Simple Simple Machines Scavenger Hunt

After having lessons on the six simple machines, Kent and I wanted the kids to expand their understanding from the examples we had in class.  We made them a table with a row for each machine and one for compound machines.  They were to list examples they saw in their environment.  We gave them some time in the class then walked them around the school and went outside to the playground. Finally, we went for a walk around the neighbourhood.  They were observing, questioning, debating and noticing more things than I'd have imagined.  It was quick ansd simple and they always enjoy being outside.  Today we went to the S.S. Sicamous and students were noticing simple machines around the boat.  It reminds me how great it is when we can get them out of the class to apply their learning.  Just a little shift in how they see things.

Science Explaining What Students Know

We're into another science unit, this one is simple machines.  Again, being years since I've taught science, I didn't want to do the same old, even if it did involve more hands on than other topics.  Our first task was to explain force, with reference to friction, slope and load.  We spoke briefly, putting the terms on the board and telling the kids we would be having a lesson outside.  Afterwards, they would be using the given terms to label a 'doodle' illustrating the lesson. 

We took the kids to the sliding hill with a sled and a mat.  With students making predictions and observations along the way, we had one child, then two, slide from a marked point where Kent and I held them back.  This also gave us an opportunity to introduce potential and kinetic energy.  We repeated this with the slide, the smooth side of the mat and the woven side of the mat.  They could easily predict what would happen so they were just getting the science behind what they already knew.

Back

A second year participating in TADL had me looking at my new students considering who might be the best one to track.  As I started to get to know them I saw there were more than a few that would be considered at risk.  Although I have to admit feeling a bit exhausted before we really started, I was also relieved knowing that planning TADL would make the year the best it could be for me and all the students regardless of who I tracked.

The first Science unit I have taught in years, being that I returned to full time, was on the human body systems.  The amount of information seemed overwhelming to me and I worried how we could teach this keeping everyone's focus and understanding.  I felt encouraged after my planning session with Kent and Jeff.  After that Kent and I met for a detailed planning session for the launch and each of the body system sections of the unit.  Each time I was excited and clear about what we were doing and why.  We were able to address all the learning outcomes and balanced some non-fiction text reading skills and experiments with games, songs, videos, models, parodies the kids wrote and even the dissection of a roasted chicken.  We will have to post some of those classes if we can figure out how to attach some of the videos.  We ended with a Jeoprody study game where the kids wrote the questions, I typed them out and Kent set them up on a computer Jeoprody game.  The summative test was comprehensive and many kids aced it, some did very well and a few totally bombed.  Although I was discouraged that anyone failed, looking at it TADL made me consider that the format (which was not conventional) may have confused them so I chose to reassess them using a different format and had much better results.  I am very happy with the success of the unit.

I still feel exhausted but I am passing out with a satisfied grin.