Many of my blog post titles over the past seven years or so have overlapped with other titles. Today’s is definitely unique in every way. (Of course, I will likely be writing a similar post in about seven years, but that is seven years from now; will blogs even be a thing by 2024?)
We had the awesome experience this afternoon of witnessing a solar eclipse; and not just any solar eclipse–this was the first full solar eclipse to pass through the continental United States from the Pacific Northwest through the Atlantic Southeast (totally not a term we use but one we ought to use). The path of totality was about 150 miles south of us, but we still got to witness an eclipse that covered about 94% of the sun and that was pretty cool!
Thanks to our fantastic district superintendent, every student and teacher in the district was given a pair of eclipse glasses so we could all watch at the same time (but not at the same place). Here are some things I learned about 94% totality:
- 6% of the sunlight is dark enough to turn on street lights but nowhere close enough to being actual dark.
- 6% of the sunlight definitely results in much cooler temperatures.
- Watching the moon cover 94% of the sun leaves a pretty remarkable sliver of sunlight that is neat to watch through eclipse glasses.
- My iPhone camera isn’t sensitive enough to pick up the moon when 6% of the sunlight is demanding attention.
- My fourth graders still thought the eclipse was pretty cool and were excited to watch, even if they didn’t get to see the sun’s corona or the neat phenomena that accompany 100% totality.
My front-facing camera adjusted for the moon and showed the full circle of the sun.
My wife came down during the eclipse and took this picture by placing the eclipse glasses over my phone’s camera. You can see a tiny little sliver of the moon on the left, even though the eclipse was almost as total as it got in Urbana.
If I get the opportunity, I might try to travel to Carbondale, Illinois, in seven years to experience full totality. But if I can’t, I’ll still enjoy watching the eclipse wherever I may be!
(PS: I apologise for the lateness of this post; I didn’t get home until 8:45 pm and I am unable to update my blog from school due to network filter issues.)
Elementary teachers in Urbana spent a considerable amount of time last school year exploring concepts surrounding inquiry. We talked about the different types of inquiry, such as structured, guided, and open. One of the goals we set as a staff across the district was to use more inquiry focus in our science instruction; to get students away from textbooks, articles, and videos and into actually creating, doing, and discussing as they explored concepts.
Some of the concepts that fourth graders are supposed to learn and understand don’t lend themselves very well to inquiry of this sort. Understanding that energy is transferred through waves, for example, is challenging to teach through hands-on inquiry lessons. Understanding that weathering and erosion can and do change land formations, on the other hand, is quite fun to teach through open inquiry!
We did this as a short three-week unit in my classroom that started before Winter Break and finished today. For the first two weeks, the students did a lot of reading, researched concepts, and watched videos that introduced these concepts. We wrapped up this week with one of the most open approaches to guided inquiry I have ever used.
I provided the students with a variety of materials, such as sand, gravel, plastic containers, and water, then told them that they were to work in small groups to plan, design, build, and demonstrate a model that would show the effects of weathering and/or erosion. I gave no directions on how to do this, nor did I tell students what I expected. My only requirement was that they found a way to show how weathering breaks up rocks and soil and/or that erosion moves rocks and soil to a new location.
After making their plans earlier in the week, today was the day to actually build and demonstrate. It was so much fun watching and listening as they all worked together in their groups. Yes, they made a huge mess. Yes, there were hands stained green and red from the food dye that they randomly discovered and decided to use. And yes, there was a lot of talking and laughing and bumping into each other. But the students also all worked together as a class to clean up afterwards, to get the spilled water and the wet sand cleaned up and properly disposed of so that our room was once again a clean place to work and learn together.
We let the models rest during lunch and then the groups did their demonstrations in the afternoon. We had models of mountains, hills, and canyons with demonstrations of rain fall, floods, and rock slides. The students gathered around and listened to one another and made observations about how water could cause both weathering (breaking things up) and erosion (carrying them away). They encouraged one another and helped clean up after the demonstrations.
All in all, it was a fantastic end to our first week back after the Winter Break! We are going to move into a new social studies unit on Monday and I am really excited about the possibilities we have before us, but I am so pleased that my students were able to so confidently demonstrate their learning. They were especially excited when one of the fifth grade teachers came in and they were able to explain to her what they were doing!
Some readers may recall that I had the unique opportunity to participate in a summer workshop about the EPA’s R/V Lake Guardian on Lake Ontario three years ago. Part of this workshop included a commitment from me to include Great Lakes literacy in my teaching. I have done so and continue to be amazed at the depth of knowledge my students gain as they learn about the role of the Great Lakes in our lives and in the health of our world.
Several weeks ago I received an email from the Community Outreach Specialist with the Illinois-Indiana Sea Grant who helped organize the workshop. She informed a group of us that the Lake Guardian would be docking at Chicago’s Navy Pier for a week at the end of May and wanted to know if anyone would be interested in taking their students on a guided tour. I asked my principal what she thought about it and she agreed that it would be an awesome opportunity if we could find a way to cover the travel expenses. After several emails back and forth, funding was secured and we were able to schedule a trip to Chicago for Thursday, May 19 (yesterday). In addition to touring the ship, we were able to arrange a visit to the John G. Shedd Aquarium. (Side note: despite being a lifelong resident of Illinois, I had never before visited the Shedd!) The last task was to secure chaperones.
I had initially planned on nine adults to accompany my class, in addition to myself. Parental interest was so high, however, that I was able to secure extra tickets. We ended up with sixteen adults in all! This allowed for very small groups of students, much more freedom for students to explore the Shedd, and the hands-down quietest bus ride I have ever experienced in all my years of teaching. (more…)