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.