Application of Iowa Core Curriculum Science Standards

Iowa Core Curriculum Standard: Identify gravity as a force and weight as a measure of force.

(1) Abstract idea: The heavier the weight of a mass, the more force of earth's gravity exerted on a mass. Concrete experience: Students will weigh themselves on a scale to represent a mass (body) and the measurement differences of the force of earth's gravity. This is a concrete representation of mass (their body) exerting force (their weight). The heavier the mass (body) the greater force of earth's gravity.

(2) Five questions to move students from concrete to abstract:

1. What does the number on the scale mean?
2. What are some explanations that cause the weight to change from one person to another?
3. If we tried to weight ourselves on a scale on Mars, what would happen?
4. What causes us to float on Mars and stay on the ground on Earth?
5. How does gravity keep objects of all sizes on the ground on Earth?

Achieving The SATIC Pattern

Here are some of the strategies to achieve the 3c/4, 6, 11/12 SATIC Pattern:

3c/4 (Thought-provoking short-answer question/Extended answer question:
Ask students:

• open ended and reflective questions
• about their background knowledge
• to make connections
• explain and elaborate

6 (Acknowledges student comment):

Be an active listener and respond to students by:

• nodding your head
• saying "okay"
• making eye contact
• writing their response for the class to see
• using a non-verbal such as counting on your finger the number of responses received

11/12 (Ask student to clarify of elaborate/Uses student question or idea):

• (11) Ask students: "Why? How? Explain. What do you mean? Can you repeat that? How would a scientist explain that?"
• (12) Ask students: "What do you think about what _____ said? How does what _____ said relate to what we are talking about in class? Lets talk about that. Do you agree or disagree with what _____ said?"

Myths and Characteristics of How Science Works

So I've been thinking about some of the myths and characteristics about how science works. After examining my list, I think some of the points could go in either category. Some of the myths could be considered characteristics and some of the characteristics could be myths. Hmmm.... I'm not sure. But this is what I came up with:

Myths

·         Science is a long process of trial and error

·         Only scientists can perform scientific experiments

·         Science experiments mostly take place in labs

·         Science processes are overly complicated

Characteristics

·         Trial and error are essential to science experiments

·         Science processes can change and improve

·         Science is a process of questions, observations, and collecting data

Reflection

Our last class was very helpful for me because I was better able to identify how all of the standards are connected. It's easier for me to see the connections when they are drawn out, like in a graphic organizer. So having Dr. Kruse write out our thoughts and draw the connections really helped me fit them all together. Also, after my meeting with Dr. Kruse, I am going to take the same approach (using a graphic organizer) when I have my next assessment meeting. Since I am now more familiar with the format of the meeting, I can be more prepared. I have started reading some of the articles Dr. Kruse has provided and I am also planning to set up a time with my peers to discuss the standards before the next meeting. So if anyone is interested, let me know. I will send out an e-mail closer to the date. 

Why Teach Science

I think it is important to teach science because without science, we wouldn't know anything about our history, present, or future. Science is the 'what', 'why', and 'how' behind everything around us, including ourselves. If we didn't have science, we would think everything is magic or some other random phenomenon without explanation. Students need science to explain the world around them. Science bridges the gap between the unknown and known. Science helps students think logically, analytically, and creatively. Science is very interesting and helps promote higher order thinking. I feel that science is a great way to tap into students interests as well. If you have a student that is interested in skateboarding, gardening, or music, you can find a scientific explanation for just about anything!

Difficult Standard

I think the standard I will struggle the most with will be Cohesion of Framework. I think I will struggle with this standard because being able to put all the pieces together of teaching and learning can be a challenge. The challenging part of proving my proficiency with this standard will be clearly articulating my knowledge. Sometimes I feel like I have all these great ideas in my head, but sometimes I feel I am not communicating them in the best way possible. However, I hope that this course will help put all my ideas, thoughts, and understandings regarding teaching and learning together in a clear and well articulated discussion. 

Course Thoughts and Questions

From reading the syllabus, this course will be very different from any course I have taken. Because it is different, I am a tiny apprehensive and nervous, but excited to see what I can learn and gain from this course. I think it's good that the focus is taken off of grades and more and what was actually learned. I can tell this course will be challenging, but that's a good thing because I like pushing myself to see what I can overcome and accomplish.

My three questions for this course are:

1. For any papers that we write, should we be using APA format?

2. How many people per group for group assignments?

3. When do we form groups? On our own time, in class, or will you assign groups?

And just one more...

4. Will we go over assignments more in detail in class? I would like the opportunity to ask some questions regarding the assignments.

~Nicole Fredregill