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Braden will be assisting me in testing science experiments throughout the unit!

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Use what you have available to you in your classroom or home to create a science experiment or activity. It can really challenge you to get creative!

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I wonder what ways I could do an engaging science experiment with students virtually?

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I wonder what life would be like if we had heightened senses and instincts like animal in the wild do?

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I learned a fun brain break game to play with kids online to keep them engaged in professor Jennings' class this week! Its called In and Out of Frame. Students will go out of frame, or out of view on their screen. The teacher will then tell them to jump back into frame with a reaction that matches her description. For example, "Come back into frame as if you had just won the lottery!". It was super fin and I think student would love it, I will definitely utilize this game if I am teaching in a virtual setting.

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Egg Density Experiment

General reflection ... what did you do? How did it go?

I decided to start with a simple experiment to explore the concept of density. I had my partner place an egg, uncooked, into a glass of tap water. I also had them place another egg into a glass of water mixed with salt. The experiment worked as planned, the egg in the salt water floated because the salt water's density is higher than the egg's.

What were some of the questions you asked as your partner explored?

Why do you think the egg sinked in the water?
What do you think will happen?
Do you think the salt in the water will make a difference?
Why do you think the egg floated in the salt water and not in the tap water?

Did you lead the exploration or was it guided by the "student"?

I tried to let him lead most of the exploration while i gave him instructions. The guiding questions helped the exploration to be more on his part.

What did you learn about yourself and "teaching" science?

The results of teaching this experiment depends on who you are teaching and what level of prior knowledge or experiences they have. My partner is in grad school for mechanical engineering and loves math and science, so it was fairly simple for him to explain and figure out what was happening to the eggs. With students, they may know have been introduced to the concept of density, so it may take longer for them to explore what they think may be happening.

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I wonder generally how many science units are prepared and planned for over a school year?

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Time Management
I recently was introduced to this chart by my fiancé's dad who pastors a church and uses this to manage his time and his employees well. I thought it applied to every day life and also managing coursework. Basically you take whatever task you are thinking about doing and test it against the 4 quadrants. The one your task fits best in can tell you what action you should take: do, plan, delegate, or eliminate. I have found this to be so helpful!

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Something I learned from Professor Amreen this week was Freedom Fridays. Freedom Fridays are where the students take over the classroom. Each student gets a Friday to conduct a science experiment with the class.  They can choose their classroom management style, and they get to run the class for the day. This invites so much creativity into the classroom and sets high expectations for students. I would love to try this in an upper grade level!

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I wonder what resources online are best for creating a virtual field trip or experience for students when learning science?

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Are dog mouths are cleaner than our mouths?
General reflection ... what did you do? How did it go?
I discovered a misconception on https://thebestschools.org/magazine/25-popular-science-myths-debunked/, that I have heard many times and was not sure if it was true or not. As a kid, I actually believe it was true! There is a misconception that dog's mouths are cleaner than our mouths. This is absolutely untrue! They are much dirtier than human mouths and can be filled with different bacterias and diseases. I decided to lead my partner in observing my dog and his dog's teeth an comparing them to our teeth. It was fun to see his reaction to my question, "Are dog mouths are cleaner than our mouths?", because he thought, "What? Of course not!" He was surprised it was a misconception. It was also surprising to see how dirty our dog's teeth really were! Just to note, no pups were hurt in the process of this experiment.

What were some of the questions you asked as your partner explored?
- On a scale of 1-10(10 been super dirty), how dirty do Gidget's teeth look? How dirty do Bella's teeth look?
- On a scale of 1-10(10 been super dirty), how dirty do my teeth look? How dirty do your teeth look?
- Why do you think the dog's teeth look so much dirtier and ours so much cleaner?
- Would you still let your dog lick your face if you knew how much bacteria was in your dog's mouth?
- What kinds of things do dogs do or eat that may make their teeth so dirty?

Did you lead the exploration or was it guided by the "student"?
I led by telling him to observe the dog's teeth and our teeth, and with questions. He came up with his conclusions on his own, guiding himself in the learning process that way.
What did you learn about yourself and "teaching" science?
It is super fun to teach a science misconception! It also is fun to relate science to something in the "student's" immediate environment. We love our dogs so this was a great way to incorporate a science misconception into our everyday lives.

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I wonder what my view or perspective on science would be now if I had received a better, more fun and explorative science education as a kid?

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I am reading a book called Here Now, by Kate Merrick. The book is about being present in the midst of all circumstances, and experiencing life for what it is, not what it is not or what it could be. Here is a quote that is a pro-tip for us as teachers, and as human beings, " had a choice. I can’t control noninfectious diseases, natural disasters, or heartbreak. I can’t control most of the things moms worry about, in fact. But I can control how I spend my time, what’s worth my focus and attention, what words I say, how well I love. What was up to me were the small choices, my mindset in this earthly life, and how best to spend my first and only tour on this planet.”

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I have really begun to see science in a new light. It should be creative, curious, explorative! We have the power and the choice as teachers to set that tone and create that experience for our students. I really enjoyed all of the creative freedom and exploration we had in this course. I truly appreciate what it has done for my perspective on science.