End and Beginning

There are so many things that have happened in such a brief time, that it is hard to think about what I would like to blog about. Like all expos, our final GRS expo went amazingly. It was fun reflecting on everything we have done, and how we have grown as a group into reform minded science teachers. I know personally I am not the same person graduating from GRS, as I was going into it.   So for this blog I’m going to discuss some highlights.

 

–> Expo: everyone did such a great job representing their teaching styles and exemplifying their three “promises” to teaching. My daughters could not stop talking about the tables they went to visit. Jill, Mia wants to know how you did your chemistry in a bag, so she can do it at home. The great thing about this, was everyone was able to engage a HUGE variety of ages with the same presentation. We were able to reach new scientist, as young as three, and well as individuals who have been in the field for years.

 

 

 

–>  Teaching: This past week, I noticed many of my students weren’t getting all of their work in. I also noticed chatter had grown, and as a class I had to talk to them more than usual. Realizing that, I started the next class letting them know that the following week we would be moving seats to change some things up. I told them what I had noticed, and that it was affecting grades. I also explained that it is my responsibility to make sure they are all provided with an environment where they can learn and do well. The fact that so many were not getting work done meant I was not doing what I needed to do. The students just stared at me. Finally one said, “I have never heard a teacher say that before.” Another one suggested, they could as a class take some responsibility as well. This then prompted a class discussion on what would help everyone out.   An end result was switching up how we do homework and the students are designing the way they think the room should be laid out (they are doing that as extra homework). They need to provide evidence on why their design will work, and how it will fix the problems discussed. We will then vote.

Overall, it has been great. I feel lucky to be a part of the cohort I am a part of and I look forward to the future : – )

With Impatience Comes Ingenuity

Porosity

 

It is amazing the ingenuity that comes with impatience. Today my new class was measuring permeability of sand, soil, and gravel. While measuring the permeability of sand, one group grew impatient after 8 minutes of holding their water-filled sand over a beaker and waiting for the water to travel through the medium. So they built the contraption above and started working on questions in their lab while waiting. When they did this, I decided to grab the teachable moment while it was there.

 

I drew everyone’s attention to the contraption. I asked the group to explain why they made the cup holder. They responded because they were getting tired of holding the cup while it drained. So I pointed out the scientific and engineering practices they engaged in; defining a problem and designing a solution.   I complimented them on their creativity, while the rest of the class built the same contraption so they could work on the questions in their lab.

 

The building of the contraption reminded me of the importance of engaging students in the practices of science to create a deeper understanding of content. Although building the contraption was not originally a part of the lab, nor did it increase the understanding of permeability, it did engage the students in the scientific and engineering practices. This in turn involved the students in the design of their own learning, creating a more in-depth understanding.

Topics Review Extended

Last week, Ryan had an amazing blog reviewing our April 1st, 2015 Topics in Teaching and School class. I wanted to build upon that post and provide information that would help line up specific classes to categories within each section. We were told by the professor that you can use blog posts as artifacts OR you can screen shot something a presenter did and connect it to something you applied in class. Hope this helps!

 

  1. Learning Principle: The teacher candidate understands how all children learn and develop, and can provide learning opportunities that support their intellectual, social and personal development. The teacher candidate understands that learning involves active engagement in culturally valued activities with knowledgeable others and the construction of new knowledge.

2.1. Candidates understand human development and how it is affected by context

2.2. Candidates understand that all students construct knowledge through active engagement in culturally valued activities and know what is appropriate for their students to learn, based on their age/grade level and the strengths, experiences and resources of their family/community background

2.3. Candidates are able to provide learning experiences that take into consideration the students’ development level and draw on the strengths and resources available in students’ prior experiences, as well as the school, family, and community contexts in which they live

  • UDL (10/8) – how different students learn (2.2, 2.3)
  • ELL (10/1, 3/18) – culturally valued activities, how students learn (2.2, 2.3)
  • Arts Integration (10/15) – learning opportunities that support intellectual development and across modalities → strengths in resources as well as prior experiences (2.2,           3)
  • Mindfulness (3/25) – social and personal development (2.1)
  • LGBT (10/22) – being aware of how much social and emotional support a student may/may not have (2.1)

 

 

  1. Equity Principle: The teacher candidate understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners. The teacher candidate understands the role each of us plays in the maintenance and transformation of social and educational practices that engender inequity and is committed to promote equity and social justice.

3.1. Candidates understand equity and social justice principles, including everyone’s right to have an opportunity to learn and what constitutes equitable and socially just behavior and treatment for themselves and others

3.2. Candidates are committed to high moral and ethical standards and respect and value their students’ differences in contexts and approaches to learning

3.3. Candidates are familiar with some of the cultural, linguistic and learning differences and/or disabilities their students may present and their implications for the classroom

3.4. Candidates are able to provide learning experiences that are culturally relevant and address the strengths and needs of all students

  • UDL (10/8) (3.1, 3.2, 3.3)
  • ELL (10/1, 3/18) (3.1, 3.2, 3.3, 3.4)
  • Arts Integration (10/15) (3.2)
  • LBGT (10/22) (3.1, 3.2, 3.3)
  • Mindfulness (3/25) (3.3)
  • Classroom Management – safety as an equity principle (3.1)

 

 

  1. Pedagogy Principle: The teacher candidate understands the link between content and pedagogy. As such, the teacher candidate understands and uses a variety of instructional strategies to encourage all students’ development of critical thinking, problem solving, and performance skills that are appropriate for specific topics and subject areas, as identified by the relevant professional organization(s). The teacher candidate is able to use and problematize the various technologies available to facilitate learning.

4.1. Candidates are familiar with a wide array of instructional strategies consistent with professional, NYS and WS program standards, and understand their potential uses, values and limitations for achieving specific learning goals

4.2. Candidates are able to use a variety of teaching and learning strategies and classroom structures to achieve the learning goals articulated in relevant professional, NYS and WS program standards

4.3. Candidates understand the potential values as well as problems and limitations of using technology in instruction

 

  • UDL (10/8) (4.1) – using many instructional strategies
  • SMART (2/4) – (4.3) – idea of students interacting with the SMART board

 

 

 

  1. Learning Community Principle: The teacher candidate uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation for all students.

5.1. Candidates understand what may encourage or hinder student’s motivation and engagement in learning, based on an analysis of research and practice

5.2. Candidates are able to construct comfortable and safe classroom environments for all students

5.3. Candidates are able to construct a classroom environment that supports student motivation and learning and the creation of a “community of learners”

  • LBGT (10/22) (5.2)
  • Mindfulness (3/25) (5.2)
  • Classroom Management (9/17) (5.2, 5.3)
  • Crisis Management
  • SAVE and DASA

 

  1. Communication Principle: The teacher candidate understands the key role played by language in teaching and learning. The teacher candidate uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.

6.1. Candidates understand the role of language in teaching and learning.

6.2. Candidates are familiar with and proficient in a wide variety of modes and vehicles for communication that can support learning and inquiry for all students

6.3. Candidates are able to use effectively a variety of modes of communication to make ideas accessible to all students and foster inquiry

6.4. Candidates construct curriculum activities that incorporate oral, written, visual, and electronic texts as tools for interaction and communication across multiple contexts, and that facilitate all students’ critical analysis of such texts.

  • ELL (10/8) (6.1, 6.26.3, 6.4)
  • Arts Integration – arts to communicate ideas and understanding
  • UDL (10/1, 3/18)

 

 

  1. Planning Principle: the teacher candidate plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals.

7.1. Candidates are able to align instruction with learning goals consistent with professional and New York State standards

7.2. Candidates are able to implement lessons according to a well-defined and high quality plan

  • data-driven instruction – reflect on formative assessment and adjust planning for the future

 

  1. Assessment Principle: the teacher candidate understands and uses formal and informal assessment strategies to evaluate and ensure the continual intellectual, social and physical development of all learners and to inform instruction. Assessment is embedded in authentic learning activities that are for real audiences and real purposes.

8.1. Candidates understand the multiple purposes of assessment and are familiar with a variety of assessment and evaluation strategies, their purposes and potential uses

8.2. Candidates are able to use a variety of assessment and evaluation strategies, including some that are embedded in authentic learning activities and have real audiences and purposes, to monitor, assess and provide guidance to student learning over time.

8.3. Candidates are able to use assessment to inform instruction by making links between their teaching and student performance and by adjusting their practice as a result of analysis of and reflection on student assessment data.

8.4. Candidates are able to have a positive effect on their students’ learning

  • UDL menu (10/8) (8.1, 8.2)
  • Data-Driven Instruction (3/11) (8.3, 8.4)
  • Arts Integration (10/15) – (8.1, 8.2) different ways of showing what you know; student-centered, etc

 

 

  1. Professional Practice Principle: the teacher candidate is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally, including staying up to date with research, theories, and best practices in his/her field and participating in their professional communities.

 

9.1. Candidates are committed to continue to learn and improve their practice throughout their teaching career

9.2. Candidates are able to reflect on their practices, constructively use critiques of their practice, and draw from theories and research results, in order to make necessary adjustments to enhance student learning

9.3. Candidates recognize the key role played by professional organizations and the importance of participating in these learning communities; this includes knowing and using relevant standards generated by these organizations (including professional ethics standards)

  • people usually list what listservs they are on or professional organizations they are part of or PDs they went to (workshops at the placement site with CT)
  • Subscribing to certain journals
  • Perhaps you could use working in public schools/charter schools as a reflection of what is the best setting for you as a teacher (2/18, 2/25)

 

 

  1. Community Principle: the teacher candidate fosters relationships with school colleagues, parents/caregivers, and agencies in the larger community to support students’ learning and well-being.

10.1. Candidates value and seek out parental and community involvement

10.2. Candidates are able to communicate effectively with parents/caregivers and colleagues

  • Working with parents (11/5) (10.1, 10.2) → there is a source Marcy posted on BB that is good for this one also
  • Classroom Management (9/17)
  • ELLs (3/18) – coteaching (10.2)

 

Cohort Biographies: A Collaboration of Talent

Collaboration was a word we may not have fully understood, or misconceived, as we walked into our first methods class together as a cohort.  Beginning this program, we met three professors who were able to fully embody and provide a wonderful model of collaboration.  Slightly nervous, yet excited about what we got ourselves into, we all began to create our own form of collaboration that has helped all of us take the most from our experiences as Warner grad students.  Embracing the spirit of collaboration we experienced in our first methods course (which was then witnessed throughout the others) was probably one of the best tools provided to us as first year teachers.  Through collaboration we will be able to improve our practice and grow as educators.

 

In the spirit of collaboration, reminiscing about our time in GRS, and because we are all working on our biographies for graduation, Ceb and I worked together to make funny biographies for each of the cohort members.  We hope you enjoy them.  Be sure to check out both blogs because I did a biography for Ceb and he did one for me.

 

Alanna-born on a hiking trail, Alanna always had a love of nature and science and the nature of science…but it wasn’t until the ripe age of 34 did the teaching of science call to her.  Realizing she was so old, she quickly applied to the U of R’s center for the elderly. Her poor sight caused confusion and she accidentally applied to the Warner School of Education. In the program Alanna flourished as a science educator, bringing her back to that feeling of youth once again.  After the program Alanna intends hug trees during the summer and get to bed before 10 pm.

 

Ryan-prior to attending U of R, Ryan sought to write his own laws around quantum physics but unfortunately nature would not obey them. Due to the frustration caused by the experience of working as a physicist, Ryan decided to get into teaching instead. Following his time at Warner, Ryan intends to spend 5 years training his students to build their own spaceflight craft that will allow them to constructively build upon knowledge from outside the classroom environment and visit those aesthetically pleasing green people from the Star Trek.

 

Jill– following the footsteps of her idol and soul sister, Taylor Swift, Jill has always wanted to positively impact the lives of the youths. It was at Warner she met another soul sister, sharing a  love of T-Swizzle and chemistry.  Jill knew she couldn’t just shake her off, it was the collaborative partnership of a lifetime. Following the program, Jill intends to work with urban youth by teaching them the joys of chemistry and subjecting them to the musical stylings of Ms. Swift.

 

Jessica-Once lost in the dark depths of a chemistry lab, Jessica found her expertise was needed elsewhere. She traded her lab coat for a bag of Cheetos and a copy of Understanding by Design, and got to work.  During her time at Warner, Jessica not only expanded the horizons of the students she worked with, but she also encouraged her soul sister Jill to break through her own barriers and become one with nature.  With the goal to never return to the dusty dungeons of the lab, through her teaching, Jessica looks forward to continually challenging those around her in trying out new experiences.

 

Eric– Enduring years of physical punishment through playing rugby and wrestling, Eric thought he might try his hand at mental punishment, and decided to get into teaching. Since starting the program, Eric has had over 4,000 conversations with his fellow cohort members. On his off time, Eric enjoys watching dry British comedy which tirelessly tries to integrate into his teaching practice. After Warner, Eric will be returning to NYC while bringing a little bit of Rochester with him.

 

Ceb-Once quoted saying “if she doesn’t know how alleles affect her eye color, than she is not the girl for me,” Ceb has always had a deep love for biology. However, it was through the virtual world the Ceb developed his true identity as a scientist, and for a brief moment his talents were lost to cyberspace. Fortunately, a highly regarded professor at the U of R saw Ceb’s potential as a teacher and pulled him from the depths of his gaming world. After the program, Ceb is looking forward to teaching urban youth in the Rochester area.

Reflection

Today was my last observation ever as a student teacher. I can’t believe I’m typing that! Well since it is the Warner Way…and an important part of understanding…there are some highlights I would like to reflect on from this past week.

 
The hook:
Wiggins and McTighe discuss the importance of “Hooking the students” when designing engaging and effective curriculum. This week I feel I had a really good hook. To begin the lesson, I had students write in their journal 2 origins of rocks. The lesson was an introduction to rocks; therefore the question was more to assess the students’ prior knowledge. After all the students had a chance to write their responses in their journals I played the following video:


I read the prompts out loud and at the end of the video, in all three classes, there was an applause from the class. I really believe this video hooked the students into learning about rocks.

 

 

Presentations and Test:
I had the students do a NYS minerals presentation and the results were amazing!! The most memorable moment came from a class who usually needs constant reminders to respect each other. In this class we have a student that struggles with speaking in front of people and requested to do the presentation just in front of me. I told him to give it a try in front of the class. When he was heading to the front of the room, I heard one student whisper to him “It is 4th quarter against Wilson, you’ve got this.” (This student is a basketball player and his best game was against Wilson) There were a couple of times he would stop and a different student each time would encourage him on. He did great and yes, I slightly teared up listening to the class encourage him on. Even thinking about it now makes me love these kids so much!
To add to the presentations, in each class of about 20 students, the most we had fail the unit test was 3. I was so happy!

 
Listening to the students:
At the end of class today, the students were asked what advice they had for a new teacher. Most of their responses: patience. They then told me I had that and not to worry :- )
It has been a great week and looking back I would like to hear some takeaways the rest of my cohort has.

 

References:

 

McTighe,J.and Wiggins,G. (2004). Understanding by design.

Alexandria, VA:  Association for Supervision and Curriculum

Development

Going “All In”…

Last night I sat around a table in Panera with a group of my favorite individuals whom I have had the honor of being a cohort with. We met to discuss different ways to prepare for an interview that we are all headed to tomorrow. So for this blog I decided to write about some takeaways I had from the meeting:

If you are going to have an artefact don’t have it be too much writing. A picture, figure, or model that quickly represents what you are trying to show is the best.

It is OK to take a minute to think things through before responding. Take a drink of water if needed (just not for every question).

Nervous is normal.

Get rest.

DON’T BE NEGATIVE!!!

Don’t wear fake eyelashes and pants rolled above your boots.

Most important…

BE YOURSELF!!!  I say this because every time I’m with my cohort I realize how lucky I am to be a part of this program with this particular group. Every individual has unique strengths as an educator and shares those strengths with the group allowing the others to benefit from them. Not only do they have strengths as an educator, but they have strengths (compassion, drive, encouragement, support) that make them awesome human beings. Let the interviewers see YOU and YOU will be just fine. Because through you they will see your students and how much you have done in the short time you have been in this field. I truly feel any establishment would only benefit from having any one of you be a part of their school. I say if you be yourself, every single one of you are going to rock the interview.

Good luck team, and see you there : -)

Transferability…Evidence of Understanding

Wiggins & McTighe state:

Understanding is about transfer, in other words. To be truly able requires the ability to transfer what we have learned to new and sometimes confusing settings. The ability to transfer our knowledge and skill effectively involves the capacity to take what we know and use it creatively, flexibly, fluently, in different settings or problems, on our own (McTighe & Wiggins,p.40, 2004).

I took a chance this week. I wasn’t really sure how it would go, but I decided to try it. Fearful of causing misconceptions, I still tried. If it wouldn’t have worked well the first time I tried, I was prepared to make changes for the other classes. So here is what I did:

As an introduction to minerals, I wanted students to get in the mindset of how/why we classify things. We started out by having a small conversation on “how do we organize things,” with most students saying by similarities or by putting things in groups. I was able to connect their “groups” to classifying and asked them “why do we classify things?” Some responses included “so we can study it” and “it is just easier”. I then asked them to think back to the Democrat & Chronicle article called Keep Cow Manure out of New York’s water (mentioned in last week’s blog). I asked them why we don’t want cow manure in our waters. Most said it was because it was “dangerous, dirty, pollution, etc…” I then asked them “Well how do you know that? Explain.” I did get “because there are pathogens in manure.” Which was followed up with “How do we know it is a pathogen?”, and it was then that the class realized it was because a pathogen was classified as a pathogen. This is NOT where I took the risk. The risk was what followed.

After our small class discussion, I had 4 pictures of 4 different birds on the board; a toucan, a penguin, a blue bird, and a blue jay. I asked the class to write 5 characteristics that they would use to identify the birds from each other. So this is where I got nervous. Birds really have nothing to do with minerals, right? Would my students be able to make that transfer between identifying the different characteristics of the birds to using properties to classify minerals?

After they came up with their own characteristics, I had them share with a partner and prepare to share with the class. As a class they came up with some great distinguishing characteristics: size, shape, color, wing pattern, bird call, shape of beak based on the environment in which they are from, structure of wings, etc. I then asked them if they thought if any of the characteristics of the birds could be useful in identifying minerals. When called upon they were able to say shape and color. I then had a student in every class say something along the lines of “I’m sure the mineral tells us about the environment it is from, like the birds do”. Mind blown. A connection I didn’t even expect and maybe didn’t think about at first, but they did.

That is my “transfer” story for this week. Maybe the lesson is don’t be afraid to take some risk, but be ready to adapt and change if it isn’t working. Have a great weekend everyone!

References:

Bryant, E. (2014). Keep cow manure out of New York’s water.

            Democrat & Chronicle.  Retrieved from

http://www.democratandchronicle.com/story/news/2014

            /06/06  /dairy-cows- manure-owasco-lake/10102171/

McTighe,J.and Wiggins,G. (2004). Understanding by design.

Alexandria, VA:  Association for Supervision and Curriculum

Development

Science & Technology with a little Circle of Life for Jess

The NSTA recommends that students will “be able to consider the trade-offs among alternative solutions when considering decisions that involve competing priorities (NSTA, 2010)”. This quote was taken from the National Science Teachers Association Position Statement on Teaching Science and Technology in the Context of Societal and Personal Issues.

 

When I read this, I instantly thought of my 8th period Earth Science class. In an activity that allowed them to investigate the processes of the water cycle (specifically precipitation and runoff), I gave them an article from the Democrat & Chronicle called Keep Cow Manure out of New York’s water. This article discussed how New York’s booming yogurt industry is negatively affecting New York waterways and lakes. For this activity, the students were asked to read the article and write down initial thoughts and then discuss what they read with a partner. This specific class really focused (through their own interest) on ways to fix the issue. This lead students to engage in conversation around “trade-offs among alternative solutions”. One students said to just get rid of the cows, while another student argued that the economy needs the cows. Below represents some of the responses I received and reflects some of the discussion held in class.

"We need cows because we milk"
“We need cows because we milk”

Bringing this issue-based lesson to class increased the students’ interest in learning the water cycle, while providing them a meaningful connection to the content. I feel it opened up more opportunity to discuss relevant science applications in real world situations.

 
Something else I would like to mention and this is specifically directed toward Jessica. Today I attended a PD on Ubd that involved Living Environment Teachers and Earth Science Teachers. The Living Environment teachers were discussing the food web and ecology. They planned on using The Lion King as an example. They were going to use the opening scene and the scene below. It might help, it might not

 

 

References:

Bryant, E. (2014). Keep cow manure out of New York’s water. Democrat & Chronicle.  Retrieved from http://www.democratandchronicle.com/story/news/2014/06/06/dairy-cows-manure-owasco-lake/10102171/

NSTA. (2010). Teaching Science and Technology in the Context of Societal and Personal Issues. Retrieved from http://www.nsta.org/docs/PositionStatement_TeachingScienceAndTechnology.pdf.

 

The Day The World Exploded…

This week I would like to share a great book that I have recently finished.  Personally, I really enjoy learning about connections between two or more things that are seemingly different.  This book is filled with these connections:

 

 

On February 18th, 2015, I closed the covers of a book that brought to life one of the most cataclysmic natural events recorded and witnessed by humans. Simon Winchester sets the scene of one of the most paramount volcanic eruptions in his book Krakatoa The Day the World Exploded: August 27, 1883. By engaging readers in the rich history of the Dutch East Indies, now known as Indonesia, Winchester intertwines significant events ranging from the spice trade to scientific discoveries to the rise and fall of religious powers both pre and post the momentous explosion. He does this all while painting a picture of sheer beauty masking ultimate powers of destruction found in and near this tropical archipelago.

Throughout the book, Winchester unlocks answers to the once mystery of why the seemingly peaceful island Krakatoa erupted so violently, causing the majority of the island to disappear from existence. To provide reason to the “why” of the 1883 explosion of Krakatoa, and those that may have occurred prior, the book tells the story of a man with evidence but no explanation. Alfred Wegener was intrigued with how the present day continents looked as though they were puzzle pieces that could fit together to make one supercontinent. To see if this was a possibility, Wegener drew the supercontinent by joining all the continents together in the best fit locations. On this theoretical supercontinent, Wegener traced known fossil trails from across the world to find that these, which were once thought to have no connection, lined up. However, despite his attempts to share the evidence he had, his ideas were not accepted by the scientific community. Wegener lacked a process that his evidence supported to introduce such a revolutionary idea. It was not until the 1960’s when Harry Hess brought forth sea floor spreading backed by evidence of paleomagnetism, that the Theory of Continental Drift had a mechanism. This mechanism was given the name plate tectonics, in which rigid lithospheric plates move across a liquid mantle powered by convection currents.

While the history of plate tectonics unfolded and the struggles/ridicule scientists faced while finding answers to natural phenomena were revealed, not only is the reader’s understanding of what causes a volcano to occur deepened, but another comprehension begins to build. The nature of science shows its characteristics throughout Winchester’s book. This is especially seen when the science community refuses to accept Wegener’s Theory of Continental Drift. Empirical data supporting an argument is key when it comes to the practices of science. Wegener had empirical data but lacked a strong argument since an explanation was not present. The history of plate tectonics also shows the tentative nature of science. These examples of the nature of science can be brought up in a classroom when implementing a unit on Plate Tectonics.

Krakatoa The Day the World Exploded: August 27, 1883 provides a great wealth of insight to the environmental, economical, and societal impacts of a volcano. The explosion of Krakatoa had lingering effects across the world. There was one part of the book that mentioned a meteorologist writing a letter to the Rochester Democrat and Chronicle in regards to actions taken by Poughkeepsie firemen who were confused by an intense sunset caused by the particles placed in the atmosphere by the volcanic eruption. The different angles on the influences of the volcano can be used in a variety of ways in the classroom. They can be used to get students thinking about “why do I care, why should I know about this”.

Winchester’s book is definitely worth the read. He has an interesting way linking many different aspects of history to Krakatoa, while engaging the reader in the “why” of the event, writing in such a way that the understanding of the science is attainable. I would put this book at a high school reading level and recommend it everyone to better understand the impacts of natural phenomena on the world as a whole.

Reference:

Winchester, S. (2005). Krakatoa The Day The World Exploded: August 27, 1883. New York: HarperCollins

Bringing N.O.S to the class

As a future science educator there are key tenets that define the Nature of Science, which should be incorporated into the classroom. By making students aware of the Nature of Science and engaging them in these main features, they are able to build upon both their knowledge and understanding of science. Our most recent Methods class focused on bringing the Nature of Science to the classroom. We were asked if in the past week we brought to the students’ attention a moment that reflected the Nature of Science. We were then asked if it was planned. Since we didn’t get to share out to the whole group, I would like to hear some of your experiences and I will share mine.

 
In my placement last week, I built upon an original lab that would be implemented to the students. I added my own twist to the Post- Lab Questions by having students provide evidence from their lab that supported their answers. In a particular class a couple of students were hesitant about having to provide evidence. They wondered why I had added “extra work” to their lab. I saw the opportunity and embraced it. I gave the class a scenario. I asked them this: If you were really sick with the flu and had two options on medicine to buy, which one would you choose? Would you buy something that simply says “this will make you feel better?” Or, would you buy something that states, “in a study of 100 people, 80 people were relieved from flu symptoms within 24 hours, and all showed improvement within 48 hours?” When nods started occurring and understanding swept across the students’ faces, I told the class “Statements are more powerful with evidence.” They all agreed. I then brought in the Nature of Science and discussed how explanations in science need to be supported by evidence to be accepted. After that unexpected side lesson on a component of the Nature of Science, the students didn’t bring up having to do the “extra work” again.