juliannrosizky

week 13- “Can the "$100 Laptop" Change the World?

Thu, 10 Apr 2008 20:15:12 GMT

What first attracted me to this article was simply the name “Can the "$100 Laptop" Change the World? For someone who is not familiar with what One Laptop per Child is, may very well be intrigued to read more about this $100 Laptop. Don’t you think? For myself, I was personally more interested to see how they could see this Laptop and see their reasoning for changing the world with it.

This article first talks about how these computers are going to be launched in schools world wide (starting somewhere in the very near future). I believe it is very beneficial for parents and teachers to be very well educated on OLPC, as it “is not just any laptop, but one designed to challenge our pre-conceptions of what a personal computer can be, and of how it might be used to teach our children how to learn”.

I find it amazing to read the special features and what OLPC consists of. It is very child friendly, especially with the bright colours, and the rounded edges. Being able to see one in person, really made me interested to research articles on this topic. Before this class, I was not aware of this computer, and probably would not have been aware of this if it hadn’t been for this course.

Throughout the article, it amazes me more and more. The thoughts and ideas that went into making One Laptop per Child astound me. This is completely child friendly, and I do believe and agree with the article in the way that children will be able to experiment with this laptop, be creative, and complete creative projects on it.

This article also talks and mentions faults in which this laptop may have. In order to sell this laptop and not have any complaints in the long run, I do believe that it is very smart of them to list some of the difficulties or errors they have run into when producing this item.

Growing up, I believe that such Laptops would have been very beneficial in our classrooms. Becoming an educator, I am very happy to have learned about this now, so that I can familiarize myself with it before it reaches the schools. However some schools already have some problems with it. The article states that "Educational systems that teach to standardized national tests mean that the emphasis is on making sure a percentage of students learn enough information to pass the national exams, and less on learning through self-guided exploration, which is what the OLPC project is designed to enable." Such schools that follow the educational system should be more open minded, in my own opinion. I believe that introducing this program will not harm the children, but will only open a new window of learning for them.

Word Count: 467

Week 12- Music and male teachers: Marching to the beat of the men's movement drums

Fri, 04 Apr 2008 16:00:02 GMT

Music and male teachers: Marching to the beat of the men's movement drums

What first caught me attention with this article was the title “Music and male teachers: Marching to the beat of the men's movement drums”. This article talks about how boys are considered underachievers, and how men teachers are over powered by women teachers. In talking about how boys are underachievers, in comparison to girls, I believe this is a false assumption. Teachers need to make sure they do not treat the boys and the girls in the class as different, as all children should have the same education opportunity to learn. My question is, has any one, in their placements seen boys and girls being treated differently than girls? And if so, in what way? As well, from my own experiences with teaching at schools over the years, I have not seen many male teachers in the classrooms. This year, for the first time, there has been more than a handful of male teachers, which I believe is very beneficial to a classroom. Not only can the boys finally have a male role model in the classroom, but male teachers also provide the children with the same education as a woman teacher can.

Such a quote as this one… “Central to the argument is that boys are currently out of control because they are lacking suitable male role models. Thus, there is an ever increasing demand for there to be concerted attempts made to attract men to the teaching profession, and especially in those areas which have been deemed as 'feminised'.”. Do you think that this statement is correct, or incorrect, in the sense that boys seem to be lacking a suitable role model in the classroom, or do you think that there is a fine line between teaching a child and being a role model to them? I believe that both parents and teacher need to work together to role model for the children. It is not only up to the teacher to role model, if the child is not getting adequate role models at home.

The only relation I found in this article that had to do with males, and music, is that if a school hires a make music teacher, it may decrease the amount of fooling around, caused by the students. It is true, from my own experience; the males have that dominant voice in the classroom, which gets the attention of children faster than it would take a woman…and if the children are interactive with music tools, loud music will be made. Male teachers will be more able to calm the students down faster and quicker than a woman teacher. Do you agree?

Word Count 450

Chapter 11- “Turn up the music with digital technologies”

Fri, 28 Mar 2008 16:00:47 GMT

I choose this article firstly because the title caught my attention when searching for an article. The title “Turn up the music with digital technologies” initially brought up the idea of how music has grown and developed the way that is has. I still remember growing up; I was begging my parents for a record player. Then came a walk man, disc man, and now everyone has I-pods, or cell phones that play music.

I believe that children growing up in elementary schools should have the opportunity to have music class. This article states a lot of very true and interesting facts…some in which I did not even think of when I first think of music. For example “Music is one of the multiple intelligences described by Howard Gardner (1993). Music intelligence is the ability to produce and appreciate rhythm, pitch, and timbre and have an appreciation of the forms of musical expression. Music is for the whole brain and possibly the first of the intelligences to develop”. I believe, coming from an Early Childhood Education background that if children are first learning the English language, music can help with learning words. This will in turn help them express themselves. Children will be listening to music, and will be able to pick up meanings of words through the rhythm and beat of the music.

This article also makes a very good point that music can set a mood in the classroom. If a teacher is dealing with a busy and very loud classroom, he/she should try playing music...and see what happens. From my own experience in placement, I was placed in a very loud senior kindergarten class. The teacher and I tried everything we could to get them to settle down, when it came to doing work, however nothing seemed to work. She then had an idea to bring in some soft, calming music. Right off the bat, the children we quiet and were listening to the music. This not only made the room quieter, but the children seemed to calm down a great deal, as this music set “the mood” of the classroom.

“Music can open the mind to learning across the curriculum and pave the way for independent learning. Music embodies the multiple intelligences described by Gardner (1993). This quote from the article states that music can be learned and taught in many different ways. Children, whether they are listening to music, making their own music up, or even playing around on the internet use a part of their brain that requires complex critical and creative thinking. If the teacher can incorporate music into his/her classroom once or twice a week, the children will be able to use their creative thinking in ways that is not only obvious to the teacher through writing or reading. They will be able to explore music in many different ways, if the teacher provides opportunity for them.

Word Count: 485

Chapter 10- assessing meaningful learning with technology

Thu, 13 Mar 2008 16:19:33 GMT

Right off the bat, this chapter was talking about alternative assessment and authentic assessment. It confused me a little bit at first, however when reading through the first few pages; I came to understand the differences. Personally, I believe that authentic assessment is less acknowledged in classrooms, as alternative assessment seems to be easier to mark and distribute. Fro my own experience growing up, I was always much better at showing that I understand how to do something by actually “doing” the activity/task. However when it came down to doing tests which tested everything together, I, for some reason, always froze up and could never remember anything.

Technology assessment can indeed work to benefit a student in the class and a teacher. “formative assessment- that is, gathering assessment data quickly and easily only to determine if learners are “getting it” (not to record a grade), potentially revise instruction, and then move on” (pg. 219). This type of assessment in my opinion is a wonderful way for the teacher to keep track of all the activities he/she is doing, and to get a quick overview as to if it is working for the classroom, or if I needs to be revised. I believe that even in a younger grade level, this could be very practical for a teacher. This technological assessment is not used to grade children, therefore, teachers should use this to make sure that their lessons and activities are working for the children in their classroom. Over many placements in which I have been in, I have seen teachers observe children and keep a mental note on how they are progressing. I think that if they are able to take the time to set up an assessment on the computer, this will not only show “visually” how they are progressing, but will also come in handy when it comes to parent-teacher interviews. The teacher will have past experiences and progression that that child has made throughout the past week, month or year.

The last thing I would like to hit upon is the technology based rubrics. A lot of teacher, I have found use rubrics as an easy way to assess and make children’s work. Even in university, I still see professors use them. I believe that teachers need to be very careful in how they use them. Rubrics can be a very good and clear way to make an assignment of a child’s work, however rubrics are very precise and leave very little or no room for a teacher to comment. As well, most rubric either show if the child “got it”, or “didn’t get it”. I find it can be very white and black. Teachers, if using a rubric must make sure they it is appropriate to their particular activity or assignment.

Word Count: 465

Chapter 1- What is Meaningful Learning

Wed, 05 Mar 2008 23:40:16 GMT

Chapter one hits upon a really strong and important message right on the first page. It states “In order for students to learn meaningfully, the must be wilfully engaged in a meaningful task…tasks that require intentional, active, constructive, cooperative, and authentic learning processes will result in more meaningful learning” (p. 2). I believe this is a very true statement, as I have experienced in my own placements, that children who are engaged in work, in which they are thinking about, and that is new to them, learn a lot more than children who are placed with busy work in front of them. The children who are working from worksheets are far less likely to experience meaningful learning as if they were engaged in some sort of manipulative activity that taught them the same lesson/outcome. In my placement right now, I am in a grade one-two split class. My teacher does not like to use the computer in her classroom, as she finds that the children spend way to much time in front of the T.V and computer at home. I find myself that they are always restless, and always need something engaging to do. With this being said, I try, myself, to stay away from any computer activities, and try to make up some activities in which will allow the children to participate in hands on activities which will have a meaningful outcome.

I believe that technology/computers can be a great resource for children to learn from in school. As the text book states that educators have almost always tried to use technologies to teach students the same ways that teachers has always taught (p. 6), I believe that computers can teach children, but not the same way teachers teach. Teachers have the advantage of allowing the children to learn with manipulative, and not sitting in their desks the whole time. Where as, computers allow children to navigate and play educational games, the child is still just sitting in one spot the whole time. I think that the use of computers in a classroom is important for children to experience, however the amount of time a child spends on the computer should be monitored/watched so that the child is not spending the whole class period sitting in one spot…in front of the computer.

After reading this chapter, I finally got the understanding that technology can support meaningful learning when students lean with the technology…not from it. I do not believe that teachers (especially in a younger grade level) should relay on computers or technology to teach a full out lesson to their classroom, however to use technology in a way to help foster and aid children’s thinking, problem solving and reasoning. There are many constructive ways to introduce technology into a lesson…however it is up to the teacher to figure out what works with the lesson and what is appropriate for his/her classroom.

Word Count: 483

week 8 - on line articles

Wed, 27 Feb 2008 22:26:00 GMT

I really enjoyed reading this article, due to the fact that when I was little, I was always interested and intrigued by cameras and movie cameras. The article questions the reason as to why children are so interested in cameras. As they did their study, they found out that most children, under the age of six have taken a picture with a camera at least once. In my own experience with working with children and being a child myself, I always found that it was the excitement of trying something new. I always saw my parents and other grown ups using cameras, and I believe this is what drew me into wanting to take pictures myself. That, and the fact that it involved pushing a button. As everyone knows, pushing buttons can be a huge thrill for younger children (just like pushing the buttons in an elevator). I don’t personally think that when children use a camera at such a young age, they have any concept of what they are doing. When we were growing up, this was probably more evident, due to the fact that digital cameras were not invented. When I took pictures, I was simply taking them because it involved “pushing a button”. Now, however, children can take a picture, and look at it right after. It is much easier for them to pick up the concept of snapping a picture, where as without digital cameras, children would take pictures, and once they were developed, the child has probably forgotten all about it.

Throughout this first article, I found their findings very interesting. It was very interesting to me to see which age group took more pictures of their friends, and which age group took more pictures of their surroundings, animals, pets, etc. It seemed as though as the children got older, they took more precise pictures. This makes me ask the question as to: who taught them how to take pictures? At some age point, the child has to realize the true concept of taking pictures, however if no one teaches them, how do they find out. Going back to when I was younger, I remember taking pictures just for the sae of it, however once I reached mid elementary school age, I started taking pictures of friends at school, interesting things I saw on trips, etc.

This article was very different from any of the other articles in this class. I found it very interesting to see their results from their study and to read about what the children thought about their own pictures in which they took. I think it would be a very interesting and fun activity to do with my children in placement, but to give them a camera to use on recess or within a period of the day, and see what they capture on film.

Word Count: 475

Chapters 8 and 9

Wed, 13 Feb 2008 20:47:34 GMT

In reading the first chapter (chapter 8- Designing with Technology), I found the topic “Drawing Design Ideas With Computer-Aided Design Software) to catch my eye immediately. A bunch of questions and concerns entered my mind as I was reading through it. Firstly, the CAD program does sound very useful; however at what age should you introduce this program to children. I am not familiar with this program; therefore I do not know how elementary or primary this program is. I find that in a lot of my readings, I am learning something each week, however I am always asking the same question…and that question is always relating to the age of a child. I, however, do believe this program can assist children in graphing and organizing their work, in order for teachers and other children to read it. But, I do not think it should be used on a daily bases. Part of learning, for children, is doing things by hand. Even though the children are designing this “on the computer”, children (especially at a younger age), may need work on their penmanship. I find that using this program may be an easy way out for many people. For example, a quote that really struck out to me was “All this is done using a pen that never runs out of ink, drawing lines that never waver, and writing text in the perfectly readable script that only those who put many years at the drafting table every master” (p. 172). We as educators should be promoting children’s writing on a daily bases. We do not expect perfection, as there is always room for improvement. A child who “draws lines that waver”, can fix that with a use of a ruler, and for a child who’s “pen/pencil that runs out”, can always get another one.

This program however is a good idea for students, as it could help them organize their ideas in a way that they are not always erasing and going back to draw on top of. It seems as through it is an easier way of producing and working through a “long term” project in which they can save, and keep going back to over time. It as well has a lot of fun and interesting things in which students and adults can have fun exploring with.

While reading chapter 9, it brought me back to my High school years when it was talking about graphic calculators. I believe that technology is incorporated in math in the way we use calculators. For some simple equations, I believe that students should use pen and paper for, as we are slowly relying more and more on calculators, however, the graphing calculators provides linear lines, symbolic representation, numerical representation, etc. Students who are graphing and entering a lot of data, graphing calculators are en excellent way of providing a graph, in which students probably would not figure out using pen and paper.

Word Count: 491

Chapter 3- Experimenting With Technology

Tue, 05 Feb 2008 00:27:11 GMT

While reading this chapter, I found a lot of things very exciting. Firstly, I was very intrigued by this Microworld. I love how the book quotes “The computer should be an object to think about” (p. 45) Saying this, this program, from what I got out of it, teaches peoples/students to “think” about real life situations. Even though Microworld may take some people longer to develop the basic skills, in order to manipulate through it, I believe that with the amount of time spent on the computer, people/students will become proficient at it. I believe that teachers should feel very comfortable teaching a wide range of subjects, including the computer. As of right now, in my placement this year, I am doing a research project with my children. They are researching information about all types of Canadian animals. I have gone out looking for a bunch of books for them, and photocopied some information, however starting this week and I beginning to get them on the computer to research some more information. If a teacher does not feel comfortable teaching children the basics on the computer, I believe that children will fall behind in some aspects. I am aware of some children who do not have a computer at home, however technology is growing very quickly and I believe that our society as a whole are becoming more reliant on computers than ever before.

The second thing that I enjoyed reading about was everything that was included within the Microworld. Even though some of the subjects (interactive physics, simcalc) do seem advanced for children in the lower levels of elementary school, children will sit at a computer and click around. They will figure things out, and even if they do not understand it, I can almost guarantee that it will be interesting for them. For example these programs show graphs. Students at a younger grade level have not been working with graphs before, therefore if they create something they are not familiar with, they will feel a sense of accomplishment and want to share it with the rest of the class.

The last thing that I really enjoyed reading about in this chapter was about Sim City. While reading about it, it got me thinking about activities I can do with the children in my placement. They all live around an area in which is very urbanized. The chapter made an example of how the children can make decisions about land use and transportation. In an around mostly any part in Toronto, children are aware of transportation and their surroundings while riding or walking to school. I think that an activity like this one could benefit most children as they can relate it to real life.

Word count: 456

Chapter 6- Community Building With Technology

Mon, 28 Jan 2008 22:42:47 GMT

I really enjoyed reading the dialog that the mother and daughter had on page 100. I believe it is very important to explain to children that technology was not like it was a 100 years ago. For some villages (like the Africa village in the dialog), they used to bang drums to get messages back and forth from one another. Now, since technology has progressed and developed, we are used to instant messaging and/or e-mails. The chapter states “The internet enables communities to move beyond geographical boundaries and provides a vehicle for people around the world to interact and learn together” (p. 100). With the progression of technology, and the invention of computers, people all over the world are able to connect with one another, and have limited amount of resources at the tips of their fingers.

I still remember my first computer. I was probably in grade 3 or 4. It was for sure the highlight of my Christmas gifts that year. It’s amazing to think how much the computer has become part of my daily routine. Before having a computer, I can’t recall my parents even having an email address. 10 years later, it’s astonishing how much people rely on the computer and internet for resources, or simply communicating with friends.

I was very interested in reading about the Wikis, however it did confuse me a little bit. While reading it, I kept questioning myself as to what age group this is for. It never mentions an age range in which this program would be best suitable for. By the looks of it, it is for an older range of children. In saying that, I wonder if there is something similar to this that younger children could interact with. I do however like how “their basic form is open-ended with little built in structure to direct students’ contributions” (p. 111). I like how children are able to work on their own and discover new things on this site. As mentioned in the chapter, children are encouraged to be creative, however teachers must be aware of too much time spent on the computer, as some children’s time will be unproductive.

Last year was my first year using a blogging technique. As you all know, it was in our science class. It took me a few weeks to learn how to properly blog, and to this day, I am still learning everything I can do on my blog page to make it look different and fun. I do believe that blogs are a good way to communicate to other friends in the class. I can now write one blog, and have 5 other people see it all at one time instead of writing an email and copy and pasting it to everyone’s email account.

Word Count: 464

Chapter 7- Communicating with technology

Wed, 23 Jan 2008 00:10:06 GMT

When looking over this chapter, the first thing to catch my eye when reading was when it was talking about the girls evening in front of the T.V while she chatted on her cell phone while downloading music and checking out prices for soccer shoes she wants to order on line. It’s amazing to think how much we rely on our technology now. Thinking back to just High school, all I owned was a family computer and T.V. I didn’t get my laptop, I pod or cell phone till I left for University and lived on my own. I do think that the internet does help children and adult research information and keep them informed about news that happens all over the world (for example, reading about how Heath Ledger died today!!!...:(…), however as stated in the chapter “While some people have feared that telecommunication would replace face-to-face interactions, there is a growing realization that, instead, technology is facilitating the means for connecting us and increasing the opportunity for building relationships and social exchanges” (p. 141). My one question would be who agrees to this statement? In my eyes, in some ways I think that msn, facebooking and cell phones do cut down the amount of time we spend face to face with people. I remember growing up, and always going over to my friends place to see if they can come out and play. Whether or not the answer was yes or no, I still got up and went to see him/her. Now, all I have to do is message them on facebook and msn them. However, on the other hand, I do believe that the internet has increased the opportunity for building relationships and social exchanges. I can’t think of one person who can honestly say they have never met, or gotten to know someone better through msn or facebook. These community web links do make it easier for people to talk to one another and get to know each other better.

The second thing that comes to mind with using the computer is that, when people our age use the computer or cell phones (text messages) for communicating back and forth with people, we tend to use short forms when typing. For example “msg” for message, or “lol” for laugh out loud. I believe that we message to one another so often that using short forms comes natural to us. I have noticed when writing essays, I always catch myself doing this. I’m not saying that communicating through technology is a bad thing; however younger children who are in elementary school who are doing this at such a young age, will have a harder time catching their mistakes when writing on paper, and will in deed be penalized for it in school.

Word count: 465

Chapter 2 and 4

Fri, 18 Jan 2008 15:44:14 GMT

When reading this chapter, I found a few things very interesting while reading. The importance of computers within classrooms is slowly growing. Almost all children and families have access to a computer within their own home. In saying this, the increase of computers in classrooms is growing, and the amount of time children are spending in front of a computer is on the rise as well. At what age should children be introduced to the internet and search engines, and how many hours is a reasonable time for them to be searching new information? These questions are very important as I feel that there are many complications children can come encounter with, while surfing the internet.

I feel very strongly that if teachers are planning on teaching children how to search and receive information off the internet, they (teachers) MUST be aware of what the internet holds. This may include pop ups, viruses, or any web site that may not be suitable for younger children. Teacher may put blocks up in advance to limit and prevent these thing from happening, however a very small slip of a finger on a web site, may change the search completely. Teachers must go over certain rules before allowing children the freedom to search on their own.

As mentioned in chapter 2, anyone, anywhere can post information on the web. The most popular search engine is Google, and as said in the chapter… some of the information is not true. Teachers should explain to children that all information found on the web may not come from reliable sources. Therefore not to believe everything they find and read off the internet.

I agree with chapter 2, when it stated that the computer does add neatness to children’s work. If children can grasp the ability to type on the computer, this may provide precision to their work. As well, the computer provides children to research a lot faster, with the help of the internet. Everything is at the tip of their fingers. In my own experience I find that I rely on the internet a lot more now than I did in previous years. I used to go to library’s and spend hours upon hours reading and writing out important information. Now I am able to access my library’s web page on my internet.

From my own experience within placements, there have been at least one or two computers within the classrooms. The teachers allow a certain amount of time in a day to use these computers, but the children are not to be allowed on the internet or ay search engines. The only thing the children are able to do on the computers is to play games, SOME of which are educational. In my last placement, the children had computer time; however they once again did not go onto the internet. This could have been because they were only Sr. Kindergarten’s, however if computers are available in most households, I believe that taking some time to explain the importance of search engines and what to do and what not to do on them could help prevent future misuse.

Word Count: 523

What is your personal experience with technology

Thu, 17 Jan 2008 22:42:50 GMT

What is your personal experience with technology?

Reflecting on my personal experience with technology, I come to notice I do not have much experience with it. Throughout the years, I have grown up with technology all around me, but have never really been interested in it. This could be because I find technology extremely confusing and frustrating. These feelings could come from a lack of knowledge about technology and how things go together and work as one. No one has ever sat down with me to teach me how to use or work with certain devices. I have grown up in a family with an older brother who does most of the “technology” work around the house (including my dad). This includes working with and fixing computers, TV’s, VCR’s, etc. Every time I go to see what is going on, I am asked to go do something else. The day I moved out of my house and got my very own lap top, I did not know what to do with it. Besides turning it on and knowing how to navigate throughout the internet, I had no idea how to load certain discs and software onto my computer.

I believe my basic knowledge for technology has come very little from school. I remember having computer class, and computer camps which I attended, however these classes or (camps) only taught us how to play games. There was a class that did teach us how to type properly, however I do not believe this has anything to do with the fundamentals of technology.

Everything I know about technology and fixing things is from trail and error. Now that I live away from home and with one other girl, I am obligated to learn how certain things work, especially if I break them.

Throughout this course, I would love to become more familiar with technology, and would love to understand more about computers and how they work. I think this information is very important to myself, because I would like to some day have a computer in my classroom and provide children with educational games to play.

Word Count: 354

sound

Fri, 09 Nov 2007 03:30:08 GMT

This chapter can be very fun and interesting to teach children. Since sound is all around us, every day and everywhere, adults and children tend to forget what makes sound, as we sometimes take it for granted. When reading this chapter, I was not aware myself, that vibration was such a huge part of sound. When I think of sound, the first thing that comes to mind it ears. We all use our ears to take in noises that happen around us, but what is it that actually makes sound. What makes sound is vibration.

Some sounds can be very pleasant to hear, and some not so pleasant. It’s funny how the book mentions that is you were watching a scary movie, but plugged your ears to block the “scary music” that plays in the background, how scary would the movie be? I remember doing this when I was younger. I would watch half of the movie on mute, to make it less scary. It actually made it very funny. Try it.

I have never implemented activities with children that have to do with sound; however I think it would be a very interesting topic to teach them. To teach sound, you would think it would be very difficult to come up with activities that are hands on, due to the fact that sound is invisible, and something you can not see. However there are many different activities teachers could implement with children to teach them about sound. One that I would defiantly try with my class is to bring in a bunch of different instruments. All instruments make different and unique noises. I would let the children experiment with them, and then have a discussion about why they think they make different noises. What type of vibrations does each on give off? This would get children thinking about the shape of each instrument and how this may affect the noise they give off. This activity would also be very good for a special needs child, as they will be able to touch, feel, and hear all sorts of different instruments, and their vibrations. They may also be able to try each one out (depending on the certain instrument).

Word count: 370

simple machines

Thu, 01 Nov 2007 04:29:06 GMT

I love simple machines. When I was reading this chapter, I couldn’t get the smile off my face. I was flooded with memories from when I was a little girl. I would play with my brothers simple machines (aka his toy trucks and cars). I would watch the wheels of them turn one by one, or all together, and see the simple machines lift things. It was fascinating!

I believe introducing simple machines to children can be very beneficial. This is one topic in which will grab children’s attentions. Children can see things that simple machines do, by watching their toys, however they can even go outside and see it all over the neighbourhood (more so in construction sites). To see it in “real life” and to observe how everything works as one will be very exciting and exhilarating for most children. I have not had the opportunity to teach simple machines in a placement class before; however by reading this chapter, it has left me with some really good ideas of how I would introduce this topic in my classroom. It also provides me with excellent activities in which I could see myself using with my class.

I remember when I was in elementary school (probably around grade 8), we were able to make a simple machine. I will never forget this activity. We were given a certain amount of syringes, and our task was to make a leaver that would lift up, move to the side, drop down and pick up a magnet. You could modify this activity for children of a younger level as you could supply a simple machine, and have the children work it, in order for it to pick up the magnet. Children will have to know how it works, in order to pick up the magnet.

An extended activity you could do with children that relates itself to simple machines would be to integrate it into math. Use the simple machine that is provided, and get different sizes of magnets for the leaver to lift. Before children go ahead with the activity, ask children to guess and record which magnets they think the simple machine will be able to lift (due to its size and shape). Children will then be able to complete the activity and see if they were right.

Word count: 390

Magnetism and Gravity

Mon, 29 Oct 2007 02:34:37 GMT

Magnets

Magnets can be a handful of fun. Having them when I was growing up was a great babysitter. I would sit in front of the refrigerator and play with my alphabets or farm animals. These not only were fun for me, but as I grew up I was able to start spelling small words with them, which soon lead to larger and larger words. Now that I am older I can still enjoy magnets. I believe magnets can be an activity that all teachers should incorporate into their classroom. Children are always able to “test” them (have it be a hands on activity), or have children test child magnet is stronger than another magnet. Children will be amazed at how magnets attract some things, yet repel others. As well I still remember sing magnets in my grade 8 class when we made simple machines. Magnets can be used in many different ways, to perform many different activities.

For en extended activity with magnets you could incorporate it into math. Children can estimate which size magnet will be able to pull certain objects around the room (the teacher would put out certain objects that the magnets will be attracted to). The children can experiment with this, and record their answers.

Gravity

Gravity is one subject which will baffle children and leave them asking questions. Due to the fact that you can not see gravity, touch gravity or hear gravity, children may have a difficult time learning about it. However using specific examples for the children to relate to, and showing them simple experiments, such as dropping a ball of paper and letting it hit the ground, will provide children with concrete examples.

An extended activity you could do with children is to have them pretend they are floating. Have them demonstrate; by using their own imaginations, how they think they would look if they were floating, or falling, etc. You will notice children’s different expressions and body language to this activity. I remember doing an activity very similar to this one when I was in placement. The children were all concentrating on their own illusions, and they all seemed to be doing something very different. For me watching them, I was very amazed!

Word count: 375

rocks and minerals

Wed, 17 Oct 2007 19:37:02 GMT

Rocks and minerals can be a very exciting topic to teach young children. If you have ever gone to the park, and watched children play on the playground, a vast majority of children will be sitting at the bottom of the slide, or around the outskirts of the playground, playing with the tiny pebbles/rocks that are on the ground. Children are very easily amused by small things, which can make teaching children about rocks and minerals very fun!

I have no had the opportunity in elementary school to have a topic devoted to rocks and minerals. However I do remember in grade nine, I was able to mix some sort of chemical and another, and let it dry. The next day we went back to it, and little crystal minerals were formed. It was not a difficult experience to do, and wish I had done something like that earlier on in my school years.

I have not had the opportunity either to work with class (throughout my placements) on such a topic as rocks and minerals. However I do have some interesting idea I would do with them. One would be very simple as to taking a younger grade out to the playground (if it had little pebbles), and ask them to find three- five of their favourite rocks. We would go inside and wash them off. Then you can have many discussions about what colour they are, how they form to be different shapes and sizes, etc. Along side with that, the teacher could bring in a larger rock that has been cut open, and has those shinny minerals inside of them. Children will be very amused that what they see inside.

An extended activity I would use in my classroom with my children would be probably something to do with an extension in math. Children could have the opportunity to weigh certain rocks, or bundles of rocks. They could also estimate how many rocks are in a certain bag (have this activity go on for about a week, so that you get all the children’s estimations), and then by Friday, gather all the children, and ask them to count out how many rocks there are. The closest child could win a prize.

Word count- 374

air and weather

Wed, 10 Oct 2007 17:49:16 GMT

Children are very curious people, and will ask questions regarding anything and everything. It is almost inevitable that children will be asking a lot of questions about the air and whether, as it is all around us, everyday, all day.

In my own experience, I like the idea of going outside and teaching children about the weather. This way, they are outside, learning about it, but also are “seeing” it as well. For some children, this will help them make connections with how weather works (for example, the sun makes things hot).

Weather can be incorporated in an every day classroom activity as well. For the past three years of my placement, I have had the opportunity to do a weather calendar with my kids. Depending on the age of my placement I was able to ask different questions. For example, for the younger children I would ask them questions like…what is the weather like outside? But for my older children I would get them to try and explain why they think it is that way outside, and do you think it’s like that? Throughout the course of weather, the children were able to expand on what they knew, and could tell me more about why the weather was like that that morning and what would happen if say the sun came out later on in the day (what would happen to the snow if the sun was beating down on it all day).

There are a lot of extended activities you could do with children that relate to weather as well. One could be singing along to weather songs (“Mr. Sun”, or “All the little rain drops”). They can even act it out if they wanted to. I did that in one of the camps i worked at, and the children loved it. Another could be an art project. You could get children to draw out a picture of what they see winter as. Be prepared for a lot of snowmen, and igloos.

One of my most found memories of learning about whether was when I went outside in my senior kindergarten class. We had a sandbox sitting outside, and I remember touching the top of the sand. It was very hot and dry, because of the hot sun which was heating it up. However after that, we dug a hole, and felt the sand which was in the shade. This sand was very cold and wet. Because I am a hand on learner, I was able to piece together that the sun would make things very hot and dry, but if things are in the shade, they stay cold. It was a big eye opener for me.

AIR

Wed, 03 Oct 2007 03:14:28 GMT

Air is a very magical and mysterious topic to talk about to children. Air is all around us, and if we have talked to children about the plant lifecycle and how it grows, and how our human body works, air will join perfectly into your classroom discussion. Children should know and understand the significance of air, and how it is all around us, and how it helps us live (as we inhale it in to breath). It is important to let children know that air is almost everywhere. Not only is it in the sky, but it is in our water as well. Another important fact to teach children is that air helps push object up, down across, etc. There are many principles of air which children can have fun learning about through fun activities and exercises.

In my elementary school years, I do not remember any significant activity or time in which I was being taught about air. I believe my knowledge of air came from personal experiences and/or learning about it on my own or from my parents. This is unfortunate, as reading this chapter, there are many fun and enjoyable activities (which in no means are long and difficult) to teach children about air.

There are many other extended activities I can think of when trying to relate it to air. One that I actually did in one of my years of placement was that I gave each child a feather, and asked them to stand in a straight line. I counted to three, and asked them to hold the feather out in front of their mouths and blow. They all watched their feathers leave their hands and fall to the ground. I then asked them why they thought some went farther than others did. They came up with the response that some children blew harder, which gave it more air to float in the air. I then turned on song music and asked them to act like their feather. Some of them moved very fast, while others moved very slowly. It was very interesting to watch the children do this activity.

The Human Body: Care and Nurishment

Wed, 26 Sep 2007 21:44:52 GMT

Teaching children about there bodies, how they grow, how their muscles support them, and how to take care of our bodies is very important. I believe that if children can recognize and understand how their body works and what makes them healthy and what will get them sick, will allow children to make the right decisions on what they choose to eat and do with their bodies.
This chapter points out many activities children can do in order to fully understand how a body works. This includes lifting small weights, breathing for air or measuring how tall we are. Children can learn about their bodies in a more interesting way this way. It is a hand on learning for them. They learn something while having fun with it. Along with learning about our bodies also comes with how we can hear, smell, taste, see and feel things. Our bodies work in magical ways, and children will always be curious as to how things work, and why. This is a teacher’s opportunity to take those questions and make fun and exciting hands on activities for the children to explain how everything works separately and as a whole.
A few years ago in my placement, I remember making up a huge diagram of the human body. I drew all the insides of the person, but left out the names of everything. each day I would come up with a different activity to teach them about what is in our body, what everything does, and how they all work together to make us healthy. By the end of the past few weeks, the children could tell me everything about the human body. i found that talking to them about it was not as appealing to them, as it was to play games (and in doing so, they were still learning about what everything did in our bodies).

Teaching children about food that is healthy to eat is very beneficial as well. Most children growing up start to lean more towards the sugary and junky food, but if teachers can teach children about nutrition and how it is important for our bodies to get all the vitamins and minerals it needs, children will see it is just as easy to grab an apple than it is to grab a bag of chips.

Animals --> Chapter 5

Thu, 20 Sep 2007 18:53:21 GMT

I think that it is important for children to learn about all types of animals. These include the creepy crawlers, the ones that fly in the air or the ones that walk on their ground. I have found through many placements, and even growing up as a child, that there is nothing better than having a pet animal in your classroom. Just a small fish or a hamster will draw in many children. It will also help children understand what they need to do in order to take care of the animal and themselves. Animals are very similar to us humans as they all need water, food and air (oxygen) to live. Hopefully children will be able to grasp that concept. However the teacher must be aware of children’s fear of animals before bringing them into the classroom. Some children may have allergic reactions to a certain animal (may it be their fur), or children may just be terrified of certain creatures.

It may be fascinating to children to explain to them that animals grow up just the same as us humans do. The way animals/insects grow is called metamorphosis. This is the life cycle they go through. However this life cycle each animal goes through will all be different and unique.

I think it can be easy to integrate other subjects into teaching children about all sorts of animals. There can be a creative arts area, in which a child can draw their favourite animal, or make up their own animal, and explain where it can live and why. Or even, when I was younger, I remember learning about endangered animals in grade 2. I will never forget my project I did on polar bears. I did a write up of where they live, what they like to eat, and why they are becoming extinct. I then did a diagram of polar bears playing in the snow. This can be a very exciting way to teach children all about different animals there are, and to get them to share what they have found and discovered to the rest of the classroom.

Chapter 4- Plants

Mon, 17 Sep 2007 01:34:08 GMT

I believe that it is important and significant to teach children the cycle in which plants grow. All plants, whether they are big tall ones, or the little short plants, all grow in the same way. Children can make the connection when observing how a plant is born and grows up just like humans do (children can make the connection with the cycle of life).

As well, along side with the cycle of life the plant breeds upon, children will have the opportunity to discover the many effects pants have on our world. Children will discover that plants provide clean air that we breathe, or even provide us with food that we eat… things that children would never expect from plants.

Children will also learn how to take care of plants. In doing so, they will need to understand that plants need water, sun and air to grow. They will see the process of their plant growing if they are properly taking care of it. This can also be related to the real world, because if a child is able to take care of his/her plant, they will then take on the responsibility of taking care of themselves.

In my placement last year, I did an activity with the children in which they were all able to plant their own seed. Over the past few weeks, the children had the responsibility to water and make sure the plant had enough sun to keep growing. This process was very exciting for the children as they were very excited to see what the outcome was going to be.

I thought that the chapter gave a good example of how to integrate other subjects into science, for example integrating science with math (charting the growth of the plants). I also liked how it provided us with children’s songs about plants.

Chapter 2

Mon, 10 Sep 2007 21:04:37 GMT

What struck me most about Chapter 2, was the importance of the teachers attitude towards teaching. I agree with the reading when it states "children’s long-term attitudes toward science as subject matter begin with the attitudes of teachers whom children encounter in their earliest exposures to science" (Harlan, Jean D., Rivkin, Mary S., Pg.22). In my own past experiences, I have had teachers who have taught me science in vvery interesting and hands on ways. In doing so, I have grown up with many positive and exciting memories of science all throughout elementary and high school years. I feel is it not only the child’s willingness to learn science, but it is also the willingness of the teacher to teach and present the material in an interesting way for young children...so that they are drawn to the material, and find it fun and exciting to learn.
In my placement last year, I was working with a Sr. kindergarten class. The teacher had many areas in the room in which children could wonder around to. However with getting to know and spend time with the children, I found that science (bugs, dirt, etc.) was a fascination to them. I therefore took what I had observed and turned it into one of my own lesson plans for the children. I talked to them about planting seeds, and what the importance of water was for the seed. Once we were done our discussion, we all planted out seeds in a cup of soil. We then watched it grown in the sun for the next few weeks. Not only did the children get to see science come to life, but they were also able to learn and gain knowledge out of the exercise.

It is very obvious that science is all around us. I feel that is it very important to teach children about science in a fun and thrilling way that will want them asking for more. In relating this to how teachers are an important role in this is that teachers must be able to teach science to young children in a way that makes sense to them. Even showing children in the most simplistic ways how science works with a demonstration will catch the attention of children immediately. In relation to the book, teachers carry a lot of the knowledge, and without the teacher’s ambition to teach science to children, children will quickly loose interest and stop asking questions.