Maddy, Rachel, Tara, and I taught a second-grade class how to make “Flubber” and test its properties for our Science Lesson Planning and Enactment Project (SLPE). Flubber is a semi-solid, semi-liquid gooey, pliable substance that can be colored any way you would like, or left clear. We made ours green, based on the movie “Flubber”; and used a recipe which included water, glue, borax powder, and green food coloring.
Overall, it went very well. The students were all very enthusiastic and excited about making Flubber, and curious to see it form and how they could manipulate it. Despite peer concerns (when we went over our lesson in science methods class) about it being messy and children trying to eat it, this was not an issue at all. Despite little pieces of Flubber here and there on desks or on the floor, it was very neat. There was not even a need to put any newspaper or some sort of cover on their desks. Before we began the lesson, we asked students, “Now, do you think we should touch our face or our mouths when making Flubber?” to which they responded, “Noooo.” We also asked if they should eat the Flubber to which they also said, “Noooo.” They were very smart with it, and we made sure they washed their hands after the lesson was done and before we had our concluding discussion.
There were a few little things that didn’t go very well, but were easily corrected. There were of course children who wanted to make sure everything was fair. We had each given them a “job” so everyone would get to do something; though some students wanted other jobs, or were confused on the order of things. All but one group’s Flubber turned out right. The group whose didn’t turn out, Rachel made a batch at home for them. I wondered if we’d have some groups not follow directions correctly, or for whatever reasons have Flubber that didn’t turn out. All four of us made sure to walk around the tables while the students were making their Flubber to make sure it was going smoothly and safely. For the most part, children were good about taking turns and accepting what job they’d been given.
We didn’t make much change to our Flubber lesson after we peer-taught it, but one thing we did do is make sure to ask the students safety questions first. As aforementioned, we asked them if it would be a good idea to put their hands in their mouth, face, or eat the Flubber. We didn’t have this before, but after fellow classmates suggested something to make sure it would be safe, we added this. Another thing we did was make a letter home to parents before we taught the lesson informing them their child would be making Flubber. We told them that four university students would be teaching them, and on Friday their child would be sent home with their own bag. We told them that Flubber contains borax powder, which can be harmful if ingested in large amounts. However, we also told them that the amount of borax their child would have is only ¼ teaspoon. We also made a letter home from the students, in which they told their parents what they did and what they learned about making Flubber. Adding these modifications was definitely effective, clarifying safety information with students and parents’ is definitely necessary.
Students did meet performance levels. We made the students a worksheet the first day, asking them if four items were a solid or liquid. The sheet consisted of a pencil, rock, water, and milk. Not surprisingly, when I first started walking around the room, most students knew easily how to decipher each. However, I was surprised that quite a few students still had confusion. I saw many label the rock as “liquid” and the milk as “solid.” This was interesting, too, because the first question on the worksheet asked students what a property is, which most knew what this meant. The last question allowed students to make their prediction on what they think would happen when we mixed the solid powder, liquid glue, and liquid water. Most said “Flubber” (having seen the video clip-and one student had already made Flubber with his mother, as well); while a lot wrote “gooey.” After we had a more detailed discussion on properties, students seemed to grasp more the difference between a solid and liquid, and what can happen if we mix some of them.
We stayed mainly on point with what we planned in our lesson. However, who did what tended to change. The first day it was all as planned, with Tara and I doing the introduction, Rachel modeling and asking the safety questions, and Maddy concluding. However, the second day our roles got all switched. It all worked out, though, and we helped each other complete each task. There were little things we didn’t put into our lesson plan, such as clean-up and getting set up. It just so worked out for a few of us plus the teacher to wipe down the desks with antibacterial wipes while Maddy was concluding the first day; and then wash the bowls in the bathroom after we left the classroom.
The second day there wasn’t as much of a mess, but students had specials that day and had to get ready for the end of the day. We didn’t know this, so in addition to them getting their Flubber put away in their Ziploc bag and writing their name on it, they had to take everything from their cubby and get their backpacks and coats ready to go, and turn their chairs onto their desk. It was interesting to see the class get ready to go home an hour before they really had to. Thus, my point is, not only were we wrapping up our lesson, but helping to get them ready for clean-up so they could go home.
I learned a lot from this lesson, namely to reinforce procedures so everything goes well, and to keep the enthusiasm going for science. Just knowing we were going to teach them science made the class so excited. Reinforcing safety by checking for understanding if students should touch their face; and informing parents about what’s being taught is necessary, especially in science lessons. I also learned classroom management techniques. It helped having Maddy doing practicum already in the classroom, so knowing how to keep students under control was a plus. She knew the students’ personalities, so was able to effectively put them in groups to make Flubber. If we needed their attention, we simply did some sort of clap, or said “Garner” and they would be good about responding, “Gators.” I learned the importance of making sure you can do this, otherwise a classroom can get out of control pretty quick (in a good way in our case). Students got so hyped up about making Flubber, and it was great; but we also had to make sure we were keeping them in check.
Since our lesson was inquiry-oriented, I learned first-hand what this means. Importantly, I learned how positive this approach is! Modeling for students the basics of what to do, but then leaving it up to them is priceless. Students were so bright-eyed that they could make their own prediction and share turns; and on the second day of the lesson, decide how to test its properties. Some students really got into using the cookie cutters, some the strainer, some bouncing it, and some stretching it. One group of students (the one whose Flubber didn’t turn out) was actually able to press theirs on written paper, and see the words on the Flubber! (I believe this was due to their Flubber being made with white glue, rather than clear glue we used the first day of the lesson; this resulted in a much paler green). Then, students got to choose what they wanted to tell their parents about, and how they could use their Flubber at home. One girl told me she was going to divide hers in half so her brother could have some, which I thought was so nice. Since students are more independent with inquiry-oriented lessons, as a teacher you need to observe students vigorously and go over general misconceptions, safety issues, and check for understanding. If students know the basics and have common sense, they will excel while inquiring their own science learning. I noticed that the more students grasped, the more they got out of making Flubber.
Honestly, I wouldn’t modify much of this lesson. I think we constructed the plan well, took our peer classmate’s advice into good consideration while making modifications, checked for understanding with our students, and created an engaging learning environment. The only thing I might change is the introduction of the lesson when we talked about properties. As aforementioned, there were some students who didn’t seem to grasp the difference between a solid or liquid. I think it would have been helpful if we showed students the materials they had to decipher on their worksheet. For example, modeling a pencil, then a rock, then water, and then milk; we could go through what makes a property what it is, while holding the object. Students could physically manipulate them to understand why they are a solid or liquid. Also, talking more about mixing different properties would have been beneficial. For instance, showing that a pencil and milk might not make something new, but when you combine substances like flour, sugar, milk, and eggs, you can get baked goods. Modeling more aspects of what properties are and what they do would be very smart.
I don’t really think this lesson needs any more resources. We showed them the clip from the movie “Flubber” and then it was all inquiry-based from there. I really think this is all the students need for this lesson. Having more technology, books, or worksheets wouldn’t have mattered. The important aspect was teaching about properties, and what happens when we combine them. Then, testing how we can manipulate Flubber. Hands-on experimentation and discussion are all this lesson needs.
As stated, the only thing I would change about this lesson the next time I teach it is to elaborate more on properties, and make sure students really understand them. Doing this would be a great time to check for misconceptions. Inquiry-based science addresses misconceptions, but also allows students the freedom to make their own predictions and grasp what information they will from doing an experiment. Creating a learning atmosphere that’s enthusiastic and warm will help students feel comfortable in expressing themselves. I’m so happy that our Science Lesson Planning and Enactment Project involved inquiry-based science, which we’ve learned much about in this course. To actually do this hands-on with students put a tip on the iceberg for really understanding how this works. I feel this makes science come alive for students, and ignites a desire to learn as much as feasible.
No comments:
Post a Comment