This is quite possibly my favorite page....
I begin with the Interactive Quiz to Determine Multiple Intelligences. One of the best ways to increase motivation in a student is to appeal to their interests and learning style. Everyone learns things differently, and at the middle school level, content can be taught through many styles... below I have listed interdisciplinary connections between science and other subjects, with links that I find have appeal to the many senses and learning styles.
I begin with the Interactive Quiz to Determine Multiple Intelligences. One of the best ways to increase motivation in a student is to appeal to their interests and learning style. Everyone learns things differently, and at the middle school level, content can be taught through many styles... below I have listed interdisciplinary connections between science and other subjects, with links that I find have appeal to the many senses and learning styles.
English
Many scientists have favorite poems, songs, novels... the bottom line is that scientists can enjoy the subject of English. Take the physics teacher in my building, for example, who memorizes poetry as a hobby and includes his favorite lines at the top of each quiz he assigns his students.
One of my personal favorite poems, by transcendentalist Walt Whitman, has the name of a scientist in the title. I have always especially loved the poem When I Heard the Learned Astronomer. I believe the poem embodies an important truth about the nature of science...read it and let me know what you think!
When I heard the learn’d astronomer,
When the proofs, the figures, were ranged in columns before me,
When I was shown the charts and diagrams, to add, divide, and measure them,
When I sitting heard the astronomer where he lectured with much applause in the lecture-room,
How soon unaccountable I became tired and sick,
Till rising and gliding out I wander’d off by myself,
In the mystical moist night-air, and from time to time,
Look’d up in perfect silence at the stars.
Self-Expression Through Writing
Writing in Science class serves more than one purpose. In addition to increasing student fluency levels, writing is a useful tool in formative assessment. Additionally, a well-composed, open-ended question addressed to students serves as a tool for revealing misconceptions. Finding and dispelling misconceptions by addressing them and re-teaching concepts properly is a major facet of science learning. The AAAS Assessment site lists assessment questions by topic and includes a catalog of misconceptions.
Being disappointed with the few resources available to 6th grade teachers about common misconceptions, I decided to seek them out genuinely. Using Edmodo in our classroom helps me to discover the misconceptions in my students' understanding quickly. I ask a two-part question relating to our topic of study that week. Students are to respond in 2-4 sentences to the prompt, by posting a reply in our class page. The question first asks for a personal experience related to the subject, then, the students must give a scientific explanation for the process they experienced/witnessed. In doing this, I can get to know my students while seeing where many of them get tripped up. I tally amounts and types of errors I see in their responses (i.e. confusing wind with wind resistance or gravity) and address those responses in the following class, usually on a Monday as a recap of their past week's work.
Many scientists have favorite poems, songs, novels... the bottom line is that scientists can enjoy the subject of English. Take the physics teacher in my building, for example, who memorizes poetry as a hobby and includes his favorite lines at the top of each quiz he assigns his students.
One of my personal favorite poems, by transcendentalist Walt Whitman, has the name of a scientist in the title. I have always especially loved the poem When I Heard the Learned Astronomer. I believe the poem embodies an important truth about the nature of science...read it and let me know what you think!
When I heard the learn’d astronomer,
When the proofs, the figures, were ranged in columns before me,
When I was shown the charts and diagrams, to add, divide, and measure them,
When I sitting heard the astronomer where he lectured with much applause in the lecture-room,
How soon unaccountable I became tired and sick,
Till rising and gliding out I wander’d off by myself,
In the mystical moist night-air, and from time to time,
Look’d up in perfect silence at the stars.
Self-Expression Through Writing
Writing in Science class serves more than one purpose. In addition to increasing student fluency levels, writing is a useful tool in formative assessment. Additionally, a well-composed, open-ended question addressed to students serves as a tool for revealing misconceptions. Finding and dispelling misconceptions by addressing them and re-teaching concepts properly is a major facet of science learning. The AAAS Assessment site lists assessment questions by topic and includes a catalog of misconceptions.
Being disappointed with the few resources available to 6th grade teachers about common misconceptions, I decided to seek them out genuinely. Using Edmodo in our classroom helps me to discover the misconceptions in my students' understanding quickly. I ask a two-part question relating to our topic of study that week. Students are to respond in 2-4 sentences to the prompt, by posting a reply in our class page. The question first asks for a personal experience related to the subject, then, the students must give a scientific explanation for the process they experienced/witnessed. In doing this, I can get to know my students while seeing where many of them get tripped up. I tally amounts and types of errors I see in their responses (i.e. confusing wind with wind resistance or gravity) and address those responses in the following class, usually on a Monday as a recap of their past week's work.
Social Studies and History
History
As educators, it is our choice to determine which parts of the curriculum we want to spoon-feed to our students, and which pieces we want them to discover on their own, as a genuine inquiry experience. In each major curriculum objective, there is a history of that particular field. For example, there is a history of weather forecasting, and a history of the establishment of major geologic theories and principles.
When more time is available to look at a topic, I believe it is important to involve the students in authentic inquiry. In inquiry, students are to develop understanding of a concept on their own, as scientists, through the successful use of resources and observational and analytical skills. A fun twist I have found relating to history is to present the students with a demonstration of a concept, and ask students to explain what they saw, and why it happens. Students will come up with all kinds of varying explanations. Well, so did scientists at different points in history! I like to do some research about which scientists and philosophers held which views, and what life was like in their time period. Then, I print out or draw a depiction of that scientist's face on a paper plate with a tongue depressor glued to the back. Students are to share their responses and I assign them the "mask" of their historical character. Sometimes, in school, we have limited time and need to jump right to the current knowledge on a subject. When there is time, I like to explore how great thinkers pioneered the various fields and brought us to the current knowledge today.
Another important topic is the concept of hypotheses, theories, and laws in science. When is it okay to say that something has been "proven?" This has puzzled students for ages. I think it's important to view science through multiple lenses. In order to view science through a historical lens it is crucial to understand the difference between theories and laws.
National and Global Trends
Like maps? Seeing the big picture? These federal agencies create maps of current data trends.
History
As educators, it is our choice to determine which parts of the curriculum we want to spoon-feed to our students, and which pieces we want them to discover on their own, as a genuine inquiry experience. In each major curriculum objective, there is a history of that particular field. For example, there is a history of weather forecasting, and a history of the establishment of major geologic theories and principles.
When more time is available to look at a topic, I believe it is important to involve the students in authentic inquiry. In inquiry, students are to develop understanding of a concept on their own, as scientists, through the successful use of resources and observational and analytical skills. A fun twist I have found relating to history is to present the students with a demonstration of a concept, and ask students to explain what they saw, and why it happens. Students will come up with all kinds of varying explanations. Well, so did scientists at different points in history! I like to do some research about which scientists and philosophers held which views, and what life was like in their time period. Then, I print out or draw a depiction of that scientist's face on a paper plate with a tongue depressor glued to the back. Students are to share their responses and I assign them the "mask" of their historical character. Sometimes, in school, we have limited time and need to jump right to the current knowledge on a subject. When there is time, I like to explore how great thinkers pioneered the various fields and brought us to the current knowledge today.
Another important topic is the concept of hypotheses, theories, and laws in science. When is it okay to say that something has been "proven?" This has puzzled students for ages. I think it's important to view science through multiple lenses. In order to view science through a historical lens it is crucial to understand the difference between theories and laws.
National and Global Trends
Like maps? Seeing the big picture? These federal agencies create maps of current data trends.
Artistic Works
My students sometimes ask, "Why are we doing art in science class?" The remarks that follow often range from "...but I hate to draw," to "You could have been an art teacher!" These types of remarks provide teachable moments for me. To the first comment, I believe that art takes work. It isn't just a subject that anyone can master without trying. I considered being a double major in college - art with environmental science - but it was simply way too many hours of work. To the second comment, I like to say that teachers can be good at more than one subject. Teachers don't only know about or enjoy the one subject they teach all day long. Art makes life more interesting, makes certain material more accessible to artistic students, and let's face it, Earth Science is the study of the best creation we know... Earth. And you can't spell Earth without art.
My students sometimes ask, "Why are we doing art in science class?" The remarks that follow often range from "...but I hate to draw," to "You could have been an art teacher!" These types of remarks provide teachable moments for me. To the first comment, I believe that art takes work. It isn't just a subject that anyone can master without trying. I considered being a double major in college - art with environmental science - but it was simply way too many hours of work. To the second comment, I like to say that teachers can be good at more than one subject. Teachers don't only know about or enjoy the one subject they teach all day long. Art makes life more interesting, makes certain material more accessible to artistic students, and let's face it, Earth Science is the study of the best creation we know... Earth. And you can't spell Earth without art.
Creating works of art in class helps with two major concepts we push in science. It also helps with studying. First of all, it helps students to actually take notice of the textbook's text features. Scientists rely on text features to help understand a scientific article in their own areas of study, often, because the reading can be so dense. By creating handouts and artistic projects centered on the important text features, teachers can force a closer reading of the text where students notice text features. Students reference the text feature to complete the assignment. Additionally, these in-class text feature-workshops also help the student to accurately interpret the text feature and gain a solid understanding of reading graphs and charts.
Another example is the rock cycle, pictured below. Classwork can actually help a student gain a better understanding of a concept than simply reading the book, even when using the text features appropriately. The text feature depicting the rock cycle (below) shows the major processes in rock formation, but neglects to demonstrate the interconnectedness and interchangeability of the processes. My mentor and I created a personal copy of the rock cycle diagram to hand to each student as a study guide. The students are then to color each type of rock in a different color, and trace the arrows for the process(es) leading up to that rock's formation in the same color chosen to that rock. This helps demonstrate how the rocks are classified solely by process, that the process uniquely forms one type of rock, and that any rock could undergo any process and change into any other rock type!
Another example is the rock cycle, pictured below. Classwork can actually help a student gain a better understanding of a concept than simply reading the book, even when using the text features appropriately. The text feature depicting the rock cycle (below) shows the major processes in rock formation, but neglects to demonstrate the interconnectedness and interchangeability of the processes. My mentor and I created a personal copy of the rock cycle diagram to hand to each student as a study guide. The students are then to color each type of rock in a different color, and trace the arrows for the process(es) leading up to that rock's formation in the same color chosen to that rock. This helps demonstrate how the rocks are classified solely by process, that the process uniquely forms one type of rock, and that any rock could undergo any process and change into any other rock type!
Music and Theater
In the week before winter break, we (the students, mentor and I) will be converting what we know about the rock cycle into popular songs for karaoke. Recording are upcoming. For now, here are some inspiring songs made by educators about science and math topics.
Science Covers of Popular Songs
See our link to the youtube site. We have incorporated theater into our classroom to recreate memorable events in Earth's geologic history.
In the week before winter break, we (the students, mentor and I) will be converting what we know about the rock cycle into popular songs for karaoke. Recording are upcoming. For now, here are some inspiring songs made by educators about science and math topics.
Science Covers of Popular Songs
See our link to the youtube site. We have incorporated theater into our classroom to recreate memorable events in Earth's geologic history.
We Didn't Forget Math
I plan to build on this part of my site throughout my student teaching year, by studying the middle school math curriculum and observing its implementation in math classrooms. Here are sites I hope to use in my science teaching, as well as if I teach math.
I plan to build on this part of my site throughout my student teaching year, by studying the middle school math curriculum and observing its implementation in math classrooms. Here are sites I hope to use in my science teaching, as well as if I teach math.
- Lesson Sketch - A neat site that allows teachers to build interactive multiple choice questions that read like scenes form a comic book. A really neat twist on the math "word problem."
- Khan Academy - A free personal tutor. Refresh yourself on math skills from factoring to proofs to differential equations. I've used this site in college.
- Manga High - Teacher-made math games. Search for games by topic.
Computer Science
We will be allowing students to explore computer coding for one hour on December on Friday December 13th. Visit the National site for more information: National Day of Coding information posted here.
We will be allowing students to explore computer coding for one hour on December on Friday December 13th. Visit the National site for more information: National Day of Coding information posted here.