also ponder how creating my own science fair project will help me better understand my own students? Perhaps by experiencing my own project, I can relate to my students and the assignments they are required to complete. Also, I'm understanding the importance of hands-on lessons. Although most students will work on their projects at home, by displaying them at school, it carries the lesson back into the classroom. By working and creating a science fair project, it bring science to life!

     As I continue to work on my science fair project, I look forward to attending the science fair as a judge next week. Also my project will be on display. Having it next to other projects will give me a good comparison of how I did. Should I have dine the project differently? I'm already asking questions yet my project is not finished. This is the sign of enjoyment! 

Fred the Fish

     

     Through discussion and meetings, our group lesson is evolving nicely. For a hand-on activity, somebody in the group discovered an activity named Fred the Fish. This is the perfect activity to cohesively tie the lesson together. The next step it to fit all the pieces of the lesson together to create a finished, presentable lesson. 

     Today, my group met on campus to 'iron out' our presentation. Paying attention to the details of transitions, supplies and the responsibilities of each person in our group was an important focus. The Power Point looked amazing since a group member has lots of practice creating them. She can upload a photo faster than I could find a photo. Having group members with specialized skills is an asset. So who is Fred and how does he tie into this lesson about pollution?

     Fred the Fish is a lesson that has an accompanying script with it. The problem that will be presented to our students is that Fred has never left his pond but today he is going on an adventure. What may he encounter on his journey. Each group will be supplied with the necessary items to 'act' out Fred's journey. As he passes each place (ex: farm, picnic, factory) a pollutant is added to his clean water. The students will make a hypothesis before engaging in the activity based on the information presented in the Power Point. As each pollutant is added to the water, students will infer and write down what they see. What will Fred's fate be? This an interesting activity that will promote learning and conversation. Each team member from our group will facilitate a group. 

     After creating the lesson, we each go home to practice our part of the presentation. Will it go smoothly on Tuesday? I will think positive and practice!

What is Important?

   

      Each week another group presents their lesson based on their theme and the guidelines given. Observing each group is a wonderful way to think about and prepare for our lesson. What should be incorporated in the lesson? How will we present our lesson? What's the most important part of this lesson? So many different questions along the way. Plus making sure each person in our group has an active role in presenting the lesson. So, where do we begin? 

     As a group, we begin our focus on the content of the Power Point and the activity we will present. Out theme is pollution. Pollution divides up into the three different types, Air, Water and Land. From here we have a foundation to build on for our Power Point. After meeting and discussing, each of us select or assigned which topic we'll be presenting. This is important. Each of us need to feel comfortable and knowledgeable about the subject. My worst nightmare would not be knowing what to say to my students. 
     Now that there is a foundation for the Power Point, what needs to be included for a successful lesson? Our professor suggests an opening activity to be quick and engaging. This way, students will be interested in learning. Other important items to include are a brief direct instruction, a problem to solve, and a writing assignment. Our group must also manage behavior and time, all while presenting a fabulous lesson. No pressure!  

Software and Science

   

      Along with our professor over seeing the lessons being taught, a high school science teacher joins each week's lessons. This week he presented software and resources that could compliment or improve the  lessons that are currently being planned. Incorporating technology with lessons allows students to be engaged. Power Points, Smart Boards, and Vernier Software are some of the technologies that may be infused throughout a lesson. 
     Group One used both Power Points and the Smart Board during their educational presentation. Some advantages of Power Points are the designs can be varied, the information can be added to, videos may be linked, and the presentations can be uploaded to an online class. Smart Boards provide an interactive learning tool for any lesson. Matching activities can be created into the presentation. Students may take turns working at the Smart Board to solve the work while classmates agree or disagree with the solution. This creates feedback during a lesson and engages students in active learning. 
     Today in class, we used Vernier Software during a 'hands -on' activity. Measuring the speed of an object falling was the goal of today's lesson. By using the software, it illustrated the ease of how to incorporate it into a lesson. The software also collected data from each group. Graphs can be used to compare on contrast information. Collecting information is key to a successful experiment. Data shows what works and also how the experiment may need to be changed. This type of resource would be useful especially with older students. Since I am hoping to work with younger students, creating simpler graphs would be more useful. As my group plans our lesson, We'll have to see if we can incorporate the Vernier Software in our presentation.

     

Observations Assist in Learning

   

 Observing other educators is a fantastic way to incorporate various teaching styles into any new educators repertoire. For four week's of class, each group presents a lesson to the after- school science program students. Our job is to observe the lessons while our colleagues present them. Taking notes and evaluating each stage of the presentation allows my colleagues and I to learn what works and what should be done differently.

     I give a lot of credit to group one for presenting their lesson first. Fortunately, my groups teaches our lesson the last week of the program. Our observations of each group will be helpful to creating the lesson plans and also managing the class. After group one taught their lesson, a discussion occurred about what worked and what we should all keep in mind when planning lessons. 

     Each group consists of 4 or more members who each presents part of the lesson. The transitions between the presenters went smoothly. Each educator knew their subject well and could easily present the material from the power point presentation. The lesson was engaging and kept students interest. The students looked most forward to experiments and hands-on learning. 

     Constructive criticism is also an important key to creating successful lessons. What could be improved? Some students sat next to a friend. Side conversations may interrupt learning so group placement is important. Keeping the activities moving allows the lesson to be engaging. The program consists of students in grades third to sixth which means that there are varying levels of learning and prior knowledge. Over planning is better than under planning enough activities to fill the lesson time. Who knows how the lesson will flow? Discussion about a particular topic may be require more or less time than anticipated. Having extra activities planned helps to avoid 'extra time'. These concepts will certainly be addressed while planning the lesson that my group will present. For now, I look forward to seeing the other groups present their lessons.