Reflecting on Sandy

What can be Learned by Reflecting on Sandy?

During this short activity, students shared their experiences during Sandy, described what they know about the storm, and developed questions they wanted to answer about Sandy.  This type of dialogue is an essential part of scientific communications and provided an opportunity to assess existing student knowledge regarding the science behind a storm.

Below is a sample of questions posed by 3^rd – 6^th grade students:

• Why was the storm and flooding so much worse here than where our relatives live?
•  Will this type of storm happen again?  How will these storms happen?
•  Would the floodwater in my house make me sick?  Why?
•  Did this storm happen because of global warming?  What is global warming?
• How does the level of the sea change?  It seems too big to change much, right?
• Can we protect ourselves from future storms?

Flower Parts

Like seeds, flower dissection and anatomy is something most people are familiar with but have never explored up close.  By systematically dissecting an Alstromeria flower each student saw first-hand how the parts of a flower contribute to the process of pollination and seed reproduction.

Learning Objectives:

Students will:      

• Identify and label the parts of a flower
•  Understand how plants reproduce
• Understand the development from fruit to flower
• Create and label a model of their dissected flower

Seed Dissection

Seed dissection and anatomy is something we rely on daily but have seldom seen up close.  In today’s lesson, students dive deep into the process plants’ use to reproduce new seeds and the role each part of the seed plays in its germination.

Learning Objectives:

Students will:      

•  Identify and label the parts of a seed
•  Understand different methods of seed dispersal
•  Learn how flowering plants reproduce their own seeds
• Describe why plants are important to humans
• Understand other ways plants are grown that does not involve seeds

If You Plant it, Will it Grow?

Seed germination is an essential part of any budding botanists career.  After introducing students to the field of botany, students planted radish seeds for further study.  Through the mechanics of germination to an understanding of photosynthesis, students are introduced to what makes plants grow.

Learning Objectives:

Students will:     

• Define the term botany and what botanists do
• Understand what is necessary for seeds to germinate
•  Understand the process of photosynthesis
•  Describe why plants are important to humans

Draw A Scientist Activity

Young children are natural scientists and a big part of CityScience’s mission is to tap into their natural tendency to explore their world and seek understanding.  The purpose of this short activity is to illustrate stereotypes about scientists and to make students aware of all the ways they already behave like true scientists.  While Mazel Day School students drew lots of men in white coats and “mad” scientists, it was pleasing to see a number of female scientists.  Since no student drew a scientist in an outdoor setting, much of this discussion focused on science careers outside of labs.

Spring Semester Science Unit

This spring four science units will develop students’ ability to ask focused questions and to develop procedures for answering their questions.  After the plant anatomy unit, each unit will directly tie into the impact and events of Sandy.  You can read more about the learning objectives and student successes in future blog posts:

• Plant Anatomy:  flowers, seeds, and germination
• Geology: rock cycle and New York’s geologic history
• Moon and Tides:  moon phases, gravitational pull, centrifugal forces
•  Coastal Erosion:  barrier islands, human impacts, engineering solutions

New Instructor Introduction

Thor Snilsberg, Executive Director of CityScience, is very excited to instruct during the spring semester at Mazel Day School while Eileen Blank recovers her health.  Thor believes that science is best learned in the context of the real world and he teaches using an inquiry and project-based pedagogy.  Using this approach, Thor will scaffold student learning as they tackle big questions while undertaking projects that demonstrate their learning. 

Given the devastating effects of Hurricane Sandy on the Mazel Day School community, CityScience has adapted its curriculum to ensure that Sandy is used as a teachable event. After plant anatomy, each unit will directly contribute to students’ understanding of the storm as well as prepare them for their final science projects.

On his first day at Mazel Day School, Thor shared the four areas he will use to evaluate each student’s learning: science journals, classroom participation, three short quizzes and each student’s final project.