Inherited Traits



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 My structured inquiry lesson was on inherited traits. My students were able to discover their own inherited traits and how common those traits were among the students in their class. The students are exploring their own inherited traits in pictures 1 and 2,so they could complete the activity sheet shown in picture 5. The students enjoyed observing who could roll their tongues or who had a hitchhiker’s thumb. The students had an opportunity to create a family tree using the description from a skit about a horse. They used a chart to organize the details about each horse in the skit (pictures 3 &6). After the students organized the information, they received a cut out that they needed to color. Once they colored their mystery horse the students needed describe the horse so that other could identify the name of the horse. The student than added their horse to the family tree chart on the board. The students needed to use logic to decide what the horse looked like and where the horse got its traits. I used an online program called Gizmos to assessment the students understanding of the lesson. Gizmo is a program that lets the students interactive with different situations at normally could happen in the classroom. In this case, the students were creating offspring of aliens.



Inquiry!

The Melting Iceberg Experiment was very interesting. This is a simple hands-on activity that will be a great way to introduce environmental concerns. I enjoyed the step by step directions this type of inquiry provides. This experiment is the first level of inquiry, the confirmation level. Students use a provided question, procedure, and results to reinforce a concept (Banchi & Bell, 2008).

As a student, I am able to focus on the skill and not whether the experiment is completed correctly. I believe that this is important to students who are not accustom to conducting experiments. I tell my students that we will take baby steps until they feel comfortable with labs. I start with guided inquiry, like this one, to group experiments where they discover on their own.

I like the questions, the research and the Venn diagram at the end of the experiment. When my students are conducting an experiment I walk around and ask higher-level questions to my students, but I know my weakness is whole group conclusion. When the experiment is over making sure I have time to recap and write or complete a graphic organizer would only improve the experience. The experiment and reading for this week has reminded me of the importance of high-quality inquiry.

Banchi, H., & Bell, R. (2008). The many levels of inquiry. Science and Children, 26-29.

STEM lesson

I had a difficult time finding a lesson that encompasses the STEM. I do not know if I was over analyzing this weeks assignment or looking in the wrong places. I was lucky that I had a Science Leadership meeting this week. This gave me an opportunity to collaborate with other science teachers in my county.

I am in a unique situation this year. I have half of the fifth graders the first three months of school and I teach scientific thinking and physical science. After Thanksgiving, I am getting the second half of the fifth graders to teach them the same concepts that the first half just got. The other science teacher will be teaching earth/space and life science. In March, we will switch back and review for the April state test. Typically as a school our students score the lowest in the two areas that I am teaching. I know that I wanted to find a lesson that will enhance what I am teaching, so I focused on physical science. As we were looked at our benchmark labs, we encounter a lesson on speed.

This lesson has the students calculating speed, which is an extremely complex topic for them. They have problems understanding that science and math are related. This lesson will have the students collect data, calculate speed and draw a conclusion. I will incorporate this activity will my new students.