Today, March 4, our class completed our last trip to Sycamore Elementary for our Post-Visit. The past three weeks have consisted of our Pre-Visit to Sycamore, the Children’s Museum, and now our Post-Visit. Although it is sad to wrap up our science lessons, I am eager to implement what I have learned from this course into my science classes. Now begins our transition to Social Studies content and I cannot wait.
However, today was filled with multiple experiments about surface tension, light refraction, density, and more! My station for today’s experiment was called Drops on a Penny. Ms. Merar, Ms. Heineman, and I handed out pieces of paper for students to write down their predictions and observations for this activity. We began by having students determine the name of the tool we were using and identifying the solutions on the table with their senses. Then, we presented them with a challenge to see how many drops of both water and mouthwash they could get onto one penny without over flowing the penny. Some students would only put 3 drops, while others would say numbers as high as 45. We had great conversations about which solution would have better surface tension and why; in addition to, the properties of water. However, the mouthwash we used retracted from our initial findings because there was more water content than we had realized. Although the experiment did not quite work like it was supposed to, the students were still able to understand the concept.
In the picture above, I am elaborating on the pipette tool for students. I am asking prompting questions, such as the following:
“Have you seen this tool before?”
“What is it called?”
“What does it measure?”
“When would be an appropriate time to use this tool?”
Students responded well to these prompts and used what their peers would say to elaborate and explain their thinking further. At this point in time, the students do not know what they are going to be doing with the pipettes and they are getting a “feel” for how the pipette works. I liked how this entire experiment was interactive and hands-on. We had them all get down at eye-level with the table so they could see the dome-like figure the water created on top of the penny. After this photo was taken, I compared the experiment to raindrops on the car window combining together so students can better understand water properties. I think the students learned a lot about water molecules and how human techniques can significantly change the outcomes of experiments.
This teaching experience helped me understand the importance of asking valuable questions. It is not enough just to ask yes or no questions, but to really get the students discussing what they are thinking. Furthermore, I learned how crucial it is to let the students do the experiment and for the teacher to take the “back seat” and give directions only. They will benefit the most from performing the activities because students learn best from first-hand observations and connections. I have a good sense of how it feels to co-teach with two other teachers. It’s awesome to collaborate with others for a lesson and my experience with Dani and Nicole was definitely positive!
I believe the only difference between the post-visit and pre-visit was that I was more comfortable with teaching the second time. We were in a new classroom with new students; however, I felt in my element with the students. I was confident talking about scientific terms and practices that I learned years ago. Furthermore, I had a better understanding of how long I had to work with each group. I feel like my energy was at its highest when we visited the Children’s Museum because my inner child emerged. On the other hand, the post-visit felt like the time sped by the fastest. The students were engaged and excited to try the experiments!
However, today was filled with multiple experiments about surface tension, light refraction, density, and more! My station for today’s experiment was called Drops on a Penny. Ms. Merar, Ms. Heineman, and I handed out pieces of paper for students to write down their predictions and observations for this activity. We began by having students determine the name of the tool we were using and identifying the solutions on the table with their senses. Then, we presented them with a challenge to see how many drops of both water and mouthwash they could get onto one penny without over flowing the penny. Some students would only put 3 drops, while others would say numbers as high as 45. We had great conversations about which solution would have better surface tension and why; in addition to, the properties of water. However, the mouthwash we used retracted from our initial findings because there was more water content than we had realized. Although the experiment did not quite work like it was supposed to, the students were still able to understand the concept.
In the picture above, I am elaborating on the pipette tool for students. I am asking prompting questions, such as the following:
“Have you seen this tool before?”
“What is it called?”
“What does it measure?”
“When would be an appropriate time to use this tool?”
Students responded well to these prompts and used what their peers would say to elaborate and explain their thinking further. At this point in time, the students do not know what they are going to be doing with the pipettes and they are getting a “feel” for how the pipette works. I liked how this entire experiment was interactive and hands-on. We had them all get down at eye-level with the table so they could see the dome-like figure the water created on top of the penny. After this photo was taken, I compared the experiment to raindrops on the car window combining together so students can better understand water properties. I think the students learned a lot about water molecules and how human techniques can significantly change the outcomes of experiments.
This teaching experience helped me understand the importance of asking valuable questions. It is not enough just to ask yes or no questions, but to really get the students discussing what they are thinking. Furthermore, I learned how crucial it is to let the students do the experiment and for the teacher to take the “back seat” and give directions only. They will benefit the most from performing the activities because students learn best from first-hand observations and connections. I have a good sense of how it feels to co-teach with two other teachers. It’s awesome to collaborate with others for a lesson and my experience with Dani and Nicole was definitely positive!
I believe the only difference between the post-visit and pre-visit was that I was more comfortable with teaching the second time. We were in a new classroom with new students; however, I felt in my element with the students. I was confident talking about scientific terms and practices that I learned years ago. Furthermore, I had a better understanding of how long I had to work with each group. I feel like my energy was at its highest when we visited the Children’s Museum because my inner child emerged. On the other hand, the post-visit felt like the time sped by the fastest. The students were engaged and excited to try the experiments!