Today in class we added to our water cycle drawings once more and for homework, created a finalized model of The Water Cycle. However, this was not simply a quick lesson in drawing the various components of the water cycle. Over the past few classes, we've worked through a number of sources to acquire greater knowledge of the water cycle which attributed personally to my overall understanding of the water cycle.
We began dealing with the water cycle in our new unit: Earth and Space. The introduction activity involved our science notebooks. We thought about whether or not we would drink out of a filtered glass of water, essentially a solar sill that used evaporation to filter out the dirty elements of the water. As we thought about our decision, we needed to use viable reasoning. Personally, I knew I needed a good amount of work with the water cycle in order to have a more thorough understanding of the content.
During the solar sill activity, we were asked to sketch our understanding of the water cycle. I knew the basic components, and included evaporation, condensation, and precipitation. However, I forgot to include major components such as the sun, snow, or other storage places on the earth that water travels to rather than always just the ocean. With a partner, I added some of these additions to my cycle. This was a nice way to remind myself what I needed to include and added another learning resource.
As a class, we watched a short "rap" video targeted for children about the water cycle. The catchy tune and colorful drawings definitely helped spark some of my prior knowledge, and I was able to add bigger, scientific words to my water cycle such as "transpiration". This was a different modality dealing with the same material and appealed to a different mode of language that gave me the opportunity to use background knowledge I did not even know I still held on to.
Finally, in class today we read a book about the water cycle following the life of a single raindrop. As we read the trade book in my group, I added words that were not scientific but were instead, descriptive or helpful to aid in the understanding of my more scientific words. Reading the book and looking at the diagrams within allowed for another learning source that helped provide me with confidence in terms of actually knowing the content of the water cycle.
As we were assigned homework today, we were told to design an entirely new model of the water cycle. We could use personal drawings or computer images, which provided a great choice as a student. Additionally, we were creating a final model. As I mentioned in the modeling post previously, creating a final model truly allows the student to understand their own learning in a genuine metacognitive way. I compared my new and final model to the first cycle and saw just how much I had learned and clarified in this short time. I definitely attribute this great amount of learning to the use of multiple learning sources. I was able to conceptually bring together numerous information to create an in-depth, overall understanding of the water cycle. Using different modalities and providing information through the various modes of language only adds to the learning sources in a positive way. By interacting with the material and through the use of models, I was able to create an authentic learning process that I plan on using indefinitely with future students.
Tuesday, October 30, 2012
Monday, October 22, 2012
Science Learning Resources
As I was reading Ch. 7- Inquiry Learning Opportunities in our Science Methods text, I almost immediately stood behind what I was reading. Classrooms where students complete science projects and science fairs, in addition to everyday science learning centers seems so appealing. These activities not only engage students, but also contribute to overall inquiry learning in the classroom. Because projects, fairs, and centers almost all include some aspect of choice and independence, incorporation of these into the classroom allows for almost "built-in" classroom management, differentiation, and incorporation of various learning styles. When students are truly interested in something they are working on, have a choice in a specific subject matter, and a feeling of independence while working, many classroom management issues are immediately not even factors. In terms of differentiation, learning centers offer many ways for scaffolding instruction. I especially appreciated the idea of pairing students together of different reading levels so that both students can help each other at a science learning center together. While considering all of these productive classroom and school ideas, I was also intrigued by the idea of science learning resources outside of the classroom.
In particular, exploring places outside of the science classroom can become a very rewarding experience for students. While working at a children's museum during this past summer, I gained a great deal of understanding for how museums can supplement material in the classroom. In Ch. 7, Peters and Stout remind the reader to "place special emphasis on the reason for the trip". (Pg. 148) This allows both teachers and students to have a focus, particularly if the trip includes a larger museum. The museum where I was employed had such a large variety of science related exhibits and interactive activities, that a school group almost always had to consider a particular content focus before entering, to prevent suffering from information overload.
I strongly advocate for students, when financially possible, visiting museums in school groups. Students will further their inquiry studies by actively working in the museum and participating in science as a learner. As the authors point out in this chapter, museums are most definitely not what they used to be. Museums have evolved to be much more relatable, interactive, and inquiry centered places of enjoyable knowledge. In my social studies methods course, we recently visited The History Center in Cedar Rapids. This museum demonstrated pointedly the idea of the evolution of museums. As a student, I remember visiting particularly well-done museums that were relatable to my life and very interesting. Students, when given the opportunity, should utilize the out-of-school experiences to continue their learning. This idea of informal learning, I believe, should be integrated whenever possible into classrooms of all shapes, sizes, and ages.
In particular, exploring places outside of the science classroom can become a very rewarding experience for students. While working at a children's museum during this past summer, I gained a great deal of understanding for how museums can supplement material in the classroom. In Ch. 7, Peters and Stout remind the reader to "place special emphasis on the reason for the trip". (Pg. 148) This allows both teachers and students to have a focus, particularly if the trip includes a larger museum. The museum where I was employed had such a large variety of science related exhibits and interactive activities, that a school group almost always had to consider a particular content focus before entering, to prevent suffering from information overload.
I strongly advocate for students, when financially possible, visiting museums in school groups. Students will further their inquiry studies by actively working in the museum and participating in science as a learner. As the authors point out in this chapter, museums are most definitely not what they used to be. Museums have evolved to be much more relatable, interactive, and inquiry centered places of enjoyable knowledge. In my social studies methods course, we recently visited The History Center in Cedar Rapids. This museum demonstrated pointedly the idea of the evolution of museums. As a student, I remember visiting particularly well-done museums that were relatable to my life and very interesting. Students, when given the opportunity, should utilize the out-of-school experiences to continue their learning. This idea of informal learning, I believe, should be integrated whenever possible into classrooms of all shapes, sizes, and ages.
Thursday, October 18, 2012
Nicholas Conservatory & Gardens in Rockford, IL
Being There Experiences: Study Trips
This past weekend was Fall Break, which gave me the perfect opportunity to go home and explore an area of Rockford that I had never been. In the past, Rockford had a conservatory next to the Rock River. However, this conservatory was old and rarely used. In the past few years, the Nicholas Conservatory & Gardens have been built with help from the Rockford Park District. Despite the fact that the conservatory officially was unveiled almost a year ago, I still have not had the chance to go into the new facility. Thankfully, on Tuesday before I left to return to Coe, I made it to the conservatory for a long awaited visit!
When considering taking students on a field trip through the Nicholas Conservatory & Gardens, I feel that there are multiple concept options related to life science that would be applicable to the conservatory, as well as the general experience of being there. Thinking in terms of a bigger concept, I believe that learning about organisms general needs of life and sustainability and the life cycle of organisms would directly relate to the experience of visiting the conservatory. Because of the variety of plants in the conservatory, students could study how the plants differ from one another and how they differ from animals. Especially if the experience is a day in the winter, students would better understand the concept of the plants' basic needs because the plants could not survive outside in the winter or even during the summer depending on the climate of their original location. Understanding the life cycle of plants would go well with this experience because students would visibly see different plants at different life stages, and comprehend how plants do resemble their parents. In general, the study of plant organisms and their relation to their environment would be very applicable while incorporating an experience at the conservatory. There is so much to offer, including a wide variety of plants and organisms that probably would otherwise be impossible for students to experience in the Midwest. This experience would enhance their understanding of plants and organisms, especially creating a more global view of the life science skills, instead of merely relating the learned information to plants and organisms students are familiar with. For example, there are palm trees surrounding one area of the conservatory. Students could apply the information they learned about the life cycle of a lima bean seed to the life cycle of a palm tree, while deciphering similarities and differences. Without the experience with palm trees up close in the conservatory, students would not be able to transfer their knowledge onto a more general and global scale.
My experience in the conservatory was one of pure joy. The inside is beautiful with a variety of plants and flowers that one does not see growing naturally in the Midwest. Using the experience as an extension of classroom studies on plants would definitely extend knowledge much further. As I mentioned before, using my experience, especially what I learned in terms of unfamiliar plants, students would have the benefit of learning about the wide variety of plants. I believe showing students the similarities of organisms, from across the globe, is something powerful that can relate to other disciplines in addition to creating more globalized concepts of science for students. After working with plants and organisms, a unit on environments with some links to life science would be perfect for discussing the conservatory. The plants in the conservatory need a very specific environment in order to sustain life, and students could further their science inquiry by developing an understanding of environments in terms of relating to organisms directly.
I believe that many other science concepts have potential to be explored at the Nicholas Conservatory & Gardens. Perhaps a study of evolution, specifically with plant life, could work when thinking about how plants have evolved to live in their specific environments. Students would find numerous examples of evidence, models, systems, measurements, and other general unifying science concepts and skills when visiting the conservatory. In terms of "Science as Inquiry", there is much to be explored when visiting the conservatory. Students could find a plant or organism that truly interested them and then work on an inquiry project with that specific plant. Additionally, classrooms could work on inquiry books involving the plants seen during the experience. As I mentioned earlier with a study of environment, students could discuss how the earth works together using different environments and do some research regarding earth science. The experience may work as a starting point for a study of the earth's various environments and the organisms that live there. The Nicholas Conservatory & Gardens is a technologically advanced and green building. Studying the facility itself would fall into science and technology, in addition to a discussion involving helping to save the environment. Students could study how the conservatory works to save energy, and works in a technologically efficient way that creates a wonderful space. Lastly, students could delve into "Science in Personal and Social Perspectives" by discussing populations of plants, resources, and environments in terms of how humans affect the various plant life across the globe. Overall, I found numerous topics that would be applicable to various ages in the science classroom. The conservatory seemed like a great place to take students for a variety of reasons, and would work to approach numerous studies in the science standards.
Here are a few links to the Nicholas Conservatory & Gardens for further reading:
http://www.rockfordparkdistrict.org/ncg - general information
http://www.youtube.com/watch?v=52Ui4mEfdxg - a historical video about the conservatory update
This past weekend was Fall Break, which gave me the perfect opportunity to go home and explore an area of Rockford that I had never been. In the past, Rockford had a conservatory next to the Rock River. However, this conservatory was old and rarely used. In the past few years, the Nicholas Conservatory & Gardens have been built with help from the Rockford Park District. Despite the fact that the conservatory officially was unveiled almost a year ago, I still have not had the chance to go into the new facility. Thankfully, on Tuesday before I left to return to Coe, I made it to the conservatory for a long awaited visit!
When considering taking students on a field trip through the Nicholas Conservatory & Gardens, I feel that there are multiple concept options related to life science that would be applicable to the conservatory, as well as the general experience of being there. Thinking in terms of a bigger concept, I believe that learning about organisms general needs of life and sustainability and the life cycle of organisms would directly relate to the experience of visiting the conservatory. Because of the variety of plants in the conservatory, students could study how the plants differ from one another and how they differ from animals. Especially if the experience is a day in the winter, students would better understand the concept of the plants' basic needs because the plants could not survive outside in the winter or even during the summer depending on the climate of their original location. Understanding the life cycle of plants would go well with this experience because students would visibly see different plants at different life stages, and comprehend how plants do resemble their parents. In general, the study of plant organisms and their relation to their environment would be very applicable while incorporating an experience at the conservatory. There is so much to offer, including a wide variety of plants and organisms that probably would otherwise be impossible for students to experience in the Midwest. This experience would enhance their understanding of plants and organisms, especially creating a more global view of the life science skills, instead of merely relating the learned information to plants and organisms students are familiar with. For example, there are palm trees surrounding one area of the conservatory. Students could apply the information they learned about the life cycle of a lima bean seed to the life cycle of a palm tree, while deciphering similarities and differences. Without the experience with palm trees up close in the conservatory, students would not be able to transfer their knowledge onto a more general and global scale.
My experience in the conservatory was one of pure joy. The inside is beautiful with a variety of plants and flowers that one does not see growing naturally in the Midwest. Using the experience as an extension of classroom studies on plants would definitely extend knowledge much further. As I mentioned before, using my experience, especially what I learned in terms of unfamiliar plants, students would have the benefit of learning about the wide variety of plants. I believe showing students the similarities of organisms, from across the globe, is something powerful that can relate to other disciplines in addition to creating more globalized concepts of science for students. After working with plants and organisms, a unit on environments with some links to life science would be perfect for discussing the conservatory. The plants in the conservatory need a very specific environment in order to sustain life, and students could further their science inquiry by developing an understanding of environments in terms of relating to organisms directly.
I believe that many other science concepts have potential to be explored at the Nicholas Conservatory & Gardens. Perhaps a study of evolution, specifically with plant life, could work when thinking about how plants have evolved to live in their specific environments. Students would find numerous examples of evidence, models, systems, measurements, and other general unifying science concepts and skills when visiting the conservatory. In terms of "Science as Inquiry", there is much to be explored when visiting the conservatory. Students could find a plant or organism that truly interested them and then work on an inquiry project with that specific plant. Additionally, classrooms could work on inquiry books involving the plants seen during the experience. As I mentioned earlier with a study of environment, students could discuss how the earth works together using different environments and do some research regarding earth science. The experience may work as a starting point for a study of the earth's various environments and the organisms that live there. The Nicholas Conservatory & Gardens is a technologically advanced and green building. Studying the facility itself would fall into science and technology, in addition to a discussion involving helping to save the environment. Students could study how the conservatory works to save energy, and works in a technologically efficient way that creates a wonderful space. Lastly, students could delve into "Science in Personal and Social Perspectives" by discussing populations of plants, resources, and environments in terms of how humans affect the various plant life across the globe. Overall, I found numerous topics that would be applicable to various ages in the science classroom. The conservatory seemed like a great place to take students for a variety of reasons, and would work to approach numerous studies in the science standards.
Here are a few links to the Nicholas Conservatory & Gardens for further reading:
http://www.rockfordparkdistrict.org/ncg - general information
http://www.youtube.com/watch?v=52Ui4mEfdxg - a historical video about the conservatory update
Wednesday, October 10, 2012
Models, Models, Models
During our last class, we worked on a variety of learner strategies that truly opened my eyes to some great features that can be done with "models" in the science classroom. As a hook to an activity involving seeds and seed parts, we were asking to draw what the inside of a seed look liked. Without anything to look at or reference, my model drawing came completely out of my memory, prediction, and past experience with seeds. I added a few labels where I could, but my model was overall fairly bare and plain. I added color, again where I was able to. After drawing the inside, I was very intrigued about comparing my model with what the inside of an actual seed did look like. Using the model activity as a hook for seed parts definitely hooked my interest as well as my classmates. Especially when students have worked with seeds and plants in the past, this activity truly helped spark some interest in all of us.
As we continued with the activity, we opened lima beans together and drew a model of the inside. Then with the help with a technical drawing on the projector, labeled the main parts of the lima bean. I compared this drawing with the first model drawing in my science notebook. It was nice to immediately correct any prior misconceptions and also develop greater understanding of the inside of a seed, including important vocabulary. We tested three other mystery seeds to test if they looked similar and held similar parts on the inside. The three seeds I chose all happened to have the same main parts and look similar to the lima bean. I drew a model of each, and I found that I was quickly drawing and labeling without thinking. Not only did I know the parts of the inside of the seed well, but I could identify them easily and my models became more accurate.
Looking at my models done overtime was a very interesting experience. I felt I gained a greater understanding for the seeds parts, in addition to identifying them with the proper, scientific vocabulary. As we talked in class to reflect on the activity I began to think of how useful models can be for students in science. The models bring in a different method of exploring and learning material, while incorporating a more creative part of the brain. We did discuss how models are simplified versions of a specific organism. They should not be art projects or science projects or even detailed drawings that seem confusing. Students should be able to utilize models to track their understanding, correct misconceptions, and recall information using repetition of drawing models.
Later in the class period we began a group activity of drawing a model of the human body. This task was a little more difficult and overwhelming, considering everything possible to draw within a human body. I am very interested to see how this model plays out in the next class, and how the use of this model is different than the seed identifications we drew. Overall, models were very useful in my understanding, working as a hook, motivation, and a track of my metacognitive development.
As we continued with the activity, we opened lima beans together and drew a model of the inside. Then with the help with a technical drawing on the projector, labeled the main parts of the lima bean. I compared this drawing with the first model drawing in my science notebook. It was nice to immediately correct any prior misconceptions and also develop greater understanding of the inside of a seed, including important vocabulary. We tested three other mystery seeds to test if they looked similar and held similar parts on the inside. The three seeds I chose all happened to have the same main parts and look similar to the lima bean. I drew a model of each, and I found that I was quickly drawing and labeling without thinking. Not only did I know the parts of the inside of the seed well, but I could identify them easily and my models became more accurate.
Looking at my models done overtime was a very interesting experience. I felt I gained a greater understanding for the seeds parts, in addition to identifying them with the proper, scientific vocabulary. As we talked in class to reflect on the activity I began to think of how useful models can be for students in science. The models bring in a different method of exploring and learning material, while incorporating a more creative part of the brain. We did discuss how models are simplified versions of a specific organism. They should not be art projects or science projects or even detailed drawings that seem confusing. Students should be able to utilize models to track their understanding, correct misconceptions, and recall information using repetition of drawing models.
Later in the class period we began a group activity of drawing a model of the human body. This task was a little more difficult and overwhelming, considering everything possible to draw within a human body. I am very interested to see how this model plays out in the next class, and how the use of this model is different than the seed identifications we drew. Overall, models were very useful in my understanding, working as a hook, motivation, and a track of my metacognitive development.
Thursday, October 4, 2012
Exploration Day Reflection
Prompt: Reflect in your teaching and learning journal about your exploration. What did you
experience (science content, pedagogy- the methods of teaching, and nature of science-
what is being practiced)? How does that learning influence your teaching?
In lieu of class today, we were assigned a variety of tasks to explore science content a bit deeper and more relevant to real world teaching. While reading through specific sections in the National Science Education Standards, I was somewhat taken aback at how specific and easy-to-read these standards were in reality. I found the standards very easy to read, and incredibly applicable to my future science teaching. When reading about the Use of Content Standards, I enjoyed the clarification between content and curriculum. The standards made the point that content is what students learn but not how they learn the information, how the information is organized, or how the information is emphasized. This section additionally referred to the possibility of adding science content without eliminating standards from any category. This allows teachers the freedom to add to the curriculum, as long as all of the required standards remain intact. This section truly made me more excited to teach science as inquiry to my future students, especially regarding the national shift and recognition of the promotion of inquiry in science learning. I firmly believe in inquiry learning, and was glad to see many of the standards reflecting this idea. The actual standards were organized in an easy-to-read fashion that clarified a few ideas for me. I felt much more comfortable with my content knowledge regarding science after reading the standards. I also felt more comfortable with the idea of using these standards to help guide my lesson plans. Particularly with some recent lesson plan ideas, I could visualize how these standards would seamlessly fit in to my plans.
While exploring the webquest, I found myself contemplating many important pedagogical ideas. I have had some limited past experience with webquests, and therefore, had a good idea of what the range of webquests available is. Having created a webquest for a social studies unit myself, I understood the formula and the possibilities available in the webquest. After performing my webquest as a student and reflecting from both a student and teacher view, I was somewhat disappointed at the activity. Webquests are meant to be engaging, technology filled, and creative opportunities for students. The webquest I completed was essentially computerized worksheets, with little to no active exploration or engagement. I was disappointed to see a webquest being used in this way, having expected a variety of challenging, inquiry-filled, and real world connection activities. After brainstorming changes that could be made to better the webquest, I became much more confident in myself as a future teacher. I found some very realistic ways to make the webquest filled with inquiry, more engaging for students, and more challenging depending on student interest. I want my science lessons to be exciting and individualized, with much relation to the real-world. Through this learning, I have reflected upon my own pedagogical views and contemplated what I find most important when teaching science. As I have written before in my blogs, I continuously find added support for my belief in the use of science notebooks. I believe, after reading much of the content for Science Methods, that science notebooks not only allow for active inquiry but also develop a variety of skills, most importantly aid in the development of literacy. The standard sections helped me to strive for creating lesson plans that include with standards without revolving around the standards. I hope to create lessons that my future students truly are involved in, plans that accomplish much more than simply affirming the content standards.
experience (science content, pedagogy- the methods of teaching, and nature of science-
what is being practiced)? How does that learning influence your teaching?
In lieu of class today, we were assigned a variety of tasks to explore science content a bit deeper and more relevant to real world teaching. While reading through specific sections in the National Science Education Standards, I was somewhat taken aback at how specific and easy-to-read these standards were in reality. I found the standards very easy to read, and incredibly applicable to my future science teaching. When reading about the Use of Content Standards, I enjoyed the clarification between content and curriculum. The standards made the point that content is what students learn but not how they learn the information, how the information is organized, or how the information is emphasized. This section additionally referred to the possibility of adding science content without eliminating standards from any category. This allows teachers the freedom to add to the curriculum, as long as all of the required standards remain intact. This section truly made me more excited to teach science as inquiry to my future students, especially regarding the national shift and recognition of the promotion of inquiry in science learning. I firmly believe in inquiry learning, and was glad to see many of the standards reflecting this idea. The actual standards were organized in an easy-to-read fashion that clarified a few ideas for me. I felt much more comfortable with my content knowledge regarding science after reading the standards. I also felt more comfortable with the idea of using these standards to help guide my lesson plans. Particularly with some recent lesson plan ideas, I could visualize how these standards would seamlessly fit in to my plans.
While exploring the webquest, I found myself contemplating many important pedagogical ideas. I have had some limited past experience with webquests, and therefore, had a good idea of what the range of webquests available is. Having created a webquest for a social studies unit myself, I understood the formula and the possibilities available in the webquest. After performing my webquest as a student and reflecting from both a student and teacher view, I was somewhat disappointed at the activity. Webquests are meant to be engaging, technology filled, and creative opportunities for students. The webquest I completed was essentially computerized worksheets, with little to no active exploration or engagement. I was disappointed to see a webquest being used in this way, having expected a variety of challenging, inquiry-filled, and real world connection activities. After brainstorming changes that could be made to better the webquest, I became much more confident in myself as a future teacher. I found some very realistic ways to make the webquest filled with inquiry, more engaging for students, and more challenging depending on student interest. I want my science lessons to be exciting and individualized, with much relation to the real-world. Through this learning, I have reflected upon my own pedagogical views and contemplated what I find most important when teaching science. As I have written before in my blogs, I continuously find added support for my belief in the use of science notebooks. I believe, after reading much of the content for Science Methods, that science notebooks not only allow for active inquiry but also develop a variety of skills, most importantly aid in the development of literacy. The standard sections helped me to strive for creating lesson plans that include with standards without revolving around the standards. I hope to create lessons that my future students truly are involved in, plans that accomplish much more than simply affirming the content standards.
Monday, October 1, 2012
Create Your Own Sciene Inquiry Station
For about a week, along with a partner, we were developing our own science inquiry stations based on a specific topic. My partner and I chose fingerprinting, and developed a station centered around forensics and fingerprinting. Our desired results were for students to use the tools and techniques to "gather, process, and analyze data". (Science as Inquiry standard) We also wanted students to understand how the human body allows them to do everyday tasks. When observing our students we chose three categories we wanted them to complete including using tools properly, using proper technique, and using proper reasoning for conclusion.
My partner and I went first when acting as students for another group's inquiry station. Their station was focused on balance and various ways to balance with our bodies using specific tools and instruments including water bottles, a wooden board, and a stability ball. Initially, acting as a student was quite difficult. Our teachers were not allowed to talk to us, which made my partner and I feel slightly intimidated as we had five teachers in comparison to only two students. Eventually we tried to speak our thoughts out loud, and verbalize what was going on in our thinking. The station was definitely a challenge at first, as my partner and I had difficulty understanding the beginning prompt. After reading the added information in articles, I began to better understand how balance interacts with my body and how to improve balance with a few postures. With more time, my partner and I would have likely generated more ideas involving the given tools to test our balance in a variety of ways. Our inquiry became easier when our teachers were allowed to prompt us with two questions. My partner and I further understood what we were expected to do using our balance and the floor, and then test balance positions using the tools given.
After brainstorming some ideas on improvement for our teachers, we went on to the fingerprinting inquiry station. Observing students was easier from my point of view after being the student first, because I had a much better understanding of what the students were feeling and thinking. I believe our students gave us an advantage by verbalizing their thoughts in a way that allowed us as teachers to understand their thinking progression better. They utilized what we said as students, and probably what they wished we would have said as students. The five students met every single category we determined prior to the actual test of the station. Even though my partner and I accidentally left out an instruction, our students surprised us by inferring what they were supposed to accomplish and reason from the material given. Appropriate conclusions were made, especially in regards to forensics and popular culture crime scene shows. Students began to understand not only how fingerprints benefit their life, but also how fingerprints work as identification in a variety of experiences.
When given the opportunity to ask our students two prompting questions, we corrected our mistake and gave the students the opportunity to try to identify different fingerprints based solely on ridges, shape, and size. This gave the students a chance to work with the fingerprints in a different way than they previously did. The other prompt we chose was used to direct students to make more connections with fingerprinting and the outside world, in addition to connections with the articles we provided regarding forensics. The discussion with our students gave us greater insight and ideas for how to better our inquiry station, in a variety of ways. We would make our explanations a little more clear, and remember to include only the important steps in our directions. We may need to re-think the comparison of the fingerprints so that everyone does two sets of the same finger from the same hand because each finger has a different print. Overall, my partner and I were happy with our results and station, as we felt our goals were well-received and accomplished greatly.
My partner and I went first when acting as students for another group's inquiry station. Their station was focused on balance and various ways to balance with our bodies using specific tools and instruments including water bottles, a wooden board, and a stability ball. Initially, acting as a student was quite difficult. Our teachers were not allowed to talk to us, which made my partner and I feel slightly intimidated as we had five teachers in comparison to only two students. Eventually we tried to speak our thoughts out loud, and verbalize what was going on in our thinking. The station was definitely a challenge at first, as my partner and I had difficulty understanding the beginning prompt. After reading the added information in articles, I began to better understand how balance interacts with my body and how to improve balance with a few postures. With more time, my partner and I would have likely generated more ideas involving the given tools to test our balance in a variety of ways. Our inquiry became easier when our teachers were allowed to prompt us with two questions. My partner and I further understood what we were expected to do using our balance and the floor, and then test balance positions using the tools given.
After brainstorming some ideas on improvement for our teachers, we went on to the fingerprinting inquiry station. Observing students was easier from my point of view after being the student first, because I had a much better understanding of what the students were feeling and thinking. I believe our students gave us an advantage by verbalizing their thoughts in a way that allowed us as teachers to understand their thinking progression better. They utilized what we said as students, and probably what they wished we would have said as students. The five students met every single category we determined prior to the actual test of the station. Even though my partner and I accidentally left out an instruction, our students surprised us by inferring what they were supposed to accomplish and reason from the material given. Appropriate conclusions were made, especially in regards to forensics and popular culture crime scene shows. Students began to understand not only how fingerprints benefit their life, but also how fingerprints work as identification in a variety of experiences.
When given the opportunity to ask our students two prompting questions, we corrected our mistake and gave the students the opportunity to try to identify different fingerprints based solely on ridges, shape, and size. This gave the students a chance to work with the fingerprints in a different way than they previously did. The other prompt we chose was used to direct students to make more connections with fingerprinting and the outside world, in addition to connections with the articles we provided regarding forensics. The discussion with our students gave us greater insight and ideas for how to better our inquiry station, in a variety of ways. We would make our explanations a little more clear, and remember to include only the important steps in our directions. We may need to re-think the comparison of the fingerprints so that everyone does two sets of the same finger from the same hand because each finger has a different print. Overall, my partner and I were happy with our results and station, as we felt our goals were well-received and accomplished greatly.
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