Haley Jackson

TX

Wed, Apr 15, 2020 11:46 PM
NSTA ARTICLE REVIEW: NEW SPECIES FOUND

I chose this article for my collection because it demonstrates a hand-on and interactive experience for students involving the ocean. Students love the ocean; this is a way for them to understand the ocean's habitat in a hands-on approach. The new information I learned from this article is that students can create new creatures as an activity to understand the ocean and its environment better. The TEKs that this activity involves is 4.9.A, 4.9.B, and 4.10.A. 4.9.A. Organisms and environments. The student knows and understands that living organisms within an ecosystem interact with one another and with their environment. The student is expected to: investigate that most producers need sunlight, water, and carbon dioxide to make their own food, while consumers are dependent on other organisms for food. 4.9.B. Organisms and environments. The student knows and understands that living organisms within an ecosystem interact with one another and with their environment. The student is expected to: describe the flow of energy through food webs, beginning with the sun, and predict how changes in the ecosystem affect the food web. 4.10.A. Organisms and environments. The student knows that organisms undergo similar life processes and have structures and behaviors that help them survive within their environment. The student is expected to: explore how structures and functions enable organisms to survive in their environment. I would use these TEKs that I have listed with the information from this article by showing my students how their creature that is created for their environment can relate to these TEKs in a real-life aspect. After reading this article, I would say that I do agree with the layout and suggestions of this article. This article contains many useful activities to contribute to the main activity.

Wed, Apr 15, 2020 10:59 PM
NSTA ARTICLE REVIEW: WATER WHEEL CHALLENGE

I chose this article to be in my collection because I love activities for my students that are hands-on and creative in the area that I am teaching. The activity suggested in this article is a great one in involving Force, Motion, and Energy into the classroom. After reading this article, I learned how to incorporate a new hands-on based experiment in the classroom. As a student teacher, I love activities like this that involving building and can be personalized. The TEKs that can be involved in this activity include 3.1.B, 3.2.A, 3.6.A, 3.6.B. 3.1.B. Scientific investigation and reasoning. The student conducts classroom and outdoor investigations following home and school safety procedures and environmentally appropriate practices. The student is expected to: make informed choices in the use and conversation of natural resources by recycling or reusing materials such as paper, aluminum cans, and plastics. 3.2.A. Scientific investigation and reasoning. The student uses scientific practices during laboratory and outdoor investigations. The student is expected to: plan and implement descriptive investigations, including asking and answering questions, making inferences, and selecting and using equipment or technology needed, to solve a specific problem in the natural world. 3.6.A. Force, motion, and energy. The student knows that forces cause change and that energy exists in many forms. The student is expected to: explore different forms of energy, including mechanical, light, sound, and thermal in everyday life. 3.6.B. Force, motion, and energy, The student knows that forces cause change and that energy exists in many forms. The student is expected to: demonstrate and observe how position and motion can be changed by pushing and pulling objects such as swings, balls, and wagons. All of these TEKs can be used in the classroom using this activity because each one relates to movement, energy, materials, and the demonstration that this activity reflects. I agree with everything that was stated in this article. Overall, this article reflects an activity that is interactive, creative, and exciting for students in the classroom. This is a great hands-on experience for students in your classroom!

Wed, Apr 15, 2020 9:22 PM
NSTA ARTICLE REVIEW: LAYER-CAKE EARTH

I chose this article to be in my collection because I feel that science should be heavily a hands-on experience, and this activity contributes to a hands-on classroom experience. Also, who doesn't love cake? From reading this article, I learned that using a layered cake in the classroom and having students investigate it relates very closely to examine the layers of the Earth. What an excellent experience for a student! TEKS that teachers can use for this article for 3rd grade are 3.4.A. and 3.7.A: 3.4.A: Scientific investigation and reasoning. The student knows how to use a variety of tools and methods to conduct science inquiry. The student is expected to: collect, record, and analyze information using tools, including cameras, computers, hand lenses, metric rulers, Celsius thermometers, wind vanes, rain gauges, pan balances, graduated cylinders, beakers, spring scales, hot plates, meter sticks, magnets, collecting nets, notebooks, and Sun, Earth, and Moon system models; timing devices; and materials to support observation of habitats of organisms such as terrariums and aquariums. 3.7.A: Earth and space. The student knows that Earth consists of natural resources and its surface is constantly changing. The student is expected to: explore and record how soils are formed by weathering of rock and the decomposition of plant and animal remains. Both of these TEKs could be used with this article by students closely comparing the cake layers to the real earth layers. It is vital for students to have an understanding and relation to the Earth with a represented model. Overall, I think this article would be a huge hit with students and is a very helpful article for the teacher. It has pictures to relate the description of the activity better, excellent charts to help with the level of understanding, activity sheets, and charts to help the students, along with in understanding the activity in correlation to the TEKS that have been listed above. I agree with this article in its hands-on approach for students to understand the Earth better.