Journal #1

We started todays class with ice breakers. Although most of us know each other since we
have had almost all of our classes together, we still gained knowledge from these activities. For
one of our ice breakers, we received three small pieces of paper and read them to ourselves. Each
of these pieces had advice from students who previously took this course. After we read our own,
we crumpled them into snowballs and had a snowball fight. The goal of the snowball fight
was to read five more messages and then return to our seats. Notably, each step of this game was
broken down by Professor Bash. For example, she told us Take one of your pieces of paper,
crumple it up. Take another piece and crumple it up and so on. This reminds us that we must
be clear in our instructions with students, while also establishing the expectation that students
will follow directions when they are told to do so.
Another ice breaker we did halfway through class required us to line ourselves up from
smallest to tallest. However, we had to do it silently. We successfully completed this activity by
using hand gestures, motions, and teamwork in order to create the line and ensure its accuracy.
The purpose of creating this line was to establish presentation groups for the semester. If we
asked elementary students to complete this task, but initially told them that its purpose was to
determine groups, perhaps they would try to cheat and make it seem like they were the same
height as their friends.
We read a poem to ourselves about science education. In response to the poem, we listed
three things it taught us to do, two things it taught us not to do, and one reaction we had to it.
The poem reminded us to ensure that our methods suit diverse needs, that we allow
opportunities for students to do the science they are learning about, and to encourage
participation to foster a collaborative learning environment. The poem warns us to avoid
teaching science as merely facts and to not allow scientific terms and themes to have negative
connotations in a students eyes. One way to avoid this problem is to do the science and rather
than provide a definition, have the students make their own based on what they just saw. I

enjoyed this poem because it reminds us that science is something we can see or do and not
something that can only be memorized. This summarizing activity gives us a focus regarding
what to note about the poem thus guide discussion.
For our experiment, we played the roles of elementary students while Ms. Bash played
the role of the teacher. We were given the opportunity to individually experiment with bubbles.
Specifically, we were given several tasks that required us to blow the biggest bubble, blow a
small bubble into a big bubble, blow bubbles onto a ruler, or blow one big bubble as a small
group. Our provided materials included bubble soap, a plate, a ruler, and a straw. Our first task
was to pour the bubble soap onto the plate, but only when told by Ms. Bash. After that, Ms. Bash
modeled picking up a straw and adjusting the wrapper. She told us to put the wrapper toward
one end of the straw, the end we would blow into the straw. The end without any of the wrapper
would go in the bubble soap filled plate. After her demonstration, we were given permission to
prepare our straws the same way. This strategy eliminates student disgust upon putting their
mouth on bubble soap. We then completed the various activities.
However, we completed each activity one at a time. We also paused to transition between
activities through being given directions for the following one. Notably, Professor Bash began
this experiment by warning us that we must follow directions and failure to do so would remove
you from the activity. This practice establishes the principle for students that rules must be
followed in order to maintain safety and if they are not there will be consequences. If students
learn this principle at the beginning of the year, it will make later experiments run much
smoother.

Journal #2
I found this weeks session very enjoyable. We began the class completing a worksheet
that would typically be given to an elementary student. On the sheet, four students discussed
how scientists do their work. This worksheet serves as a probe, it helps educators determine

what students already know. We were asked to select the student we most agree with and then
explain why. I selected student D, who said I think scientists use different methods but they all
involve doing experiments. I agreed with her statement because she is aware that science
methods are not definite regarding procedure but they all involve some sort of experiment.
Then, we were provided stickie notes and were asked to record the letter corresponding to the
student we agreed with. Each table was then asked to put their stickie above the letter they wrote
down, which formed a bar graph. This created a visual representation of authentic data, allowing
us to make quick observations about our answers and where misconceptions lay. Notably, we
were asked to put the letter on our stickie beforehand so that we couldnt change our minds in
order to conform with the most popular answer. At our table groups, we discussed why we chose
our answers, which makes the learning experience more concrete and thus memorable. It turns
out my answer was incorrect, and that the most accurate student was student C who thinks
scientists use different methods depending on their question. We learned that there is no one
specific scientific method, there are multiple scientific methods. Inquiry is a term for how you
do science, or use those methods.
We were given the term glyphs and asked if we knew what they were. None of us could
come up with a definition, so we had to discover it. We were given a snowman and colored or
drew specific parts or accessories of his body to correspond with some of our traits, such as our
home state or major. Upon completing these snowmen, we displayed them at the back of the
classroom and examined them as a group. We determined that a glyph is a pictoral
representation of information. It makes every students voice heard and can be used to create
graphs.
For our experiment activity, we were asked to draw what is on a penny from memory.
Next, we were supplied with our own penny using a lens similar to a jewellers lense. We had to
figure out how to effectively use the lense and then record another drawing. We discovered that
Lincoln is inside his memorial on the backside of a penny. Then, we drew a new picture of the

penny. The overall lesson from this experiment was that observation is a process skill that
requires training, and thus should be of focus when teaching science. For fun, we predicted how
many drops of water would go on the head of a penny. I predicted three, and I was very wrong.
Using a penny, pipet, and paper towel, we performed three trials to see how many drops we
could get on the penny. Something worth noting is that our professor modeled how to properly
use a pipet, which she did not refer to as an eye droplet due to the possibility that inappropriate
behaviors could arise. She identified the parts of the pipet, how to fill it with water, and how to
properly let water droplets out of it. She also warned us that if the pipet was used for any other
purpose, we would be removed from the activity. Of my three trials, I was able to drop 20, 25,
and 20 drops on the penny before getting the paper towel wet. I probably could have reached a
higher number of drops like my peers, but I was quite shaky in using the pipet. We concluded
that this was possible due to surface tension, but also so many other variables are involved that
there is no one answer to how this completely works. However, we could find statistical data or
do other experiments such as: putting water on the back side of the penny, use a larger coin, or
use hot water instead of cold water.
We continued working with the penny and placed it underneath a clear plastic cup. We
were told to look at the penny at eye level while Professor Bash poured water into the cup. To
our eyes, the penny disappeared! However, if you looked at the cup from a birds eye view, you
could see the penny at the bottom. We played with this idea again as we looked at the cup at eye
level and watched a pencil go into the water. The pencil looked like it was split in half! These two
happenings occurred due to refraction! This is because when light enters water, it cannot move
as fast as it can in the air. Therefore, as light enters the water at an angle, it bends away from the
original path! Following directions was essential in observing this phenomenon, which is a
philosophy we should ingrain in our students as soon as possible.
We learned about HOTS questions and how they should reach levels of higher thinking
based on Blooms Taxonomy (creating, evaluating, analyzing). We created these after Amy and

Hannah presented chapter 1 of Tools & Traits. In regards to this presentation, our questions
discussed highly effective and highly qualified teachers.
We ended the class by completing a stations activity with a partner determined by
matching puzzle piece cards. With our partner, we traveled to each station and identified which
process skills would be used there. My partner and I thought that we only picked on process skill
at each station, but now I realize we could have selected more than one. This problem was
illustrated when we found out that our answers were very different than those of the group we
met with. This was a concept development activity of sorts, because we were not told exactly
what process skills were nor given definitions for each one, so we had to come up with our own
definitions.
Journal #3
At the beginning of class, we sat with our T&T partner at our assigned table. We hung up
our RERUN worksheets around the room. These RERUNs were completed based on our
process skills activity from week 2. To go over our responses, we each had our own colored
pencil and looked at everyones completed sheet. Using the pencil, we would make checkmarks if
someones response was similar to our. Moving around kept our brains focused, and we were
able to learn from our peers. Since most of us did not put our names on our worksheets, there
was some anonymity which was quite comforting. However, since we each had our own color of
colored pencils, the teacher was able to check our responses or understandings by matching our
pencil to our own response. This holds students accountable in their work and activities.
We had a brief discussion following this activity. We were told that the Next Generation
Science Standards are not National because they are not funded by the government. We were
told that process skills are embedded, but it is important to be aware of them. Also, we should
not assume that students know how to do all of them, and thus should use the words
classfication, collecting data, and so on so that students are exposed to these terms.

I presented chapter 2 of Tools&Traits, which discussed inquiry and the 5E model. I

should have had someone else to help me read the slides so that I could allow myself a break. I
also should not have picked an assessment similar to the HOTS questions students developed
after my presentation. However, the skittles experiment went quite well and my peers loved it!
We spent the rest of the class undergoing an inquiry experience. First, we brainstormed
all of the different places where you can encounter foam. This would be the engage part of 5E.
My tables responses included: insulation, sea foam, toothbrush, bath foam, shaving cream,
shaving cream, shampoo, conditioner, foam balls, snow shaving creams, dish soap, soaps, foam
finger, foam in the air, foam pit, memory foam, moonsand, bubbles, and ocean waves. If time
had allowed, we would have explored foam and identified its physical properties, while
determining what makes it strong. We would have done this by examining items that make
foam, such as shaving cream, eggs, baking soda, mouse, root beer, and soap. This would have
been the explore part of 5E. Then, we would have as a class explained that while hand sanitizer
is a clear purple liquid inside, when it comes out the air dilutes its color. This would correspond
to the explain part of 5E.
We extended this learning when we were asked to build a foam tower using dish soap,
bowls, whisks, and rulers. Our group failed at this activity, because we put too much detergent in
our mixture. As we Evaluated or explained as a class, we realized that the more detergent
you added, the more solid the foam and thus it would fall down. However, the lighter the foam,
the more you can build. If we were to do this again, we would use very little dish soap and
probably would have been much more successful.
Journal #4
We began class discussing our Pre Practicum and how it can be very eye opening. We
also discussed what was expected of us throughout the semester, such as a lesson plan and
interview with a science teacher. Chapter 3 of T&T was presented, which discussed literacy
regarding science. My main take away is that each of the 5Es can include literacy activities, such

as venn diagrams or think pair share. This group had us do the elephant toothpaste experiment,
and our table had the best results. I have a beautiful video on my snapchat story of pretty purple
foam coming out of a gatorade bottle.
After the break, we discussed our 5E lessons with our table groups. I realized I need to
expand upon what I already have, and add two questions to each E. However, with the
assistance of my table, I was able to come up with all of the questions I needed! This exemplifies
one of the many benefits of group collaboration.
We then were given the task of completing a Gallery Walk of our Last Word
Summarizers each of us hung around the room. To ensure that we stayed on task and actively
took in information, each pair (or in my case trio) was responsible to have a response for a
specific letter as we completed the activity again as a class. My group had N, and we chose
necessary to reach deeper understandings. This activity definitely made the concept of inquiry
more concrete in my head so I now can apply it even more to my 5E lesson.
For our final activity, we took on the role of observers utilizing the six elements provided
by the CAP. Professor Bash began the activity by pulling out some interesting looking bird toys
and asking if we thought we could balance them on our fingers. This would be the engage of
5E. One by one, we each had a chance to see the amazing phenomenon of the bird balancing!
This would be the explore of 5E. However, one of the birds would not balance, and we later
realized that this was due to its weight. Professor Bash transitioned by asking us to place our
birds on the table, and asking do you notice anything about the shape of these two? What
makes these balanced as opposed to those ones you say arent weighted? With that information,
Im going to give you some materials to create a balancing bird. Determining that the birds
were different due to weight would be the explain of 5E, while creating our own model of the
bird would be the extend part. We were given the materials of a popsicle stick, pipe cleaner,
and two paper clips. Typically, Professor Bash would guide elementary students through this
process, but she let us use our hands to figure out how it would work on our own. We continued

to Extend our learning by positioning the wings and seeing how that distributes the weight of
our object.
We evaluated the process by using the 6 elements chart. This was a well structured
lesson because she introduced it using interesting objects and letting us figure out what made
them balance. Further, this lesson was engaging, and had good pacing and sequence. In regards
to high expectations, we first were given the bird and connected on our own that we should
model our bird after it and used trial and error. Professor Bash met diverse needs by assessing
us in the beginning to see that we did not have to be heavily guided through the process, but she
did go around to check in with us if we were struggling. She established a safe learning
environment by randomly selecting the first student to balance the bird and telling the student
with the dud bird that it was okay! Finally, she adjusted her practice to an older population
with less modeling while addressing errors made in previous trials.
Inquiry teaching is not chaotic-it is a carefully choreographed activity. Inquiry
requires prior planning so that it runs smoothly and is immediately engaging. This lessens the
likelihood of the experience to not be memorable. This planning allows us to take our classroom
climate into consideration, so that it suits all of the students of the class and even address
diverse needs. Inquiry takes practice and professional development as well, for there is always
room for improvement and ideas to take into considerations for future lessons.
Journal #5
We watched three videos that emphasized the effectiveness of inquiry based teaching.
The first one was a TED Talk given by a Chemistry teacher. He argues that placing technologies
before student inquiry is a poor decision because we miss out on student questioning, which
negatively impacts learning. He considers student questions as the seeds of the real learning.
He proposes that we confuse students, perplex them, and invoke real questions. He also
believes that we should place students in the inevitable process of trial and error.

He has three rules of scientific teaching. His first rule is that curiosity comes first,
because questions can be windows to great instruction. His second rule is to embrace the mess,
because it is with messes that learning is created. Finally, he suggests the practice of reflection,
because it requires students to think about their thinking and where they could make
improvements in the way they approach problems. He discourages the idea of teachers being
merely dispensers of knowledge, and rather suggests we be cultivators of curiosity and inquiry.
I didnt find the NGSS: How Practices Change video very engaging, although it
demonstrated actual inquiry practice in the classroom. In this setting, the goal for the teacher is
to have kids make their own science. The teachers do not answer questions but rather,
facilitate discussions so that students are answering each others questions.
The final video I watched was What Is Inquiry and Why Do It? They describe the
practice to transform the teacher into a learner with students, and students become teachers
with us. Inquiry utilizes prior experiences and knowledge, while also requiring students to
approach problems in different ways by taking new perspectives. Much like we saw in the NGSS
video, students arent waiting for a question to be answered, they are actively seeking solutions,
designing investigations, and asking new questions. Inquiry actively involves students in
making observations, collecting and analyzing information, synthesizing information, and
drawing conclusions, which are all problem solving skills. These skills are essential in future
contexts outside of the classroom. Therefore, inquiry prepares students for the future by making
them more prepared to approach problems in any path they take.
I examined an example of a 5E lesson on bubbles and compared it to my own. First of all,
the published 5E lesson was much more descriptive than mine, which makes it easier to follow
as a teacher. They made sure to address the appropriate standards and materials at the
beginning of the lesson. Her lesson is definitely much more engaging than my own, and is more
interdisciplinary since she includes read alouds and poster creating. I definitely need to be more
specific in my 5E lesson plans to avoid generalizations and misinterpretations.

Journal #6
Professor began class by having us take a look at a cylinder full of a mystery organism.
We were told to only make observations, no inferences. This is an example of inquiry that isnt
hands on. She took a 4th grade class through a journey of inquiry as they discovered new things
about the organism and continuously researched until one student found the answer. Notably,
this student was so proud of her discovery and was able to write for the schools newsletter
about it. This is just one of many examples that allows kids to get even more excited about
science than they already are. Professor Bash used an engaging hook to initiate an incredible
scientific journey for fourth graders to be happy to take part in.
We reviewed the three main learning styles: kinesthetic, auditory, and visual. We were
reminded that we must cater our lessons to address all of these styles. For me, I discovered that
I was a kinesthetic and visual learner, not much unlike my classmates. It is appropriate the meet
diverse needs not only because the CAP tells us to do so, but also to make our lessons more
effective to larger populations of students.
We took on the roles of students and participated in a brainstorming activity. In groups,
we had to think of as many things as possible that were the color green. We then went around
and talied up how many things we thought of. We were not very good at this activity. However,
we could use this in our own classrooms. This kind of activity encourages the ability to relate
and connect and be creative. Connections open the door to creative problem solving. Students
are given permission to bring up wild and silly ideas that they may believe would not be
accepted in the classroom. With brainstorming, there is no judgement, we encourage new ideas
and creativity, and piggy back off of those ideas. An acronym for brainstorming is SCAMPER,
where we think of new ideas, modify some, eliminate others, and begin again. Problem solving
and humor can work together. Creative people need to strengthen their risk muscles daily.

Chapter 4 was presented. The chapter discussed the difference being knowing
and knowing. They also gave us ideas on how to bring wonder to the classroom and brought up
the idea of science notebooks.
Journal #7
The idea of wait time was brought to our attention. There are two different forms of wait
time. For Wait Time One, students have time to ask questions and digest. For Wait Time Two,
students have 3-5 seconds to digest what a student might have answered. In allowing wait time,
we are giving students time to process. This practice accommodates students with poor
processing skills. We also further discussed brainstorming. Professor Bash told us that the goal
of ideation is to generate as many ideas as possible. There are no bad ideas in brainstorming.
We played hangman to discover the theme for the days class. We got to see how the
word was spelled, Dichotomus. We then said the word five times, whispered it five times, lip said
it five times, and thought it five times. Dichotomous means two. We practiced using a
dichotomous key in pairs. We also discussed another kind of brainstorm with the acronym
OWL. This means Observations, Wonderings, Learnings. This reminded me of KWL charts.
Chapter 5 presented. The focus of this chapter was effective science instruction.
Effective teachers know both WHAT (content) and HOW (pedagogy) and BACKGROUND
KNOWLEDGE (depth of conceptual understanding). They guide students to learn scientific
knowledge and ways of knowing through working towards clear and specific learning goals; and
they participate in professional development.
We then realized that jigsaw activities address diverse needs, and examined articles in
order to form a definition of inquiry. Through collaborative learning, we were able to come up
with unique and detailed definitions of the term, and left with an even deeper understanding of
the concept.
We concluded class by coloring over leaves and creating a key representing the two types
of leaves, palmate and pinnate. We classified our leaves based on Professor Bashs drawings.

Before creating our finished project, we had to show it to Professor Bash to ensure accuracy.
This was a fun hands on activity that students of all ages could enjoy.
Journal #8
We discovered the evils of Pinterest today. Pinterest is NOT the only source for science
experiments. What a learning experience. Anyway.
We began class by looking at stuff in a velvet box that we could not touch. We then wrote
a question we had about the object on a stickie and put it on the whiteboard. This is a Question
Quilt, kind of like an extension to a story with holes. It was a biofact. We asked questions and
Professor Bash quickly answered them by reading them aloud and placing them under Yes, No,
or ?. We discovered this to be an dog whelk egg case. I really liked this activity, and would
definitely use it in my classroom with older elementary education students. It made me think of
a practice I see in my first grade classroom, where the teacher asks students if they have any
questions and she writes them on a stickie to be answered during the unit for the week.
Chapter 6 presented. The chapter discussed teaching science to English Language
Learners. However, the group went on to mention that all of the mentioned practices and
accommodations are suitable for all students, not just those with diverse needs. The chapter also
discussed gender equity, which is definitely a source related to lack of engagement in science
since many picture male over female scientists. We must maintain gender equity by
acknowledging all genders to be capable of the same jobs and abilities.
We concluded class with an activity involving jack o lanterns. Professor Bash
transitioned into this activity by saying I am going to do an activity with you that involves
and signaled us to solve a hangman. We discovered the word to be Thama Trope, and Professor
Bash showed us an example that had a pumpkin in the front and a face in the back. This is a
precursor to moving pictures. We were provided an index card, half of a straw, and staples. We
learned that the brighter or more intense the color, the better the eye sees it. We also realized to
be very careful with the placement of our final product so that it didnt wiggle too much. The eye

holds the picture while looking at the face, so you see a jack o lantern. A more common example
is of a fish in a bowl. This activity could be used from kindergarten to second grade.
We read an article titled 5 Highly Effective Teaching Practices. The article tells us that
we shouldnt be worried about always trying something new, but rather should know the reason
behind why we do what we do. We should clarify the purpose and learning goals of our units,
and tell students how they can be successful. We may use modeling to further explain. We need
to have frequent class discussions so that students can learn from each other and we can
formally assess our students. We need to constantly provide feedback to our students so that
they are aware of their progress and where they need to grow. We also need to allow students to
give feedback to us so that we can adjust our practice to better suit their needs. We need to
assess frequently to monitor student progress and understanding. Finally, we need to have our
students utilize metacognitive strategies such as planning, organizing, monitoring their own
work, directing their own learning, and self reflecting along the way. I completely agree with all
of these statements, and see them present in my Pre Practicum.
Journal #9
Professor Bash filled a bottle to the top with water and punctured three holes under the
black tape stuck on it. She asked what we thought would happen when she took the tape off. We
gave our hypotheses and our reasons for it. To our surprise, there was no air or pressure
exchange to push it down so nothing happened. We then predicted what would happen when the
second hole was exposed. Water came pouring out of nothing while the top hole produced
bubbles. This happened because there was an exchange between air (the bubbles) and pressure
(water came out). When she exposed the third hole, water came out of both the second and third
holes. She did this with us so that we could think about what kinds of questions she was asking
after listening to our explanations. We learned that hypotheses and predictions are not the same
thing, there is a distinction between the two! Predictions are when we say nothing is going to

happen with no explanations. However, hypotheses have explanations to prove what we think
will happen.
For chapter 7 of tools and traits, we did FACTS #39 and painted a picture to represent
the chapter! This chapter discussed the ideal of accountability amongst all members of the
school community. We represented this ideal in an illustration of a student, a teacher, and a
principal. The student is sitting at his desk thinking about the content he is learning and
working hard. The teacher is thinking about the students thinking; what they do and do not
understand and where practices should be adjusted. The principal is shaping his professional
development requirements by considering the needs of both the teachers and students to create
effective learning. Our group wanted to depict our dream of education rather than some of the
harsh realities of schools where communication is not sufficient. Ive found that the best
teaching occurs when collaboration is considered significant in the school, and I can only hope
to work in a school that holds the same priorities.
We were introduced to foldables, which requires taking pieces of paper and folding them
in different ways in which you could put your information. It is much more exciting than giving
students a blank piece of paper! We each were given a foldable to create 10 copies of using only
the paper, scissors, and directions provided. I struggled very much with this task. I am very
saddened by my lack of fine motor and artistic abilities. While creating these, we had to think of
some science applications for our specific foldable. I thought that maybe students could utilize
my accordion books to show various examples of a larger topic or group of things. Students
could also document observations with drawings on these squares. My final products were
atrocious. I hope my classmates take the environment into consideration and recycle these
rather than put them in the trash to get rid of them.
Before Professor Bash does any weather with students, she teaches them 6 facts about
air. She provided us with a template where students could actually see why we say certain things
about air. The first one was Air is everywhere, in which we each read a poem aloud with the

same title. To introduce the next fact, we were shown a cup and were asked what might happen
if we put a tissue in it and put the cup in water. We predicted that the tissue would be dry, and
we were right. Fact #2 is that air takes up space, so the cup is not empty before the tissue goes
in. For Fact #3, we learned that an inflated balloon is heavier than a deflated one because air has
weight. Finally, we learned that cold air contracts and warm air expands, as illustrated by
thermometers and a water bottle experiment. Learning these facts makes weather make more
sense to students, as they now understand air more and thus know its influence in the water
cycle.
Journal #10
We examined the Goldfish file on CANVAS. It asks the question why do goldfish
usually die when they are kept in fishbowls? They provide the analogy that children could
suffocate in refrigerators. To further explain, question clues are given to help students find the
answer to the question. This is very engaging and requires students to work there way through
an answer to make this process make more sense.
We then looked at the Fruit vs Vegetable document. The question for this activity is
which of the following are fruits? Which are vegetables? Carrot, lettuce, apple, strawberry,
pumpkins, tomato, radish, russet potato, cantaloupe, beet. They then explain that fruit is the
product of a flower, which is the reproductive organ of a flowering plant. The flower makes it
possible for a plant to produce plants that are like itself. New plants grow from a structure which
is usually found inside a fruit. The questions lead the student to learn that the function of a
flower is to produce fruit, there are usually seeds found inside a fruit. Therefore, something from
the world of flowering plants that has seeds in it must be a fruit. So, vegetables do not have
seeds. These kinds of questions and discussion can lead to a lot of different replies. Scientifically,
if there is a seed inside, its a fruit. We were surprised to find that there are so many fruits that
we thought were vegetables! This is definitely a very engaging discussion for students, since it
shocked even us!

Im really angry right now!-Kayl Barrucci 11/10/2016

We got up as a class and random students were called on to show a way to balance for
us to then copy. This got us moving rather than nearly falling asleep at our tables. Next, some
students were given rulers and were asked to find a way to balance the ruler. There are so many
possible ways to think about where balance is for kids! Professor Bash showed us a Circus Sam
balance, and another stacking balancing toy; further ways for kids to use engaging toys to
experiment with balance. She also showed us books that could be used to make science
interdisciplinary with ELA. We received a little man, a piece of string, and other materials to
make a tight rope. She gave us permission to turn chairs upside down, which was a hint. We
struggled a lot with this activity and needed professor Bashs assistance. Next, we balanced a
plastic cover on a tennis ball and put objects on it. This was a lot of fun!
The difference between sleet and freezing rain is the amount of warm air and hot air. We
discovered this after we made our own winter weather booklets that displayed snow, hail, sleet,
and freezing rain using crayons and paper and glue! This was a memorable way to learn each
type of winter weather.
Journal #11
We warmed up with the quick brown fox jumps over the lazy dog, why is that a special
sentence? I knew that it contains every letter of the alphabet, but had to keep my answer to
myself so that my peers could figure it out on their own rather than just give it away. Professor
Bash prompted them with the question can you find all the letters of your name in this
sentence? We practiced this in typing class because it covers all the letters of the alphabet. We
continued by reading a logic lure, how did the man get safe across the river with a fox, a duck,
and a bag of corn? We debated this question in small groups. The group that had the solution
acted out the process for us. The duck was brought across first, then the corn was brought across
and the duck was brought back. Next, the fox went across and finally the corn made it back
across the river.

We watched a video on misconceptions. This video portrayed Harvard graduates

discussing their beliefs regarding the seasons or the phases of the moon, which are actually
misconceptions. These misconceptions are present due to a lack of meaningful science
background. On the opposite, the 9th graders had misconceptions but were able to defend them
with theories, yet they still possessed common misconceptions because they had no science
instruction. The brightest people still had these misconceptions despite their overall
intelligence. This was mind boggling to educators, as her ideas contradicted even basic
elementary information. These misconceptions have stayed with students because they were not
addressed by the teacher and were just ignored. When the misconceptions were addressed, they
were reversed and students ideas changed. Textbooks also can bring rise to misconceptions,
which is why teachers should explain all diagrams in a book rather than gloss over them. We
must make our students aware that they have misconceptions so that they can confront them
and get a better understanding. It takes a student 8 times of being exposed to something to learn
it correctly. If they have to relearn something, they need to be exposed to it 28 times. Since the
video discussed the earths axis and rotation, we participated in kinesthetic astronomy and
revolved and rotated.
We discussed rubrics. Some rubrics are so redundant, so maybe we should be more
simplistic (0-5). Other rubrics are too strict or dry. Allow students some choice, rather than
restrict them to follow a limited option rubric. We looked at synectics, which push higher order
thinking skills in a very simplistic way. They take things that have nothing in common and find
some comparisons between them. We concluded class doing activities related to habitats. We
read What Bear Goes Where? and made our own bear habitats.
For homework, we were asked to look over several articles discussing misconceptions.
Teachers subject matter knowledge may help them predict what misconceptions students have,
but that knowledge alone is not enough to eliminate misconceptions present in the classroom.
Many misconceptions exist due to folk wisdom, social interactions, nonscientific sources,

flawed instruction, and media misinterpretation in psychology, science, and history (Taylor and
Kowalski). Students also may have misconceptions regarding the definitions of scientific terms
such as data, experiment, and investigation. One strategy to address these kinds of
misconceptions is to explicitly teach science vocabulary, and review it multiple times so that the
appropriate definition sticks. Another easy practice is to have students form their own
hypotheses and back them up with evidence they are seeing before them, which could bring up
misconceptions that the educator could then address in the lesson. This practice encourages
students to observe rather than rely on prior knowledge, thus decreasing the likelihood that they
will use misconceptions to support their reasoning. Many students do not understand that
scientific concepts are always changing, so it is something teachers should address in their
science lessons. Overall, misconceptions dont change unless they are directly, repeatedly, and
actively addressed. (Taylor and Kowalski). For example, if vocabulary is taught at the beginning
of the unit, it must be referred to throughout the rest of the unit.
Journal #11
We warmed up with the quick brown fox jumps over the lazy dog, why is that a special
sentence? I knew that it contains every letter of the alphabet, but had to keep my answer to
myself so that my peers could figure it out on their own rather than just give it away. Professor
Bash prompted them with the question can you find all the letters of your name in this
sentence? We practiced this in typing class because it covers all the letters of the alphabet. We
continued by reading a logic lure, how did the man get safe across the river with a fox, a duck,
and a bag of corn? We debated this question in small groups. The group that had the solution
acted out the process for us. The duck was brought across first, then the corn was brought across
and the duck was brought back. Next, the fox went across and finally the corn made it back
across the river.
We watched a video on misconceptions. This video portrayed Harvard graduates
discussing their beliefs regarding the seasons or the phases of the moon, which are actually

misconceptions. These misconceptions are present due to a lack of meaningful science

background. On the opposite, the 9th graders had misconceptions but were able to defend them
with theories, yet they still possessed common misconceptions because they had no science
instruction. The brightest people still had these misconceptions despite their overall
intelligence. This was mind boggling to educators, as her ideas contradicted even basic
elementary information. These misconceptions have stayed with students because they were not
addressed by the teacher and were just ignored. When the misconceptions were addressed, they
were reversed and students ideas changed. Textbooks also can bring rise to misconceptions,
which is why teachers should explain all diagrams in a book rather than gloss over them. We
must make our students aware that they have misconceptions so that they can confront them
and get a better understanding. It takes a student 8 times of being exposed to something to learn
it correctly. If they have to relearn something, they need to be exposed to it 28 times. Since the
video discussed the earths axis and rotation, we participated in kinesthetic astronomy and
revolved and rotated.
We discussed rubrics. Some rubrics are so redundant, so maybe we should be more
simplistic (0-5). Other rubrics are too strict or dry. Allow students some choice, rather than
restrict them to follow a limited option rubric. We looked at synectics, which push higher order
thinking skills in a very simplistic way. They take things that have nothing in common and find
some comparisons between them. We concluded class doing activities related to habitats. We
read What Bear Goes Where? and made our own bear habitats.
For homework, we were asked to look over several articles discussing misconceptions.
Teachers subject matter knowledge may help them predict what misconceptions students have,
but that knowledge alone is not enough to eliminate misconceptions present in the classroom.
Many misconceptions exist due to folk wisdom, social interactions, nonscientific sources,
flawed instruction, and media misinterpretation in psychology, science, and history (Taylor and
Kowalski). Students also may have misconceptions regarding the definitions of scientific terms

such as data, experiment, and investigation. One strategy to address these kinds of
misconceptions is to explicitly teach science vocabulary, and review it multiple times so that the
appropriate definition sticks. Another easy practice is to have students form their own
hypotheses and back them up with evidence they are seeing before them, which could bring up
misconceptions that the educator could then address in the lesson. This practice encourages
students to observe rather than rely on prior knowledge, thus decreasing the likelihood that they
will use misconceptions to support their reasoning. Many students do not understand that
scientific concepts are always changing, so it is something teachers should address in their
science lessons. Overall, misconceptions dont change unless they are directly, repeatedly, and
actively addressed. (Taylor and Kowalski). For example, if vocabulary is taught at the beginning
of the unit, it must be referred to throughout the rest of the unit.
Journal #12
We had to develop our own definitions of equality and equity in education. We then
discussed these with another peer where we both had to explain our definition and think of
examples using the inner outer circle strategy. This allowed us to discuss our own thinking and
see what someone else thinks. I see equality as equal opportunity. Hannah had a great example
of her teacher not allowing pencils from home to be used in class so that she supplies them and
everyone has the same pencil despite any financial or other circumstances. I struggled
developing a solid definition for equity. According to Professor Bash, equity is giving students
what they need and equality is giving every student the same. Differentiation illustrates equity,
because not everyone needs the same thing.
We were asked to give two stars and a wish regarding pre prac. One of my stars was
Ms. Chircos maintaining of her role in the classroom. She is sassy but kind and thus is
respected. Specifically, one day when students kept shouting out can we do this.. Can we do
that? she put a crown on her head and said I am the Queen I run the classroom this is a
monarchy as a consequence. I also like her behavior management strategy of writing down

students names and notes on a clipboard. While this may seem daunting, the idea is that once
students see the clipboard come out they should stop talking. Also, just because notes are
written about the student doesnt mean an Uh-oh sheet will be given to them that day.
Further, Ms. Chirco has given sunny notes to particularly troublesome students if they have a
really good day in order to reinforce their positive behavior.
My wish would be to spend more days in the classroom. As much as I dislike getting up
so early, I feel that Id be able to practice classroom management strategies and better integrates
my lessons into their curriculum if I was there for even just two days in a row rather than two
separate days a week. I will be sad leaving this classroom in a little more than a week and wish I
could have done more with them during my time there. Overall, my biggest wish is to better my
classroom management.
We then created a plant food magic (photosynthesis) skit. I was the sun/light. Catherine
was the plant. Meghan was the dirt. Becca was the narrator. We demonstrated the distribution
of light, water, and CO2 for the plant to cook. Another group did a skit as well. The third group
accompanied their skit with music, which was cool! We were not allowed to reread the sheet we
were provided, we had to present the same information in different words and methods. This is
a great example of a performance assessment.
We were asked to draw the parts of the plant based on our prior knowledge. We then
made physical models of plant parts using paper, straws, q-tips, beads, and clay. Mine came out
very poorly but I could still make the connections between the model and actual plant. The
beads represent seeds, the white paper is the petals, the green paper is the calyx, the tip of the qtip is the anther (male part of plant), the stick part of the q-tip is the filament (male part of
plant), the toothpick is the stigma (female part), the clay is the style (female part), and the straw
is the stem.
Creative is another word for original. However, originality doesnt fully encompass the
term. In many classrooms, we are missing deliberately noticing and naming opportunities for

creativity when they occur, giving feedback on the creative process, and teaching students that
creativity is a valued quality (Bookhart). This is creating a creativity crisis. Creative students
are open to new ideas and organize them, use trial and error, have a deep knowledge base, and
find source material in a wide variety of media, people, and events. Creative students view
failure as a learning opportunity; to live a creative life we must lose our fear of being wrong.
There are different levels of creativity, ranging from interpretive to expert. An easy way to give
an opportunity to creativity is by giving students choice in their assessments. They can choose
whatever media theyd like to demonstrate their understanding and that will allow them to
utilize their creativity.
Students need immediate feedback (both positive and negative) when it comes to
creativity. The cost of creativity is that it is susceptible to criticism and ridicule, which can defeat
a students sense of creativity. To promote creativity in the classroom, provide students time to
reflect, a flexible classroom layout, hands-on opportunities, introduction to interesting
materials, and facilitating discussion. Creative classrooms are collaborative, rather than
hierarchical.
Journal #13
We discussed the remaining assignments for the semester and cleared any confusion. I
cant believe this was our last day of class before the final! We created the Impossible Sheet of
Paper. I struggled with this, but my friend Kayleigh showed me how to work it and I was
amazed! Wow! This activity utilized process skills.
We did a pre test. One side of the pre-test asked What is technology? and we had to
circle all the examples we believed to be considered technology. I said that something is
technology if it is used to make something easier or more efficient. We then had to circle
examples of jobs engineers do and answer the question What is an engineer? I concluded that
engineers are people who work to better technology.

Examples of technology were shoes, subway, cell phone, bridge, TV, cup, factory,
bandage, house, power line, bicycle, books. We did not circle dandelions, oak tree, bird and
lightning. I was correct! Something is technology if it is not a natural occurrence and is designed
by humans to make things easier or more efficient. Simply, technology is anything that makes
life easier. Engineers improve bandages, develop better bubble gum, design ways to clean water,
read about inventions, figure out how to track luggage, work as a team, create warmer kinds of
jackets, design tunnels, and write computer programs. An engineer is a person who identifies a
problem and tries to solve it (improve, develop, design, recreate).
We had to create a structure of dixie cups and popsicle sticks, but the base could only be
one small dixie cup. This went really well but involved a lot of trial and error. We also had to
create a bridge as a small group. Kinesthetics!! We made bridges using our bodies! It was a lot of
fun!!! This introduces the different kinds of bridges to kids. Next, we had to make a bridge out of
half toilet paper rolls and had to get the ball in the cup! Our small group did really well with this,
but the whole group was not 100% successful. Finally, with a partner, we had to untangle
ourselves from connected pieces of yarn. We concluded the semester by reminding ourselves of
how much we influence our students without realizing it (good and bad), and listened a
students letter about him moving on from elementary school. We can make a positive or
negative lasting impression on them. Were pretty powerful out there, even just as PrePrac
teachers.