Colavito McKie Educ.

423: Teaching Science to Children Michiko McClary, Instructor April 22, 2014 Science for All (Part B) During this semester, I had the opportunity to observe two specific students during two separate science lessons. One of the lessons was conducted by the teacher, Mrs. Wallace. The other lesson was conducted by myself. Prior to the execution of the two lessons (by the teacher and myself); Mrs. Wallace informed me that the students may behave or react differently during the time both of us are scheduled to deliver the lessons to both classes. From a previous classroom observation, I paid close attention to the behaviors of the two students. In my observations, I noted their particular manner in addressing their peers, the preferred method in which they learn, what significant factors may contribute or take-away from their learning in the classroom (distractions), the manner in which they learn best as far as the environment is concerned, and their method of response to learning as addressed by the teacher. The two students I chose consist of two different gender backgrounds: one male and one female. My reason for selecting these two students is result of me trying to choose one student from each class (Mrs. Wallaces homeroom and Ms. Smiths homeroom). While becoming familiar with the needs of the two students I plan to discuss as far as their learning capabilities and participation in the science lessons I planned to observe them in, I felt like it was equally important to get to know the students as far background and likes versus dislikes. Both students are of African American descent.

For the sake of confidentiality, in this text we will refer to the female student as JW. In getting to know JW, I conducted an interview to find out what she enjoys doing as far as hobbies as well as her favorite subject(s) in school. JW informed me that her favorite color was blue. JW likes to eat chicken nuggets anytime during the day (morning, afternoon, and evening, when possible). JWs favorite sport is basketball and she enjoys reading in school and outside of school. JWs favorite animal is the cheetah because of its unique spots and speed. She enjoys listening to R&B music and reading Katie Kazoo. JWs favorite television show is Bring it and her favorite thing to do at school is read in the mornings. JW lives with both, her mother and father. She has a total of three brothers and one sister. JW has a pet named Jacob. JW expressed to me that if there was one thing she could say about her family, it would be that they always spend quality family time together. JW wants to be a teacher when she grows up. I thought it was interesting that during our interview, JW asked me why I wanted to be a teacher. I answered her question by replying that I want to be a teacher to influence all students in my class and to motivate them to run after their dreams and be what they want to be when they grow up. I also told JW that believe that everyone has a purpose for being on Earth , including her. And if I could help her and others identify their dreams and set goals to work towards what they see themselves doing in society, then I feel like there is a chance at a greater world. While responding to my question as to why JW wants to be a teacher, she informed me that she wanted to teach because she likes taking kids outside. When I asked why, she informed me that shes fascinated with the outdoors and nature. When JW grows up, she wants to stay in Orangeburg, South Carolina and travel to Myrtle Beach, South Carolina during the summer months. Again, for the sake of confidentiality, in this text we will refer to the male student as KC. In getting to know KC, I conducted an interview to find out what he enjoys doing as far

as hobbies as well as his favorite subject(s) in school. KC informed me that he was nine years old. His favorite color is blue. KC likes to noodles (especially chicken noodle soup and different types of pasta such as spaghetti and homemade macaroni and cheese). His favorite sport is basketball and likes to learn about historical events in social studies. KC enjoys playing with different animals outside of school, at home. KCs favorite animal is the cheetah, too. KC stated to me that likes to see animals race and while watching a show on Animal Planet, he enjoys seeing cheetahs run fast to catch their food. His favorite type of music is gospel. KCs favorite book to read is Big Nate (a series written by author Lincoln Peirce). His favorite television network is Animal Planet. When interviewed, KC informed me that his favorite thing to do at school is learn. As far as family, KC lives with his mother. He has one brother and two twin sisters. Because KC is such an animal lover, he included his pet dog Shadow in the family, too. KC mentioned to me that he likes to go out to eat with his mom and siblings. When KC grows up, he wants to go into the Navy. When asked why he wants to be a part of the United States Navy, KC stated Because Ill get money, a wife, and kids. Personally, I thought KCs response was a little mature for his age, but his statement just kind a reaffirmed me that he may be around adults more so than kids most of the time at home. KC mentioned to me that he wants to live in a house and would like to travel to Africa, where cheetahs live. My first though was that apparently KC has engaged in some form of research, which can help him identify his goals later in life. On February 26, 2014, I observed Mrs. Wallace teaching students about the three states of matter. The lessons standard was South Carolina standard 3-4, which stated The student will demonstrate an understanding of the changes in matter that are caused by heat. The lessons indicator (3-4.1) read Classify different forms of matter (including solids, liquids, and

gases) according to their observable and measurable properties. At the start of her lesson, Mrs. Wallace didnt read the standard or objectives to students in an attempt to get students to understand the outcome of what they were supposed to learn during the lesson. During her lesson I observed how all of the students responded to the material introduced in the lesson to include the method in which the lesson was introduced, the students reception to the new material (to include eagerness and enthusiasm in learning about the three states of matter), and overall delivery. Personally, I thought her hook at the beginning of the lesson was interesting and a good way to engage students in the process of learning about the three states of matter. Mrs. Wallace used a video to introduce the new material to students. During the video, I observed both JW and KC in their respective class periods watch the video, without any disruptions. After the video, JW did in fact ask Mrs. Wallace relevant questions about the material, one of which to included Mrs. Wallace, are we going to go outside to see different types of matter? Mrs. Wallace indirectly answered JWs question, while trying to pull up the teacher-made power point based on the Three States of Matter. While Mrs. Wallace informed students of three states of matter using the power point presentation, I observed JW playing with her hair and distracting one of the other students in the classroom, by passing notes and talking aloud. During KCs class period, Mrs. Wallace used the same power point for direct instruction. Throughout parts of the power point (mainly quiet transitions), KC held small conversations with peers in his row and in the row next to him. However, each time I did observe KC getting back on task with constant redirection from Mrs. Wallace. After the power point presentation, Mrs. Wallace gave students a few index cards with pictures and captions on each card. The goal of the activity was for students to categorize each card by inserting the cards under the correctly labeled category (Solid-Liquid-Gas). Although JW was away from the other students and was

positioned in the back of the classroom, she was instructed to join the group in front of her. While in the group, I noticed that JW likes to be in a position of authority. As smart as she is, she was able to help lead other students in the group by categorizing each card. The activity resembled figure 1.1 below: SOLID
Brick

LIQUID
Lotion

GAS
Air

Ice

Kool-Aid

Steam

Students were responsible for explaining their implications at the end of the activity to Mrs. Wallace as a form of assessing student knowledge about the three states of matter. With KC already being part of a group, he and his group did the same activity during their class period. At first he showed signs of wanting to lead the activity, but later began to work cooperatively with his peers. The way in which I saw this lesson as being effective included Mrs. Wallaces ability to use everyday objects and necessities to bring the lesson to life and make it meaningful to students. From this experience, students could go home and identify items at home either inside or outside and categorize each component under its proper state of matter. On April 7, 2014, I taught a lesson to students featuring landforms. South Carolina standard 3-3 stated The student will demonstrate an understanding of Earths composition and the changes that occur to the features of Earths surface. Indicator 3-3.6 stated Illustrate Earths land features (including volcanoes, mountains, valleys, canyons, caverns, and islands) by using models, pictures, diagrams, and maps. Prior to me beginning the lesson, I started by reviewing

what students were going to learn (as outlined by South Carolina Standards for Science). I wrote the objective in a format that was easy to read. Afterwards, the entire class (including myself) reviewed the sequence of events that would take place before, during, and after the lesson. While reading the agenda in both class periods, I noticed both JW and KC were engaged in reading the material, too. I thought to myself, that since they like to talk, maybe theyll be more engaged in the lesson if I provide the class with an opportunity for choral reading. During the lesson, like Mrs. Wallace, I used a Prezi presentation entitled Landforms and Ocean Features. After observing the two students for some time in their respective class periods, I felt like it was important for them to help with leading some of the discussions related to landforms. However, I didnt have to volunteer them, they did so themselves. While going over the different types of landforms, I had each student illustrate the different landforms in their science journals. As I walked around the classroom during the two separate periods, I noticed that JW worked well with others (minus the small conversations and questions) and KC had some a confrontation with a member in his group. Once I addressed the two, the other student involved in the confrontation stated that KC was talking about him. When I confronted KC about whether or not he was talking about the other student and not on task, he quickly went into defense mode. I also noticed that between some of the slides, he was falling behind with writing and illustrating the necessary material. So, I invited the two students to one of the corners in the classroom to redirect the situation. Once the situation was redirected, KC went back to his seat and attempted to catch up on the missing material. From this situation, I noticed that KC likes to receive additional attention, which in many case could be necessary to get him back on track. After students finished writing the notes and illustrating each landform, I instructed students to use the long sheet of construction paper and crayons provided to them earlier, to illustrate their favorite

landform(s). Each student was responsible for writing facts and a brief story that featured their landform. Both JW and KC worked on their assignments, without any additional help or support.