Isp Extra Credit

Rather it be a movie on the pilgrims journey across the ocean or how water is evaporated, I feel that students learn a lot through video clips. An example of a video resource that I plan on using with my third graders is via the site www.neok12.com. This site is amazing and has videos broken down into age groups. My third graders are going to learn about the planets on this site with an amazing 13 minute video clip giving insite information about each planet and the order of them in our solar system. Before watching the clip, I will pass out a worksheet for the children to fill out answers to the questions they will only be able to answer if they pay attention to the video. After the video clip is over, I will get everyone’s papers turned in and then we will have a discussion. The students will then be assigned a project that will have them pick a planet in our solar system and create a visual project to present to the class the following week. Science is super fun and I feel that this video will assist my third graders in seeing how amazing our galaxy is. However, there are some downfalls when it comes to videos for children who have behavioral issues such as not being able to sit still, students with vision impairments, and also students with hearing impairments. For students with vision impairments I will move them to the front row seats so they have a better

After that he starred in Bill Nye the Science Guy, which was a science show that aired from September 10, 1993, to June 20 1998. Nye hosted the show. Its purpose was to teach science to preteen audiences. of the 100 episodes, each focused on a different topic. Schools often use it as an educational tool. Over its five year run, the show was given a whopping 19 Emmy awards; Bill Nye even won 19 Emmys personally for both writing, performing, and producing.

This way I can be a source of knowledge rather than a teacher who fills the students head with knowledge. This technique should also be able to direct students’ enquiries as well as allow them to ask their own questions and follow what directions their enquiries about Science might take them. My next key learning element would be the value of group work and the peer collaboration between students to enable better understanding about the topic being investigated or the experiment being conducted. My other key learning experience that was gained from this lesson was the determination of what prior learning had the students done on a particular subject so that their constructs can be added to or modified to achieve better scientific results. My thoughts are that, even more careful planning has to go into a design and make (discovery learning) lesson than into a mere investigation through books and the internet. These tasks increase student motivation and the willingness to accept Science as practical, necessary and important in today’s modern

On my EdPuzzle video, I discussed the planets in our Solar System. For example, in a lesson, I would talk about the basics such as, what is a solar system and what planets are in it. Student’s homework, for example, would be going home and watching a video I created for the next day. Like what many teachers do today is try to motivate their students by reading the new topic, or additional information for the next day which is beneficial. Students can come into class with the info of what they will be learning today and have questions on hand. With videos, this is more helpful and can be fun. Instead of reading, which young students don’t like to do nowadays, they can be motivated by watching videos teachers create. To continue about my class,

As we met and tried to discussed our up and coming group presentation, we tried to figure what we were going to do. As we tried to figure out a solution to our problem we begin to think. We went over a number of questions in our heads. Such as, what will align with North Carolina Essential Standards for 6-8 grade science, BIO 2302 course outline and PEA Mission? Then I thought to myself, what would I want to do for an engaging activity if I were in a 6th, 7th, or 8th grade science class. Each meeting we started to ask each other important questions. Do we want talk about ecosystems, rocks, life science, etc? Will that be engaging enough for the students? Should we do something dealing with building things?

My students will learn about how we use water, why water is important, absorption, dissolving and float and sink in density. The second week in my water unit has a theme of the water cycle. Each day, the students learn about the different stages in the water cycle. For the preschool students, the water cycle is simplified into four stages, precipitation, condensation, collection and evaporation. In the third week, I decided to expand on the study of different bodies of water. The collection activity used in week two, where my students learned the basics about rivers, lakes and oceans, is used to learn about the biology of animal life. Students first learn about puddles and then expand their exploration into larger bodies of water. My fourth and last week of the month has a mini-theme about weather. To make things exciting I focused on storms and then ended the week learning about rainbows.

Wheelers said that when kids are little they love science and find all aspects of it extremely fascinating, however, when many students get to middle school and high school, then the science information gets drilled out in lectures and tests all while students are competing against one another to get the best grade.

It is an eye opening to see how every single child thinks different. There are many thoughts that makes every single person unique. This video made me think on how important is to get to know your students and also their family background. It is very important to have a little conversation with their family members and also with the students in general.

I personally agree with Anderson when she states that the show was not very clear because of the fast pace of the show and the music and bright colors were a distraction to the information, which makes it hard to grasp the concept of multiplication or verb tenses. “It is easy for them to absorb the information, but at no time are they taught or forced to analyze what they have just seen” (Anderson, 3). Students need to be able to analyze information, before they can actually grasp the full concept of the knowledge. Here is where I oppose a different solution. I do believe that the television programs should be integrated in order to have the students more involved in a formal setting, but with a different approach. Anderson states that, “In order for one to have a true understanding of the parts of speech, or most any other concept, a knowledgeable person needs to explain it and then the concept needs to be applied” (Anderson, 3) and I disagree with this. I believe that the concept of the knowledge should be taught in class, whereas the students understands the basic knowledge of the information, and use the television programs as additional tools or integrations within the teachings for further examples and explanations. Postman states that “…. Both teaching and learning are intended to be vastly amusing activities. I honestly agree with the use

We provide something thrilling and fun to a child who might not be very enthusiastic about the subject in the classroom. Exploding gummy bears and making goo or silly putty was not only fun for me, but so satisfying to see the delight on a child’s face, all the while knowing that his or her outlook on science might be forever changed. Overall, this organization has been a major contributor in my change from a quiet and struggling freshman to a more confident, outgoing and driven

When children are young and they travel to their grandparents or friends house a long list of fun activities begin to emerge. Kids love to have fun and it makes no sense to not embrace and capitalize on this fact. As educators we must realize that children do not respond like adults do. no matter how often we want them too. Teachers need to employ techniques specifically for this. One great examples of this is a teacher walked into a classroom of students working on sentences about the ocean. He proceeded to take his shoes off and roll up his pants and tip toe across the floor. “What are you doing” a student asked. “So I don't get my pants wet in the ocean” They immediately started engaging with him. “Watch out for that shark, they warned while the teacher jumped and dodged. At a young age students do not need much to imagine their environments. The theatre presented gains instant results because students are ready to speak and write about the ocean with new excitement and

I showed him facts and pictures, I told him why the earth is round. The earth was made of clouds and dust which was kind of like a storm in space. That is how all of the planets were made. The stars were made the same way. The earth is not flat, it is round. I could show him that if you were to stick a stick in the ground, he could watch the shadow go around in a circle all throughout the day. If he were to get on a plane and go a very long distance he would notice that he didn’t fall off the edge because the earth is not flat and you travel in a circle. He could also look into it himself instead of saying it is flat just because you don't see or feel it during the day. He could go to the moon and look back on earth and see that it really is

Russell, J., Van Horne, S., Ward, A. S., Bettis, E. A., Sipola, M., Colombo, M., & Rocheford, M. K. (2016). Large lecture transformation: Adopting evidence-based practices to increase student engagement and performance in an introductory science course. Journal of Geoscience Education, 64(1), 37-51. doi:10.5408/15-084.1

You can teach your child that water turns to ice and ice melts and turns back to water!

I also agree that bringing actual scientists to school will make kids more excited to learn. A few of my teachers in high school actually brought some of scientists and mathematics to our classes. I felt so excited and pay attention to everything they said.