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In this class we looked at why teaching science is important, and why should we want to teach science. We also investigated our own personal why's for teaching and teaching science

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START WITH WHY BY SIMON SINEK | ANIMATED BOOK SUMMARY

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In this class we looked at mapping the curriculum and setting criteria. This process was invaluable as a beginning teacher because it made it easy to break down the outcomes and indicators. It also brings the students knowledge in and lets them take ownership of their learning. we also went over what makes a high quality learning log using this method.

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This was the most important class in my understanding of ECUR 322. We started with going over what entails a good rubric and checklist. A key understanding was that they should come from the curriculum. We then transferred into learning the four levels of inquiry pictured above. Terry then modeled her flight unit and the different levels of inquiry in each project. I did not participate in any other inquiry center other than the hot air balloon because I was so engaged in trying to figure it out! After reflecting on the class I realized how powerful the open inquiry method was, and it is this sense of curiosity and wonder i hope to instill in my students.

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Lessons from the Night Sky

The purpose of this series of 7 lesson activities is to enrich students' understanding and to gain appreciation of Indigenous Science and Western Science in astronomy. Students will experience practices in thinking about Indigenous ways of knowing and western culture. Students will feel more comfortable using ideas that they may not believe themselves. When teachers integrate aspects of Indigenous perspectives into the different subject areas, it not only teaches students about Indigenous Peoples but it also helps to engage students, especially those who are Indigenous. It is important for teachers to use topics and resources that are relevant to students and that will help them discover who they are as individuals.

These seven lesson activities are intended to be taught over 'multiple lessons' and can be divided depending on your class time limits.

Science | Grade: 9 | 6:10

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National Centre for Collaboration in Indigenous Education - NCCIE

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Lessons from the Night Sky The purpose of this series of 7 lesson activities is to enrich students' understanding and to gain appreciation of Indigenous Science and Western Science in astronomy. Students will experience practices in thinking about Indigenous ways of knowing and western culture.

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Resources: Foundational Knowledge for Indigenous Education: Science

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Skip to main content It looks like you're using Internet Explorer 11 or older. This website works best with modern browsers such as the latest versions of Chrome, Firefox, Safari, and Edge. If you continue with this browser, you may see unexpected results.

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This class we discussed about how and why incorporating Indigenous content was important to us as teachers and for our students. We also brainstormed how we could incorporate Indigenous lesson plans into each others units. We went around the classroom offering ideas to each persons unit by writing them down on paper for them. Caitlin had gave me a good recommendation of a blanket exercise i could incorporate, but I forgot until now.

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This was another instrumental class for me as a learner in ECUR 322. Learning the 7 different comprehension strategies and how to use them in the classroom was another tool in my arsenal for when i enter the classroom. I like how the strategies lend themselves universally to any subject. We also went over the anticipation guide and Terry modeled the snowball activity for us. This let us generate questions and answer other questions that other students had about comprehension strategies. Terry then modeled her flight unit and we practiced a text mapping scroll.

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I presented my microteach on relative position. I had the class watch a video that sings about relative position. I then had the class make a drawing on paper and then draw different animals relative to the position of the first drawing. I then took the class on a visual walk where we explored over, under, above, behind. etc...

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Caitlin and Skye used a gallery walk to teach us about invasive species. We went to different stations and wrote down key facts and drew pictures. This lesson was about summarizing and synthesizing information

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Hannah's presentation was on the earth's crust. Hannah had the class model the earths different layers using playdough. This was very beneficial for me as a visual learner to see what the different levels of the earths crust look like. This was a visual comprehension tactic.

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Nicole presented on three different types of rocks. Nicole's presentation was very engaging. She had the class determine importance by using flashcards that had different facts on her presentation

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Jenn and Gloriann presented on their sound unit. They had different stations showing how vibrations are made by sound. This was another cool visualization tactic for me to participate in because it lead to more questions about exploration around "what if" questions (such as changing the variables).

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Sarah presented on animal adaptations. she had the class ask questions related to our different animals chosen.

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Presented on biotic and abiotic factors. This was an interesting topic because at SUNTEP we are all Indigenous students and we seen where the western worldview of science and our traditional beliefs collide. In our culture we believe everything has a spirit and everything is alive, so many things are not considered abiotic. They used visual comprehension as a tactic to aid them in their teaching.

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Presented on animal growth and changes. Christie used a matching game to teach the relationship between an animal and its offspring, focusing on the different terms. There was a few surprises to be such as a wormlet is a baby worm.

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Lacey and Laura presented on light and rainbows. We used flashlights to shine through prisms and noted on the changes what each prism makes. This was a cool visual tactic to use to teach because you got to see the different rainbows made by different prisms

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Hannah presented on different geological events and how we adapt to them when designing structures. Hannah had us design our own building to make it earthquake proof by using popsicle sticks, toothpicks, and marshmallows. This was level four inquiry.

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I presented on friction. I had three learning centers for the class. One was a will it slide center, where the students guess if different objects will slide on ice. The students learned that something with rougher surface area will not slide as something with smooth surface. I had a balloon hovercraft experiment where students followed directions to make the hovercraft and see how the air creates less friction. I also had a pencil and rice experiment where students learned that by compacting the rice the pencil would stick to the rice and you can lift up the bottle. This was level three inquiry.

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Nicole presented on the rock cycle using crayons. we melted the crayons to represent lava rock. this was level 2 inquiry

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Cherish and Brittany explored plant parts. They used level 2 and 3 inquiry by showing pictures of different families from different parts of the world and having us guess where the families where from based off what they ate. They also modelled how water travels up celery by having us put food coloring in a vase and a celery stalk in the vase. The celery turned red.

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Glorian and Jennifer presented cymatics from their sound unit. They brought in some drums and taught us a song. we then poured salt on a makeshift drum and played the song we had just learned to see what shape our song would be. This was a great way to incorporate Indigenous content using level 2 inquiry.

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Lacy and Laura modelled different type of light interactions, using shadows to create art. This was level 4 inquiry because we were left to use our imaginations on what to create as our artwork. I thought it was a really cool way to explore the different types of light interactions.

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Sarah showed us different types of animal dens. Animal dens need to shelter from the elements, while remaining warm enough to sustain the animal. Sarah provided materials for the class to create their own animal den. This was level 4 inquiry due to the openness the project offered.

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We spent about five minutes talking with each student about a book that they read on how to teach science. The ideas generated during this class were invaluable for a future teacher as there were many exceptional books chosen by the class. The remainder of the class was spent going over what may be on the final interview and what to expect for the learning log assignment.