I enjoy teaching middle schoolers science, because they are so ready to learn new ideas about themselves and they are interested in exploring the universe that we all live in.
Teaching English Language Learners Science
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UDL in the Classroom
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Wed, Mar 25, 2020 7:51 PM in Biophilia and its impact on academic achievement
Does this have anything to do with the complexity of the organism? For example, an earthworm versus a fuzzy kitten.
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Wed, Mar 25, 2020 7:44 PM in How do you take science home?
In my letter to the parent’s of my middle school science students at the start of the year, and at Back to School night I encourage the parents to engage their students in dinner table discussions about what they learned that day. For my students, I encourage them to share their “Ah-ha” moment learnings with their younger or older siblings that evening.
Wed, Mar 25, 2020 7:24 PM in Claims vs. Hypothesis vs. Predictions
These are excellent questions. In practice, scientists make observations that often cannot be explained by current knowledge or perhaps that do not fit the current model. A hypothesis may be designed that is testable and can be falsified. The hypothesis should guide the research into the phenomena. As data is collected, the data may support or disprove the hypothesis. If the hypothesis is d...
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Making Science Accessible: Strategies to Meet the Needs of a Diverse Student Population
Wed, Apr 01, 2020 5:45 PM Strategies for making science labs accessible
The classroom can be a challenging place for students with body limitations. We who teach science have an opportunity to be more inclusive offering students with needs a chance to participate in a structured learning environment even when it is a lab day. The authors of this article, offer the interested teacher so many different specific examples about how to make laboratories accessible in the classroom.
Methods and Strategies: Alternative Assessments for English Language Learners
Wed, Apr 01, 2020 4:21 PM Accurate Assessment of English Language Learners
Accurately assessing what English Language Learners actually know can be challenging because of language barriers-- both written and oral. Because science studies the world in which we all live and breathe in, any living person should have funds of knowledge to draw on when seeking to understand nature around them. I feel that this article demonstrates a method for teachers to access the student’s funds of knowledge and what they have learned following instruction.
Mon, Mar 30, 2020 5:02 PM Teaching claim-evidence-rationale component of the science writing heuristic app
The authors inform us of the type of mistakes in logic that both early and advanced students make in the way that they reason about natural phenomena in an attempt to explain it. Within more complex formulated ways of reasoning are the Claim-Evidence-Rationale components. If reasoned correctly, there is a better opportunity at getting at truths of nature which we can use to subdue our world making it a better place to live and survive in.
The activity that the authors propose relies on a Sesame Street picnic puzzle. Prior to seeing the puzzle, at the first lab, the students come with proposed questions to inquire about the picnic. Through this approach, the students work individually and in groups and in using a heuristic approach seek to understand what they already know. The groups of students are provided with varied pieces of the puzzle, which may not even connect, as evidence. Based on what the students observe, they begin to develop their claims about the picnic. Answering the questions, for example, Is Cookie Monster present? or What is Cookie Monster eating?
This opportunity to learn is something that I plan to teach as a fun learning activity in my classroom with my middle school students.
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