CELL-ebrating Science
10/10/2020
Developmentally, 5th and 6th graders are curious, talkative, and eager to learn. This age group cares a lot about fairness and the rationale behind decisions or events. Therefore, students at this age often enjoy science class in particular, because they love asking "why". Scientists are inquisitive, creative, and persistent. PNA students have those characteristics in spades. At PNA we assess students using the Next Generation Science Standards. "Within the Next Generation Science Standards (NGSS), there are three distinct and equally important dimensions to learning science. These dimensions are combined to form each standard—or performance expectation—and each dimension works with the other two to help students build a cohesive understanding of science over time." Our students explore science through "big picture" phenomena and overarching concepts--the "why" behind the content. Our science curriculum is called STEMscopes, a curriculum created by teachers, used throughout the nation. Our first area of exploration deals with Systems and Subsystems in Earth and Life Science. We started at the most basic, foundational level: cells. Students explored the difference between living and nonliving things. They conducted experiments examining specimen under a microscope. A makeshift "field trip" around the school grounds, allowed students to observe the environment around through with a scientific lens. Students have been engaged with class discussions, research, informational texts, videos, games, and reflections. When it comes to assessing their learning, instead of having them memorize information to regurgitate on a test, we did a hands-on project where students demonstrated their learning through their own creations. Students designed and constructed cell models based on the organelle anatomy of a cell. Students learned the names and functions of the organelles and crafted their own personal models. What a variety of materials used: food, legos, tool parts, arts/crafts, and any random object around the house. This was an independent project done at home, but students had peer-group feedback sessions to track their progress and get advice along the way. At the conclusion, students gave a brief presentation, displaying their creation, and also wrote a short rationale and reflection about their efforts. In 2020, many students are learning from home. We had a short stint of distance learning this month and the students handled it wonderfully. We took advantage of the opportunity to be home with an array of their own materials, by doing an supplemental science experiment. We did the classic egg/liquid experiment to test the function of the "cell membrane" and osmosis. Every student did a control experiment: placing a raw egg in vinegar for two days. Students weighed and measured their eggs before and after. Students recorded their observations of the shell dissolving and the egg absorbing the vinegar, proving their hypothesis correct, as the membrane controls things "entering and exiting" the cell. Students then began choosing their own liquids to affect the egg. Water, salty water, chocolate milk, dish soap, wine, gatorade, soy sauce, and many other concoctions were created. Many students persevered as their eggs broke along the way. Students enjoyed waiting and watching what would happen next. Sometimes science is abstract and hard to wrap your head around; other times science can be right in front of you, in your hands, and make perfect sense. Watching kids' excitement about their learning is certainly something to CELL-ebrate. Comments are closed.
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Elizabeth FerryMs. Ferry's experiences include teaching with the Peace Corps in Tanzania, teaching high school English in Maine, and this is her second year at PNA. She loves moose, outdoor activities, and being with her students. Archives
April 2021
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