The Second Science Lesson in this Wonderful Journey!

Ben and I had another wonderful experience teaching rocks and minerals this week. I definitely feel that our lesson went much smoother this time. I opened the lesson by explaining what our goals for the class were. Ben wrote the goals and our plan for the order of the lesson on the board and then I went over them one by one. The goals were to review the rock cycle, explain the five senses, what physical properties are, observing twelve specimens, record observations, and then to share the observations. After I went over the goals, we all sang the Rock Cycle song together again which they really seemed to enjoy. After the song, Ben explained the Rock Cycle more in depth by showing how the diagrams in their science workbooks work. Ben also wrote some notes and drew pictures on the white board to help the students remember the rock cycle.

After reviewing the rock cycle, I asked them to remind me of the five senses. One student told me all of them and then added that we never use taste in science. I then asked them to remind me of what some physical properties are. As the students told us, Ben wrote them down on the board. I then reviewed the safety rules again. Before having them get their egg cartons of the twelve specimens, Ben showed them how to record their observations in their workbooks. Unfortunately, there was no chart for them to record their observations so we had them create a chart on a blank page by listing the rock numbers one through twelve. Ben then read off the partners and we had them get their egg cartons and two hand lens each. The students spread out all over the room to observe the physical properties with their partners. As the students were observing, Ben and I walked around asking them questions and making sure that they were working steadily because they didn’t have much time. This activity took about ten minutes.

After this activity, Ben and I had them look up at us so we could tell them what they were going to do next. We then talked to the students about sorting the specimens based on their similarities and differences. Ben showed them the chart they would have to create to record the groups in on the white board and did an example so they would understand. Again, we had to have them use another blank sheet in their workbooks. This chart had them record the physical property of the group they created such as color, the description of the physical property such as red, and the numbered specimens they had in that certain group. The students worked with the same partners and did very well sorting the specimens into groups. While the students sorted, Ben and I walked around asking them questions and giving them feedback on how well they were doing. Sadly, we ran out of time after the sorting activity and did not get to hear how they grouped the specimens and why. The teacher had to finish the end of the lesson for us.

The teacher gave us great feedback and she told us we definitely improved with this lesson. The one thing Ben and I have to focus on now is time management. I am nervous for the next lesson because we have to combine lessons three and four and we only have 45 minutes to do this. I think that as long as Ben and I work out a timed schedule then we will be fine. Time management is one of our big goals for next week. This lesson was a blast and the students really enjoyed it and Ben and I were happy that we improved from last week’s lesson. Let’s hope that we improve more next week!

My First Science Lesson - One of the BEST days ever!

I had an absolutely amazing time teaching rocks and minerals with Ben. As soon as Ben and I walked into the school the fun began! When we were walking down the hall to get to the classroom, the students were all outside of the room grabbing their lunches and noticed us. As soon as the students saw us they had the biggest smiles on their faces, jumping up and down telling us how excited they all were to learn about rocks and minerals. It was quite obvious how eager they were to come back to class to learn with us. I really don’t think the students, or Ben and I, could have been happier when we all saw each other.

While the students were gone, Ben and I talked with the teacher, Krissy, about our first lesson.  We had to check her rock kit first to make sure we had all of the specimens and materials we needed. Krissy then suggested that we should just put the trays together ourselves with the three specimens and two small magnifying glasses so the students could just pick them up. This would also save us a lot of time. After talking about what we were going to say to start the lesson etc. the students came back from lunch. When the students came back Ben told them that we would be going into the classroom next door to watch a Brainpop video on the rock cycle and then I was going to teach them the rock cycle song.

In the classroom next door, the other class was also excited to watch the video. The two classes watched the video on the rock cycle and were all extremely attentive to it. They seemed to really enjoy the video. After the video, I taught them the rock cycle song and then we all sang it together several times. They loved the song too and we all had a blast singing it! We wanted to introduce the video and the song first to make sure the students were familiar with the rock cycle. I think these two things definitely helped them.

When we all got back into Krissy’s classroom, we had all of the students sit on the big rug so we could talk to them about what we were going to do today. Ben explained how they were all going to be geologists and then I talked about the safety rules. After talking to them for a few minutes we then asked them to please go back to their seats.

While they were at their desks Ben and I told them they were going to be observing the physical properties of three specimens today. Every student looked so thrilled when they heard this. First, we had the students write down as many questions as they could about what they wanted to know about rocks. One boy wanted to know what the rock is called that you rub together to make sparks. The questions were so fun and creative! We also asked them what they already knew about rocks and if they knew examples of physical properties. While discussing these topics, Ben wrote their ideas down on the big grid paper and I called on them. It was so unbelievable how engaged every student was to this lesson! I think almost every single hand went up when asking them questions. The students were such a blast to work with and they are all so smart!

One thing that Ben and I had trouble with was when to have them get their trays. We tried having them get their trays before we described physical properties but Krissy told us to wait until we explained everything first, so now we know to do that for our next lesson.

After I read the partners off, the students grabbed their trays and had spread out all over the room. Ben and I then walked around, asking the students questions on what they were observing. The students then recorded their observations underneath the proper numbered specimen. Unfortunately, the students weren’t able to spend a lot of time observing because we were running out of time. Ben and I now know that for the next lesson we will have to cut our talking down so they have enough time to carefully observe each of the 12 specimens we have for them next week.

Before we had to leave, we wrapped up the lesson with a class discussion about the physical properties the students observed. Again, every student’s hand went up and I called on them while Ben wrote their ideas down on the big grid paper. We told them a little bit about next week’s lesson and then had to leave. However, as soon as we were finished the lesson, many of the students huddled around us to show us their books and rock collections. They still all had so many questions and we told them to write them down for next time. I literally felt famous in that classroom because of how difficult it was for Ben and I to leave. The assistant teacher pretty much had to shove us out of the room because the students wouldn’t leave us alone. Ben and I would have stayed all day if we could because the whole time with them was such a blast and they were all so appreciative.

I thought that Ben and I worked really well together. The students loved him and his upbeat personality! I see Ben becoming a teacher who motivates his students by making learning interesting and fun. He will definitely "make a difference"!  

I will never forget this first lesson because of how incredible the experience was for me. The students are so wonderful and Krissy is an amazing teacher and was so happy to have us there. Krissy will e-mail us to give us feedback and she will also talk to us more next Monday on some more suggestions to improve our lessons. I love this school and I would definitely be happy to work there someday if I am fortunate enough. It’s not far from my house too which is ideal. I cannot wait for next week’s lesson and to share that experience with all of you too! J

 

How do you prepare for learning the science content you need to know to teach your science kit?

I am so excited to teach fourth grade students the unit on rocks and minerals! I think that the students will love the rocks and minerals science kit that we let them use while teaching this unit. I really want to be as prepared as possible when it comes to teaching these lessons and I will be doing a lot of research to make sure that I know as much as possible about the content Ben and I will be teaching.

One of the first places I plan to look in is the Barnes and Noble teaching section. I love looking at all of the resource books on every subject in the curriculum that they have to offer teachers. I also plan to look in the children’s section of Barnes and Noble for books that explain to children all there is to know about rocks and minerals and why they are so important. I am hoping that there are lists in some of these books of children’s frequently asked questions along with the answers so I can be ready to answer questions the students may have.

The internet is also a wonderful tool I can use to find out information but I need to make sure that the websites are accurate so I don’t get any wrong information. One website I found, http://edtech.kennesaw.edu/web/rocks.html, includes links that you can click on that go into a lot of detail about rocks and minerals and their physical properties. Another website that I found lists more links that you can click on and has detailed answers to commonly asks questions which is http://www.rocksandminerals4u.com/. Thankfully, there is tons of information available online and in books about rocks and minerals and I know that the more prepared I’ll be in the content that I am teaching, the more successful I’ll be in the classroom! :)