Elementary Science Methods I

  This week, we learned a lot about DNA and genetics. We began by learning that DNA is considered the blueprint of life and is located in the nucleus of the cell. I found it interesting that although DNA is about 5 feet long, it is wrapped so tightly as chromosomes that it can fit inside the nucleus. We demonstrated this by creating our own DNA chromosome with candy. We also learned that DNA is essential because it contains the instructions for creating protein, a necessary structure for growing and maintaining bodies.  Furthermore, we then moved on to learn about genetics. Offspring inherit their genetics from their parents, who can have either the dominant or recessive trait. We modeled this by determining the genetics of our own baby based on our parenter's and our own genetics.  I can apply much of what I learned this week in my future teaching. It is important to revisit these topics so that I have a stronger understanding to teach my future students about DNA and ge...

  This week, we began by learning about the six different biomes, their climates, and the food chains within the biomes. My group focused on the rainforest biome. We discovered there is lots of rainfall and trees. The temperature is warm or cool depending on the season. Our food chain consisted of a tree, eaten by a deer, eaten by a wolf, that is then eaten by a bear. We then learned what would happen if trees were cut down in the forest. Next, we learned how to pollinate our flowers using bees. Lastly, we learned about turtles and their life cycle through a book and fun class activity. It was interesting to learn about the many ways they are impacted by human and environmental factors, both positively and negatively.  Much of what we learned today I found clear. I think it is clear to understand the six different biomes and the different climates and species among these biomes. I also found it clear learning about a turtle’s life cycle and the different ways they can be harme...

  This week, we had lab on Zoom. We started lab by discussing the 5e model of science instruction. This reinforced my understanding that this model of instruction is composed of 5 phases: Engage, Explore, Explain, Elaborate, and Evaluate. We worked in groups to discuss what each phase means and determined the students' and teachers' roles in each phase. I learned that the teacher often acts as the facilitator to guide conversation and student learning. We then also learned about biomes, ecosystems, habitats, and food chains. I learned that biomes are large areas that have similar climate conditions and dominant types of plants and animals. Ecosystems are a community of living and nonliving things that interact with each other in a specific environment. A habitat is a specific place where a particular community of species lives. Lastly, a food chain describes who eats whom.  I was able to relate much of this information to my prior knowledge. I appreciated reviewing the 5e mode...

  This week, I learned about the 5E model of science instruction. This model of instruction was new to me and I appreciated learning about it as a future educator. I found it particularly interesting because it provides a structured approach to teaching science that promotes inquiry-based learning. It is made up of five phases: Engage, Explore, Explain, Elaborate, and Evaluate to help us guide students through meaningful learning that encourages curiosity, hands-on learning, and deeper understanding. After reading about this model of instruction and watching videos of teachers using it in the classroom, I can see how it supports student-centered learning and makes science more engaging and accessible.  In my future classroom, I plan on applying the 5E model of science instruction to give my students better learning opportunities and a deeper understanding of science concepts. I can do so by designing lesson plans that encourage hands-on exploration and student-driven inquiry. ...

       This week, we reviewed the NGSS standards and explored the characteristics that define living versus nonliving things, as well as what it means for something to be dormant or active. We then learned about the life cycle of different plants and animals. We modeled our understanding by creating our own life cycle with play dough. For instance, my partner and I illustrated the life cycle of an apple: starting as a tiny seed, germinating into a sprout, maturing into a tree that blossoms with flowers, and ultimately producing apples. We then learned how to plant seeds and modeled our understanding by planting our own seeds. These hands-on activities deepened our understanding of these concepts and our ability to teach our future students.     I was able to relate much of what we learned to information I already knew. I recalled learning about life cycles in elementary school. I therefore drew on that prior knowledge as we reviewed life cycles and created ...

  This week, we reviewed NGSS standards and learned about the characteristics of living things and seed germination. I learned that there are eight characteristics of living things, and those include cellular composition, genetics & heredity, maintaining homeostasis, growth & change, movement, response to stimuli, metabolism, and reproduction. We used these characteristics to determine what things are considered living and what is considered non-living. I found it especially interesting to learn about viruses and the argument if that is considered living or nonliving. We ended the class by learning about seed germination and planting our seeds. I learned that seed germination requires nutrients, water, warmth, and oxygen.  I can apply this knowledge in my future teaching when designing lesson plans that help students understand the characteristics of living things. Similar to today, I would create a chart that shows the characteristics of living things and then discuss...

  This week, we discussed how we envision our future classrooms and the NGSS standards that will guide our teaching. I imagine my classroom having flexible seating grouped together, a calm-down area, supplies, displayed work, and photos for students to get to know me. Furthermore, I learned that our science standards are based upon three dimensions: science and engineering practices, crosscutting concepts, and disciplinary core ideas. These dimensions transform teachers from the givers of knowledge to the guides of understanding, allowing students to build a deeper understanding of scientific practices and reasonings. Overall, these standards better prepare students for college and future careers.  I will be able to apply what I have learned to my future teaching by creating a classroom environment that fosters collaboration, critical thinking, and hands-on exploration. As a teacher, I will question my students' responses to deepen their understanding rather than provide them ...