Bridget
Forum Replies Created
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I'm with Martha, your details are helpful! I definitely like the idea of having the students practice the skills before heading outdoors. I would like to incorporate this program in the coming year and your list has given me some things to think about and start putting into action in regards to having others get on board/offer support.
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@April I'll have to get a copy of that version of the book!
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Wow! The picture you included says it all! The lesson definitely engaged the students! I can only imagine what each student shared with his/her family on returning home. I'll definitely have to check out the book you referenced.
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@Laura I agree that students need to practice the "I notice" and "I wonder" questions, both informing them and answering them! Brainstorming with fellow scientists is also a great way for students to build their confidence and understanding.
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I am planning on participating in Budburst with my students once school is back in session. I have participated in Feeder Watch in the past, and ended up being able to complete a Nest Watch by accident! The biggest challenge with Feeder Watch for my students was the time limit set up to watch the feeder (from the classroom window). I organized the day so that teams of students (two) would watch for 10 minutes a day. When the timer went off they came up with just about every excuse in the book to keep watching! For the Nest Watch, I have grapes growing on an arbor in my backyard. I went out to prune the plant and discovered a robin had set up home! It was great to be able to see her each morning, but I was not able to look inside the nest. Her placement made it impossible to obtain a vantage point without climbing a ladder (an no-no as a recover from knee surgery!) I could see the students launching into discussions regarding the relatively short time the eggs are in the nest before the chicks emerge. As a class we watched an eagle nest (web cam) every day and had the amazing experience of watching one of the eaglets break free from his/her shell! We stopped what we were doing and just watched, then erupted with great cheer! The students were fascinated (and quite worried!) that the mom and dad eagles were not at the nest 24/7 and that they didn't spend years with the baby eagles. It led to a great discussion of how different species require different and varied amounts of care to reach a level of independence.
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We can be catalysts for students to observe and wonder by modeling observing and wondering ourselves! It is important to support and guide students to question and wonder. With a tendency to have them spend time in school with memorization drills, read and regurgitate, etc. it can be unnerving for students to be 'let loose'. Although it can seem like such an easy thing to do, students do need to be guided in how to observe, and to enjoy the beauty of observation.
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What stood out to me the most when creating my sound map is how loud sounds were that originally seemed so quiet! By closing out the rest of the world (and I did this at 4:15am when the rest of the world is still asleep!) the sound of the neighbors running bird bath, which I typically don't hear during the hustle and bustle of the day, seemed to grow louder the longer I sat with my eyes shut! I definitely think students should be taught how to quiet themselves to realize the richness of the world around them!
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I too agree that getting students outside and actually seeing the world around them is of great importance. I plan on incorporating times to not only hold classes outdoors, but to set aside specific times to explore our campus and incorporate an 'I Wonder' board so that students have time to observe and pose questions. It will be important for students to feel supported in their questioning and that it is not a matter of being given an answer but allowing the students to explore, question, collaborate, discuss, and investigate. I am understanding the power of having a outlet that is led by students instead of having everything teacher driven.
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It is important to keep all three of the teaching practices in mind, and although I don't teach science this thinking is important in all subjects. The one that I model and will continue to model is to allow the students to be the expert in the area of study. I have found that too many students are apprehensive about sharing what they know due to being fearful of being incorrect. It is so important for learners to be comfortable sharing ideas and information and to lead others. I know this will translate to interactions they have in other classes because their thinking, knowledge, voices are important!
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I have had my students participate in the Project FeederWatch with much success! The students built their own bird feeders based on their own designs (taking into account need for a perch, area of hold food, etc.). It does require the ability to have time available for students to build and rebuild when they find something that does not work. Their observations of birds using their feeders was also interesting and varied. Some students had never taken the time to notice the birds in their own backyards! We even designed and hung a feeder that we could watch from the classroom window (helpful for those whose parents did not want to actually hand the feeder). The students soon realized that birds are not the only creature that visited the feeder - we also had a squirrel that regularly visited whom the students lovingly named chubs. Due to a change in my classroom location (second floor now!) I am planning on incorporating the Project BudBurst in the coming year.
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In my 5th Grade class we read, as a class, "The Boy Who Harnessed the Wind" by William Kamkwamba and Bryan Mealer. We read the book two chapters at a time, take time at after each section to not only reflect on what we had read/learned, but to wonder about what was to come. As the story progressed the students also took time to think about a variety of questions: How would William's life improve if he was successful in his creations? What items would be most beneficial for him to find in the dump? What would be the best way for him to use them? How did the weather conditions of the area he lived make things challenging? The students truly came alive as we took the time to ponder before continuing to read. It was almost as if they were working side-by-side with William. One student even commented, "I didn't know a book could be read like this!" Unfortunately COVID restrictions did not allow for an experiments to be carried out, but in future years I would like to incorporate the students having access to their own 'dump' to gather items to build a windmill so they could experience some of the things that William did and understand his love for science and learning by being able to make mistakes and therefore improvements!
