After listening to the powerpoint and reading the articles posted for the E lessons, I see the importance of inquiry based learning. I like the 5E plan best, and it may because I am more familiar and comfortable with it. I have to admit though, I sometimes start my lessons with notes when I start a new topic. Some of the Earth Science topics that I cover I just can't always think of something neat or catchy to do in the beginning that would allow them to do a lab first and talk about it. Some things I can- like when we talk about heat energy and different surfaces absorb and some reflect. I start with a lab where we use heat lamps and take the temperatures of the three colored cans and see what we find. Then they explain to me why the recorded the results that they have. This then leads to my notes. Does anyone else ever have trouble thinking of things to catch their kids with? I don't feel like my notes are too dry when I do them either because i usually have a section where we discuss or I show them something and we talk about what is happening and why, but I guess notes are notes! ;)
PS- Does anyone else feel like we have been in school teaching for at least a 9weeks already? Busy time of year! I'm already tired! haha
Sometimes the "engage" phase can be very simple...anything that gets them curious and activates prior knowledge. I picked up some interlocking plastic blocks at a yard sale and I give these to the kids to play with before introducing DNA...it generates a discussion about the parts of a molecule...DNA is the "building block" of life, etc.
ReplyDeleteFeels like a lot longer than 9 weeks even...and it hasn't even been a month in V. Beach!
I agree anything that makes them curious is a great way to engage. This could be a change in normal routine (having the lights off when they come in or having interesting objects on the lab bench. I think we all try to engage the students first but I found the 5E model helpful. In my new science teacher training we were actually given a bunch of discrepent events and told to make lesson plans out of them. It was a great exercise.
ReplyDeleteIn my area is the Smithsonian Naturalistic Center. It's an awesome place full of hands on artifacts that promote inquiry. Unlike other museums anyone is able to touch most of the exhibits. If you get a chance to go I recommend it.
Ya it's hard to believe that the marking period is almost over.
I agree that engaging the students can be very simple. I either use demostrations or journal questions to engage them to start thinking.
ReplyDeleteIt is ok to do some basic info to get kids started - I just want to steer folks away from the full day of notes prior to any activity. I think in the example of the rock lab - a discussion of minerals is important first - but you can do a crystal lab prior to talking about minerals, no? (the rock candy is alway a big hit- and alum and those other good crystalizers that are easy to come by)
ReplyDeleteDon't think of inquiry necessarily as full inquiry where you send your kids in blind. I think it is that idea that turns some teachers off to it.
Yes, that would be a good idea to do the crystals. I was thinking that I guess I could do the notes after and just start with what kind of tests they think would need to be done before they could identify an unknown object and maybe they would be able to fill in some of the tests like color, hardness, and cleavage. I'm going to try to approach it differently! Wish me luck!
ReplyDeleteI asked our science teachers in my building if they used the 5e/6e or 7e method--only one responded as if she had any idea what it was all about--but she said it is not something she ever uses.
ReplyDeleteI asked my daughter (who is in one of the science teachers' classes) to explain to me how experiments (if any) were carried out in her sciene class. She said the teacher demonstrates it and then gives them all the materials needed to recreate the same experiment at their tables...wow--we need some help here!! How disappointing!