Bill T nc (now retired)beware the science textbook.
Too often, their reading level is above that of the intended gr grade. You would be well advised to do a readability check on an any textbook you are considering.
just a word to the wise, based on 30+ years of experience.
While I am not new to teaching, organizing my classes for science is new to me. Could I ask everyone to share how they structure their classes/courses?
On 11/23/15, Hugh Keenan wrote: > I am brand new to the Science Teaching. My > biggest "head ache" right now is organizing my > classes. I am teaching middle school classes. The > fields are Physical, Life and Earth Science. > > While I am not new to teaching, organizing my > classes for science is new to me. Could I ask > everyone to share how they structure their > classes/courses? > > Thanks.
I do everything in a bound notebook. Binders don't work well, particularly if shared with another class. LOL! Middle schoolers are "all over the landscape" when it comes to organization, as you doubtless know, already. Also, notebooks that are wire bound tend to come undone during the course of a school year. I've even had students get cuts with them. Bound is better.
As I said, EVERYTHING goes into those notebooks. I don't deal in loose papers.
A sample class might look like this:
students come in. designated students give out the bound notebooks, unless, of course, students choose to keep them.
I have a science question or reflection on the smart board (or white board); students are to date that and respond in their notebooks. We then go over and discuss the question, and its solution or the reflections the students might make. Students are encouraged to add or edit what they have written.
Next, we will do one of three things:
1. A discrepant event....something that happens that students might not understand and we discuss possible causes or reasons for the event. An example of one of my favorites: I light a candle. Then I have a student feel the inside of a jar, to ensure that it is dry. No liquid. I then place the jar over the candle. The candle, of course, dims as the oxygen is burned and, eventually, goes out. Sometimes I lift the jar a few times, allowing more oxygen to enter the jar, before putting it down. Then I have the same student feel the inside of the jar. It is now wet. How could this be? Only had one student, in about ten years, figure out where the water came from. Their guesses go from condensation to evaporation. What has happened is that oxygen, in the air, has mixed with hydrogen in the flame to react chemically, forming water H2o. This event helps reinforce or introduce the idea that chemical reactions create new substances with new properties.
2. A video (no longer than 15 minutes, often times shorter) that reviews or introduces a concept. Students are given reflection questions from the video, ones we discuss at the end of it.
3. A brief reading from a science book or some other print media. We do not read aloud, much of the time, but I ask students to seek out information that I ask for and to cite their answers in their bound notebooks.
I do not "lecture." With middle schoolers, it is one of the quickest ways to turn your students off to science. That does not mean I do not explain things, at length, but I do not lecture or "give notes" on the board for them to copy. We do things together. It keeps everyone engaged (usually) and prevents in class drop outs. well, it did for me.
I did a lot of hands on and experiential things in my classes. A word to the weary, here. If you do this, your students will not only learn more than they do in other classes that just "read the book and answer the questions," they will come to see science as the process it really is and not merely a school subject. Another word, though. If you do this, some teachers will dislike you, accuse you of "playing" at science and not really teaching it. Ignore them. They know not what they do. Pity their students. They are being short changed and their "teachers" don't care. I have had several students come back to me, years later, and tell me they learned much more in my middle school classes than they ever did in high school. Some have come back to tell me I changed their outlook on science altogether; I count several engineers, two aviators and a NASA astrophysicist as alumni. Don't be afraid to be different. Don't let the mediocre intimidate you. Yes, it is harder to teach this way and it requires more work, but consider the benefits to your students.
My doings in this realm include problem solving events. To teach the concept of the laws of motion, I have students do an activity where balloons are propelled, via a straw, along fishing line. I recall another time, when teaching the properties of matter, that I had the students make ooblek, a combination of water and corn starch and asked them to determine whether it was liquid or solid. That produced some interesting results and some animated discussions.
I do experiments too. In fact, one year, we studied propulsion along with the space program and aeronautics (took a lot of work) and students designed their own experiments, from determining the relation between mass and propulsion, different designs for paper planes (they loved that one) and even model rocketry. We treated these experiments as projects. All we done by individual students and all the work was done in class. Uncle Joe the engineer was not permitted to do the project for them. They had the option of making an oral presentation but were not required to do so. And, as culmination of the whole affair, at the end, I invited them to submit their projects to the school science fair. Right. I had just snuck up on them and solved one of the biggest traumas in middle school, the feared science fair project. That year, the projects that advanced on to the school system science fair took 5 or 6 awards. The students did them. I did not. Their parents did not.
We did research projects too. I encouraged students to do this on their own, as well, but did not require that. In restrospect, I should have. Too often, one student did the work while another just watched. Not good. And I caution against the technique of matching a less able student up with an advanced one. It often does not end well. Before any projects were assigned, I showed the class, step by step, how to do one. The biggest problem (and if taught language you know this) is that students either wanted to cut and paste information or copy it word for word. It's something many were permitted to do in elemenatary school. Yep. the old plagiarism thing. A science teacher needs to be able to be a language and math teacher too. Both are used, extensively, in any real study of science.
Tests? I hate tests, mostly because the overemphasis on them was one of the things that drove me to retire earlier than I really wanted to. They're something else that will quash the enthusiasm for science in a nanosecond. A young, first year teacher used to "teach" science by having students copy "notes" off the board, study the notes and take a test every three days. I had former students in that class whose parents were ready to lynch this teacher. Several of us offered the teacher help and advice. She would not take it and continue in her ways. She was not rehired.
Having said all of that, a dose of reality, here. Tests are a fact. Students will have to take them. I know this. They know it too. But they don't have to be "monster" tests, fifty questions in length and impossible to pass. I've regretfully known some science "teachers" who prided themselves on the "fact" that no one got an A in their classes. They were misfits, in my biased opinion, and had no business teaching anyone. My tests are not lengthy. That is not to say they are easy. They all had essay questions that required students to reason and solve problems. Some did well. Others did not. Everything they needed to know was in their science notebooks. I gave them a study guide, which they glued into their notebooks, and offered them the opportunity to "study" for their test by seeking the answers to the questions on that study guide. Some did. Some did not. The results were predictable.
Do NOT lower expectations. Some of those who questioned my techniques, who disliked my "playing" at science, often accused me of that. I just challenged the students in different ways. Don't be afraid to do that.
I was happy with your reasoned response. The next rule is that every point of space will be inhabited at least once. But only once. No two points in space can be inhabited at the same " time"
I was happy with your reasoned response. The next rule is that every point of space will be inhabited at least once. But only once. No two points in space can be inhabited at the same " time"
I need an easier explanation on naming and writing molecular compounds, ionic compounds and acids. My teacher is not explaining it in a way that I understand. Can you please help me??
Why is it that when you create a primary cell with one noble and one unnoble metal, more electricity is generated with an electrolyte with a lower concentration of hydrogen ions, where as when you use two unnoble metals more electricity is generated with an electrolyte with a higher concentration of hydrogen ions.
Some classmates and I have been working on designing primary cells in our electrochemistry class. Our hypothesis stated that metals with different degrees of nobility, and an electrolyte with a high concentration of ions would make the most effective cell. While the first statement was true, the latter only applied to primary cells where both electrodes were non-noble metals. When one was a noble metal and one was not, we found that an electrolyte without a high concentration of ions, such as acetic acid, worked a lot better. We cross-referenced our results with other classmates, and they noticed the same thing. Have we all made a mistake? Or is there a factor we are not aware of? Please help!
Too often, their reading level is above that of the intended gr grade. You would be well advised to do a readability check on an any textbook you are considering.
just a word to the wise, based on 30+ years of experience.