Posted in curriculum and standards, digital science notebooks, Google Apps for Education, science inquiry skills, standards-based grading, tagged assessment, collaboration, collaborative document, digital notebook, education technology, middle school science, scientific inquiry skills on July 28, 2015|
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I’m a huge advocate for collaboration in and out of the classroom. Too often, teachers work in isolation behind closed doors, missing out on opportunities to share ideas with colleagues, get feedback, and grow professionally. Even if teachers reach out within their own school to collaborate, many are missing the chance to collaborate on a worldwide scale. Early on in my teaching career I was inspired by the likes of Dan Myer (math blogger extraordinaire) who not only blogged thoughtfully about teaching, but also published his lessons and videos freely- for anyone to use in their own classroom. It begged the question: Why doesn’t everyone do this? Especially in an age where teachers are just as likely to turn to the internet for lesson ideas as they are to the textbook, I firmly believe all teachers should simply share more of what they do.
In that spirit, I’m sharing all of my digital documents for my 6th grade science units, starting with the scientific inquiry unit in this post. Hopefully you’ll find a few things that are useful for you to use in your own classroom, or at least get a better idea of how documents can work in digital notebooks. I’ve organized them by categories so it’s easier to find what you want: the study guide, lessons, homework, and assessments. Each lesson document is a notes document for students intended for a different day (we have 80-minute blocks, so they are pretty involved), and they are in a “scaffolded notes” style (which I wrote about earlier). Although they are designed for 6th grade science, most notes and lessons could easily be adapted to Upper Elementary or 7th/8th grades. (more…)
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The discussion about educational value from my previous post has me thinking like a teacher-economist lately, analyzing the cost benefit of all the kinds of choices teachers have to make every day. One of the most important choices we make is what to include (and exclude) in the curriculum (although the amount of choice teachers have in this matter varies greatly depending on the school system!). Since today I held a kick-off event for our 5th grade science fair, I’d like to put that classic bastion of science education on the chopping block, and explain why, for all its flaws, I think it should be saved.
“Science fair” conjures up many familiar images: tri-fold posters, plants grown in different kinds of light, judges peering over clipboards, and anxious students (and parents) milling about a gymnasium. Science fairs have been around for ages (according to a science fair poster manufacturer, since 1921!) and in a lot of schools I bet today’s students’ science fairs look strikingly similar to their parents’ science fairs (except with fewer experiments about nuclear radiation). In other words, the traditional science fair has become too… traditional, and as teachers we know we shouldn’t just keep on doing something because that’s the way we did it last year. What’s wrong with the good ‘ole science fair? Here are a few of the faults the pose the most trouble:
- Conflict with the standards-based shift: Since students in a traditional science fair have the choice to pursue all different kinds of experiments, doing the science fair as a unit doesn’t check off any content from your standards. And in our age of bloated science standards, we barely have enough time as it is to “cover” everything, so how can time be wasted on something devoid of content?
- Competition gets ugly : The student’s main goal in the classic science fair is to win, and often there’s a big deal made of the winners: ribbons, trophies, going on to regionals, etc. With that kind of competition, the pressure to succeed is high, causing stress for students and causing some parents to become way too involved in their “child’s” project.
- Same experiments every year: I’m willing to bet money that if I went back in time and attended a 1950’s science fair the experiments would be nearly identical to the experiments kids come up with today. Why so uncreative? Because conducting original research is hard for students who have been told what to do year after year. So they turn to books and websites for guidance and end up shopping around for something to do from the same tired list of experiments.
With these flaws, why bother doing a science fair at all? Does a science fair have enough education value to justify the large amount of time teachers and students must invest in it? I think it does, and here’s why:
- Open-ended inquiry opportunity: You can’t pick up a current book on science education without being bombarded with the word “inquiry”. And yet, for all the talk about inquiry, from what I can tell, the amount of actual inquiry taking place in science classrooms today is pretty small. When inquiry does occur in the classroom, it’s almost always on the “guided” or “structure” end of the spectrum. Truly open-ended inquiry is a scary prospect for most teachers- because God knows what the students will do! How will I plan my lessons every day? What does a lesson even look like with open-ended inquiry? This is one of the saving graces of the science fair: in their ideal form, science fairs are meant to be open-ended, a chance for students to decide to investigate something that they are curious about, and figure out how to do it. Of cours it takes work to avoid the temptations of http://www.LameScienceFairProjects.com, but with the right amount of support and emphasis on creativity, student can come up with something better than moldy bread. As long as the teacher makes sure to stay true to the ideal of student choice and originality, science fairs can be the perfect piece of open-ended inquiry that’s missing from so many current curricula.
- Scientific skills, the long lost standard: If your science standards document is like mine used to be, you will find at the end of it something like a “scientific inquiry skills” standard, along with a few generalities about drawing conclusions and thinking critically. One unfortunate side-effect of the standards-based movement was a hyper focus on content knowledge, to the detriment of skills. As I discussed earlier, scientific skills are in some ways more important than factual content. When my students are 40 they may not remember that carbon dioxide insulates the earth by trapping radiated heat, but if they can weigh the evidence presented in a scientific piece of journalism and draw a reasonable conclusion, I’m a happy teacher. This is another plus for science fairs, they offer teachers and students a chance to focus on these often-ignored skills. Even if everyone in your class is experimenting with different content, the scientific skills will be the same. So a science fair allows us the freedom to actually put content aside for the moment and emphasize skills.
- Collaboration, not competition: Science fairs don’t have to become an ugly my-kid-is-smarter-than-yours fest. There are many ways to save the science fair from this terrible fate by emphasizing collaboration instead of competition. Have students work in teams instead of on their own. Have teams create a website for their project, so others can collaborate virtually like high school student mentors, or even students from another school. If you do things like this, your student’s experience will be a lot more like real scientific research, and they will learn more of the kinds of collaborative skills they will need in the future.
This post is hopefully the first of many as I navigate the waters of what will be now my 8th science fair as a teacher. Along the way I’ve learned a lot about the opportunities and pitfalls of doing a science fair, but I’m always eager to learn more. If you have experience with science fairs- bad or good, please join in the discussion, I’d love to hear from you!
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