Reflection: Modeling Earth Science

Exploring Earth through models and inquiry enabled me to integrate all content areas and dig deep into the core of the earth to summit of mountaintops and the rivers which flow from them. To pique the interest of my students I began showing magnificent photographs of geological forces which shape the world. This assisted in building background knowledge for students who have never seen a mountain, tectonic rifts, or hydrothermal formations, and allowed me to address expand upon modern scientists not only explore, but capture Earth’s natural processes after extended periods of photography. We discussed the insurmountable amount of research that takes place as the knowledge of our planet is still quite a mystery and is constantly changing.

My goals for these lessons were met. Great consideration was given to the diverse needs within my classroom. The differentiated activities helped students successfully demonstrate their understanding of concepts relating to changes to the Earth’s surface through nonfiction reading, writing summaries to determine the main idea and details, creating models, and critically thinking and dialoguing with peers. Allowing students to teach the concept of a river’s run and how it changes the surface of the Earth to kindergartners was remarkable. When students can confidently teach a concept to another, objectives have been successfully met and skills have been mastered.

Making connections and accessing prior knowledge through multiple intelligences activities were excellent means in which to acknowledge each student’s strengths prior to commencing this unit. Continuing by giving students choices to freely investigate interactive websites and simulations and conducting investigations via open inquiry enthusiastically engaged every learner. “By designing a unit grounded in choice, we allow students to become agents in their own learning and increase their motivation for learning in the science classroom (Dotger & Causton-Theoharis, 2010).

As I indicated on the lesson plan template, the only area I would change would be to allow for a great amount of time for this unit of study. Understanding Earth and the changes past and present, encourage greater scaffolding and comprehension to other scientific concepts. Reflecting upon the lessons completed, I believe starting with Earth’s inner layers then continuing through space would be a fascinating year-long theme connecting science, technology, math, engineering, and reading. The more connections we present to students the greater sense they make of their world.

The inclusion of the models ignited every student. Teaming students with various abilities created a deeper sense of self and an appreciation for the differences in others through interactive learning experiences. Creating models allowed students to creatively demonstrate their understanding of the content and maximize their learning.

References:

Dotger, S., & Causton-Theoharis, J. (2010). Differentiation through Choice: Using a Think-Tac-Toe for Science Content. Science Scope, 33(6), 18-23. Retrieved from ERIC database