Reflection: Joy Weathering - Section 3: Video & Notes

 

I think an important construct for teachers of science to consider is the use of materials, manipulatives, and consumables that drive your instruction during the course of an academic year. Each year, I spend thousands of dollars (a lot of it my own) on classroom supplies and making sure students have access to some of the real scientific concepts that we're learning about. Often, this involves every day things (like today's demo, which uses just chalk, vinegar, and frozen water) - they don't need to be super elaborate or expensive in order for students to "get it." Similarly, they don't need to take a lot of time. I feel that often teachers try to build entire classes and periods around a 1-2 minute demonstration. While there are definitely times this can (and should) be done, there are also times when a demo is just a great way to drive home a point, to activate a concept, or to bring up a piece of prior knowledge. They're also really effective for demonstrating things kids see every day - whether they be novel problems or experiences. For example, in this lesson, when I asked them - "Did you ever put a can of soda in the freezer and forget about it?" a couple of eager hands shot up, willing to tell their own exploding soda stories. Making those content-to-world connections is a great piece to drive home some deeper learning!

  Demonstrations
  Joy: Demonstrations
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Weathering

Unit 7: Landscapes & Mapping
Lesson 2 of 8

Objective: SWBAT define weathering and identify types of both physical and chemical weathering

Big Idea: This lesson focuses on the comprehensive idea of weathering, including the distinction between physical and chemical weathering

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