Science in the Classroom (Magnificent Magnifiers)

I was unable to see science take place in the classroom on Wednesday, but I was able to see what they had done the previous day on this subject.  They focused on a topic called "Magnificent Magnifiers."  This is where they had observed different objects, sorted them into different categories and used that information to find a conclusion/decision. For their lesson, they were provided with key vocabulary, these words included; magnifier, transparent, and hand lens.
For the activity, each group was given a plastic magnifier, a glass jar you can see through and one you cannot, with a picture of a bird taped on the back.  They were asked to then collaborate with one another to figure out why you could not see the bird through one and why you could see the bird through the other using their magnifying glasses. Below is a picture of the objects they were given.

The students were given a data sheet to complete and put into their science journals.  The sheet gave them five different objects and it asked three questions for each.  These questions were; can you see through it?, is its top surface curved?, does it make things look bigger?.  Below, is an example of the data sheet a student had completed and pasted into their journal. 

This activity, Magnificent Magnifiers, is especially good for 1st graders because they are in a stage of cognitive development.  Cognitive development would be practiced by sorting all objects in a set by one property or pattern.  I am excited to see what other hands-on science activities the first graders will get to experience.  Hopefully, they will also enjoy the ones I will have for them to do!

Living Organisms at My Home and in My Neighborhood

When you take a step back and realize the world around you, you see science EVERYWHERE! 

 

After thinking about what I was going to see in my neighborhood, my first thought was of the toad who is always by the front door each night that I come home, and the gecko who is on my back porch steps during the day. Here is a picture that I finally got of the toad (but still haven't seen the gecko)!

The first thing you would see when pulling into my driveway are the flower gardens filled with many colorful flowers.  These are develop by the water, nutrients and photosynthesis they come in contact with. 

After being asked to observe the life around me, I became more aware of what the rain did to the large plants in the garden.  Like the picture shows, the large plant usually stands tall, but soon becomes beaten down by the waves of rain that pass through the town.

Throughout the front yard there are patches without grass, which are growing each day (with the help of fertilizer and water)!  In the grass I spotted an ant bed, where the ants are creating their habitat.

And last but not least, my new puppy, Maci.  She is an example of the animal kingdom that you could spot while walking inside my home- with her friendly and exciting personality!   =)

Project Wild

Hearing about Project Wild, I didn't know what to really expect.  After attending the program, I found that I really enjoyed it- minus the weather!  The activities participated in were active and interesting.  I would have loved to experience what all was originally planed for us.  What we received was only a small example of what we can do with these lessons.  I was extremely excited to receive the two books that are filled with great lessons for all ages, which I will greatly consider when I begin to develop lesson plans.  The staff that ran the workshop was extremely energetic and I believe kept it interesting, engaging and fun the entire time!

One of the lessons that stood out to me most and kept everyone in the group involved, was "Wildlife is Everywhere!"  This is where we were asked to create a Venn diagram, labeling it “Wildlife Inside Our School” on one side, “Wildlife Outside Our School” on the other and in the middle was for the wildlife that could be “Both.”  We then were asked to write some animals names down on popsicle sticks that we could think of.  Then placed the given pictures in the correct sections as well as the other types of wildlife we thought of on the sticks.  This allowed us to compare and discuss our differences in answers. 

Later we were asked to sort the wildlife into a domestic and then a wild group.  It was told to us to remember that there will be students from all backgrounds in our classrooms, and to understand that different students can have different perspectives on what is considered domestic or wild.

I enjoyed a lot about the Project Wild workshop and believe I’ve gained a lot of knowledge on the different, creative ways to present lessons to the students.  I am glad Project Wild was something I was able to take part in!