Science in the Field
9/28/2019
Science is often a favorite subject for students: it is, after all, the study of how our world works. Some of the earth science standards in grade 5 ask students to form answers to questions such as: "How much water can be found in different places on Earth? How does "matter" cycle through ecosystems? Where does the energy in food come from and what is it used for?” We work throughout the year to understand how Earth’s systems, the geosphere, hydrosphere, atmosphere, and biosphere, interact; to develop ideas about how plants get their energy for growth; and to understand what that means for Earth’s animals. We work on understanding patterns, cause and effect, and system interactions. And we study and develop skill in using models, planning and carrying out investigations, analyzing and interpreting data, communicating information, and engaging in argument from evidence. Teachers spend a great deal of time planning classroom experiences that will lead to these understandings, to growth, and to independence. We design learning activities, models, and labs. But there’s really nothing better than hands-on, “out of the classroom” experiences, so we were very fortunate to be a part of the pilot Anchorage Outdoor School session this week in beautiful Portage Valley. Students worked with scientists from various organizations in Alaska to conduct field studies and learn in the incredible natural environment of a glacier-filled valley. Students likely came home this Thursday talking about games, songs, sleeping in a museum, eating s’mores, performing skits, and skipping stones into Portage Lake. They probably talked about earning beads for their tree cookies, trying new foods that they may or may not have liked, making friendship bracelets and moose calls, playing in the rain, or hiking. But they may not have mentioned that they also learned critical science vocabulary; practiced their observational skills; took copious notes; examined aquatic life; created mental models for big science ideas; and formed hypotheses and conjectures about the natural world. They graphed data and made scientific sketches. And they probably didn’t tell you how much they benefited from being stretched out of their comfort zones. They worked with dozens of new people and slept in unfamiliar surroundings. They experienced some discomfort; they worked through challenges. They earned compliments from their field instructors for their intellectual curiosity and engagement. Our students truly lived the PNA mission this week: being independent; being exceptional learners; showing courage. 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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