Wednesday, February 23, 2011

Class 16- February 23, 2011

  In class today, we are suppose to be doing stations. We started the class with Dr. Smirnova's husband Micheal Edelstein virtually coming to our class. Professor Edelstein is a professor at Ramapo College in Mahwah, NJ. He is an environmentalist. Then Dr. Smirnova tried to talk to her son Boris Smirnov who is a web analyst for Hertz. 


  The microteaching of the day was from Amanda G. and Alica Conroy. There microteaching was on heat. On the board was written this chart that is listed below. The answers below are about heat from my classmates. 

Know

Want to know
How will you learn
·        it comes in waves

·        where does heat come from

·        experiments

  • form of energy

  • what is heat used for

  • book

  • heat rises

  • why does heat rise

  • research online

  • heat comes from sun


  • observing



  • interview a scientist



  • Google it





  We  (the class) also saw a video about a balloon in cold and hot water. 


   After the microteaching,Dr. Smirnova explained about the Google talk and the chat that we can have on Google Docs. Katharine asked about having a conversation on powerpoint when pulling up the chart is only when viewing the powerpoint.  Dr. Smirnova asked if any of the groups were ready to go today.  Dr. Smirnova clicked on one of the groups project under Google Docs. Dr. Smirnova opened up groups 6: Pink Flamingos station and Amanda B said that they were not done. Dr. Smirnova said showed us how Amanda is viewing the document and how to have a chart on the side. Group 5 the Bill Nyre group was ready today. Nicole said that Group 3 my group was ready to go today. 


Stations: Group 5: Magic Balloon and Group 3: Buoyancy with Boats. 


  Group 3 Experiment: We (Dana, Catharine, me, and Nicole) first had ten minutes to set up and test the experiment before sharing the experiment with one of the other groups in the class. Group 2: Global Warming Crusades and Group 1: MST Manics did our experiment today. It was a learning experience because normally all the 6 groups would be doing each other stations but not all th groups were ready so our group and group 5 could observe and see how our classmates do our experiments. I learned a lot from the experiment. With the first group which was group 2: Global Warming Crusaders, for our experiment we (Nicole, Dana, Catherine, and me) did not have them predict how many pennies their boat would hold before sinking but for the second group: Group1: MST Manics we (Catharine, Nicole, Dana, and me) had the group predict. I also learned to have people measure the boat before putting in the water. So our group decided at the end of class that we (me, Dana, Nicole, and Catharine) are going to update our sheet to include more information based on what we learned from the two groups that did our experiment today. We  (me, Dana, Catharine, and Nicole) are going to include: prediction question, include the name, group name, and date to the sheet because the worksheet I printed did not have that information. So I told the groups for today to put their name, today's date, and the group name. We (Catharine, Dana, Nicole, or me) are also adding CBC to our Google Docs. We (Dana, me, Nicole, and Catharine)  also recycled the aluminum foil to help better the environment and to be green.We (Dana, Nicole, me, and Catharine) started the experiment with beakers filled with water but saw that was not working out so we then decided to use bowls filled with water with the MST Maniacs. When Global Warming Crusaders did the experiment Sandra and Amy used a bowl while Ashley and Joyce used beakers. The beakers also made it harder to get the boats out once the boats sunk and got water everywhere. So the bowls were a better plan can fit two boats in the bowl and not too much water spilled out. We thought for next time and we did do it with MST Maniacs, we (Nicole, Catharine, Dana, and me) told the participants to not count the last penny put in that made the boat sink.


  While the experiments were going on the other groups not doing the experiment or station had computers and were working on their stations for Friday. 





The importance of using a KWH or KWL chart is as follows. It is a good chart to use to assess what children know, want to know and want to learn on a certain topic. As a teacher I would use this chart at the beginning of the lesson. The students will do the chart on their own first for five minutes and then after the five minutes I will ask the students in my class to give me some of their response that the students wrote in their chart for each column so I the teacher can write it on the board. 



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