Conversations in Science

I had the wonderful opportunity to share a bit of my teaching philosophy in a conversation with Dr. Benavides from the Science Teachers Association of  Texas (STAT) recently.  Please click this link to revisit our conversation. 

Now this is what I want to do with my life!” was the sentence that reverberated throughout the classroom, as students loquaciously exchanged ideas about sedimentary rocks and fossil fuels. Like a well-rehearsed flash mob production of Beethoven’s “Ode To Joy,” unexpected, but spectacular nonetheless, it was music to any teacher’s ear. 

So, what made this beautiful equilibrium of happiness for both the students and the teacher possible? They were both part of a school culture where they felt the support that enabled them to hone their skills and perform well. If you spent a day uncovering scientific wonders with fifth grade scientists, you would quickly learn that among other factors, heat, pressure and time are critical components in the formation of sedimentary rocks and fossil fuels. Teachers also experience those same three factors. 

Unlike sedimentary rocks, and fossil fuels however, the teacher’s outcome is not always predictable. For those who are able to endure the heat, the pressure, and stand the test of time, they credit school culture as the bedrock of their mental well-being.

Read more of my pubished article here!

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The National Academies describes science as "an essential tool for solving the world's greatest problems of our time and understanding the world around us."  Science education enables students to develop hypotheses, substantiate claims with evidence, and think logically. In essence, they are able to think critically by working through the scientific process, with a claim, evidence, reasoning mindset. 

Earlier this week, in our science class we studied rotation by exploring the question, how does earth's rotation affect shadows. Students were mesmerized when they modeled the apparent movement of the sun, using their flashlights and compared that to their hypothesis of how the position of the  earth with regards to the sun affected the shadows. 

The project based element of this lesson then led students into designing a garden on our campus with a crop that either grew in full sun, or part shade, then writing a report to justify why their crop would be successful. 

The more exposure students have to science and the more opportunities they have to solve real world problems, the more invested they will become in the process.  Critical thinkers are developed when they are given opportunities to be engaged in high quality instruction that is scaffolded according to their various zones of proximal development. 

Want to develop a critical thinker? The next time you create a lesson, ask yourself, "How is what we are learning relevant to or applicable in our society today?" Then plan accordingly. 

"Knowledge is actively constructed by the student, not passively absorbed from textbooks and lectures."

Every student is capable of achieving academic excellence in science. Lessons must be scaffolded to their zones of proximal development, and include engaging experiments that are integrated into the learning experience. 

In 5th grade we study the properties of matter. Relative Density (pictured) is one of the students' favorites. Not only do they learn how to determine the relative densities of various solids and liquids respectively, they also learn how it applies to everyday life, for example, flooding a cranberry marsh for harvesting purposes.

In the years that I have been teaching science as a departmentalized subject, my data has consistently shown tremendous growth in students who participate in experiential learning opportunities through science experiments. 

As elementary science teachers, it is important that we continue to prioritize science education. Science is fundamental in building critical literacy skills. Students are never too young to explore and develop their science and engineering practice skills (SEPs). 

There is beauty in experiential learning!

The best thing about teaching is that I never have to do it alone.

 Jennifer McLean has taught me time and time again how to bring the TEKS to life. I remember being mesmerized in her school's parking lot as she brought her prism outside and demonstrated how to do refraction (Catching a Rainbow). Now it's a staple in my lesson plans every year. I didn't get to do it as I had planned in my lesson plan. So during recess I walked outside with a container of prisms and some white index cards. All I had to say was, "Who wants to catch a rainbow?" and my entire 5th grade cohort came running.

My 4th grade partner Mackenzie Gamboa has been beyond phenomenal. Vertical alignment has been amazing with us. We plan together for hours at a time! Recently her class brought me a candy circuit  They have been working so hard. Their experiments are so fun. They have station activities almost daily. They even started answering STAAR questions already that align with their TEKS.   Can you imagine what next year will be for them in 5th?!!!

My second grade colleague Christine Havens invited me to do a 20 minute lesson on Life Cycles as that was the theme for their cross-curricular unit. I wore my lab coat, I brought dioramas, pumpkins and bingo cards. We danced the stages of cycles, played bingo and earned stickers along the way. It was so much fun to be back in the lower grade! The students were ecstatic and told me that they couldn't wait for 5th grade science. What a way to ignite the passion for science and keep it burning! Mrs. Havens is a phenomenal teacher and it meant the world to me that she allowed me to be a part of her classroom family! She really embodies what a collaborative spirit looks like. 

My 5th grade team, Mrs. Akers and Mrs. Timpner (pictured here) have consistently been there for me. Despite the fact that we teach 3 different subjects, we recognize that we have 1 cohort of students and together we plan so they can be successful across content areas. 

Mr. Naveen Cunha the 2024 Secondary teacher of the year (pictured),recently visited my classroom to teach us about  moon rocks. He even brought us samples from the moon.

There is something magical about collaborating with others. Find your person, plan together and redefine what science means at the elementary level. We are stronger together.