It’s been another busy and exciting week for the GR!S preservice team! We began the week with the opportunity to attend the Science Teachers Association of New York State (STANYS) annual conference here in Rochester, NY. Check out Sydney’s blog for a recap on our experiences!
For several of us, this week kicked off our mini-unit implementation: a series of lessons we have been developing over time under the guidance of our cooperating teachers. Check out James’ blog post on his experiences here!
This week we, Kaitlin and Olivia, will report out on the first day of our mini-unit, as a method of reflective practice. To learn more about what it means to become a reflective practitioner, check out this free, online module from Open Learn: Learning to Teach, Becoming a Reflective Practitioner.
Kaitlin’s Weekly Reporting: A Week of Firsts
The start of this mini-unit marked a series of firsts for me. It was my first filmed lesson, my first time using the official Warner lesson plan, and my first time truly teaching the class I’m assigned to. I will start by commenting on filming. Filming was a terrible experience. It took a lot of pre-setup. I had to make sure all of my equipment was charged, that everything was setup with a good angle and that it was set so that audio recording would be taken clearly. I think I spent most of a previous class period setting it up. It definitely made me more nervous than I usually was before teaching a lesson. The kicker to all this? None of the recording equipment worked properly. I had both a laptop and a camera recording. My laptop recorded nothing. Why did it do that? Not enough storage space. My camera only recorded maybe 40 minutes of my total of 80 minutes of teaching. Part of those shots were of the very tops of students’ heads. It is very hard trying to carry a camera around with you to small groups, focus on speaking to the students, and making sure that everything is in frame all at the same time. What made this even more depressing was that this was one of the best lessons I’ve ever taught. Students were having incredible discussions, they were laughing and smiling, and they experienced many exciting a-ha moments throughout. It would have been perfect for edTPA. And almost none of it got recorded. Hopefully the Regent’s classes will have a better recording session, but from now on, I’m going to use different filming equipment.
My first time using the Warner Lesson Plan was also horrible. The sequence of it doesn’t make sense to me, it’s not an efficient lesson plan to use if you don’t have tons of time, and I just don’t like the format of it. I found the unit plans that we used for our summer camp to be much more efficient and effective of communicating the information that I need for my daily preparation. I will be pleased when we get to use our own styles of lesson plans.
My actual lesson was the one thing that went well. It was an introductory activity to get the students interested in the topic of proteins. The gist of the lesson was that the students were adopting the role of a neurological team that is encountering a medical mystery that they have to solve. I gave them files containing medical reports and a coroner’s report all based on actual templates and using authentic medical language. They had to consider symptoms, patient family history, and recent travels. They had to use prior knowledge of the sort of things hospitals take into account and vocabulary that they may have heard on medical and crime tv shows. Then, they had to use knowledge of cross-referencing research skills to find the correct disease. Lastly, they had to use what they had learned about the disease in order to combat social media that was spreading misinformation: a good relevant life-skill and nature of science moment. The discussions I heard were great, and it felt amazing seeing how excited the students got when they solved the mystery. We ran out of time before I could move into the rest of the lesson on proteins, but we’ll have time to get to that later. I only hope that I can make the rest of my lessons as engaging as this one was.
Olivia’s Weekly Reporting: Question, Claim, Evidence, Reasoning
As we continue to bridge between the present NYS Core Curriculum Standards toward the Next Generation Science Standards, our teaching must evolve to facilitate learning of disciplinary core ideas while engaging students to take ownership of the learning through science and engineering practices and cross-cutting concepts. This week I began a mini-unit with students enrolled in 9th grade Living Environment, focused on reviewing Cells and Life Processes. The lesson began with a warm-up activity, engaging students in a Think, Pair, Share activity. Students were asked to consider each of the following, guided by the question: What are the key players that keep me balanced and what are their jobs?
Think: Write down two questions a scientist would ask in order to gather more information about cells, organelles, or maintaining homeostasis.
- Student Examples: What kind of cell is it? How does the cell membrane function? Why is the animal cell a random shape? Why are plant cells square? What do they need to survive? Is the cell multicellular or unicellular? What size is the organelle? What is the cell made of?
Pair: Pair up with a scientist sitting next to you and brainstorm two tools a scientist might use in order to conduct an investigation about cells.
- Student Examples: Microscope, Slide, Cover Slips, Indicator Solution (IKI), Dialysis Tubing (represents a semi-permeable cell membrane), background knowledge,
Share. Share with the class and record other scientist’s ideas!
Next, we used the same framework of thinking to approach a whole-class activity: Inquiry Cubes! The first inquiry cube was designed with numbers, colors and a single pattern in order to scaffold learning that could then be used next to approach a more complex cube focused on cells, organelle structure and function, and life processes.
Throughout the lesson students were encouraged to collaborate with their peers, or fellow scientists in order to engage with Science and Engineering Practices outlined in the Next Generation Science Standards.
- Questioning: Formulate questions based on their observations.
- Claim: Develop a claim, or prediction.
- Evidence: Supply evidence, based on observations.
- Reasoning: Provide reasoning, justifying claims with evidence.