Science Unit Ideas

1. Nature’s Fuel

This unit would explore the process of photosynthesis. After learning about the ways that plants get food from the sun, students would prove this by experimenting with their own plants. The class would put damp cotton balls in 3 large class jar lids and then sprinkle alfalfa sprouts on top. One lid would go in a sunny windowsill, one in a dark cupboard, and the third in a cardboard box with a small hole cut into it to let some light in. The seeds would be left to grow for week but kept damp and photos should be taken every day and journal entries should be made about the state of the plants. At the beginning of the weeks students should make predictions of what they think will happen to the plants and at the end of the week the students will compare the three samples and write a conclusion. The photos, hypothesis, journal entries, and conclusion will then be made into a blog journal.

2. Alternative Energy

This unit would start with a class on various types of alternative energy and ways to conserve energy. The students should use the internet and library to research the types of alternative energy and a list of general information should be compiled by the class. These facts will be made into an informational website by the class as a whole. To demonstrate a different type of energy students will be broken into groups (probably 2 or 4) with one or two groups making a wind-powered winch to demonstrate how wind power can be used to lift objects into the air. The other group(s) will construct a waterwheel using a soda bottle to see how a dam works and how water power can lift objects. Videos will be taken of the process as well as the final product which will be posted on the website along with instructions for other classes to do the same thing.

3. The 3 Rs

In this unit the students would learn about recycling. They could go on a field trip to a recycling center and see the different types of things that are recycled and how they are reused. They could also visit a dump to see how much waste their town makes and think about ways they could help change that. The students would compile the information they have about recycling and waste and make it into brochures or flyers on the computer. The brochures/flyers could then be hung up around the school and brought to other classes to share what the students learned with their peers. They could also make videos and slide shows of what they learned to make a presentation.

4. Frog Comics

For this unit the class would raise pollywogs in the class while they learned about the lifecycles of frogs and other amphibians. They could about natural predators to amphibians and how humans have encroached on the frogs habitats and are polluting their ponds. The students could then use comic strip makers on the computer to make a story of a frog’s life and use the comic to show other students how frogs are threatened by endangerment and ways we could help.

5. A Bug’s Life

This unit would allow students to study specific bugs and choose one bug to focus on for each student. The class could take some time to go outside and look at the bugs in the area and see what type of habitat they live in. The class would then make a wiki about bugs and their specific bugs. They could also make drawings of the bugs or the bug’s life cycle to add to the wiki.

Blog C Assistive Technology

What is assistive technology? When first presented with this question I had little idea of how to answer aside from computers and telephones and tape recorders that make everyday life easier. Now I have had the opportunity to see how much more assistive technology can be and how necessary it is to have in the classroom. In the ideal class everyone would learn at the same pace and in the same way, but that is not how life works. Students learn differently and there will always be students ahead or behind in a class, this, however, is no reason to let them fall farther behind. With assistive technology teachers can find more effective ways of teaching students with disabilities.

Universal Design for Learning, or UDL, is a system created by CAST
(http://www.cast.org/research/udl/index.html), which provides teachers with the resources to create goals and assessments, as well as discover the methods and materials available to them to allow a greater range of accommodation for different learners in their classroom. Research has proven that people’s brains actually process information in different ways. What this means is that we, as teachers, need to find different ways of getting information across to students. By failing to provide a method and the materials that work for different types of learners we are failing to give students the chance to learn all that they can as well as the opportunity to appreciate and love the ability to learn. And convincing to schools to comply with requests for classroom aid was made easier with the help of a 1998 amendment to the Rehabilitation act, which strengthens the necessity for the provision of informational and electronic technology to employees as well as the public in Federal agencies such as public schools.

When visiting the Kalikow Center we were able to look at different examples of assistive technology that could easily be used in a classroom to create a more successful learning environment for multiple learning types. One of the tools I enjoyed using was the LOMAC, which provides students who are paralyzed below the neck or have lost use of their hands/arms to type on a computer using a headset or visor with a clip-on laser devise to pinpoint the letters or keys. At first, this was not an easy tool to use because it required time and precision, but it was also clear that with practice and familiarization paralyzed students would be able to type quickly and accurately without the need to dictate to a teacher. Another assistive technology I tried out was Touch Numbers, a system created to give students a visual representation of numbers to help them with basic math. The technique can be carried on through higher math and make the intangible idea of numbers much more real for visual learners to grasp. The drawback of this system would be when students reach a math where numbers no longer have the same properties, such as fractions where they cannot just be added or multiplied in the same way whole numbers can. A favorite item that I was able to use was the Start-to-Finish books. These are abridged versions of classic novels and popular school assigned books that would be perfect for students reading either above or below their reading level. The books look similar to the copies other students would have, eliminating the embarrassment of being behind, but they also provide a CD where the book is read aloud with a clear distinction of each character so that students can hear accents and implied tones. For students reading above level you could select a book a level or two higher than they are in a Start-to-Finish book so that they are not overwhelmed by vocabulary and topics beyond their knowledge.

When searching for a different type of assistive technology I came across Kindertools (http://www.kindertools.com/). These are everyday tools such as silverware, toothbrushes, crayons, paintbrushes which have specially designed handles to help children with the development of fine motor skills. The handles are detachable and their position on the tool can be rearranged depending on how a child would grip the object. For student who have trouble grasping or making small movements, these tools can help them develop the motor skills they need. I liked this idea because they incorporated not only classroom tolls for coloring, painting, and drawing, but also objects they use at home such as toothbrushes, spoons, and forks, to help them develop their skills wherever they are.

All of these technologies are designed to help students with disabilities not feel left out or segregated for their inability to do the same things other students can. All students deserve the ability to learn in whatever way is best for them and it is the responsibility of teachers and parents to make sure that the right tools are provided for them. Assistive technology is available to everyone who is willing to take an extra step. The perfect classroom would not have students who needed special assistance, but perfect is not only unachievable, it is overrated. Children are all different and they all learn in a variety of ways that should be accommodated in the classroom. I will definitely be using a variety of assistive technologies in my classroom to include all students in the curriculum and provide for all types of learners so that every student has the same opportunity to love to learn.

Ella Enchanted (sample review)

Ella Enchanted
Written by: Gail Carson Levine
Reviewed by: Ms. Randazzo

This book is about a girl named Ella who lives during the medieval times. When Ella was just a baby, a fairy named Lucinda cast a spell on her to make Ella grow up to be obedient to her parents. The spell is that if someone gives her an order she has to do whatever they tell her, no matter what it is. But Ella’s spell is more of a curse and when meets a handsome prince, named Prince Charmont, she realizes that her spell might hurt him, so she is determined to find a way to break it. The book tells all about her adventures trying to find a way to get rid of the spell. If you want to know if she succeeds, you should definitely read this book.

I chose this novel because Cinderella is one of my favorite stories and I wanted to read a different version of it. I think if you like fantasy that this book would be good for you. This is an excellent book because it puts a new twist on the old Cinderella tale everyone knows. The beginning could have been more exciting but once you get into the book it is really hard to put down.

Blog B

From the Mayflower to Thanksgiving

This podcast is posted by a teacher whose fifth grade student wrote a presentation about her Great-to-the-eighteenth-power grandfather who was on the Mayflower. She talks about some of his experiences and a few facts about the trip and settling of America.

The Photosynthesis Song

Here is a song written by a teacher to teach his class about photosynthesis without using a boring lecture. The song has a bluegrass background beat and is very catchy without being overly repetitive. He gives a lot of kid-friendly facts that are not too technical while making photosynthesis seem like a lot of fun.

Ecological Footprint

In this podcast a few students from Mrs. Clancy's class as well as her student teacher talk about what an ecological footprint is and ways we can reduce our footprint on the earth. The students did research on ecological footprints and, with the help of their teacher, created a presentation to post online for other students to listen to and learn from.

A Tale of Mrs. Olson

Here a class is learning about the subject and predicate of a sentence. They are using Mrs. Olson as their subject, creating a sentence where she is doing something, and then stating what the predicate of the sentence was.


I think using podcasts in the classroom could be a lot of fun for both myself and the students. While browsing I found podcasts on different subjects that are usually covered in late elementary and early middle school that would be very useful in the classroom. For example, there were podcasts of famous speeches that would allow the students to hear from first hand from people like Eleanor Roosevelt and Martin Luther King Jr. There were also podcasts of individual lessons and tips for teachers that might be useful for me when planning lessons.
I really liked how the teachers in the podcasts posted above involved their students. They created something that could be viewed by their friends and family and would make them feel accomplished. If the students have a final product to show for all their work that they can go back and look at or show to other people they feel good about themselves and their work. I also enjoyed the songs that were written by Mr. Rojas for his class on various topics. When students get to listen to songs about what they are learning they get a new perspective on the subject. I am not personally musically inclined so having songs like these available to me that I can play for the students is a great idea.
Using podcasts could support literacy in the classroom because students can get more involved with the topic. If they are able to integrate technology and what they know about computers with what they are doing in school it becomes more meaningful for them. In elementary and middle school kids are excited about using computers, so involving them with the curriculum has the potential to get kids excited about their work as well. For students who have more trouble reading on their own you can find podcasts of what they are reading (or make one of your own) and let them listen to that while reading along. If you create podcasts of homework instructions or whatever material the class is working on they can listen to it at home and it is also available to the parents who might be able to help the students understand it better. Podcasts would also provide a way to improve students ability to read out loud by allowing me to listen to them on my own time as well as letting the student listen to themselves.

5 ways I might use podcasting in my classroom

1. Find songs to get students interesting in a subjects and provide an alternative learning strategy for diverse learning. They could listen to the song anytime at home either just for fun or to help them study.
   
   
2. Posting students reading their own reports so that they can listen to each other and share their work with their parents and family at home.
   
   
3. Post collections of short stories written by the students or have them each read a chapter of a book created by the class.
   
   
4. Post verbal instructions for projects and updates on what the class is doing for students and parents to listen to at home.
   
   
5. Have the students read the reviews they write of books they are reading so other students can access them easily at home.
   

Curriculum Integration

1. Reader's Journal:
For this unit you would have students choose a number of books, varying by age and/or reading level. The books could be from different genres or variations of the same genre, or relating to a reading chosen by the teacher and done by the class. They would read the books they chose on their own and had approved by the teacher, then write a short summary and an opinionated response that would help other readers decide whether or not they would want to read this book as well. The journals would be posted on a blog that could be viewed by other classmates and family members. Students would then be asked to look at some of their peers' reviews and pick another book or series of books based on the summaries and reviews of books that sounded interesting to them. The final journal on this would also include an evaluation of their peer's reviews and explain why it was helpful or not.

2. Writers in Training:
This activity would involve group work or the entire class creating a book of their own. The book would be based on a recent or current topic so that the students had relative knowledge to help with the writing. The work could be split up with one or more page per person or per group, depending on the method chosen for the class. The book would be entirely written and illustrated by the class. The illustrations could be done by chosen students or students could illustrate their own pages, or be given a classmates page to illustrate. They could integrate various types of illustrations and color choices. To integrate technology, the teacher would help the students create a website based on the book with short author biographies and the book scanned onto the computer, or even have the illustrations done on the computer.

3. WikiJunior:
Fifth graders spend a large amount of time on the colonization of America and the lives of the first settlers. After working on the unit for sometime and having a good understanding of how they lived then, the students could write journals from the perspective of a settler. The teacher could assign different time periods for the students to work on, or let them sign up for different areas of settler life to write about. The students could also do individual research on their specific period. After all this the students should have an extensive knowledge of this area and, to share with the rest of the class, they could create an entry for WikiJunior that would be approved by the teacher and submitted. This could then be shared by the class and with their families.

4. Peer Helpers:
For this unit the students would be reading informational books on a topic such as the solar system. The students would each find a book to bring into the class and they could swap books as a way of teaching each other with guidance from the teacher. This would require much discussion in class and and in groups so that students are helping each other learn and become aware of other students learning needs. After this first part of the unit, students would be asked to design a website layout (either on a computer or not) for the unit that would be geared towards younger children and helping them understand the unit. The class would have to discuss the different accommodations they made when teaching each other, and what types of accommodations that would need to be made for even younger students. When the website is complete, the students could then go into a lower grade level class and present their website and ask the younger students to tell them what they learned and if they liked the site and found it fun and useful.

5. A Tall Tale
This unit would involve students reading fairy tales or some myths that can then be acted out. The students would each have a part in the creation of a play, whether it be an actual part, backstage work, or writing lines. The distribution of these parts would allow the teacher to provide different children with various learning styles a new way to learn about the unit. The students could vote on their favorite story to act out and then be given a specific amount of time to create the play itself. The teacher would film the students working on as well as performing the play. The videos would be made into podcasts or an online video with a behind the scenes segment that would show the-making-of for parents to watch.

I believe technology...

I believe technology has its place in the classroom but there must also be a point where teachers can draw a line and say, "That's enough." Using computers, websites, blogs, and even podcasts in the classroom can be beneficial to both the students and the teacher but we can only integrate so much of the students personal technology experiences into the classroom. For instance, I do not see how using cellphones in class could be appropriate. Not all students have cellphones or have parents willing to pay for the use of them in class, which would exclude many students from such a task. Technology can make learning more fun, easier and make lessons more meaningful, but when not used properly, I think it could also degrade the effectiveness of lessons.

Blog A

http://www.youtube.com/watch?v=aEFKfXiCbLw&feature=related

Technology is fast becoming a focal point in students' lives. I am often amazed at how much young children know about computers and other such technology. Students know technology, so shouldn't teachers be using what students know to teach them what they need to know? If a teacher can incorporate the things students use everyday, such as Ipods, cellphones, laptops, the internet, etc., their lessons would become that much more effective because the students would not only be better able to relate to it, but they would be able to incorporate prior knowledge of the technology being used giving them confidence in what they can do as well as keeping them more interested in the subject matter. It is very important for educators to stay up to date on the latest technologies so that they can keep their classroom engaging and enriching.

Teachers are constantly claiming that students do not read enough but considering the number of emails, text messages, blogs, and websites students look at on a regular basis, I would say they read quite a bit, just not necessarily what the teacher want them to read. In order to change this it is the responsibility of the teacher to find new ways to engage the student that incorporate what they already know and are interested in, because this will ensure that a larger percentage of the material is meaningful for the students. There may be many types of learners in a classroom but, like the video states, most students, no matter what other type of learner they are, are also digital learners. Technology is a part of their lives, something they have been around longer that they can remember. Teachers need to take this into account and accommodate the changing society that requires students to be involved in technology.

I do think that many students spend too much time in front of a television or on the computer but it does not need to be all negatives if the information they are gleaning from this technology can be integrated into the classroom in a positive way. For instance, a majority of students have ipods or some type of mp3 player on which they can play podcasts. Why not post podcasts or find existing ones that relate to whatever they are learning in school that they can then go home and share with their families or write a response to or even post their own podcast in response to it. Using the technology they already use on a regular basis to teach them what you want them to learn is going to apply the new material to their own lives and maybe even understand the importance of learning it.

While classrooms may not be ready for such projects as the text messaging assignment suggested in the video (receive a text from someone outside the classroom…) because this would not only require a complete change in the “no cellphones in class” rule teachers have become so used to, it would also require that all students in the class have a cellphone with text messaging capabilities. Not to mention this would probably end up disrupting other classrooms wherever the recipient of the assigned message is. So while all integration of technology may not be a good idea, it is feasible and highly beneficial to use technology for the betterment of classroom learning and understanding.