Pam

I usually take into account the ability level of the student although this may not be the factor that makes their report not as strong as others. Some students simply don't put forth the effort required for an excellent report. I try to monitor student projects to make sure they are on the right track. In recent years, we do the great majority of work (if not all) in the classroom. If students take it home, it usually doesn't get done. I used to see some parent work, but I don't see that too much anymore. Sometime students just have a hard time getting going. Questioning them and having them talk out loud about what they are trying to accomplish can help with their project and sometimes with assessment.

Sometimes students have a hard time understanding what you are asking of them. It does take time for them to become independent thinkers and think outside of being told what to do step by step. I usually give my students some ideas of final projects, but also allow them the freedom to include their own ideas. I like how Phil said that his rubric evolved over the years. I have done an adaptation artistry project that was very successful. The kids had a great time doing it. They had a lot of freedom in how they did it, they just needed to include the required information in the format they chose. I think the first time doing inquiry projects is the hardest or with a topic you aren't well versed in. I just keep diving in because the students really benefit and enjoy these types of projects.

I looked at GLOBE data visualization. I hope to start looking at climate data for our area. Between the GLOBE data and CoCoRaHS data, I would like to have my students see how our climate is changing over time. Plus we will start tracking data at our school. It looks like you need to have an account to access the data. Both are free accounts. Students can pick rainfall, snow, hail, etc and compare how it has changed over time. They can pick another city and compare their data to ours. Lots of different options.

I like this idea as a class opener!

That is an interesting perspective that I had not thought of!

These are areas that I usually struggle with getting the students to understand. I really like how it is laid out in this curriculum. I have completed I Wonder boards...or started them rather. Usually curriculum has the kids ask questions, but everything is already laid out so their questions are sometime mute points. I will use these lessons to see if we can dig deeper without me telling them what to look for. Many of my students are so used to being told what to do, they have a hard time coming up with creative ideas.

I took rain gauge measurements for CoCoRaHS. My challenge is to remember to take the measurements each day and at around the same time. It is something that takes a while to get into the habit of doing. I am wanting my students to start this as part of a climate study I want to start for our school. We are also going to do some GLOBE protocols as well. I want students to be able to look back at data from our school to see how things are changing such as temperature, sunrise, sunset, leaves on trees, etc. I know we can't do it all, but I want them to start noticing these things and to know how to look back and see what happened in the past. I also monitor bats as they emerge from their roost during the warmer months for a local preserve. It is amazing to do this!!  

Haha!! It is hard to get everyone's buy in every day!

I tend to get overly excited about science as well!

I may have posted twice and couldn't find the first post!! I enjoyed the quiet listening part of this activity. I do enjoy sitting on my deck each day and listening to what I can hear in my yard. We have catbirds, robins, wrens, cardinals, cicadas later in the day. Plus during the day all of the neighborly noises. This is a calming practice that is good for kids to slow down and listen.