Reflection – Coca-Cola Challenge (CCC)
Day 1
Today was the beginning of my Coca-Cola Challenge activity. I came to school several hours early to prepare the lab for the experiment. In this experiment, 8 stations had to be set up with graduated cylinders, measuring cups, funnels, etc. Also, signage had to be posted on the walls and the tables to ensure the students knew where to sit and where to go when they were completing their experiments. This set-up took a really long time.
Block 3
I felt that block 3 went very well. As the students entered the room they were given “Entry Tickets” which informed them of what group they were in. This was my unbiased way of dividing the students into groups. I thought it worked great. Not a single student complained about their group. Yeah! To begin class I asked the students engagement questions concerning Coca-Cola. I then transitioned the students into a demonstration activity in which the students had to predict what would happen if a Regular Coke and Diet Coke can were placed in a tank of water. We then talked about a relevant experience that many of them would have experience, getting a pop out of a ice and water cooler and how some of the pops float while others sink. Next, we incorporated their observations of the demonstration to use the scientific method. After the demonstration I should have informed the students of the relevance of what we were going to be doing the next couple days. Why is it important that Diet Coke Floats while Regular Coke sinks? Some suggestions given to me from Dr. Ivins would be to talk about ships floating but little pieces of metal sinking. He also suggested talking about how body fat is determined by submerging people in water.
Next I transitioned to a Quick Read about Archimedes. In this class I wore the crown and the shower cap as I conducted the “skip reading” activity. I thought this really worked well and kept the students on task and kept them reading along. If we hadn’t used skip reading, most of the students would not have been following along and many of them would not have gotten the gist of the passage. I really liked this activity and felt that it worked well with this class.
Next I went through the 2 experiments they would be completing over the next couple of days. Something I forgot to do was directly tell them the importance of each of the experiments and why they were doing them. Dr. Ivins felt that some of them were confused about what they were doing. I felt if I had told them too much, they wouldn’t be given the opportunity to explore. There is a fine line between what you can and can’t tell students when you are attempting to teach inquiry. I definitely feel that I need some direct instruction in a UC setting about teaching inquiry appropriately. I definitely think it is an art, an art that I would like to master.
The remainder of the class was spent working at various stations of the experiment. I attempted to organize the stations and what groups would be where and when so to use the most of my time with the students (no bottle necks.) For the most part my organization worked but the stations for Experiment 1 definitely did not take as long as those for Experiment 2 so there was a little bit of wait time. Fortunately for those students who completed early, they were able to begin their calculations and questions. And because they were at different points at different times, I was able to differentiate my instruction between all the groups and give them individual attention when it came to making calculations and answering questions.
The class ended with the students completing exit tickets in which they wrote a summary of what they learned for the day. Overall I felt that Block 3 went very well.
Block 4
Block 4 smoothly as Block 3 did. I attempted to change my instruction for Block 4 during the Quick Read to have two students be the king and Archimedes. I did this because the students in this class are more rambunctious and confident so I thought they would get a kick out of acting. Unfortunately with skip reading, acting does not work out too well because students must follow along with the reading, not look at actors. Other than that one change, everything else went as planned.
After talking to Dr. Ivins, I learned some basic things that I need to incorporate into my classroom instruction. First, I need to speak from my “gut” with a “teacher voice.” Second, I need to work on choosing students for answering questions more diversely. Also, I need to work on my wait time and make sure I do not step on student’s responses as they answer my questions. Finally when trying to get control of the students (to be quiet, attentive, etc.) I need to wait until they have all had a change to get quiet and be attentive before moving forward with my instruction.
After my meeting with Dr. Ivins I spent a significant amount of time cleaning up the lab and getting all of my materials out of other teacher’s ways. Because the students need to take a quiz, they will not be in lab on Tuesday. Instead they will be taking a quiz and reading a Chem Talk about density and making accurate and precise measurements. They were also required to complete Checking Up questions over their reading for homework.
Day 2
I came to school early today to organize the lab and to organize the students’ worksheets.
I began class today with a lesson on Accuracy and Precision. I felt that the students need a quick mini-lesson on this because I did not feel that they were being very precise in their measurements the day before. Also, they were not taking in account significant digits when performing calculations so I felt it was important to go over it.
Block 3
During Block 3 I discussed accuracy and precision in detail. This took a considerable amount of time, more time than I wanted it to. Then the students completed their remaining experiments and began working on calculations and questions. The students were given the packets for homework. They completed an exit ticket before leaving class and summarized what they learned.
Block 4
I did not feel that the students needed as much time spent on accuracy and precision. So I did a few less examples and concentrated on telling the students the rules about significant digits and calculations. The remainder of the class was chaotic. The students completed their experiments but after that they were very difficult to control. Mrs. Hutchinson was there and she too was having a hard time getting the students quiet and controlled. From what Mrs. Hutchinson said, I don’t think this class will be going to lab anytime soon. They too were given the worksheet to complete for homework and had to complete an exit ticket before leaving class.
Day 3
Block 3:
Today in Block 3, I began class by asking the students to complete a feedback form on the Coca-Cola Challenge activity. Then we completed some guided notes and a quick demonstration concerning weight and density. Finally, the class was supposed to start working on Chemistry to Go questions. Unfortunately though, many students did not complete their homework from the following weekend, completing their Coca-Cola Challenge packets, so we ended up working on that for the remainder of the class and all of the students were required to turn it in at the end of the block. Many students did not complete it because they did not know how to. I had suspected this would happen and did not want to the students to do it for homework, but my mentor teacher requested that it be given as a homework assignment so I complied. At the end of class I collected their packets and actually had to leave.
Block 4:
Originally, I was going to get Block 4 through the guided notes before having to leave for class. But, the classes ended up switching classes a little late so I had to leave before Block 4 entered the room. Because of this situation, Mrs. H had the students complete their Coca-Cola packets and they started the Chemistry to Go questions. Mrs. H gave Block 4 the CTG q’s for homework.