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Classroom Video: Think Pair Share

Reptiles, Time For A New Outfit

3rd Grade Science » Unit: Vertebrate Classification
Big Idea: Scientist develop models in order to explain phenomena
1487 teachers viewed a Reflection

Student Belief Systems

The reading I chose made a remarkable impact on my students. This was both beneficial and dangerous.

On the one hand, the article gave voice to much of what students had heard ("cell phones are health hazards') though had perhaps never truly considered in any meaningful way. They connected with the article as evidenced by the wide range of contributions from a variety of students in the discussion. Their concern about the idea of "radiation" was taken to an entirely difference level with this article and the subsequent discussion. Furthermore, the author used terms such as "microwave radiation" and "radio-frequency energy" which helped me to merge the concepts of radiation with my broader topic of the electromagnetic spectrum. For all of this, I was thankful.

On the other hand, I was not prepared for the level of acceptance my students demonstrated. I heard not a single note of skepticism in either of my two sections, totaling about 35 students. In one section, students were seriously talking about starting a campaign to inform teenagers about the dangers lurking within their cell phones! I had expected some acceptance. I was shocked at the complete lack of skepticism.

Perhaps it was their faith in me: Our teacher surely wouldn't be providing us with some nonsense! Or perhaps they simply gave into their fears of having to abandon their most precious toy? Or, quite likely, once the discussion went in a certain direction ("Big Phone doesn't want you to know!"), it was too socially difficult to take the counter-position.

This points out a huge issue for teachers, perhaps particularly science teachers: we need to find ways to help our students check their credulousness and develop a healthy sense of skepticism. But simply teaching science doesn't necessarily do that for students.

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What is "Radiation?"

High School Physics » Unit: Electromagnetics
23 teachers favorited a Reflection

Phases of the Moon

Why is it important to know and understand about the phases of the Moon?

Lots of reasons!

Students make connections and enjoy learning about Earth & Space Science. Students are engaged in learning about the solar system. Students associate aspects of their lives with the Phases of the Moon. So helping students develop a conceptual understanding of the Moon and its phases is important. Learning about the Phases of the Moon helps students to understand MS-ESS 1 Earth's Place in the Universe.

The moon has a great influence on our lives in may ways and I want students to understand that. The Moon's gravitational influence produces tides and factors into the length of the day. The amount and quality of light from the Moon impacts our lives and it is a natural satellite of the Earth. Studying the Moon helps us because we learn things about Earth from the Moon like comparing the elements, rocks, and minerals that come from the Moon to that of the Earth. Learning about the Phases of the Moon is one important aspect to understanding more about Earth and the relationship among the Earth, Sun, and Moon.

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Phases Of The Moon

6th Grade Science » Unit: Earth, Sun, and Moon
132 teachers viewed a Video

Classroom Video: Think Pair Share


1st Grade Science » Unit: Sound Travel
Big Idea: Every child likes drums, right? Allow students to explore the cause and effect relationship between hitting a drum, sound, and vibrations.
Ellen Herman added a Reflection
Ellen Herman added a Reflection

Respect and Responsibility

The activity has them leaving the classroom and requires the students to work independently from the teacher. In order to make this a positive experience it is important to lay down clear expectations. In the first few days of school we cover respect and responsibility as being expectations. I remind my class that the expectations I have for them is that they can have fun while learning. Respect is following directions, being polite, and in this case being mindful of others in the building who are working. For example, they will visit a part of the school where others might be, they need to not distract and be good observers. I ask them how they can demonstrate responsibility and I add to their ideas on how it pertains to this lesson. After each expectation is given I always give the opposite example of what is NOT expected. It helps make the message more clear and gives them a model of what not to do.  

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Follow the Leader: Following Directions

4th Grade Science » Unit: Opening Science
741 teachers viewed a Reflection

Teaching with Google

Ramping up Forces

High School Physics » Unit: Newton's Laws
27 teachers favorited a Video

Adding a Lesson on Questions.MP4

How do scientists ask questions?

1st Grade Science » Unit: Wiggly Scientists and Wiggly Worms
Big Idea: Students drive the learning by formulating questions!
Jennifer Smith added a Video
Jennifer Smith added a Video

Students Identifying the Claim and Evidence

Drawing Conclusions with CER

8th Grade Science » Unit: Science Fair
Big Idea: In this lesson students will learn the Claims-Evidence-Reasoning (CER) format and use it to develop a conclusion.
23 teachers favorited a Video

Classroom Video: Think Aloud

Investigating Worms Part 2

3rd Grade Science » Unit: Animal Structures
Big Idea: How can you conduct an experiment to answer your questions about worms?
Sara Leins added a Reflection
Sara Leins added a Reflection

Newton's Laws - Unbalanced??

Newton's Laws AP Practice

High School Physics » Unit: Newton's Laws
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