Week 5: February 9th-12th As shared in our ESCI class, learning contexts are "four processes/strategies for engaging students in science. Each area reflects different purposes for learning science". These areas include: Scientific Inquiry (systematic empirical investigations), Technological Problem Solving (design, building and refining prototypes), STSE Decision Making (thinking about human and world issues scientific lens in order to inform and empower decision-making), and Cultural Perspectives (a humanistic perspective that views teaching and learning as cultural transmission and acquisition). Learning contexts represent multiple ways for learners to engage in inquiry within the science curriculum. Learners should experience their learning through each context at each grade. (Information came from "SK Science Ed Framework for Sci Literacy" Powerpoint). A "science related inquiry learning engagement activity" I thought about was exploring properties of matter. When teaching this inquiry activity, it is important the students first fully understand that EVERYTHING is made up of matter. It is also crucial to know and understand the many characteristics that help us make the proper calculations and better predictions. The video above is a good resource to watch.
The activity afterwards will involve the students to use their senses in an interactive way. You will have 5 clear liquids in 5 different clear bottles. Some clear liquids that could be used are: - Water - Dish Soap - Hydrogen peroxide - nail polish remover - 7UP - Vegetable oil - Rubbing Alcohol It is the students job to identify which liquids are in each bottle. They will be able to gently shake or roll the bottle. They can smell but they may NOT taste the contents. The learners will have to record their information and create a hypothesis about which liquids are in each bottle. They will have time to share their hypotheses and explain the methods they used to determine each one. The teacher will reveal the names of each liquid in all 5 of the bottles at the end of this inquiry activity. (Inquiry activity adapted from "Wabisabi Learning") Grade Two Outcomes: AW2.1 Investigate properties of air and water (in all 3 states of matter) within their environments. LS2.1 Investigate properties (colour, taste, smell, shape, and texture) of familiar liquids and solids
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Week Two: January 19th-21st
I can't believe it is already the second week of this semester, I am slowly but surely getting back into the swing of things. I am enjoying having a routine again (Winter Break always plays around with my routine). Although I am glad to be back into routine, I am also feeling very overwhelmed with the work load this semester. I think I have 4 different calendars and due date lists to ensure I am staying on track. This week in ESCI 310, I first read the featured poem, "Two Kinds of Intelligence" by Rumi. As stated in the write-up, "Rumi suggests that the second knowing is already within us, ready to flow out, but at The Reader we know that self-knowledge isn't always so forthcoming, sometimes you need to unlock it" (Rumi, 2021). I enjoyed reading through Rumi's poem as it shared the two kinds of intelligences. I could relate to this poem as a future teacher. I want to remind my students that the other kind of tablet it one that is already preserved inside of you. As Kumi says, "this second knowing is a fountainhead from within you, moving out" (Kumi, 2021). In ESCI 310 we also went through the "Etched in Stone" & "There Is No Truth" readings. Next class, we will be having a debate on these two polar opposite view points. Next blog post, I will share how the debate went and discuss my opinion, stay tuned! Week One: January 2nd-14th
I am excited to begin this semester, this is my LAST full semester of classes before my internship. This semester I am enrolled in ESCI 310. This course is titled, "Becoming Civic Science Educators". As I shared in my blog post on URCourses, I had a great high-school science experience. I loved biology, chemistry and physics. The main reason I loved them was because of what we were doing. The work was a lot of hands-on and practical experiments. Some of the experiences I had in high-school science class, still stand out to me. Due to this experience, it makes me, a future teacher, want to implement fun, hands-on, interactive, and engaging science material for my future students. The first week of ESCI 310, we were asked to read "Two-Eyed Seeing". This read was a method that was new to me. A good quote from the reading that "explains Etuaptmumk - Two-Eyed Seeing by saying it refers to learning to see from one eye with the strengths of Indigenous knowledges and ways of knowing, and from the other eye with the strengths of Western knowledges and ways of knowing ... and learning to use both these eyes together, for the benefit of all" (Cape Breton University, 2021). This method respectfully and passionately asks that we bring together our different ways of knowing. When we use all of our ways of knowing and understandings it leaves the world a better place. AuthorHaley Miller |