Week 1 Blogpost

 

1. In the lab, the first week of class, we were put into groups and did multiple experiments. After doing those experiments, we were asked the question, How can we support elementary students in learning about matter and its behavior? We were in groups of four and moved around from station to station, conducting different experiments and writing down our observations and questions. The experiments are illustrated in the images above. While they may seem simple, they definitely prompt you to think hard about what is happening and throw your mind into a loop. My first station was the ice melting station, and we were tasked with placing ice in a pot and placing ice on a wooden cutting board, then stating which we thought would melt first. Our whole group came together and felt the wood would melt the ice faster. After we found out that wasn't the case, it got our minds wondering about why the pot melted the ice first.  Then, when we made the Coke float, we discovered that the Coke can sank and the Diet Coke floated, which only confused us further. Then, when we came together and really thought about it, we remembered that Coke and Diet Coke are made up of different ingredients, which could cause the density of the cans to change, allowing one to sink and the other to float. All the experiments throughout week 1 of the lab got us thinking deeply and asking why. After being asked the question of the day, it made me realized that all the experiments done throughout class had to deal with matter and its different stages.  To answer the question of the day, I believe the way we can support elementary students in learning about matter and its behavior is by doing exactly what was done in class. We should use visual materials and hands-on activities to help students understand and ask questions about matter and its behavior. 

2.  I learned that K-2 have specific standards on matter. Students in the grades of K-2 should know the following things about matter: that matter can be a solid or liquid, matter can change shape, and that changes in matter can be reversible or irreversible, related to heating and cooling. I also learned that students can use their knowledge to make measurements of properties and make observations on the different properties.

3. 

    1. I learned the different grade band endpoints for PS1. A and PS1.B, and what our students should know/understand when leaving my future classroom. 

    2. This framework helped break down the different components of matter and chemical reactions into a way I could learn and gain information on what I need to know. 

    3.  There isn't anything I need more information on. This framework helped tremendously.

    4. None