Content Knowledge

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INTASC Standard: Content Knowledge

The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content.

First Grade Science Unit Plan: In preparation for planning this week-long first grade science unit focusing on light waves, I researched light waves and all other relevant information to assess what information was necessary for students to successfully meet and exceed grade-level standards. In this unit, students begin by learning about the most basic component of light waves: the identification of illumination. Various modes of learning are utilized including poetry, discussion, and visuals. On the second day, students conduct investigations into the effect of light on different materials, focusing on transparent, translucent, and opaque materials. After teacher modeling, students work in groups to investigate and observe using their own flashlights. During the third lesson, students conduct another light investigation to discover how light waves interact with reflective material. Students build spectroscopes with paper towel rolls and CDs. The students utilize natural light to share observations and make discoveries about the way light behaves when meeting reflective materials. The design of this unit required a strong knowledge of how light waves work in order to appropriately communicate the information to students. 

INTASC Standard: Application of Content

The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.

Erosion STEM Activity: During our Weathering, Erosion, and Deposition science unit, fourth graders were challenged to design structures that would protect the shoreline from water erosion. The concept of erosion, specifically coastal erosion was reviewed from the lesson prior. Students then watched a news clip reporting on the threat of coastal erosion for many homes on the north shore of Long Island. With wide eyes, fourth graders proposed various solutions to prevent erosion along the coast, sharing ideas such as building walls to stop the waves or planting trees and shrubs along the shoreline to keep the sand and soil in place with roots. The students were shown various traditional structures that have been utilized to minimize erosion. Four teams were assigned and students built "beaches" using water and sand. Students were directed to mimic waves with their hands in the water and shared observations about what changes occurred as the waves hit their "beaches," most noting that the sand was moving from the "beach" into the water and the "beaches" became smaller. Students were given the challenge to create their own erosion-preventing structures to protect their beach houses using only popsicle sticks and toothpicks. Each team trialed different structures, testing them out with waves. While some teams avoided the toothpicks altogether opting for popsicle sticks, other teams designed structures weaving popsicle sticks and toothpicks together to steady their walls. Each team used trial and error to figure out what worked and what needed adjustment, eventually designing structures that slowed the flow of water near the beach houses. Students that viewed the concept of erosion as some foreign concept that did not impact their lives during previous lessons were shocked to learn about the connection to homes in nearby communities and were excited to think of ways to help.