Models and Interactives

            Models and interactives are a valuable tool in the educational process (Kenyon, Schwarz, & Hug, 2008). The topic that I explored was with seismic activity and earthquakes. Within this topic students used models of structures that were not made to withstand earthquakes and structures that were designed to be earthquake resistant. Students then compared and contrasted the models before developing their own structure they believed would survive an earthquake. Students also explored wave motion using slinkys as a model. They could then act out wave characteristics or use the model to demonstrate wave motion. Also students used interactives to explore the concepts of plate boundaries with respect to earthquakes. Students could manipulate the activity to see how stress built up in the crust and how earthquakes are formed. These models and interactives worked effectively at demonstrating and engaging students with the content (Kenyon, et. al., 2008). Students were able to apply the concepts in their formative and summative assessments; thus, indicating success with the outlined learning objectives. This showed that the instructional plan was a success as students’ demonstrated proficiency with the content. The only challenge that presented itself in the use of models and interactives was with pacing. The time needed to thoroughly explore the model or interactive is not always conducive to a period and needed more time than I allotted. It is a simple fix but something that will be considered in future applications of this instructional plan.

References:

Kenyon, L., Schwarz, C., & Hug, B. (2008). The benefits of scientific modeling. Science & Children, 46(2), 40–44.

Natural Disasters

Natural Disasters

Natural disasters can be a sudden and life-altering event. Over the past few years, two major floods have hit the northeast. The effects of these floods have been devastating in the short term while having long-lasting environmental and economic consequences (Tillery, Enger & Ross, 2008). My students have seen these effects firsthand and can relate to life-altering changes the flooding has caused. Thus students could do an open inquiry study of the pre-flood natural and social conditions of the area comparing and contrasting that with the post-flood conditions. They could then share ideas for preventing floods and methodologies for mitigating floods when they occur. As a part of their study they could choose an organization that serves the area in flood prevention and/or cleanup to interview and participate in the process. This would culminate with a creative presentation of their findings for self, peer, and instructor assessment. Each class would then nominate one presentation that would be presented at a school assembly/rally on community service. Local newspapers and TV stations would be invited to cover the presentations as well. The school could then vote on the service presentation they would like to participate in from the presentations. Then, depending on the logistics, a field trip to the preferred service project could be planned for the school to work together on rebuilding the community. This would serve to unify the community while providing a means of learning about the causes, effects, and prevention of natural disasters.

References:

Tillery, B., Enger, E., & Ross, F. (2008). Integrated science (4th ed.). New York, NY: McGraw-Hill.