I came across a blog entry from a 12-year old boy. The entry was a review of one lap top per child, describing the function and properties the computer itself. I was also able to read many of the responses and replies to the review, which was interesting to contrast between people you know and strangers. In our blogs, there are rarely any contrasting opinions or negative remarks. It’s interesting to notice the differences in this entry and the comments that are made.

In the entry, the boy reviewed the lap top and discussed his interpretation of the design as well as the value of his experiences with it. Not knowing much about it, it was nice to get a perspective and opinion from someone who had used it; especially someone younger. I also enjoyed reading a blog entry, as it was something we have become more familiar with in class. Yes, the young boy was very advanced and many replies commented on that fact that they thought this must be an adult. Reading this entry was something I was able to make sense of now. After being so familiar with blogs and understanding their value through the readings as well as internet explorations, I recognize the value they can bring to students and learning. Seeing other perspectives and points of view can be a very important part in the learning process. Everything is not always sugar coated and I think sometimes criticism or contrasting opinions should be expressed. In my recent google searches, I often find blog entries. I don’t know if it’s because I now am more familiar with them or not, but when searching about something I always seem to read through a blog. After completing my googlelab assignment and posting a wiki page about my findings, I learned more about one lap top per child. I read articles about its success as well as negative bashing, which gave me an overall perspective. I wanted to find something relative to what we have been learning about in this class. I found that looking at this blog entry, it showed me the meaning behind them. This entry itself helped to solidify the useful nature of the laptop and the impact it can have on a child’s life. For many who question the value of giving a young child a computer, read this article and it will demonstrate that children are well-equipped and prepared to have their own computer. 

http://www.freedom-to-tinker.com/?p=1187

Word Count: 412

The Musical Fireflies – Learning about Mathematical Patterns in Music through Expression and Play

This week I searched for an article that would be something new and relative to learning through music as well as technology.  In ECE we always stress the importance of learning through play, so I found it fit to include this article for one of my entries. The article discusses the design of a new musical toy called fireflies. They are “palm sized digital musical instruments that introduce mathematical concepts in music such as beat, rhythm and polyrhythm without requiring users to have any prior knowledge of music theory or instruction” (Lackner, et el, 2000). They can be played with individually or collaboratively. The article describes the digital manipulative to be one that will enhance meaningful learning and experiences with music, without the boring or exhausting training or theory.

I choose this article because I was interesting in learning more about the benefits that music would provide to entertaining as well as academic learning. This article provided me that knowledge about something new; something I had not seen or heard of before. As a struggling math student growing up (and still presently), this may have been beneficial the understanding of mathematical concepts early on. Early learning plays a major role in my teaching philosophy. I am always looking for ways to enhance and provide new opportunities for learning. Learning through play is another part of my philosophy of education, and with this “technological device” children are able to play and learn. From these learning experiences, a sense of rhythmical patterns and an understanding of analytical and formal exploration can be achieved. Just like reading or math concepts, children need exposure and background knowledge and experiences to build from. These musical fireflies give children that exposure that will assist in later musical knowledge and development. I chose this article as it was reflective of the week’s topic as well as the importance that technology has in relation to music and learning. The article goes on to describe the technological aspects involved in the musical fireflies, which was quite neat to read about. As a future educator, it is important to be educating yourself. I was also able to connect this with the songchild assignment. I have currently been learning to play the guitar and have played the piano in the past. Many classmates have been mentioned their frustrations as they wish they had played a musical instrument. After reading more about the product, it seems like this would be something suitable for learning for scratch. I think often people steer away from trying to play an instrument because they fear not having any knowledge. Like learning anything new, it can be frustrating and giving up will often occurs. The musical fireflies seem to be something that could be beneficial in the classroom.

Music in the ESL Classroom – Stimulating Learning and Providing Enjoyment

The title of this article led me into reading more as I have many early language learners in my classroom. I was able to relate to this article because I am a person who is very distracted by music and always wondered how people found it useful, calming or soothing to have music played in the background while completing work. My friend, Tiffany will always listen to music on the computer while doing homework and I find it very strange that she is able to concentrate and stay on track. As a future educator, I don’t know if I would put music on when children are working because of the distraction I find it to be on me. I do understand that it could be beneficial to some, but a classroom consists of many different students and many different learning styles. This article points out specific music that can help to accompany learning instead of it being a distraction. They go onto describe types and sounds of music that will help the repetitive nature of grammar. They also discuss music that will help children when completing activities that involve using your imagination.

This brief article opened my eyes and helped to take me away from my preconceived notions. I previously viewed music to be a huge distraction when trying to complete a task (unless it was exercising or dancing). Being encouraged to use things that may not work for you should always be brought into the classroom. After reading this article, I am provided with the knowledge I need to look more into the types of music that are being played. Being cognitive about the choices that are made when playing a certain type or genre of music is important. Yes, it I was aware that classical music was the music of choice for classrooms when they are completing work. However, I was unaware that the different songs or types of classical music will assist in various concentration areas. Quick facts were thrown out there at the beginning of the article which made the article more credible. As far as early language learners go, why not try music. I think as educators it is important to provide ELL with the exposure to whatever they may need to assist in their learning. This article reminds us that people use music to reduce stress, relax, think clearly and enjoy what you’re doing.  Doesn’t this sound like something anyone could use when they are learning? Learning a new language can be stressful, scary, complicating and frustrating. Music can assist in a meaningful and stress-free learning experience for children learning English. Learning words, pronunciation as well as meaning can also be better understood through music.

Word Count: 463

Chapter 10: Assessment and Implications of Learning and Teaching with Technology:

Assessment has always been an area where I was apprehensive about when incorporating technology into the curriculum. Since some children are more advanced or experienced in certain areas with technology, I initially thought it would be difficult to give an appropriate assessment for their learning. After reading this chapter, it has become clear to me that this is not the case. Assessments must also be engaging and meaningful, much like the experiences children have with technology. The performance assessment referred to in the text reminds me of a typing class I took in elementary school. We all practiced typing skills on our keyboards and have different cards we would put in the keyboards. These cards would test out our performance of typing given words or sentences in a certain amount of time. The words would disappear quickly so if we missed the word then the program would reduce the percentage. The percentage would be given at the end of the sequence to see how accurate you were. How is this assessment different then what is being described in the text? This assessment does not reflect on what you know other then how many words you got right. I was very good at this because I was able to memorize the sequence of words quite well. This was not an effective assessment tool for the teacher because if you stuck me on a computer and asked me to type out a story and time me, it would take me a lot longer. This assessment tool was not effective because it was limited to only certain words in the same sequence, which was memorized. I have learned more about where all the words are on the keyboard by using msn.

The text devotes a large section of the chapter to E-portfolios. I did not really differentiate an E-portfolio from a typical portfolio, other then the fact that one was stored digitally and the other in a paper folder. Portfolios to me are extremely powerful assessment tools and should be used in every classroom. I still have my portfolio from elementary school. At the school I went to the portfolios were passed on each year to your new classroom and grade. A collection of personally and teacher selected items were put in them. Unfortunately, I don’t quite remember the assessment aspect of the portfolio. Portfolios are great, but they need to be used appropriately. The items need to be talked about and a written piece should be included as to why it was chosen to be in the portfolio. We cannot forget about why we are doing things sometimes. The meaning and value is lost when the purpose is lost as well. The text mentions using things in the digital portfolio for other projects, theatre backdrops, calendars or anything else that comes up. Portfolio building is an effective assessment tool, but it must be used for a purpose. I liked the rubric displayed on page 225 that shows what should be included. This demonstrates that the child recognizes why the item has gone in, what purpose it serves and the appropriate methods and procedures that the child has gone through.

Word Count: 538

Chapter 1: What is Meaningful Learning?

I was curious about why this chapter was not read on the first day and after reading it I now know why. After learning about many different tools for learning through technology, connections can now be made in regards to meaningful learning. While reading this chapter, I thought about what meaningful learning was for me. I immediately thought about things I can remember doing to be something meaningful. Whether it is a good or bad experience, if I can remember it, it must have been meaningful to me somehow. Learning through many different experiences, helps me to remember and make a genuine connection to what it being learned or experienced. Technology is something that helps to me remember the experience, as I feel with every new experience comes something exciting, challenging or different. Technology opens many doors to opportunity and networks that help to form connections. Making connections is an important aspect involved in the learning process.

I was able to use the model for meaningful learning presented on page 3 to draw upon meaningful technology experiences. I think as an educator, it is important to be aware of what each of these characteristics is when incorporating technology into the classroom. This quote helped to solidify this view: “If schools are to foster meaningful learning, then the ways that we use technologies in schools must change from technology-as-teacher to technology-as-partner in the learning process”. It is important as a teacher to know why and how you are using technology in the classroom and set the ground rules. That is why classes such as these are imperative for educators. Learning how to use technology and engaging in the process yourself is necessary in order to encourage students to do the same. Part of being in partnership is to also take part in what the students are doing. Blogging helps to create a partnership through open communication where both students and teachers can share ideas and thoughts.

This class helps me to recognize the important learning opportunities that technology has to offer to students. It is so important to be aware of the purpose behind what you are doing and engage in the process. I think that a lot of the times people use technology to do things for them and not fully engage in the experience. With many of these programs offered in the text, students are able to take part in the experience. Partnership is stressed in meaningful learning. Taking part in something can create ownership and children can experience a sense of pride in what they have accomplished. Being able to communicate messages to others about there work can be both encouraging as well as beneficial to students learning.

Word Count: 454

Chapter 8 and 9: Designing with Technologies and Visualizing with Technologies

Designing with Technologies

The beginning of the text sparked my initial interest, as it connected the relation between problem solving and designing.  The two are very similar and the concepts in figuring something out are a concept involved in designing. This notion brings me back to elementary school when I competed in the school’s annual “invention convention”.  I think back on my experiences then, and realize that with the help of technology the inventions could have gone above and beyond what was done back then. I contemplate the possibilities that would have been available if exposed to the use of technology to assist in the design and function of my inventions. They were kept fairly simple because of our lack of exposure to technology and designing on computer programs. The designs were simply planned out on paper and tested manually. I was also able to connect this chapter with the invention show that aired on television last year. Many of the inventions designs involved technology and the use of the computer. I thought about the limitations that may be involved in using the computer and other technologies in the design process and all I could really think of was a possible lack in creativity and the use of art and written design (creating personal sketches, etc).

This chapter poses possible ways that design activities can be enhanced by the use of technologies. After reviewing the figures presented in this chapter, I gained a greater awareness of the need for these technologies in the classroom. In a technological society, we are constantly evolving and eventually nothing will be done by hand anymore. The practicality in technology helps to go above and beyond and is a true asset in the design process. The beginning of the chapter listed and described that people are involved in design in so many ways, therefore these concepts are not restricted to certain people of interests.

Visualizing with Technologies

I was able to relate to this chapter quite nicely and it made me jealous that I did not get to use these technologies when I was in elementary school. The section on Visualizing mathematical ideas with technology specially was of interest to me, as math was always a struggle for me. Since visualization was something that was needed in order for me to understand concepts, programs such as the ones provided in this chapter would have helped a lot. The discussion of digital documentaries allowed me to reminisce about my childhood. My friends and I would love to make documentaries on a cassette tape. The text points out the value in this concept and encourages the creation of personal documentaries. Near the end of the chapter an interesting quote helped to paint a picture of the meaningful learning experiences that come with video recording and other types of technology. “Video is like a mirror in which a magician practices his tricks, a way to evaluate his performance over and over”. Critical reflection is possible with video feedback as one can get a different perspective on things. This kind of reminds me of American Idol, as I wonder what some of those people will think when they see themselves on tape.

Word Count: 544

Chapter 3: Experimenting With Technologies

After reading through this chapter, I really wanted to explore the websites that were discussed to gain a greater perspective on things. The first one I visited was Interactive Physics, which was really neat to see. I was having flashbacks to high school and was trying to think back to the ways I learned these concepts. I did not have the opportunity to learn these concepts through visual simulations, but through written text and diagrams. There was everything you could imagine on this website. Acceleration, coefficient of friction, Newton cradle and diatomic molecule are a few of the concepts simulated on this website. Being about to see these concepts can really assist in understanding them. Students can also construct their own models, test them and get feedback. Realistically, it can be difficult to get a wide variety of materials to physically make these structures. When I was in elementary school and high school science, we only actually constructed two or three structures. I remember doing an egg drop and making a car with ramps. These experiences were meaningful, but limited. I think it would be more practical to use these simulation sites in gaining even more understanding about a vast array of concepts. The more you are exposed to, the better!

I really enjoyed being able to see what actually is available for students to learn on the computer. This is because I have been able to witness when children have computer time at school, and the majority of them time they are skateboard racing or dressing up a Barbie. When you see what is available out there to help them learn, it makes me want to show it to them now. The SimCity simulation was really cool to try. This simulation can help children to become familiar with “political, social, economical, historical, and cultural” issues and can highly involve and motivate them to learn. This simulation also can really encourage children to be advocates and make be responsible for making changes in a city. Recognizing the needs of places around the world can educate a child and put things into a greater perspective; a more realistic one.

Reading Gee’s principles for modern game design solidified the ways in which these games can assist in learning.  After hearing about all the positive points, the text pointed out something that I find to be true in many classrooms I have been in. They mention that “not all computerized games represent these principles. Many games expose students to competition over an uninteresting task that may also engage only recall and memorization.” This something I see a lot of, and it bothers me. Computer time also seems like something to fill time in the library and I often wonder what student are actually getting from this, besides a bit of a break from the classroom.

Word Count: 477

Chapter 6: Community Building with Technology

            Reading through this chapter has really made me reflect on blogging. I have never completed a blog prior to this year and I have really noticed the benefits of it. I began to think about how just handing in a 500 page paper every week in comparison to doing a blog entry would be much different. It would be difficult to share your individual thought about the chapter to the entire class and share ideas and reply to everyone’s comments. Blogging makes this “communication” possible. In previous blogs from last week, many people (including myself) spoke about face-to-face conversations and the limitations they can pose when relying too much on internet communications. When comparing blogging with class discussions, it becomes apparent that blogging has definitely brought out more ideas and everyone has a voice. Blogging is done quickly and efficiently and comments can be made without hesitations.

            When reading the section on “Knowledge Building with Knowledge Forum”, it was neat to see the examples given in regards to the question are people machines? It was cool to see both a supportive agreement as well as a disagreement. This forum provides so many options and really lets students become scientists. It’s quick and efficient and so much can get done in a short period of time. The text points out on page 105 the fact that “knowledge building becomes a social activity, not a solitary one of retention and regurgitation”. This helped to paint a picture of the practicality of these forums and the benefits they have for students. I wish I was able to use these in school.  Solving your own problems through these forums can be so much more useful then reading from a textbook or lecture.

            Bringing people together and supporting sharing online communities through the use of technology is something I am starting to understand more and more as I read about new technological communications. Wiki accounts to me are so great because you can get the job done fast. The name definitely suits the service; quick and efficient. Another great thing I noticed was the fact that you have choice. You can choose your work environment, depending on your needs and preferences. This notion connects to the Gardiners multiple intelligences, as students can learn through various ways. Pictures, videos, audio and text can all be provided through wikis. Students also are encouraged to write creatively and they can personalize their accounts. This is something that cannot always be done in a book report or research project. Sharing ideas, thoughts and opinions through wikis can help to log learning processes and growth. This can help to link students’ ideas together, noticing similar or contrasting perspectives.

Word Count: 456

Chapter 7-Communicating with Technologies 

An immediate reaction to the question posed on page 142 of this chapter engaged me to want to keep reading. “What advantages does computer conferencing have over a good old-fashioned discussion? Why not just converse face-to-face rather than talking through computers?”  These questions were something I similarly found hard to understand. The text points out rationale as to why computer conferencing is beneficial, however I still feel group work within the classroom is necessary. I feel as if a balance is necessary for a child to develop advocacy, teamwork and leadership skills. The text proves the positive elements linked to computer conferencing, but we cannot neglect the importance of social skills and the power of voice in our opinions.  After reading further, I began to become more aware of the opportunities that computer conferencing can have on shy students. It can be hard as a teacher to want to do all these exciting things, but not have enough time to do it. The internet helps to get the job done so much quicker and efficiency helps sometimes in a busy classroom.  After reading many more benefits, I began to become more optimistic about computer conferencing and what it has to offer in and out of the classroom. I started to realize how beneficial the internet has been for me and how it could be effective for tying in the curriculum and assignments.

I was glad to see the safety guidelines for online communication listed. I think it’s so important to enforce the seriousness of online predators, informing students of the precautions they need to address in order to be safe. I actually just came back from placement and the grade threes had computer time in the library. It was interesting to see the games they were playing online to see what’s out there for kids online. The resources are really endless when it comes to educational games that can be found on the internet. Another thing I noticed was that out of 23 students, they were all playing different games. The internet can help to gage student’s interests, which intern keeps them focused and interested at the task at hand. Often, students express that an activity or assignment in class is boring because it’s not geared to what they are interested in. When students are able to express their strengths and have interest in something, they are more likely to give it their all and really engage themselves in the activity.  Students also seem to be so excited to use something other than a pencil in the classroom. Just the experience of using the keyboard and visually seeing the screen can help them to be more involved in what they are doing.

Visually being able to view movies on through live webcasts can be a great experience for students. It was interesting to read about the video conferencing, as it addressed my initial concerns about relying too heavily on the internet for communicating instead of orally/visually. Video conferencing and webcasts give you the opportunity to practice presenting, much like what you would do in a presentation or when working in groups.

Word Count: 525

I experienced a sense of relief after reading through the first few pages of this chapter. Many feelings about the actual outcome and learning value in the use of the internet at school were being questioned in my mind. Just like how any lesson or new concept is being taught, the outcome goal is reflected in the way it was presented or taught. Whether it is a research project, math problem or history assignment the expectations, requirements and the approach are dictated by the outcome and what the children have actually retained. The text outlined a model called the four-step process that included this process; plan, use strategies to search the web, evaluate, and triangulate sources. This really helped to put things into perspective for me, but also challenged me to think about the success of this plan. It is important to have an intention. I was able to connect my own experiences nicely to this notion. It takes me all the way back to high school (all 6 years ago), when teachers would provide research time on the computer to help with your projects. I really never actually found my time in there very useful or purposeful I should say. Developing a real understanding and sense of an intention would have helped in “computer time”. This goes along with teaching methods in general I would say. Purposeful teaching strategies need to have meaningful instruction and intentions to follow through with the learning aspect necessary for development. This being said, the text scared me into thinking this would be a challenging task. This is why familiarizing myself 

Chapter 4- Supporting Writing with Technology
I was also pleased to read this chapter because it had a lot to do with my preconceived notions regarding technology and the barriers that it may cause when learning concepts in writing. The concept maps brought me back to high school, as I did learn how to make these on the computer in a class. I remember it being frustrating and I thought to myself it would be a lot easier to just pull out a marker and chart paper to make a chart. I think this attitude stems from my comfort zone and what I feel safe or use to doing. When a new challenge or task is thrown my way and I already know another way of figuring it out, it’s hard for me to accept the “new” way. The text provides great support for the area of creative writing as well.  I tried out a poetry website and it looks really cool. When things are fun and easy, it can make children feel safe as well as comfortable with what they are learning.

Week 11: Concepts, Experiences and Integrated Activites 
Chapter 15: Light 

After reading this textbook, I seem to find myself coming up with introductions to the units automatically. For this week, I’ll share my intro for light:
I have in front of me a beautiful package of fireworks and we’re all going to go outside to the field and light them off. We go out and light them off…its not the same. Why is the firework show not what we expected? Well, we lit the fireworks off in the middle of the day. It was light out and it just wasn’t the same experience. It’s hard to experience the same types of things in the dark as in the light. Why is that? Is it just because it’s harder to see, or are there other reasons why we do different things in the light then in the dark.

 Light plays such a significant role in our lives. It’s something that we most definetly take for granted and is also something I would not have really thought too much in terms of a science lesson either. I could see it being used in a lot of lessons and experiments, but never solely on its own. 

 For the majority of these chapters, I have been able to make many connections and also remember certain things that I had done in school for science lessons. However, I cannot recall any specific lessons or being taught about light at all. That might be why I found it hard to extend on lessons presented in the text. I enjoyed reading about the activity on why we have day and night. This seems to me like it would perplex many children and it would be valuable to hear their explanations and rationales as to why we had day and night. Showing them a globe and using the shadow concept to describe it to them would be very effective. I have never learned that through something like that and using the globe model with the overhead light would really help in understanding the concept visually. Bringing to the attention that in other Countries are in different time zones can help to. Its cool how everything can seem to connect with science, one concept can stem into the next. That’s one thing I’ve noticed when reading the text and thinking analytically about these concepts. When you really get into the topics, they seem to intertwine and nicely tie into each other to create a meaningful experience.

Word Count: 408

When I think of ‘simple machines’ my eyes don’t glaze over. I never thought of levers, pullies and wheels turning to be a scary and complicating concern. Maybe it is because their entitled simple machines…I don’t know, just at hint. Apparently, the text assumes that we are all scared and think about equations. Me, I’m not really inclined to think about equations at any point in time…that is unless I’m figuring out how much I’ll save when there is a sale at the mall. Besides that point, I feel as far as I’m concerned simple machines are staying simple for me. I love playing around with things and testing things out, participating in activities, getting my hands dirty and actually initiating movements and manipulation to solve problems. With simple machines, this is inevitable. But, there is a catch...you must have these manipulative materials in order to fulfill your tasks and learning concepts.

The text, once again points out such a cheesy intro involving the movement of hands being rubbed together to create friction. I will sadly admit, this would work for me. The heat produced would spark an initial inquiry and help evolve that spark of interest. However, follow up is necessary and the exploration of further issues needs to happen. This will expand on that experience and broaden the focus from a narrow perspective.

When I think of friction I am reminded of a wet day at wonderland. Walking around the park with a damp pair of jean shorts rubbing back and forth until a rash is developed. Just that feeling of discomfort and wonder about why this is happening only when my shorts got wet had me problem solving.

When it comes to simple machines, practical experiences can just cut right to the chase and enable ample learning opportunities. When reading through all the learning objectives for simple machines, I could think of so many practical experiences that could be used to assist in the understanding of the concept. When experiences are more personal and felt they are better understood in my opinion. This isn’t to say that experiences can’t go wrong or are beneficial in every case. Some things are hard to understand and grasped when too many steps are involved or explanations are not given. It is extremely important to follow up on experiences with the levers, ramps or wheels. The plank of wood with rock supports example displayed in the text reinforced the notion that changing where you stand on the plank can change how the lever operates. Total participation in activities like this one can be beneficial to all the students in the class. This unit to me, showed the need for extra manipulative activities and movement through working with the machine models.

Word Count: 459 

    Magnetism reminds me of my earrings I had when I was in grade one. I didn't have my ears pierced yet, so my mom bought me clip-on ones. The clip-on's would never fit my tiny earlobes properly, so my mom found these magnetic ones. I was always so fascinated by how they were held together without falling off, even when my ear was in between them. I also wondered if the force was sending radio-active waves into my head, through my ears. Believe it or not, these earrings were the one reason my teacher initiated a lesson on magnetics. I demonstrated to the class how they were used and how easily I could take them on and off. I don't think the class was as fascinated with the fact that they were magnetic, but that the earrings were so strong that they even stayed on when my earlobe was in between. This experience demonstrates that children's inquiry comes up in situations that are unplanned. As a teacher, it is important to take note of these inquiries and develop lessons based on their interests. With magnetics, there are so many manipulative things that could be set up to explore the different forces and effects of magnetics. This can relate to my magnetic earrings, as the children were so interested in finding out how this works. This concept relates to the fact that magnets pull through some materials. Testing out what else these magnetic earrings could pull through might be something to consider.
 

    Reading through this chapter I was reminded that gravity is a hard concept to grasp, even boggling the minds of scientists many years ago. My boyfriend and I were actually debating about this issue as I was asking him for possible ways to teach children that regardless of your weight, gravity has the same pull and force and will carry objects to fall at the same speed. The historical perspectives of things can always help in the credibility of something, but not always.  He grabbed two objects, a pen and a bottle opener and began his demonstration. He dropped them both and sure enough, they dropped at the same time on the ground and travelled at the same speed. I began to recall this demonstration in my elementary school years. Is this all I have be taught about gravity in school? This is sad. I had no other manipulative and memorable experiences with gravity in school that I could even remember. No recollection of understanding this process as a child. Is it because I wouldn't have been capable to understanding such a complex science at that age?.....don't think so. I can only begin to think of the questions that would come to mind, much like the questions I still have unanswered today. The text reminds me of my lost opportunities in school, but also reminds me of the gain for others when I teach science in my classroom.

Rocks and minerals are very fascinating to me. When I think about it, I started realizing why I find them so intriguing and my interest for them lies from these underlying concepts. Of course every girl loves diamonds, the sparkling beauty and the stigma attached to owning a beautiful diamond-stung necklace or a gorgeous engagement ring. But when you really think about it, a diamond is much like a rock you could easily just pick up off the ground. Why is it so valuable, why does it look so different? After searching how diamonds are formed I found that they are formed deep within the earth’s surface. They are formed large amounts of pressure from the rocks above and carbon. I began to think about how can this be taught to children? The text basically just highlights the exploration of rocks and looking at their general appearance properties and attributes. However, the activity about crystals and how minerals form crystal demonstrates how the forming takes place. I think this knowledge is important for children; understanding why something has happened. For instance, when I was learning about the three types of rock formation in elementary school I cannot recall and remember what each type actually was. A more memorable experience could have allowed me the opportunity for a better understanding of these types and what they entail. Just reading through them in the text, I start to think about possible activities and materials that could be used to make each type of rock and distinguish differences as you learn about each type.

            I actually thought the text including some fascinating activities that covered a wide array of learning opportunities. I especially enjoyed the final activity on how stalagmites and stalactites form in caves. I actually learned about this for the first time when going on a tour in Cuba last year in a deep underground cave formed by calcareous rocks. It was amazing to see the beauty of the ancient cave and I was so curious to know how these were formed. Experiencing and seeing how amazingly beautiful that was excites me and made me want to learn more about the creation of it. This relates to children’s learning as well. When developing and planning science lessons, add that element of enjoyment, spark some genuine interests and that makes them wonder and care. Trips to museums or even good videos, and when I say good, I mean like engaging videos geared to suit the interests and needs of the child’s learning. I have definitely have seen teachers put on some videos that children are not even interested enough to sit and watch. Videos of natural occurrences can truly engage children in the interest and desire to learn more. 

Word Count: 457

Week 6:Concepts, Experiences, and Integrated Activities 
Chapter 7:Air and Chapter 9: Weather 

     When considering my past experiences in science, it was hard to specifically think back to activities and lesson that involved the concept of air. To me, learning about something you cannot see would be rather boring or difficult to understand. How could you manipulate and explore air? After reading this chapter, my beliefs have some what changed as new concepts were introduced to me through some interesting learning activities. The concept outlined in the text, "air is real; it takes up space" seems to be a good one for my previous experiences with air. I found it difficult to understand and learn about something that was invisible. The activities helped alleviate previous feeling towards air lessons and activities as I found they can be engaging and students can manipulate things that are operated by or involve the use of air. The text points out that students should be able to 'feel' the air in the baggies in one activity, which can help them be aware that air exists and can take up space in a bag. It seems that many simple activities can be implemented into learning about the concept of air; however it is such a complex process of understanding. I think the extension activities hold significant importance as they act as an aid in the expression of understanding and knowledge about what was learned. The poems, art, creative movement and creative thinking especially promote the expression of understanding the concepts represented in text. 
      
     Familiar activities I remember my teachers implementing throughout elementary school were making volcanoes, learning about clouds and their properties and learning about climates and why some places around the world were hot and why some were cold. There are many directions one can take with the concept of weather and living in Canada, it’s an advantage as we can explore the elements of weather as they change significantly every few months. I find this topic is different than the others, as with weather, you can explore the elements on a constant and everyday basis. Ample opportunities can be provided through outdoor exploration. Personally, I feel that when I’ve learned new things about something, I am more conscious about what is going on in the environment. Being more conscious, I feel like I am constantly developing new knowledge and reflecting on what I’ve explored. This idea can be applied to concepts involving weather quite well. This is one thing that could have been highlighted in the text; personal experiences or at home reflection about observations about lightning, rain, wind and the sun. Although the activities were complex, further insight or connection to the outdoors or children’s personal observations could be additions to the learning activities.  There are so many philosophies and rationales that can be developed through weather concepts and these can be explored by the children in the great outdoors!

Word Count: 475

Week 5: Concepts, Experiences, and Integrating Activities
Chapter 8: Water 

      There are so many different concepts that can be learned and explored through the use of water. The text highlights quite a few experiences that can involve water, and various concepts can be learned as water involves so many aspects of our everyday lives. A sink and float activity that involved seeing how shape helps some things float reminded me of an experience I had with a particular activity done in Monica’s early primary programming class last year. We had the opportunity to make boats out of various materials and the objective was to see how much weight our boat could carry without it sinking. Size, shape and the materials used were all taken into consideration. I began to think of question that children might think of when doing this activity and realized how a simple concept could turn into such a great learning experience. As a child, I remember being so fascinated with the fact that certain things could sit on top of the water without sinking to the bottom. How could something that I could scoop up, slip through my fingers, drink and splash around in hold something as heavy as a boat up on top of the water. This got me thinking about how simple something might seem to us because we’ve just excepted and understood it, think its normal and just part of life. Children can look at things and have so many different outlooks and have so many elaborate rationales as to why things happen the way they do. I think it’s so important to give them as many opportunities as you can to share there outlooks and explanations as to why things happen the way they do. 
      
       Water can take you in so many different directions, and that was reflected in this chapter with the activities listed in the text. I think in many classrooms that I have worked in the main and in some cases, only focus that was made on water was filling the water bin up and changing the toys in it once or twice a week or changing the colour by putting a drop or two in of food colouring. This, in my opinion is alarming. Although exploration is important, materials and concepts need to be considered and planning is appropriate and necessary. Just reading through a couple pages of ideas, makes me think of the lack of experiences that were provided in some classrooms I have been in. This is not only seen in the area specifically devoted to water, but in all aspects of science. The focus and stress that is put on teachers in the area of literacy sometimes takes away from incorporating science into students everyday learning experiences. What I have been learning more about through this class is that many, if not all aspects of the curriculum can be covered during science lessons. There are no limits and not only science is being explore through these exploration activities, but communication, recordings, math through predictions and possible solving or figuring out solutions and even art. 

Word Count: 502

“How did that balloon full of air lift all those people?” “Why did the balloon go up when the people got out?” “How come the balloon isn’t catching on fire from all the hot air and fire?”  

These are all questions that arose from a science lesson on hot air balloons I planned at my placement last semester with a group of senior kindergartens. It involved a helium balloon with an attached basket and small materials that could be placed in the basket. I was able to dwell on many experiences while reading through chapter two. This science activity reflected a constructivist learning approach and made me realize how knowledge builds internally through interaction. The more opportunities I gave the children to explore the balloon and basket, the more questions they would ask and the more answers they were coming up with. Were the answers always the right ones? Not always, but they were understanding how things worked in there own ways and really enjoyed what they were doing. The sense of industry that was described in this chapter was shown through this science activity. The children were eager, persisted and felt they had accomplished something when they came up with reasoning.

            The planning involved in these lessons was not direct and exact. It simply involved gathering materials and being aware of my role of a facilitator. This was much like the role that is discussed on page 24. I learned through these science activities to always expect the unexpected, never be thrown off by imperfections and never to fear the fact that things aren’t being understood the way you understand them.

The role of the warm, personal and involved teacher described in the studies by Hyson and Molinaro reminded me of the role I played when initiating these activities. It was important for me to have a positive attitude, be excited about what was being explored and be involved and interactive. Listening and guiding them while they explored new concepts sets them at ease and is not intimidating. I learned through my own experiences as a student that when teachers care, it really helps the student learn.

Chapter three rolls right into the topic of the teachers role of guiding and assessing. Learning to question was a useful section for me as I found I struggled in this area when initiating my activities as I may ask too many questions to a point where I could be interfering with their learning. It was useful to learn about divergent and convergent questions and when it is appropriate for their use. The importance of creative thinking through reflection and feelings can allow children to keep their mind going and recall previous knowledge and this can help to expand and grow new knowledge.