I presented a clay fault lines lesson to a 9-year-old and a six-year-old. The lesson was simple. They layered up clay to create a few different models. I explained that the layers were representing the different layers of the Earth. We then reviewed what an earthquake was and used total physical response to act it out as well as did practice drills of standing in the doorway for safety.
Once we established what and earthquake was, we turned to our models to explore the different kind of fault lines and how different geological features were formed. They made cuts and moved the clay to simulate the faults and movements. I found that through repetition the children were able to remember what the different kind of fault lines were.
When I did a short assessment at the end and asked them to recreate the faults as I called them out, the children were able to do so. I could tell that they met the learning objectives.
I did nto have any difficulty implementing the lesson. I only struggled with differentiating the lesson for the students. I found it to be too simple for the older child and a bit too challenging for the younger child. As a middle school teacher, I am also unfamiliar with the depth that the related learning targets are usually taught. I was not sure if I had made an age-appropriate lesson. The only insight i got in that area was for a friend who teaches elementary to review and give pointers on my lesson before it was implemented.
The only other challenge is that I could see my advanced students quickly becoming bored of the lesson. I would welcome any input you might have on how to differentiate for my advanced students.
Sunday, August 14, 2011
Natural Disasters
One of the most powerful ways that students can connect science to real life is by studying the impact of natural disasters on a community. Unfortunately, there is always some kind of natural disaster that has happened in fairly recent history somewhere in the world. Whenever there is a natural disaster, there are always relief groups organized to help the victims survive and the area to rebuild.
A natural disaster that is currently happening in Texas is an exceptional drought. There are many concepts about the drought that students may not have connected with. They understand that the heat is so extreme that they can't even look to their neighborhood pool for relief because it, too, is warm. The students know that they can't get outside to play much because it is not only uncomfortable, but even dangerous for them to do so.
I see a greater opportunity for science learning with the drought. Students can study the weather pattern, including La Nina, that has caused this weather pattern for drought. In past years, I have brought in meteorologists from local news stations to help the students understand the science behind recent disasters. Such a community figure not only captures their attention, but helps the students see a STEM career in real action.
Additionally, I would like students to research past and/or current droughts to see how it impacted the lives of others in other areas. Students could then take that information and begin to research how the current drought is effecting the health of local living organisms (people, animals, and plants). They could also interview people from farmers, economists, electric companies, water treament facilities and lake managment professionals, and even managers at the local grocery store to get a clear view of how the situation is impacting their community.
After all the information has been gathered, I would get a group of parent volunteers to help coordinate a relief effort on behalf of our students. Relief could include care baskets being given to families of farming communities whose income has been reduced do to lessened crops, fans for the elderly who cannot afford to air condition their house, and the list goes on. Because I teach a large unit on anatomy, I would love for students to spearhead an effort to educate others about the dangers of being out in the heat.
Their are many ways that students can become involved in their communites. The key to learning through the process is for them to search out the past and current information and then involve as much of the community as possible to give them a real glimpse into real science.
A natural disaster that is currently happening in Texas is an exceptional drought. There are many concepts about the drought that students may not have connected with. They understand that the heat is so extreme that they can't even look to their neighborhood pool for relief because it, too, is warm. The students know that they can't get outside to play much because it is not only uncomfortable, but even dangerous for them to do so.
I see a greater opportunity for science learning with the drought. Students can study the weather pattern, including La Nina, that has caused this weather pattern for drought. In past years, I have brought in meteorologists from local news stations to help the students understand the science behind recent disasters. Such a community figure not only captures their attention, but helps the students see a STEM career in real action.
Additionally, I would like students to research past and/or current droughts to see how it impacted the lives of others in other areas. Students could then take that information and begin to research how the current drought is effecting the health of local living organisms (people, animals, and plants). They could also interview people from farmers, economists, electric companies, water treament facilities and lake managment professionals, and even managers at the local grocery store to get a clear view of how the situation is impacting their community.
After all the information has been gathered, I would get a group of parent volunteers to help coordinate a relief effort on behalf of our students. Relief could include care baskets being given to families of farming communities whose income has been reduced do to lessened crops, fans for the elderly who cannot afford to air condition their house, and the list goes on. Because I teach a large unit on anatomy, I would love for students to spearhead an effort to educate others about the dangers of being out in the heat.
Their are many ways that students can become involved in their communites. The key to learning through the process is for them to search out the past and current information and then involve as much of the community as possible to give them a real glimpse into real science.
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