One lesson I will be teaching this year will cover Lewis structures, ions, and covalent bonds. The overall goal for this unit is for students to demonstrate an understanding of the properties of atoms and how they interact. The guiding question for this unit is how do the properties of an atom relate to how it will interact, and at the end of this unit students should have the skills to determine whether a bond will be ionic or covalent, and provide a basic explanation as to why. The students will demonstrate these skills on a test and on worksheets. A typical class period for this involves a lecture followed by a worksheet and student work time which gives students a chance to ask questions. This work time also allows me to determine where students are struggling based on the questions they ask and the progress they make.
The standard that My host teacher and I are teaching towards right now in chemistry 1 is,
1) develop an understanding of the characteristic properties of matter and the relationship of these properties to their structure and behavior;
We are teaching the students how atoms are arranged and grouped on the periodic table and the parts of the atom and how they affect it’s properties.
In biology they are doing student lead experiments using soil sample from around town.
To me this quote means that a teacher needs to be there for their students when they’re in trouble. Also the more you love teaching the harder it can be.
I had a teacher that asked me if I was alright after my house burned down. She was the choir teacher. She was always a very compassionate teacher. Other than that I can’t think of a teacher that I connected with in this way. I was never comfortable with compassion and that sort of thing when I was young, so I think that’s part of it.
I responded to the quote in Scott’s section, but everybody else seems to be responding to the paper. O.K.
I had a history teacher that reminds me so much of the second mentor the writer had. He would talk loudly and always be walking around while he spoke. When he talked about something he acted it out with his hands. When we were learning about the Romans I remember he would hold his arms like he was carrying a sword and shield whenever he talked about gladiators. I also remember that if you ever arrived early to class you had a better than even chance of sitting through Spanish soup operas until the bell rang. Basically a very good and energetic teacher who was just a little odd.
I learned how to use technology to help teach, I learned that if the project is going to be presented to the public people will work a lot harder on it. I also learned how to make a basic lesson plan. I think the most important thing I learned/improved was how to work in groups. It can be a lot of work keeping everything organized and everybody on the same page. This can be even harder with electronic projects were it seems like we spent a lot of time dividing things up putting it all together then dividing it up again.
How does understanding culture and power impact your teaching?
Understanding theses concepts will impact my teaching by helping me to realize that students come into the classroom with different background knowledge. So the connections between content and everyday life will be different from student to student.
The three terms from the word wall that resonated with me were, empathy, patience, and respect. These words resonated with me because I believe they are some of the most important traits a teacher can have.
I plan on teaching in a culturally responsive way by, Connecting what I teach to the town and area in which I am teaching, and asking the students how the things I’m teaching affect them.
My lesson looks at the effects Earth’s axial tilt has on the planetary and local scales.
My lesson plan integrates cultural standards D and E. Specifically D2 and E1 and E3.
Curriculum standard D. 2. engages students in the construction of new knowledge and understandings that contribute to an ever-expanding view of the world.
In the lesson plan the students contemplate the effects of a different axial tilt of the earth. They are challenged to use the knowledge the have and make hypotheses.
Curriculum standard E. 1. encourages students to consider the inter-relationship between their local circumstances and the global community;
3. prepares students to “think globally, act locally.”
In this unit the students discuss the global causes of seasons and relate them to the local level. They also touch on the possible effects changes at the global level will have on their town.
Here are the links to my lessons.
IBook Section https://online.uas.alaska.edu/onlinelib/_portfolios/LJGUENTHER/LJGUENTHER_1373/Arctic_circle_Luke.iba
Word.doc it has all the same info as the Ibook but isn’t as well organized