I would like all of my colleagues to know the importance of the progression of all core components. One could “cross-cut” these components for integration purposes. Earth-Space Science is a large umbrella and it is crucial for students to be exposed to all of these core ideas in an effective manner. A deficiency in one area could lead to challenges in others.

 

Finally, I would like to say to all my fellow teachers that “though the magnitudes of humans’ impacts are greater than they ever been, so too humans’ abilities to model, predict, and manage current and future impacts.  Through computer simulations and other studies, important discoveries are still being made about how the oceans, the atmosphere, and the biosphere interact and are modified in response to human activities.  Thus science and engineering will be essential both to understanding the possible impacts to global climate change and to informing decisions about how to slow its rate and consequences—for humanity as well as for the rest of the planet”(p. 198).  I truly believe that if we are aware (both young and mature) and are well informed about our impacts on the planet; we will be more adamant and willing to learn about the development of alternative energy sources that can potentially reduce the environmental impacts  caused by our use of fossils fuels.

Students need to understand the effects of natural disasters on human systems around the world. Through the study of this discipline students will be able to identify how humans in different parts of the world adapt to and prepare for disasters.  This could also provide the opportunity for the teacher to discuss why the United States and other economically developed countries and regions might be better prepared than less developed nations to handle hazards. 

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What I want all of my teacher friends to know:
This chapter was all about what we learned over the summer. I though about the technological advanced that have been made allowing students to understand the patterns of the sun, moon and earth. This is something I recall struggling with because these resources weren't available and the explanation with two balls and a flashlight just didn't help me to make sense of what we happening. Knowing about the resources that are available I encourage my teacher friends to utilize them. I also challenge my math friends to utilize earth space science for the content of lessons about exponents. The more that we connect ideas and expose students through various subject areas the more they are able to make connections and apply their knowledge.

 

1.  Due to technological advances in computation models, satellites, and improved research resulting in vast amounts of new data, the story of the Earth and its evolution is understood more than ever.  These advances allow instruction at the K-12 level to provide students with much richer instruction than what students have been taught in the past.  This evolution has the capability to allow students to have a stronger view of science, as long as the teacher gives students the opportunity.

 

2.  When students understand natural hazards, it helps them prepare and respond to them in a timely manner.  Understanding these hazards helps people take steps to reduce the hazard’s impact, potentially from protecting against loss of life and minimizing economic recovery costs associated with the hazards.  In addition, advances in understanding natural hazards has resulted in improved warning systems, construction, and increased community preparedness for both predictable and unpredictable hazards. 

 

3.  Science based predictive models allow us to anticipate long term climate change more effectively.  Since global changes happen slowly, it is difficult for climate change to be recognized.  The mathematical climate models that that have been built are able to simulate how Earth’s systems interact with each other and allows the long term change to be predicted so that we can make plans to slow or change the rate of climate change. 

 

Just for teachers:

Since the Earth is made up of complicated and ever changing sets of systems that are interconnected, it is important that students understand each system and how they relate to each other so that they can have a strong macro understanding on how and why the Earth is constantly changing.

The first thing I found interesting was that the chapter states the increased emphasis on Earth space science is due to the relevance as it pertains to human society. I think this is interesting, because it seems to be a way to educate the youth on how to protect our planet. This is something that is obviously important for the long term existence of the human race.  

 

I always find that teaching students at the 5th grade level about the size of the planet and size as it pertains to other objects in the solar system is interesting. The article states that students should have an understanding that Earth is small relative to the universe. This is something we teach at the 5ht grade level, but based on my experience I am not sure students at this age can fully grasp the concept of Earth being “small” as in comparison to the universe. 

 

The chapter also has information regarding weather. This is an area in which students to seem to be able to make more sense of what is being taught. They understand that weather is a day to day variation, and can change from one minute to the next. This is obviously due to the fact that they experience these instances almost daily. 

I want everyone to really think about the section on Earth’s resources. Science teachers should really give this part of the science unit a decent amount of discussion and think time. I feel that many adults are wasteful, and do not think about long-term harm as it pertains to the planet. Students, on the other hand are very open to discussing this issue, and a quick discussion could go a long way regarding the education of environmentally conscious student’s.

1 – The chapter talked about how the science we teach today is much more rich and deep than what has been taught in the past.  It is interesting to think about how as technology and the sciences advance, new theories and understandings are developed and thus change the instruction. I think this would be a good topic of conversation to have with older students.

2 – This chapter also talked about students learning about the size of the earth in comparison to galaxies.  This concept is difficult to wrap your mind around for many adults, not to mention children.  

3 –I like how the chapter is split into different ideas and then each idea is given grade band specific knowledge and skills.  This is very helpful for teachers when designing lessons.

1 Thing I Want Every Teacher to Know

We often think of science as something that just is.  However, this chapter described how humans have a great impact on science, including Earth and Space: “Only in the relatively recent past have people begun to recognize the dramatic role humans play as an essentially geological force on the surface of the earth, affecting large-scale conditions and processes.” 

1.     Teaching Earth’s Place in the Universe is a fun, yet abstract topic to teach.   You can use many visuals and simulations, but still not something students can grab on to. To help, this chapter encourages is to find patterns and observe other solar systems help us to better understand our planet.  

2.     I had no idea there was an official way to predict planetary motions by using Kepler’s three empirical laws.  It helps to predict climate changes based on the amount of sunlight that the Earth receives.

3.     Studying the history of Earth can be very interesting for students.  Having students explore rocks and fossils is a great start to exploring how we can determine the age of the object.  It’s neat to see the young ones realize that the Earth is super old.

 

Teaching students about Earth and Space can be an abstract topic for some students but can be fun to teach. This chapter does a good job breaking down what students are expected to know by a certain grade level.  It’s our job to try and make it relatable to them and provide them with experiences where they can better understand our Earth and what lies outside of our planet.

2.      Next, I liked the explanation of what teachers should know by the end of each school year. This will give the teacher a gauge if there on task for the end of the school year.

3.      I liked the section about how humans change the planet. This can be a real-world problem solving for the class. The students can figure out how they can make the changes in their own life to improve the health of the planet.

The most interesting is the how humans change the planet. This could be a great STEM project. Students can figure out what is causing problems for the planet and ways we could correct them.

 

1.  I thought it was interesting how students who live in a rural environment develop a more sophisticated understanding of the natural world than their peers who live in an urban or suburban environment.  It makes sense that rural students would understand the natural world more because they usually interact with it more, but it was something that I had not thought about prior to reading the chapter.

 

2.  Instruction needs to be designed so that it reflects the cultures of the students in your class.  This acts as an engagement tool for students in your classroom because what students see as important is tied directly with what the community finds useful and valued.  Classroom environments that give students chances to participate in valuable and authentic experiences create the potential for students to retain the scientific content learned.

 

3.  Allowing students to express their learning with multiple modes of expression is an exemplary assessment practice that can help provide equity in the classroom.  The reading stated that tests do not make sure of contemporary views of learning and can often fail to assess higher order skills or conceptual understanding.  In addition, they may be culturally biased and some learners, especially ELL learners, can have a hard time saying what they know.  Figuring out how students can demonstrate competence in a variety of ways can provide student choice and also create equity within the classroom through multiple means of expression and multiple contexts.

 

Just for teachers:

All students can learn science when the teacher provides supportive conditions as well as feedback.  In return, students need to make a sustained effort.  Teachers need to know that students have very different life experiences that can sometimes create unequal learning opportunities.  If teachers don’t respond to that, than the student is on an unequal playing field compared to students who have different life experiences more conducive to traditional science learning.

1.  Chapter eleven hones in on educational equity within the science standards framework.  The goal being high academic standards for all students.  A classroom environment that engages students in discussions, using scientific discourse to apply their thoughts into engaging tasks.

2.  This chapter points out what I see from year to year, that as students move through elementary school if they “fail to become effective readers and writers by late elementary school, teachers have difficulty helping them to make progress- not only in science but also across all subject areas”.  When they move into middle and high school they’re now on this “low-expectation track” which reduces their opportunities to science courses because they’re now doubling up on math and reading courses to hopefully get them back on “track”.

3.  In the article “Did You Really Prove It?” Ms. Washington learns that the standard involving the nature of science is a challenge for students to correctly understand, however she suggests ways to incorporate this standard throughout existing science units.  In doing so, students gain a stronger understanding of the relationships within science.

Teachers- Misconceptions can be better understood if discussed.  One way to easily discuss misconceptions is by using them as a “question of the day” to start off each class period.

1. The author mentioned that students’ abilities in reading and writing can inhibit their success in science as well as other subject areas.  This has been a topic at many parent conferences over the course of my years in education.  Currently being a third grade teacher, I consider that the year that bridges the primary years and learning to read with the intermediate years and beyond when students will be reading to learn.  The same holds true for writing and being able to communicate what has been learned with written expression.  

2. Often times teachers focus on using correct content vocabulary to the detriment of students who have not yet mastered the academic language.  This author points out that we should accept students’ informal or native language as valid while supporting their transition to the academic vocabulary.  This is especially helpful for second language learners and provides a rich language learning environment.  

3. Finding topics of interest to students greatly increases their motivation and engagement in learning science.  If we can “hook” children on science topics in the early elementary years, it may create a thirst for them to continue pursuing that knowledge in later years.  

As teachers, we need to be sure we are introducing our students to scientists from diverse cultures and women.  These role models can help students realize that anyone can be a scientist.  Concerning our high-stakes testing, perhaps redesigning them to allow multiple means of demonstrating competence is a worthwhile undertaking.   

 

 

1. The four strategies for correcting student misconceptions are: Read and discuss historical stories that illustrate the nature of science.  Review concepts using a Question of the Day.  Use news articles to distinguish between science and technology.  When completing labs, use prelab activities to ensure students understand the procedures and why they are used.  Use post lab reports to analyze misconceptions.  

2. Historically, scientists were often ridiculed by society because their new ideas did not match with the conventionalities of the time.  We now take for granted things that took a long time to be accepted by other scientists and society. 

3. It is important for students to learn about scientific contributions made by people from different cultures and the adversities they faced trying to gain acceptance for their ideas in the time they lived. 

Students have many misconceptions about the nature of science.  Teachers can implement some strategies into their existing curriculum to help remedy this problem.  When students realize that scientists find tentative explanations rather than proven facts, they have a better understanding of the nature of science.

I found it interesting that the text stated that the rigorous standards should be appropriate for all students.  This to me seems like common sense. Obviously, you want standards that students can master. Whether or not 100% of students reach mastery seems situationally independent of the expectation. 

 

The text also states that students learn science best by being actively engaged in scientific experiences. This is important, because writing down definitions and copying down information is not how students will learn science best. We need to get away from this style of teaching. 

 

A classroom that is rich in discourse can provide a challenge for ELL students. This is something teachers need to take into consideration. Discourse is great, but we have to make sure all students, if not participating are getting the info they need in order to be successful. If the info is coming through student discourse the teacher needs to make sure they reiterate to students who may not be getting the information through discourse. 

 

I want everyone to know that math and science are skills and subjects that all students can be successful at. Students just need to believe they can be successful. Teaching at a Title I school has shown me that if students believe they can do something, then more often than not they will. Students come to us with may labels, and it is up to us to not let those labels interfere with our expectations for student learning.   

 

2.      Students’ preparation in other subjects, especially literacy and mathematics, also affects their achievement in science.”  For many students, it is a self-fulfilling prophecy.  They attend the undesirable schools, receive little or no support at an early age to build effective reading skills, and continue to fall behind as they move from one grade to another.  Due to personal failures and challenges, these students significantly lower their chances of being successful in science and engineering pathways throughout their K-12 

education and ultimately lower their motivation to pursue higher education.

 

3.      “Educational standards should therefore establish science and engineering learning goal that reflect common expectations for all students. Just as they are expected to learn how to read and write, they should also be expected to learn the core ideas and practices of science and engineering.”  Firsthand experiences in this class, I now realized the lack and time devoted to science instruction in the primary grades as mentioned by many participant on this online discussion medium.  Due to high stakes testing in reading and math, teachers and administrators have different expectations when it comes to high quality education in science.   No supportive conditions and lack of resources in place to improve science instructions, students develop all sorts of misconceptions of scientific understandings.  These “resource gaps or gaps in opportunities to learn “as the author called it resulted in noticeable consequences.  “Achievement gaps are well documented, in science as well as in other subject areas, for black, Hispanic/Latino, and American Indian students. High school dropout rates are disproportionately high for these same groups. Girls’ interest in science dramatically declines compared with boys’ as students transition into middle school, and women continue to be underrepresented in a number of science and engineering fields and on the science and engineering faculties of many colleges and universities.”

Note to teachers:  If you want to close the achievement gaps in our educational system, you need to promote educational equity in learning science and engineering.  You need to create detailed lesson plans and allocate proper resources and time to devote to science curriculum, instruction, and assessment just like in reading and mathematics.  All teachers need to have an open-mind and a positive outlook on professional development to acquire the knowledge needed to help all students achieve their full potential.  The absence of opportunities to engage in science learning deprives students of a rich opportunity for language development that goes beyond basic vocabulary, critical thinking and problem solving skills.