BC's New Science Curriculum

I was getting stuck in some linear thinking. I couldn't see how the new curricular competencies and content were supposed to fit together seamlessly.

For many subjects, we've been given a grid that links competencies and content in perfect little boxes to tick.
"Develop and apply mental math strategies..." could go with, say, "multiplication and division facts to 100." Very nice for us A-types who like boxes to tick.

Science has presented an interesting problem for me. Every single one of the curriculuar competencies relates to the scientific process- from questioning, predicting, and designing experiments, to analyzing results and communicating conclusions.

Love it. I'm all about the scientific process. However...

the curriculum doesn't specifically say anything about learning the content. When do we actually teach them information?
My confusion was thinking that the competencies were supposed to be the only way to learn the content. Which was frustrating when I have things like excretory, endocrine and reproductive systems on the docket. Question, predict and design an experiment? I can think of a few but not to teach our entire content!  It doesn't help that the Grade 6 textbook - a fabulous resource- is now completely dead to us.

I also can't help feeling that I am using that old, linear way of thinking- and seeing myself, or the textbook as the main learning tools.

I sent out a desperate plea for help to our brand new Science Helping Teacher, Craig, about this and he helped me clarify it in my mind. I knew I can't be the only one who is asking these questions, so I thought I'd share his advice, and my ways of making sense of it all.

Students will Know the Content by Doing the Curricular Competencies in order to Understand the Big Ideas.

He suggested trying to hit the competencies over the year; some topics lend themselves more to certain parts of the competencies. Ie- Focus on planning and predicting for Chemistry, Applying and Innovating for Space etc.

This was a very helpful insight for me:
Curricular Competencies get emphasized much more deeply than they have in the past because they have been neglected. But they do not replace the learning of information. They only change some of the way that information is learned. Rather than just telling them stuff, hands-on learning is the starting point for exploration. But there will always be a place for us to “teach” (in the old-fashioned sense) information.    

Phew!   Ok- I don't have to throw out everything I've ever done or the methods that I've taught. 
So here's my summary of all this brain spewing I've been doing:

Content is what they should (could) know

Curricular competencies are what they should do- but not exclusively. The competencies don't have to be the only way we should be learning it. (Again, it was the grid concept that was throwing me off.)

Time to start shift that lens and start planning!

UPDATE: Aug 2017
After teaching the it for a year, I've come to a bit of a different way of thinking. What if... the curricular competencies are really the focus? The content is the suggested way you can meet those, but not the 'must complete.'

I killed myself trying to fit in 4 body systems, chemistry (a small and random piece, I might add), space, Science Fair and Newton's laws this year. And I was already integrating all my Language Arts into Science- which was my main focus for my 2 days I teach. I still had the old way of thinking, that I had to cover it all. This way of thinking is a lot more freeing.

A New Hope

Kudos to those of you  who caught the Star Wars reference in my title.  My husband would be proud.

I was very encouraged the other day while working with a student teacher. I am mentoring her through the incredibly difficult year of learning basically everything there is to know about teaching. Of course we learn and grow so much over our careers, but besides your first year, student teaching is one of the most intense times of growth. At least it was for me. And the worst part is, not only are you learning how to do it, you are being constantly monitored and judged at the same time.

This brings me to a thought someone planted in my head a long time ago, and I've never forgotten:
It is very difficult to be a mentor and an evaluator at the same time.

Think about it.

This is the flaw of the student teaching program, being highly dependent on the teacher you are placed with. Some are mentors, some are evaluators, and very few are both.

The first thing I told Emily (aforementioned student teacher) is that your student teaching year is one where you are supposed to LEARN. You don't have to be perfect at everything at the start (or ever after that!)  She compared herself to her classmates, many of whom taught overseas or as an EA in a classroom for many years. So many of us hold the expectation that we have to enter our student teaching year already knowing everything. You don't. But you do have to be able to take chances, reflect on your practice and be constantly learning and evolving.

So this brings me to my blog post title- and why I was encouraged with the new generation of teachers coming up through the system.
Emily and I were looking at differentiated instruction in math. We talked about how it is important to assess your students before you teach them, to see where the students are. For a lot of (ahem) older teachers like myself, even this is a novel concept. It is not just giving them a pre-test worksheet and then doing things the same- it is a whole paradigm shift of how we teach.
For Emily, it seemed this was common practice in her university studies. (1 point for UBC!)

After assessing students, there are many different ways to address their needs. We talked about guided math, small group instruction, games for fluency practice, and more. Then after lessons and, of course, units, there is more assessment of their learning.

Ok, now I'm getting to the exciting part.

She asked a very simple, but profound question. It separates the older generation from the newer generation of teachers (which has nothing to do with age or years teaching, but philosophy).

She asked, "So what do you do with the students who still didn't get the concept?"

For so many years, we have been evaluators. Teachers, yes, but in the end, we are judgers, putting kids into Good, Satisfactory or Needs Improvement. Gets it or doesn't get it.
What if we didn't stop until they did?

I know, we all immediately go to the logistical frustration/ impossibility of this concept. That is, if you are looking at it with the same lens you have always had, and teaching the way we always have.

NO WONDER kids get so behind by the later grades- we've moved on and stamped a "didn't get it" on their report card. I am the teacher who works with the struggling students. The ones who think they are not smart, and yes, the ones who have been left behind. I applaud Surrey District for taking away some of the pressure to label kids through letter grades. What if we were more cheerleader and less of a judge? What about leading them through their learning where they are at?

I believe this is where education is headed- what all those buzz words like differentiation and student-directed learning are trying to say.

Even if you don't agree with how it can work, it's an interesting conversation.

How to use board games to improve your child's math sense

I was playing Pokemon Monopoly with my Gr. 1 son today. I was amazed at how much math we could practice and reinforce with a simple game of Monopoly.

First there was the rolling of the dice, which involves counting each "pip"(dot)-  OR, just seeing the whole number, which is an important skill in itself! Next, you must add the 2 dice. I work with many kids throughout elementary (up to Gr. 7!) who still struggle with adding single digits by memory. Below I have listed a few different levels of understanding around adding the dice- and how you can lead them along the continuum.

Then there is all the handling of money. Oh the things you can work on...! It gets me giddy! (See below for concepts)!

Monopoly is not unique- most board games require adding dice and moving squares. The earlier you practice these skills, the more familiar they are with it when they see it in school!
The great thing about games is that they add an element of fun and competition. So much of learning is dependent on motivation! My son quickly learned the joy of collecting $200 when passing go, and the frustration when he had to pay it out. On the next turn, when he had to pay $4 rent- it was no big deal. Then, because clearly he doesn't understand chance and logic, he put most of his money into buying a hotel on the Boardwalk-equivalent in the Pokemon version. Of course I landed on it on my next turn, and had to pay him $1700, which completely bankrupted me. Lessons were learned!

In addition to Monopoly, The Game Of Life is a good one for using money as well. Between gift cards, Paypal, iTunes and debit cards, kids just don't have enough exposure to money any more! (Oh wow- did I just make a "kids these days..." statement?)

Parents, when you are playing board games with your kids, look for/ encourage these things to increase your child's math sense and ability. You may need to build up to some of these concepts over time:

DICE:

• try to see the number without counting each dot. The big math word for it is subitizing.
• add the 2 dice using adding strategies
• try to correct them if they are starting at the first dice and counting each pip. For example, a 5 and 3 are rolled (and recognized). Then, the child starts over and begins counting the 5 again as part of the adding 5+3. Initially, this is important in their development to count each dot, but eventually, kids should know that there was already a 5- (they knew it was a 5!) so they need to start counting on from 5. It is easier and more efficient to always start with the higher number
• point out doubles and numbers that make 10 (4&6, 5&5). These are great to learn as part of their quick recall!
• Point out that 7 is the most common number to roll on 2 dice. What are the combinations? 1&6, 2&5, 3&4, 6&1, 5&2, 4&3. Did you know these numbers are always on opposite sides of the dice from each other?
• counting your spaces to move forward. It is SO important for kids to learn that they don't count the square they are on. I always explain it as counting the jumps, not the squares. This skill becomes critical when understanding number lines - a foundational tool we use often in math.

MONEY:

• First, I would work on recognizing and ordering the various denominations. Realizing that $100 or $10 are very different numbers is important- in math, and in the game! Even sorting the money and putting in order is a great initial skill to learn.
• Though your child may not be able to be the banker, you can work on handing out and counting money together. 
• count by 10's, 20's, 50's
• add hundreds first, then tens, and ones. (it seems simple to us, but may need some modeling). $325- How do we make $300? $20? $5?
• Show the connection between  2+5=7 and 20+50=70. 
• Find/show different ways you could make an amount:
• $80- 50, 30, 10 or 4x20
• What if you ran out of 20's? What could you trade in? How many would you get?
• Making change- when they are ready, see if they can figure out how much they (or you) should get back. Try starting at the number they owed, and count up to the number they paid. 

Depending on the grade level, these skills might take a (primary) teacher 1- 3 months of class time to cover! What a great way to work on improving number sense and fluency, while having some fun together. And nothing is better than bankrupting you on a 1 in 40 chance of landing on Boardwalk with the only hotel on the board! :P

Science Fun Day

 Our Science Fun Day was a busy day full of building, exploring, examining, and playing.


We started out observing our new leaf bugs. They were discovered down the street from us hanging out (literally) on a blackberry bush- over 50 of them! They are called Spiny Leaf Insects or Macleay's Spectre Insects, from Australia. So how did they end up on bush in Ladner? Someone must have released one, or several, into the bushes. It only takes one, because the females can produce clones of themselves without having a male around. Amazing! Except not great for the environment, especially in a farming community. If you do have one or a few as pets, make sure you collect and destroy the eggs. One bug can lay 200 eggs.

If you've never played with a digital microscope, you have to! We had one that hooked up to our TV- very, very easy to set up and use. Magnified 200x, we looked at hands, arms and legs, (hairy ones), freckles, scabs, tongues, fabrics, bugs, coins... SO COOL!  One of the most interesting was a chip bag - it looked orange to us, but it was actually small red and yellow dots. 

Next, we had stations of various engineering activities. It is mostly about trial and error. Scientists don't get there on the first try; they keep working on making their ideas better. They also build on each others ideas and inventions.  So that's what we did! 

1. Marble track. It is amazing how this can captivate kids (and adults) of all ages. I challenged them to make the tallest, or slowest marble track structure they could.

2. Magnetic marble track. One of the most engaging toys we have. It was great to see the teamwork, and the continual trial and error to make it work.3. Magnetix. Using magnetic marbles and rods to build structures. We learned that triangles make the strongest and most sturdy designs.

4. Pipes. My apprentice plumbers got to play with sets of pvc pipe- straight ones, elbows, connectors- to make a flowing waterway. Problem solving at its best...

That only took us to snack time. I told you it was a busy day!

The Chemistry Magic Show-

Colour-changing water

Setting $ on fire without burning it.

Disappearing water

See Chemistry Magic Tricks from last year's science camp on how to do them.

Finishing off the morning with some candy and pop...

Putting Skittles in warm water will dissolve the outer shell and the S stamped on it will float up to the top.

The joy and excitement on their faces makes it all worth it!!!

And, oh, the classic Mentos and Coke (Diet for less stickiness). A handy contraption allows you to dump several in at once before it explodes.

Lunchtime was filled with lots of play at the park, trying out our giant styrofoam airplane.

Owen loves collecting Mighty Beanz. They are interesting, for a while, but I don't really understand what you are supposed to do with them. I did some internet searches and found some cool videos from creative kids, which gave us some ideas. Here are some things we tried:

1. Balancing 2 or more on top  of each other.

2. Racing down 1/2 a pool noodle

3. Bouncing them off a balloon trampoline onto a target. 

Props to texasmichael7 and his YouTube videos

Next we tried to make these balloon cars, but they were an epic fail. Just didn't go anywhere!

Oh well, we blew up the balloons and let them go all over the house anyway. 

While all this was going on, we took turns going in the kitchen and making 5 minute ice cream. 

Next we went outside and made flinging planes, poppers, and Alka Seltzer rockets. All 3 are quick, easy activities with big results !

See Last year's science club for directions

And the day was still not over...

We just happened to find some owl pellets in our forest recently. A perfect opportunity to show the kids! We went into the forest and collected about 10-15 pellets. Then we brought them back and pulled them apart to see what kind of animals the owls spit up. (They do not digest the fur or bones, so they store it in a special pouch called a gullet, and then spit it out.)

The kids were fascinated with the teeth, jaw bones, and even a tiny ball and socket hip joint. So interesting!




What a perfect time to play with soap and bubbles! (get those hands clean!)

I tried making various bubble wands and a played with making the right the bubble solution.We tested, tried and had some success with the wands- but the cut off water bottles worked the best.










We ended off with some Oobleck/ Goo: Mix cornstarch and water until it is the consistency of honey. It has a very interesting property- when you add pressure, it hardens into a solid, but when you release pressure, it returns to a liquid. Stirring it is bizzare- it is only something you can describe once you've tried it. 

Since the house was a mess anyway, everyone had free time to go back to the activity they wanted...

and finally, of course.... a water fight!

Until next year, my scientists!

Science and Art Camp- Day 5.
The big finale.
The main reason that I love Science and Art together is that they share the fundamental concept of experimentation. Today was all about getting paint onto paper in interesting ways.

Unfortunately there was so much going on, I neglected to get many pics of the day! You'll have to use your imagination or see some of my web-based examples... (Images may not have been exactly as they appear!)



Puffy Paint

An example of what it looks like when it dries.

Mix equal parts shaving cream and white glue, and then add paint or food colouring. It makes a puffy paint that dries with a cool texture.

We decided to draw faces (I would suggest going over with a felt or sharpie), and then use the puffy paint to add in hair, moustaches, beards or other details. My only adaptation would be to give them smaller brushes so it didn't get everywhere and look so messy. But it was fun!



Blow Paint Monsters

Thin down paint with water until it is the consistency of heavy cream.  Spoon a little onto the paper, and use a straw to blow the paint in different directions. When dry, add eyes and mouths. Super cute!











Spin Art

My thrift store salad spinners came in super handy for spin art. Just put the paper inside so it lines the bottom and edges, making sure it doesn't go higher than the top edge (or it will catch on the spin mechanism). Put a few drops of paint on the paper, close the lid and spin! It has interesting results if you vary the consistency of the paint. We used tempera (a little more watery) and acrylic paints, and some food colouring. It was a fun, active, and super quick activity that produces beautiful results. Exactly the kind of art a mom of boys needs and loves!

Shaving Cream Paper Marbling

A pretty easy activity with a cookie sheet, shaving cream, paint, chopstick and a squeegee
Here's how

Elastic Band Painting

Just slip some paper in the box, put some paint on the elastic bands and snap 'em! Just make sure you're wearing old clothes, because the paint flings up too!













Magnet Painting

The results weren't really that pretty, but this one was all about process. I wanted the kids to see that they could paint in ways they had never thought of.












Pendulum Painting

Saw this one on Pinterest and had to try it. Could it get more art and science?
The only problem was that I didn't test it out first.  (WHEN was there time???)
Either the holes weren't big enough or the paint wasn't thin enough, but at first, we swung the cup but no paint came out. We watered it down on the spot, (not an ideal process) but it did work.

Personalized Canvases

I wanted to do some fling paint onto canvas, but I didn't want them to just have a randomly speckled canvas. I used painter's tape and masked out each of their first initials onto the canvas. It only took me 2 hours the night before...I was so thankful for the straight letters like L and T. The S's and C's did me in!

Then I let them go to town on their canvas... some used the pendulum and others just flung paint from their brushes. Oh the mess! Oh the fun!










Once dried, they peeled off the green tape and were left with an inverse print of their first initial.

Can you believe we didn't even have time for paint filled water balloons?

When everyone had left, we went out to the forest and finished off our wild and crazy week!

And then, it was about 6 hours of cleanup.