teacher reflections
2015-2016 school year
a video series dedicated to plants |
No Glossary woes |
This activity was the first blended lesson for the 6th graders. It incorporated five lessons, each with a mini lesson in the form of a video created with Powtoon. With each video, students filled out diagrams, models, graphic organizers, and cloze notes. They used the videos as resources to find evidence when writing their scientific explanations, comparing and contrasting plant/animal cells, and creating comic strips to illustrate a plant's life cycle..
PROS: Students gained experience in working independently and moderating their work pace. They were able to work at their own pace, pause the videos as many times as they wanted. I was able to gain a deeper understanding of how my students functioned on their own. I observed which students were able to work without questions, which students needed guidance throughout the lesson, and which students struggled with the freedom. I was able to give one-on-one feedback in real time when they completed their lesson. Students were able to utilize that feedback in the next lesson to improve their grade. Feedback was given through customized rubrics that evaluated their exit tickets, classwork completion, scientific explanations, and professionalism. CHANGES: Students had an extension packet after each lesson, but next time the packet will be at the very end to lessen confusion. Sometimes the voiceover with Powtoon was too low and students struggled with listening. Next time, the audio needs to be louder. The students were unable to create a schedule of when they need to get lessons completed. This had a few students on Lesson 7 where others were on Lesson 9. Next time, I would have students create their own timeline and set goals for when they wish to complete the work. They would then evaluate themselves if they met those goals or not. A piece of feedback from my admin was to find a place where students can have discussion using the materials they learned about. For the next video series, I am planning on implementing a chalk talk discussion that will allow students to respond to one another when they reach that place in the lesson. Using this method of discussion will allow students to work at their own pace, but communicate with their peers through paper. |
Vocabulary is crucial in succeeding in science. New words are learned every lesson and utilized in text, discussion, and writing. The goal at first was to have students create their own glossary inspired by the Frayer model. However, the glossary was never prioritized and students struggled with finding the definitions in their notes.
Solution! My co-teacher came up with a great way to incorporate the glossary into homework and to allow more writing while at home. The glossary has Frayer attributes as well as Hochman traits. Students are given the vocabulary and the defintion. Their task is to draw a picture to represent the word, write a sentence using the vocab word and the word because, and write another sentence using the word but. Students are gaining more experience with the new vocabulary through drawing and writing. Reflection will be updated post Unit 3. Come back to find out! |
2014-2015 school year
Journey of a water molecule
This activity was used as a class assignment. Students were separated in pairs or trios and travelled through 9 different stations as water molecules. At each station, they rolled a dice to see where they would travel next. For each venture, students documented their travels and also explained how they were able to travel through the various stations by using the five stages of the water cycle.
The activity was a great way for students to reference their notes constantly. They were able to see how water can travel through the atmosphere (troposphere), lithosphere, hydrosphere, and the living systems in the biosphere.
For differentiation, various students were given a worksheet with the 5 stages of the water cycle in the explanation. They were able to circle their answer. There was also an option for students to write other explanations. For example, water travels from the lake to an animal via consumption.
A few changes
The activity was a great way for students to reference their notes constantly. They were able to see how water can travel through the atmosphere (troposphere), lithosphere, hydrosphere, and the living systems in the biosphere.
For differentiation, various students were given a worksheet with the 5 stages of the water cycle in the explanation. They were able to circle their answer. There was also an option for students to write other explanations. For example, water travels from the lake to an animal via consumption.
A few changes
- Have the water cycle posted in the front of the room at all times
- Color code the dice with each station sign
2013-2014 school year
Edible soil labThis lab was a great way to introduce the different types of horizons in soil. Each student was engaged throughout the entirety of activity. My class performed this activity as an ending to our week on the lithosphere.
A few changes:
|
Water cycle posterThis assignment went very well. Students were able to unleash their creative side and produced unique posters. I brought in coffee filters, cotton balls, cotton swabs and glitter pens. These materials made the activity successful by adding a three dimensional feature to their posters. Students also brought in other materials such as loose glitter and post it's taking a bigger ownership in their results. I brought in my water cycle poster example as well as had students brainstorm different types of ecosystems they could draw.
A few changes:
|
Biomes LabThis lab took a lot longer than I initially thought. Geography is a struggle I encountered with my students. I projected 2 different maps of North America, one with all 50 states of the U.S. outlined and another that shows Mexico, U.S., and Canada. Having these 2 images projected allowed my students to independently complete the activity by using the maps to answer their questions.
A few changes:
|