For the purpose of this study, I identified 3 children (who are brothers and sister) named Eric, Mike, and Emily (all pseudonyms) who live in the shelter that I work at. I recognized that Eric, Mike, and Emily would be good participants for this fieldwork assignment. Also, I believe having three participants would provide me with the opportunity to gain more insightful knowledge about the learning process of students. First, however, I asked for and received permission from the three participants mother named Jill who is Caucasian. Eric is 8-years-old and is in the third grade at a local charter school. Eric, also, has been placed in a substantially separate classroom, is reading below grade level, and receives speech and occupational therapy
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First, I prepared four cups of water, straws varying in length, 6 sheets of wax paper and aluminum foil, 2 stacks of toilet paper and paper towels, 2 metal sponges (1 copper and 1 silver), and 6 different types of texture and color sponges that I cut into small rectangles and circles. Next, I arranged the living in order for proper spacing for the fieldwork to be conducted. Finally, at 4:30 pm, I began the fieldwork assignment with my three participants. I had several feelings as I reflect around this point of my fieldwork: (a) the organizing of the project was time consuming, (b) I was fearful about having all the right materials for the assignment to be completed successfully, and (c) I was nervous and fearful because science is not a content area that I am strong …show more content…
I recognize that this lesson was informed and address several Massachusetts science standards. Standard Prek-PS1-2 (MA) investigating natural and human-made objects to describe, sort, and classify objects standard Prek-PS1-4 (MA) investing how physical objects and materials can change under different circumstance was achieved when the participants had to use the different manipulative objects to absorb water. Also, standard 2-PS1-1 describe and classify different kinds of materials through observing properties of color, flexibility, hardness, texture, and absorbency was attain by my purposeful use of various materials. If I was to create some follow up lessons based on the information observed and gathered from my three participants, I would focus on the different ways are used in the environment, absorption, mixture, flow, density and states of matter. Moreover, I would have added directions on a chart to remind the children what I wanted them to think about. I believe this would help students—like Mike—who struggle with short term and/or working
First, I prepared four cups of water, straws varying in length, 6 sheets of wax paper and aluminum foil, 2 stacks of toilet paper and paper towels, 2 metal sponges (1 copper and 1 silver), and 6 different types of texture and color sponges that I cut into small rectangles and circles. Next, I arranged the living in order for proper spacing for the fieldwork to be conducted. Finally, at 4:30 pm, I began the fieldwork assignment with my three participants. I had several feelings as I reflect around this point of my fieldwork: (a) the organizing of the project was time consuming, (b) I was fearful about having all the right materials for the assignment to be completed successfully, and (c) I was nervous and fearful because science is not a content area that I am strong …show more content…
I recognize that this lesson was informed and address several Massachusetts science standards. Standard Prek-PS1-2 (MA) investigating natural and human-made objects to describe, sort, and classify objects standard Prek-PS1-4 (MA) investing how physical objects and materials can change under different circumstance was achieved when the participants had to use the different manipulative objects to absorb water. Also, standard 2-PS1-1 describe and classify different kinds of materials through observing properties of color, flexibility, hardness, texture, and absorbency was attain by my purposeful use of various materials. If I was to create some follow up lessons based on the information observed and gathered from my three participants, I would focus on the different ways are used in the environment, absorption, mixture, flow, density and states of matter. Moreover, I would have added directions on a chart to remind the children what I wanted them to think about. I believe this would help students—like Mike—who struggle with short term and/or working