Final Wrap-up & Classroom Application
Submitted by Allie Floyd on Fri, 2017-07-14 00:00
Wow, this week has flown by!!! We have managed to fit SO much into so a short amount of time it feels like it has been at least two weeks and I have loved EVERY minute of this workshop!!! I can't believe it's already Friday and I'm writing my final blog post... I wish we could keep going for another week! That being said, here's a quick recap from our day: we started at Glen Edward's farm where I again learned so much new information I didn't know about such as classes/credits farmers are required to take to keep their license active, various types of chemicals used to spray crops before and after growth, and that if hay bails are cut too soon, they can spontaneously combust starting fires! Who knew!! From there, we went to Deer Flat National Wildlife Refuge up by Lake Lowell, and went over to the Nampa Fish Hatchery which is something I've wanted to do since I was a little girl... what a day!
The question I am answering today is, "how will you integrate your knowledge of socio-ecological systems and/or activities in your classroom?". The biggest over-arching connection that I will have to the workshop that I can apply to my classroom will be the water cycle. Sadly that is one of the few direct connections to the curriculum I will get from this workshop, but I have so many new ideas! First of all, our Nature of Science unit is all about the scientific method so my plan is to complete labs that all have a different themes relating to socio-ecological services so that my students can learn and have reinforced throughout the school year. For example, I could create (or find) a scientific method experiment to conduct out in our school garden that relates to the pollination process and how that might help our food supply and plant growth. When we get to the water cycle unit itself (typically in January-February), I plan to hopefully have some guest speakers come in to speak that we had throughout this workshop. The last connection I want to make and implement in my class is with our plant and animal cells unit. The birds of prey have always been fascinating for me, and that was one of my favorite parts of this workshop. It may be a stretch, but once students have a solid understanding of animal cells, I would love to have someone speak to my students about the birds of prey, maybe do a field-trip to the bird observatory, OR talk to my students and do some projects and activities about how animal cells (specifically birds) start out as those small cells and gradually progress over time until they are fully grown. If we have time and reach that point, I would love to go even a little further and talk about some of their nesting and migration patterns. We will see!!! Digi-learners, please give me some input with this too and let me know if you think it's too far fetched or if it would be a possibility.
Here's my question for you all today: based on what you have seen and read from our workshop, which areas can you directly apply to your classroom? If you are in a tough situation like me and only have one unit that DIRECTLY relates, how can you work around that challenge to still find a way to apply it?
Thank you all SO MUCH for your responses this week!!! I know I haven't had a chance to respond to everyone, but I have read every single comment and have been absolutely loving all of the feedback, suggestions, stories, contrasting opinions, and fun facts you have provided! This has been one of the best weeks I have had all summer and I could not have asked for a more rewarding and memorable experience!! :) :) :)