Baylee Mitchell

USA

The Early Years: Objects in Motion

Wed, Apr 15, 2020 9:43 PM
Objects in Motion

1. I chose this article because I think that activities where students are able to actually see what happening helps them understand the concept better. In this activity students are learning about force and motion. I chose this specific article because it breaks it down in a way that is easy to understand. 2. I learned the whole idea of the activity. The activity is something I would of never though of. It is very understandable and interesting. 3. §112.15. Science, Grade 4 (6) Force, motion, and energy. The student knows that energy exists in many forms and can be observed in cycles, patterns, and systems. The student is expected to: (D) design a descriptive investigation to explore the effect of force on an object such as a push or a pull, gravity, friction, or magnetism. I would use this in my class just how the article describes. We would use a plastic cup as a “car” and use a marble as us to show how force and motion works. Students will try and record many different trails. 4. I agree with this article and I think it is very informative. It helps to simplify a complex idea. Overall it was a great article.

Wed, Apr 15, 2020 9:16 PM
Collards and Caterpillars

1. I chose this article because it gives a great activity for teaching students about ecosystems. I love life science, so ecosystem is something I find very intriguing. This article goes into great detail and gives great higher-level thinking questions to ask students. I also think this will be fun for students because they will get to plant collards and then observe the lifecycle of a butterfly and how the collards play a role in that. 2. I learned so much new information from this article. It discusses what I think is a really fun topic. The whole idea of planting plants and observing insects is something I would have never thought of, but I really love it. Something this article really made me think about that I wouldn’t of otherwise is, always check with parents about allergy’s to plants and bugs. This is a hands-on project where the students will be touching the collards and maybe even larvae or caterpillars. So, it is so important to make sure there are no known allergies. This is obvious when we think about food, but I know I forget about the problem of people being allergic to plants for insect bites. So, this was a great reminder to always be cautious and check with parents before conducting a project like this. 3. §112.13. Science, Grade 2 (9) Organisms and environments. The student knows that living organisms have basic needs that must be met for them to survive within their environment. The student is expected to: (C) compare the ways living organisms depend on each other and on their environments such as through food chains. I would use this article in my classroom for teaching organisms and environment. I think the lesson that goes along with it would really be fun for the students. The class would plant collards and observe the butterflies and how they depend on the collards. This also opens up the topic of the life cycle of a butterfly. We would take the caterpillars to class and watch it over time transform into a butterfly. This activity comes with some great ideas for questions to ask students and the order you should direct the lesson. 4. Based on my experience of being a student and student teaching I would say students would love this lesson. I remember when I was young, we had caterpillars in our classroom that we watched cycle into a butterfly. I think that this lesson is a wonderful and even more in-depth adaptation of the lesson that I did. This lesson will definitely take time but will be so rewarding for the students. They will know they planted the collards that brought the butterflies who layed their larvae there. Then they will have watched the larvae become a caterpillar, and then we take the caterpillar to class and watch it grow. Overall, I think this is a great lesson.

Wed, Apr 15, 2020 9:13 PM
The Earth-Sun System

The Earth Sun-System Earth and Space 1. I chose this article for my collection because it gives students physical evidence that the earth revolves around the sun. I think this may be a hard concept for students to understand because they can’t actually see the earth moving around the sun. This activity they are able to see because we will trace the shadows at two different times of day from the exact same spot. This will show them that the earth has changed positions since the last time they were outside. 2. This article informed me that even though something may seem obvious it is not always obvious to your students. For example, tell your students not to look at the sun because it will cause damage. These are very important things to remember when taking your students outside. 3. (8) Earth and space. The student knows there are recognizable patterns in the natural world and among objects in the sky. The student is expected to: (C) construct models that demonstrate the relationship of the Sun, Earth, and Moon, including orbits and positions; and The activity for from this article would be great to use for this standard. The students will be able to create outlines of their shadows at different times of day to show that the earth rotates around the sun. The students will discover that the rotation of the earth effects the amount of light we get at certain times of the day. 4.I like this experiment because it is a quick easy way to show students how the amount of light we receive depends on the rotation of the earth around the sun. It shows them that as the time changes the earth is continuing to rotate and change our exposure to the sun.