Making Sense of Change

Claudette W. Stone

I learned that....Change on a 'Big Scale',(evolution) began through 'Redshift', how much space has expanded over time,'Big Bang Theory', the distance of stars over time expands; space itself is stretching over time, objects are moving; stars don't get bigger, the space expands, matter moving apart/universe cooling down;

I learned that....Change on 'Human Behavior' from the behaviorists' theory suggests,while problem solving, strategizing and changing behavior, ancillary factors are not the the determinant; Identify behaviors for transformation or extinction; intervene immediately and consistently;

I learned that....Changes on a molecular scale, alchemy, oxidation,and acid rain involve spagyrics: the art of separating pure from impure;

I learned that....Metamorphosis in Literature is the practice of telling new stories based up new observations; How an old story generates a new story; Not all stories come from observations:Old term: hypothesis: the basis of an argument, hypo-beneath, thesis- put or place; New term: hyperthesis:going beyond the argument;

I support a K-16 collaboration.....The process includes connection, looping(a spiral component) which will prepare school age children for higher learning in Science in addition to supporting and renewing instructional practices; We can share various ways to make change" sticky" without being stuck via a K-16 collaboration; Any State Standards can be identified and incorporated in a K-16 curriculum designed by colleges and universities.

I learned that....Biological Evolution is an ongoing process of storytelling and story revision; Science is a story based upon a series of observations. Educators should ask students the following: What are the observations it summarizes? What new observations does it motivate? How useful is it? Science is a story, an expanding summary of observations; In the classroom content is introduced, then evolution occurs of observations. We can look at evolution as a story.

Penny Lab- Change Copper to Gold

Adapative Lesson Plan for grades 3-5

Objective: Introduce scientific concept

Acid Based Reactions

Oxidation Reduction

The penny lab experiment can be adaptive for grades 3-5 to accommodate curriculum requirements, state standards, and most importantly, quality instruction and hands -on- experiences for children.

Performance Assessment Measures : Observation Questions

Which standards were addressed in the lesson and how were they addressed?

Which interdisciplinary competencies were addressed in the lesson and how were they addressed?

Which teaching techniques were used during the lesson and how?

How did the instructor build on prior knowledge?

How was the lesson personalized for the individual student?

How were various learning styles accommodated( auditory, visual, kinesthetic)?

What forms of assessment were utilized?

What was "old"? What was "new"?

Is the students' learning environment a balance of active exploration, direct instruction, independent work, cooperative learning groups, and learning centers?

Is the environment risk-free, student attempts valued and celebrated, feedback immediate, do students know feedback is the vehicle to support improvement?