The concept that made the biggest impact on the way I see the world was the Chesapeake Bay unit in my 7th grade science class. I chose this because it taught me how incredibly damaged our world is. Every creature on earth affects us one way or another and they can help us in the long run. Also, that unit taught me how much littering hurts the world
“The only person who is educated is the one who has learned how to learn and change.” - Carl Rogers. The current education system has only met simple requirements of the state and does not fully seek to bring out the potential in each and every student. It may find the simple flaws of the young scholars and fix those flaws to some degree, but time can also heal a once broken wing of a fallen hatchling. Simply because this hatchling has wings, it does not mean it has taught itself the ability to fly. Yet. In today’s education system, we must begin to teach the students to "fly" by teaching them to “question everything”, to be aware of what is happening in their surroundings, and how to apply what they learn to real-life situations.
Every 98 seconds, an American experiences sexual assault. But America does not talk about this.
A book that I believe has helped me grow as a student and person, while also preparing me for the future is Brian Grazer’s autobiography, A Curious Mind: The Secret to a Bigger Life. Brian Grazer is one of the world’s most successful film and television producers and, in his autobiography, he talks about the secret to his success: curiosity and, more importantly, how to use it. Throughout the book, he demonstrates how he has used curiosity to help propel him through his career. His lesson is clear, ask a question and find the reason for the answers. By doing this, individuals learn about a subject in greater depth. They understand opposing sides to arguments, learn why someone has their beliefs, and grow their opinion.
Attention-getter: From a old Latin story from America, this old farmer went out to check on his goats. Well, all of his goats had two puncture wounds in their necks with all the blood in the goats were sucked dry. Then a few sheep herders were coming up with all their sheep dead as well.
In “Positive Stereotypes Are Hurtful, Too” Hailey Yook explains stereotype is a belief or idea that people think, it can be positive or negative meaning. In this story talk about “You’re so Asian.” People think all Asians are smart. That is the positive stereotype. But on the other hand, it can make pressure and pain on people who are stereotypes. In this case, when people expect someone because of their race. When they can get an achievement, people see that because they have good genes. That means good genes can make successful without efforts. While if they cannot do it well that can make people disappointment and insult on them, which makes many stress and shame.
I got out a pen and paper and started to write this story. After R and R I had science. Science was the usual. Our teacher taught her lesson but as usual nobody understood it. I was the smart one but I said I didn 't understand it so we don 't get homework. See I 'm smart.
When I was reaching inside the paper bag to find the unknown kitchen object brought by one of my classmates, my curiosity was building up. The moment I took a good grip of the object, I knew what it was. It was a simple bag clip. At first, I was slightly disappointed since I have expected to find something unusual and exciting. However, as I was examining the object, I realized that the complexity of the object did not truly matter. What really mattered were my observation skills and ability to find something interesting even in a seemingly dull object.
It was a silver microscope with plenty of instructions on how to use it and what all of its features were. Since of that moment, I dove into the scientific world and all its’ wonders that surround us. The following week I went to my teacher and she explained everything I didn’t understand about the instruction manual and where I could find books that would let me understand more about anything I could study under a microscope. Until I found a book all about bugs and for my tiny hands it was a ginormous book to read that also had pictures much like the current books they would make us read. As for what I called my “experiments” (seeing weird bugs under a microscope) I read more on insects, especially local ones I would find a lot of in my garden or in the basement. I even learned that the complicated names the insects had in parenthesis were in a language called Latin, but I ignored that immediately thinking two languages were already too much for me to handle. Without paying attention to it, and being stubbornly stuck on my favorite science books, my reading got better over time and soon enough I was at my own reading level that was meant for my age. It was an everyday thing now, where I would read continuously for an hour on a particular insect that I captured in the morning and would then smash it so it would stop moving and I could
I chose Apollo Missions because it was something I knew I could relate to. In my research I came onto a completely different discovery.
I think one of the primary things I need to make clear is that I don’t do pink. Also I won’t stand for you borrowing my clothes. Don’t do it. I only own t-shirts anyways.
Two activities that I have enjoyed very much during this year’s Summer Bridge, are trying the Breakout EDU with Mr. Ochoa and building a rocket with Mr. Tobias. I think these two lessons have been fun because they include hands on and teamwork. The Breakout was interesting because it allows me and my classmates to work together and try to solve puzzles. It helps me think outside of the box and stay calm and try not to force stuff to work the way I want them to. The rocket building was also to my interest because it allowed me to create something out of normal reach. It provided knowledge that I did not know before and helped my science passion grow some more. These two activities are educational as well as fun, which I hope can later help
Science can help children to become scientifically literate by allowing a broader knowledge of key issues and ideas that may impact them (Laugksch, 2000; Cooke and Howard, 2014). In order to underpin scientific enquiry there is a need to increase children’s appreciation and common understanding of the nature of science (Cutting and Kelly, 2015). This is reflected in the National Curriculum Department for Education (2013), where scientific enquiry now known as ‘working scientifically’ is known as the methods, nature and processes of science that every year should understand. Cooke and Howard (2014) further adds that, scientific enquiry should not be taught separately, but instead should be implemented in all areas of science. Roden and Archer (2014) support this idea, explaining that ‘working scientifically’ should be seen as equally important to the development of conceptual understanding, therefore should be implemented throughout the science curriculum. It is evident that in science lessons, children should always have the chance to use scientific
I learned that science fair projects let students learn, use, and demonstrate the importance of science and the reason behind why things happen around us. As a future educator, I took away the idea that a student’s science project reflects what they enjoy and are interested in. I learned that students need to be prepared for active learning and given the opportunity to enhance their own learning. Rather than simply completing a project to fulfill an assignment, I learned that students need to emerge with a broader view of the importance of their research. After conducting interviews, I learned that students need to value science outside of the classroom and reach beyond the classroom. One student produced a rocket that he built himself to see how far it would fly, I asked him if he wanted to work for NASA one day and he replied, “I want to not only work for NASA, but develop an eco-friendly fuel that helps produce the most effective rocket to go into space”. This connects why I want to be a teacher and the idea that ALL students have their own personal interests. I want my students to learn about their passions, find their passions, and to see that science can be
Teaching science as inquiry has the potential to be more relevant to students than other forms of science instruction because it engages students in negotiating their own understandings with science and approximates how science is practiced (Dewey,1938). Dewey’s perspective on science education focused on solving real world problems based in children’s experiences. He argued for an inquiry-based, student-centred education where the role of the teacher was to guide and support students in an active quest for knowledge (Dewey 1938). Inquiry-based instruction has potential to improve both student understanding of science and engagement in science (NRC, 1996). Further, inquiry-based science teaching has possibilities of engaging all students, including those from underrepresented populations in science, in understanding and becoming motivated to learn science (Capps D. K., Crawford B.A. and Constas M.A.,