Pendulum

1. What is your personal experience with swinging on anything like a trapeze?

When I was a child I had a playset in my backyard. On my playset we had a trapeze type thing next to the swings. The trapeze had yellow handles that you could hold onto and swing back and forth. Another favorite activity I had when I was younger was playing on the swings.

2. What applications to "real life" do swinging object have?

Swinging objects are found in everyday life. Children playing on a playset, grandfather clocks, gymnasts on the bars, or acrobats at a circus. Also movies such as spiderman have people swinging from buildings, creating a pendulum.

3. What is your prediction about what will happen if two people are on one trapeze and only one is on the other and they are both letting go at the same time?

I predict that it will take less than 5.2 seconds with two people on the trapeze to swing back and forth. I think this because the momentum is greater causing it to go faster. Also the pendulum doesn't go as far as it did the first swing.

4. What understanding or ideas do you have about the science of back-and-forth swinging objects?

My understandings could be based off misconceptions. I know when you drop a pendulum it is going to swing back and forth. I do not know much about swinging objects.

*Washer prediction:

1 washer: trial one: 10 trial two: 9 trial three: 9 trial four: 9

2 washers:11 swings

3 washers:12 swings

4 washers:13 swings

I think that as you add more washers the number of swings will increase because the momentum will cause it to speed up. However, this is most likely incorrect because my predictions are often times misconceptions. It could possibly stay the same but I do not know why that would be.

Homework:

**Questions I have: Why is it that no matter the amount of washers on your pendulum it has the same number of swings? What if you change the angle of where the pendulum is dropped, will that change the number of swings? What if we increased the amount of time?

1. What if you change the andle of where the pendulum is dropped, will that change the number of swings? You can test this with the materials given because you can fold the paper in different angles.

2. None of my questions require more materials. Changing the angle you use the same paper. The amount of time does not require more material.

3. All my questions could be answered through more investigation. Through changing variables you can answer the following questions.

4. Questions are important because it gets you thinking about different outcomes. It clears up misconceptions that people have.

Assessment Chapter 9

Science can leave many teachers confused when it comes to assessments. Some teachers view assessments solely for summative evaluations with little to no feedback for the students. Other teachers use formative assessments to provide feedback for the students and summative assessment to issue a grade. "Classroom teachers have many assessment options. No matter which options they choose, teachers need to be able to collect sufficient information so that they can make generalizations about students' learning and make good planning decisions" (Krajcik). Without collecting sufficient information the teacher is unable to see where the students stand in their class academically.

Assessments do not have to be multiple choice, fill in the blank, short answer tests that many think of when they hear the word assessment. Some examples of assessments are observations, discussions, anecdotal records, checklist, clinical interviews. When it comes to interviews they can be formal or informal interviews. Students find informal interviews less stressful than other types of assessment. A great way to start these interviews are with open-ended questions because it gives the student a clue to tell what he or she knows about a topic. Assessment can also be done through concept mapping because it shows the students' conceptual understandings.

In school students often times leave tests saying "I never learned that stuff". When I conduct a test I will make sure my students are prepared and they have been taught the material. Things for a teacher to consider when making a test are does the items match the content I hoped students would learn and did I really develop these ideas in class? The teacher also what to think about the writing level the test is written at as well as her students reading levels. Students can also present artifacts such as writing samples and daily journals in order for the teacher to assess. Students can also create products, drawings, music, videos, portfolios in order to show the teacher what they know/ have learned.

When it comes to scoring teachers need to have a set rubric in order to score every child the same. There should be no "fluff" and straight to what is expected out of the assignment. Teachers can make up their own rubric for the assignments but it should include certain criteria for project-based science classrooms. The rubrics should include the following criteria: understanding of concepts, use of higher-order thinking, ability to answer driving questions, relatedness to the world, level of collaboration, level of creativity, presentation, and use of cognitive tools. Teachers are not the only ones that can do the assessments. It is important to see where the students think they are as well as where peers think a student is at. This way you have more than one opinion on an assessment. Assessment information is a great way to give grades and make decisions.

I want to incorporate different types of assessments in my classroom. That way my students do not get sick of the traditional multiple choice, fill in the blank, true false type of assessment. I want to use checklists, rubrics, observations, interviews, etc as assessments in order to see where the class falls academically. Test after test will just beat the students over the head and cause anxiety for some. Changing up the assessment will allow them to show what they know in multiple ways.

Cool It Lab

Inquiry Criteria	Inquiry continuum specific statement from the column/ row.	Why do you believe this fits that column/ row?	How would you improve this part of the lesson to make it more inquiry based?
Engage	Learner sharpens or clarifies question provided by teacher, materials, or other source	There was no specific question stated but it can be inferred through the experiment.	Provide the question at the top of the experiment sheet.
Evidence	Learner directed to collect certain data	Learner was told to collect data every 3 minutes for 18 minutes.	State the times and what measurement of degree to take the data.
Explain	None	None	Since there was no explaining in the lesson there could be more discussion about the scientific question.
Evaluate	None	None	There was no evaluation for the experiment so after the data is collecting look at other sources and see what findings they have on the scientific question.
Communicate	Learner given steps and procedures for communication	Learner was given certain questions to answer after collecting the data.	Besides answering the questions it could go further to discuss with people outside the class community about the topic.

Batteries, Bulbs, and Wires

The lesson that Ms. Stone is teaching to her class about electricity is very teacher oriented. The studnets do not have much room to learn on their own. The definitions were given to them without discussion and the instructions were verbally read out loud step by step. Ms. Travis starts the same lesson given the same materials (plus some flashlights) with a different approach. She has the class engage in a discussion about their thoughts on electricity. Instead of doing the experiment step by step she directs them what to do and lets them do it. I liked how Ms. Travis had them write their experiences for the day in their journal. Ms. Travis used more features of inquiry than Ms. Stone. Ms. Travis got the students engaged by discussing the topic first then allowed them to talk about the flashlights, build circuits, and the shoebox room. They had discussions about their findings as Ms. Travis led the class with scientific questions. The students were able to evaluate the lesson when they went to the computer lab to research other sources. Lastly, they communicated what they had learned.

"All in all, Ms. Travis's students are likely to learn better and more deeply because they are conducting their own investigations and becoming invested in answering their own questions. They are doing more than just following directions and repeating the teacher's language" (Batteries, Bulbs, and Wires). Throughout elementary school I learned through Ms. Stone's teaching style and believe that is why I have so many misconceptions about science. We got a sheet with step by step instructions are were to follow them exactly. Ms. Travis used all the features of inquiry in an efficient way. Ms. Stone led the class not allowing them to have their own investigations.

When I have my own classroom I hope that I take Ms. Travis's approach in teaching science. I want to give my students space to investigate subject matter on their own without just giving them the answers. I do not want them hear language, repeat experiment, and call it a lesson. I want to hear what they have to say and figure out vocab and questions as a class instead of just giving them the answers. The students will not learn if you are just throwing information at them.

Lab: (yellow lab) **more like Ms Stone

Strengths: Based on the instructions given for the lab we made our own explanations from evidence. We are given a scientific oriented question to engage in during the experiment.

Weakness: This lab is very teacher based. Student had to follow directions step by step. This experiment didn't allow students to experiment on their own.

Lab: (pink lab) ** more like Ms Travis

Strengths: the students were presented with a question that engaged them through the entire that. They were not given much direction other than what was needed. They were given suggestions that they could try thoughout the experiment. Drawings and recording there work was a way of communication in the lab.

Weakness: For some students this lab could be frustrating because you have to explore independently.

Standard/Benchmark	Learning goals	Formative Assessment	Learning Performance
Physical Science K-4 Content Standard B Light, heat, electricity and magnetism. Benchmark: Electrical circuits require a complete loop through which an electrical current can pass.	Students understand what makes a complete circuit.	Many students (75% of my peers) think that it takes two wires to create a circuit in order to light a bulb.	Yellow: The strength of this lab was that there was a scientific oriented question to engage in. Weakness was that it was very teacher based; it did not allow students to experiment on their own. Pink: The strength of this lab was it allowed students to explore on their own with only given suggestions. They were to record and draw their data. The weakness of the lab was the fact it could leave some students very frustrated if they cannot figure it out.

Creating another circuit lab:

In this lab you will be given a D cell battery, a motor, and as many wires as they need. They have been able to create a circuit with one wire in order to make a bulb light up. The next task is to create a circuit in order to start a motor. How many wires will it take to start the motor? Are there difference between a circuit to light a bulb veruses a motor?

5-E Criteria	Part of lesson that addresses this inquiry criterion	More teacher-directed or student-directed? Explain
Engage	Created a question in order to get them engaged and thinking about the experiment.	Teacher-directed because the teacher is presenting the question.
Evidence	They will be set off to work with their groups on collecting data.	Student-directed because they are given materials but they have to figure out how to complete the experiment.
Explain	Come up with an explanation to the question presented at the beginning of the experiment.	In the middle of student-directed and teacher-directed because the question was presented by the teacher but the students are explaining their findings.
Evaluate	Discuss with other groups on the outcome they have come up with.	Student-directed because they are able to explain their outcomes to other groups and perhaps find something out that their group was unable to find.
Communicate	Collect data from each group and discuss as a class the outcomes.	Teacher-directed because the teacher will lead the discussion but student-directed because they will be participating in the communication aspect.

Weather

1. My learning performance will show that the students understand the changing weather conditions from day to day by recording it. They will note changes in weather such as temperature, sunny, humid, cloudy, etc. To take the learning performance to the next step they can try to predict what tomorrows weather will be like based on their knowledge and prior recordings.

2. My learning performance contains all 5 features of inquiry. The students will be engaged because they will be asked to figure out the change in weather. The students will be collecting evidence through their daily weather log. We will explain as a class and in small groups about the weather conditions that everyone has gathered on their own. Then we will evaluate those data findings with other sources such as the internet. After we evaluate the students will communicate with other people outside our class community to see what others think about weather.

Standard/Benchmark	Learning Goals	Formative Assessment	Learning Performances
Content Standard: K-4 Earth and Space Science Content standard: D Changes in Earth and Sky Benchmark: Weather changes from day to day and over the seasons.	Understand the different weather conditions from day to day and that sunny doesn’t always mean warm.	Based on the formative assessment question people had a misunderstanding about the weather changes. They based their assumptions off personal understandings.	Go out and record the weather for a week and notice the different weather conditions. Draw pictures and use descriptive language to ensure great detail.

INSES Chapter 1 & 2

In this article they define inquiry as "the diverse ways in which scientists study the natural world and propose explanations based on the evidence derived from their work" (INSES). A way to start this is to compare the thinking process with an inquiry based lesson. For example the geologist who was mapping the dead trees along the coast. He took the information he saw, began asking questions, and starting drawing information from his previous experiences and knowledge. When the geologist collected such explanations from his experience he then collected data. As humans we are always curious and trying to find out the unknown. We use high levels of thinking skills in our daily lives which is referred to as inquiry.

"One of the best ways to understand school science as inquiry is through a visit to a classroom where scientific inquiry is practiced" (INSES). "We noticed something about the trees on the playground. What's wrong with them?" (INSES). I think this example of Mrs. Graham's fifth grade class is a great vision of what inquiry is like in a science classroom. Mrs. Graham allowed her students to bring up the concern about trees and talk about it instead of telling them they will learn about it later. Both the geologist and the students started off with a question and came up with an explanation for their observations based on their knowledge. This is allowing the students to have a hands-on experience, and since they brought it up they are interested in the subject matter.

"The (inquiry) standards seek to build student understanding of how we know what we know and what evidence supports what we know" (INSES). Students have to inquire what they know and the inquiry process will add to the students knowledge. Students need to be engaged in this inquiry process in order to have a deeper understanding of its characteristics.

There is a lot that goes into the inquiry process but it is important in the education of science. The process allows students to participate instead of being lectured on material. In elementary school it engages students through hands-on activities and their interests.

Shifting From Activitymania

Activitymania is an approach to teaching elementary science that involves a collection of prepackaged kits. These activities are hands-on but are often disconnected from one another. Inquiry allows students to move the lesson to the next step based on their ideas and interests. Inquiry also allows the students to ask questions, where as activitymania wants you to disreguard any data that does not fit. Activitymania also has a specific assessment that is looking for one correct answer. The switch from activitymania to inquiry does not mean you have to throw out the kits, instead asks teachers to clearly define goals and the relationships to students' lives. Once those goals are defined it is essential to link them to supporting activities. These supporting activities can be used to engage students, skill development, an idea for modification or extension, provide students with common experiences, and as a method for students to demonstrate their understanding of concepts and related scientific ideas.

"Inquiry cannot be prepackaged as it takes different directions according to students' interests and questions related to the concept being studied" (Activitymania Science and Children). Inquiry allows the teacher to teach the lessons and concepts needed but in a way that is more engaging to the student. Just like we read in the Sweater article I think it is extremely important to take the lesson where the students are showing interest. It wont do the students any good to learn from a kit and have their questions disreguarded. Moving on with the lesson without touching on students' curiosity is a disservice to them.

In my science classroom I hope to touch on all the curriculum standards that I need to for my district but in a way that makes learning science engaging. I want to allow my students to take the lesson to the next step with their own thinkings. It is crucial to connect lessons, such as magnets mentioned in the article, to the students lives. Why is this topic important to my students? I know it was much easier for me to get into a lesson if I knew why I was learning such a thing. Engaging my students in science through inquiry is something I hope to include in my classroom.

Iowa Core Website

The state of Iowa wants their students to excel in the technology rich economy we live in today. Iowa core takes teaching to a deeper level by focusing on researched standards leaving the students with high expectations. It is designed to improve achievement of all students preparing them for the world they are to face one day. Iowa core focuses on student-based classrooms. Teachers are expanding their knowledge as they work through the Iowa Core in making lesson plans. This webpage has the restrictions for Iowa Core in math, science, social studies, literacy, and 21st century issues.

"The vision for the Iowa Core is to ensure the success of each and every student by providing a world-class curriculum. The Iowa Core is designed to improve achievement of all students, preparing them for the world of work and lifelong learning. It identifies the essential content and instruction of critical content areas that all students must experience" (Iowa Department of Education). Iowa is taking teaching and learning to the next level by ensurring teachers use those deeper thoughts in order to produce the best students possible. Every lesson plan done should be based off a standard and I will make sure to fulfill that Iowa Core standard every lesson I teach. It will not only benefit me as a teacher but I want the best for my students.

The website is easy to navigate through and allows you to click on a subject as well as a grade. It provides a pdf of Iowa core under the criteria you selected. I particually like how the website provides an explanation for each subject to why they believe the Iowa Core to be the best.