If you're anything like me, you're doing it wrong. Teaching science, that is. For the last two years as a science teacher, I have been on a quest for the best activities for "doing science". Hands-on, "fun", engaging, and meaningful are the words that I used to use to describe my lessons and activities. I read a ton of literature on how to get students to think like scientists and how to make my lessons focus on critical thinking. And it never really clicked. Until now.
FINALLY. I. Get. It. Science isn't something that you do. It's everything, all day, every day! Thinking critically is just a small part of science. What is critical thinking, anyway? There are so many different interpretations, but for me, critical thinking is just being able to independently solve problems that you face by using your background knowledge and whatever tools you have available to you. This starts with science, I believe! Scientists solve problems every day and it's important to teach students to think like scientists so that they can solve real world problems that they will inevitably face throughout their lives. Teaching students how to think like scientists really does change the way at which they look at life. It's all about getting students to be very curious about the world around them and to teach them how to ask testable, scientific questions. But for me, this isn't something that comes naturally as a teacher. I have to work at how I deliver the content to students. And it is so hard!!
Through reading, reading, and reading some more, I have been able to pinpoint some key strategies to help students. Prompting students with a very intriguing question is key. Developing that initial interest and curiosity is necessary in order to get students to really be interested in what they are doing is crucial to the main goal of the lesson. The next part is probing them with deeper questions until they start to probe the questions themselves. This will come over time and isn't something that happens overnight. Another big part of critical thinking is to provide students with just enough information to get them started and then BACK OFF! This is a very difficult concept for me because when a student comes to me with a question about what they are doing, it's so easy to just tell them the answer! But instead, it's so important to let students figure things out for themselves, let them ''do it¨ wrong so that they can learn from their mistakes. Even answering a question with a question is a good thing for developing critical thinking skills.
Though I started this year out VERY strong with these critical thinking skills, I let the difficulty of practicing this technique get the better of me and I haven't been as diligent with practicing these skills daily. So, after Spring Break, we are retracting a little. We are going to practice these science processing skills covering content that we've already learned about. We will just be taking it to a deeper level.
I have a very, very long way to go until I am by any means comfortable with this. But it really is all about growth and learning. I love it!!
Showing posts with label Scientific Method. Show all posts
Showing posts with label Scientific Method. Show all posts
Friday, March 21, 2014
Friday, August 30, 2013
Paper Airplane Contest! Teaching Variables
It has been a fantastic two weeks. What a great way to start the year! We have already dove right into experimenting almost daily. Our class wiki is already filled with fun stuff {click here to check it out}. Parent Night was a success. And now for a three day weekend. Woo hoo!
I wanted to share a fun experiment that I found to teach students all about variables. Before sharing this - let me just say that I always start the year with my Marshmallow Challenge, followed by a few simple experiments to get the ball rolling. {I have a packet of the experiments that I do on my TpT site - click here to check that out - it's only $3.00!!} Then, to introduce variables - I let students participate in a very unfair rubber band shooting contest. I announce the contest, then pass out all different sizes of rubber bands. Then I let them shoot the rubber bands from wherever they are standing (all while wearing safety goggles, of course) and then I announce whom I think is the winner, based on what I simply observe. It's very unfair and students immediately give me feedback letting me know! Then we have a discussion about what we would need to do to make the contest fair. We come up with things such as:
After we know all about variables, we had a paper airplane contest. We wanted to see which airplane design {independent variable} flew the farthest distance {dependent variable}. Some of the controlled variables that we came up with included:
I wanted to share a fun experiment that I found to teach students all about variables. Before sharing this - let me just say that I always start the year with my Marshmallow Challenge, followed by a few simple experiments to get the ball rolling. {I have a packet of the experiments that I do on my TpT site - click here to check that out - it's only $3.00!!} Then, to introduce variables - I let students participate in a very unfair rubber band shooting contest. I announce the contest, then pass out all different sizes of rubber bands. Then I let them shoot the rubber bands from wherever they are standing (all while wearing safety goggles, of course) and then I announce whom I think is the winner, based on what I simply observe. It's very unfair and students immediately give me feedback letting me know! Then we have a discussion about what we would need to do to make the contest fair. We come up with things such as:
- We need to know what the purpose of the contest is, ie. how to we determine a winner? {distance}
- Everyone needs to have the same type of rubber band
- We need to use the same type of measurement to measure the distance traveled for each person
- Everyone needs to shoot the rubber band the same way{we aren't measuring what technique shoots the rubber band the farthest, we are measuring who shoots the rubber band the farthest}
After we know all about variables, we had a paper airplane contest. We wanted to see which airplane design {independent variable} flew the farthest distance {dependent variable}. Some of the controlled variables that we came up with included:
- Using the same unit of measurement to measure the distance flown
- Everyone must hold the plane the same way when throwing the airplane
- We need to have a large space with no wind {because the wind might have an effect on how far the planes are thrown.}
I found this experiment on this website. It's fantastic! It even has the airplane folding instructions. It also has a worksheet that accompanies the experiment, though I recreated it to meet my needs. Click here to download my version of the worksheet for free. You may make changes as necessary to better fit your needs!
This experiment is perfect to start off the year because it incorporates following instructions, working together, and the importance of understanding math in science. {I had students measure the distance flown in inches and then we converted that to feet.} Plus, who wouldn't want to fly paper airplanes in class?!
Having a blast so far in fifth grade science. I hope your school year got off to a great start as well!
Wednesday, May 22, 2013
Back in Action - Exploring the Scientific Method
I'm baaaack! YAY! I have a helper today. Daddy is off work and he's on major daddy duty this morning while I pump out some school stuff.
Quick update - my school has decided that we need a change of scenery. I'm moving rooms. Wowzas! No small feat when you're a science teacher...But nonetheless, it's getting done. We have to be out by this Friday because - for extra fun - we're getting a new roof. So everything in my section of the school has to be completely removed since everything will be exposed to the elements once they start on the roof. So - EVERY teacher in the school has to pack up their classrooms - even those that aren't in my section - because we have to have a place to store the stuff from the classrooms that are affected. For any other school in the country - I would say "IMPOSSIBLE!" - but for us, PFFF. This is a walk in the park. We're getting it done and it's all good. I'm actually looking forward to a new room, a fresh start. Updates to follow! I can't get back in my room until August, so pics of said new room won't be available until then.
I am rockin' and rollin' with a new scientific method approach. I was a mess last year and didn't really focus on what I should have when introducing the scientific method and variables. I felt rushed to make sure I got "everything" in. Whatever that was. But now I have a clear understanding of how much time I have to get "everything" done and I feel much better about it. I made a little packet of fun activities that can easily and efficiently introduce both the scientific method and variables. I also found a SUPER FANTABULOUS activity that I will definitely be using. It's a paper airplane activity that is perfect for variables. I mean, what 5th grader wouldn't LOVE throwing paper airplanes in class?! Click here for that experiment.
Check out my variables experiment packet on TpT! Here's a peek:
It's so great to be back in action. My posts will still be few and {not too} far between since I have a little chicken to look after this summer, but I am definitely plugging away at my Light Unit that I've been hollering about for almost a year now - and I've also got a new take on my Human Body Unit that I'm working on. So - not to worry - I'm not going anywhere! I will just be here less frequently as I get acclimated to my baby girl's ever-changing schedule.
Quick update - my school has decided that we need a change of scenery. I'm moving rooms. Wowzas! No small feat when you're a science teacher...But nonetheless, it's getting done. We have to be out by this Friday because - for extra fun - we're getting a new roof. So everything in my section of the school has to be completely removed since everything will be exposed to the elements once they start on the roof. So - EVERY teacher in the school has to pack up their classrooms - even those that aren't in my section - because we have to have a place to store the stuff from the classrooms that are affected. For any other school in the country - I would say "IMPOSSIBLE!" - but for us, PFFF. This is a walk in the park. We're getting it done and it's all good. I'm actually looking forward to a new room, a fresh start. Updates to follow! I can't get back in my room until August, so pics of said new room won't be available until then.
I am rockin' and rollin' with a new scientific method approach. I was a mess last year and didn't really focus on what I should have when introducing the scientific method and variables. I felt rushed to make sure I got "everything" in. Whatever that was. But now I have a clear understanding of how much time I have to get "everything" done and I feel much better about it. I made a little packet of fun activities that can easily and efficiently introduce both the scientific method and variables. I also found a SUPER FANTABULOUS activity that I will definitely be using. It's a paper airplane activity that is perfect for variables. I mean, what 5th grader wouldn't LOVE throwing paper airplanes in class?! Click here for that experiment.
Check out my variables experiment packet on TpT! Here's a peek:
It's so great to be back in action. My posts will still be few and {not too} far between since I have a little chicken to look after this summer, but I am definitely plugging away at my Light Unit that I've been hollering about for almost a year now - and I've also got a new take on my Human Body Unit that I'm working on. So - not to worry - I'm not going anywhere! I will just be here less frequently as I get acclimated to my baby girl's ever-changing schedule.
Thursday, July 19, 2012
Which Diaper Holds the Most Liquid?
I have been working hard on coming up with simple consumer product tests that my students can do in the classroom. It's harder than you'd think! I thought up a lot of them that can be done over a period of time, but I'm specifically trying to develop experiments that they can do in 1 or 2 days max so that they can practice following through with the Scientific Process and get some practice recording their data in their science journals. Below is a list of tests that you could do in the classroom {with just collecting a few household items - or asking parents to send with their child}.
I'm demonstrating my own test that I conducted using different chewing gum brands. I wanted to see which gum holds its flavor the longest. I will record all of my info in my journal and show it to the students, just as I expect them to do throughout the year as we conduct awesome experiments. Here's an example of how students could record their data {in "Scientific Method" format.}
From the top, here is the critical information that students need to make sure they are recording as they conduct experiments:
Title of the experiment
Question that is being tested
Hypothesis
A brief description of the experiment
Data, in chart form if applicable
Analysis
Communication is not pictured, but implied. Students will always present their results in class.{informally or formally, depending on the format of the experiment and the required assignment}
As the year moves forward, I will explain to students that to make this a more fair experiment, I would want to do this same experiment at least 3 times and collect the average flavor times. However, this activity is primarily focused on getting students used to the idea of recording their experiment data in an organized way and following through with the scientific process. The following week, I will introduce the concepts of controlled experiments and variables. Students will understand the differences between the types of variables (controlled, independent and dependent} and will know to include this information in their recordings of later controlled experiments. {This information would be placed under Data}
Here is the list of consumer science experiments that you could use in your classroom during the first few weeks of school to get them used to the idea of asking more investigative questions and get them practicing with recording their experiment data.
1. Does bubble gum really produce bigger bubbles than chewing gum?
2. Which carpet cleaner cleans Kool-Aid stains the best?
3. Which stain stick cleans Kool-Aid stains best?
4. Which popcorn brand produces the most popped kernels in X amount of time?
5. Do different brands of bubble gum produce the same size bubbles?
6. Which chocolate tastes better - generic or Hershey's? (This would be a survey experiment)
7. Which permanent markers are the best?
8. Which hairspray holds stronger against wind?
9. Which brand of glue has the strongest bond?
10. Which diaper holds the most liquid?
There are so many more experiments like these that could be conducted over a period of time - such as which freezer bags prevent freezer burn the best? Or which tooth whiteners are the best? And which batteries last the longest? But in order for my students to just practice with coming up with good, testable experiments that are quick - the above work just as well!
If you teach solely science like I do, you could also invite students to continue this trend of thinking and create their own long-term experiment on their own time. Then set aside certain days of the month to allow students to present their findings. I call this "Mad Scientists" in my classroom and hope that my students will take advantage of it throughout the year!
I'm demonstrating my own test that I conducted using different chewing gum brands. I wanted to see which gum holds its flavor the longest. I will record all of my info in my journal and show it to the students, just as I expect them to do throughout the year as we conduct awesome experiments. Here's an example of how students could record their data {in "Scientific Method" format.}
Title of the experiment
Question that is being tested
Hypothesis
A brief description of the experiment
Data, in chart form if applicable
Analysis
Communication is not pictured, but implied. Students will always present their results in class.{informally or formally, depending on the format of the experiment and the required assignment}
As the year moves forward, I will explain to students that to make this a more fair experiment, I would want to do this same experiment at least 3 times and collect the average flavor times. However, this activity is primarily focused on getting students used to the idea of recording their experiment data in an organized way and following through with the scientific process. The following week, I will introduce the concepts of controlled experiments and variables. Students will understand the differences between the types of variables (controlled, independent and dependent} and will know to include this information in their recordings of later controlled experiments. {This information would be placed under Data}
Here is the list of consumer science experiments that you could use in your classroom during the first few weeks of school to get them used to the idea of asking more investigative questions and get them practicing with recording their experiment data.
1. Does bubble gum really produce bigger bubbles than chewing gum?
2. Which carpet cleaner cleans Kool-Aid stains the best?
3. Which stain stick cleans Kool-Aid stains best?
4. Which popcorn brand produces the most popped kernels in X amount of time?
5. Do different brands of bubble gum produce the same size bubbles?
6. Which chocolate tastes better - generic or Hershey's? (This would be a survey experiment)
7. Which permanent markers are the best?
8. Which hairspray holds stronger against wind?
9. Which brand of glue has the strongest bond?
10. Which diaper holds the most liquid?
There are so many more experiments like these that could be conducted over a period of time - such as which freezer bags prevent freezer burn the best? Or which tooth whiteners are the best? And which batteries last the longest? But in order for my students to just practice with coming up with good, testable experiments that are quick - the above work just as well!
If you teach solely science like I do, you could also invite students to continue this trend of thinking and create their own long-term experiment on their own time. Then set aside certain days of the month to allow students to present their findings. I call this "Mad Scientists" in my classroom and hope that my students will take advantage of it throughout the year!
Friday, June 29, 2012
Teaching the Scientific Method
My year kicks off with an in-depth look at what the Scientific Method entails. It's very simple to understand, but I think it's extremely important for my scientists to understand WHY it's necessary to develop your own logical and pensive hypotheses and then follow through with the rest of the process. It's also beneficial to see that this scientific method isn't just "more work and writing" for them to do. Because it's REALLY not.
And what better way to kick off the school year than to show the Scientific Method in authentic form?! {Que MythBusters music}. Yes. MythBusters. They are hysterical guys that definitely define the Scientific Method in each and every hilarious episode. I love that show! And I will be playing a portion of one of the episodes for my 5th graders the second day of school. [Note: sometimes, these guys have to be censored for their whoopsies, but you can still show the meat of the episode. Just skip over the whoopsies and play the portion of the episode that shows the question, the hypothesis and then the experiment. MOST episodes don't get crazy until after the experiment is over and then they go berzerk. Those guys!! Ha! Here's a clip from the Mentos and Coke myth.
So you see - they're pretty good to use to demonstrate the Scientific Method. I also created a worksheet that can basically be used for any MythBusters episode. Click right here to download it for yourself.
Just wanted to share because I really thought using a MythBusters episode was a terrific way to show kids the Scientific Method in action. Hope you find it useful!!
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