BIO
Tracy teaches 7th and 8th grade science at Norman Bridge Elementary school located in Chicago. An educator for 19 years, Tracy earned a Bachelor's in Secondary Education University of Missouri; received a Master’s in Science Education from Illinois Institute of Technology and achieved National Board Certification in 2007. A lifelong learner, she enjoys a variety of hobbies including gardening, biking, knitting and crocheting.
ULTIMATE TEACHING MOMENT
7th grade science curriculum focuses on life science and the Ecology unit discusses cellular processes in organisms. Photosynthesis is just one of the many cellular processes discussed and how those processes contribute to ecosystems. Students are challenged to think about how actions of organisms in an environment. One way this is done by looking at the energy in ecosystems and how that energy changes when organisms change. For example, students study what happens to an ecosystem when an invasive species is introduced. Students examine the how relationships change and the energy flow changes. I felt that students did not see what their role was in ecosystems. I challenged students to think about how energy gets from the sun to them. Students were to construct a comic or other visual representation to show how energy from the sun reached the cells in their bodies. The only writing students could use was to describe the chemical reactions for photosynthesis and cellular respiration. Through small and large group discussions, students wrestled with big ideas like energy and how that energy flows through the ecosystems to their cells.
The final products were amazing! Students used their own interests and hobbies in their comics to show how energy was transferred in their bodies. Students demonstrated their knowledge of cell anatomy by drawing the various structures needed for photosynthesis and cellular respiration. I was able to address individual misconceptions by looking at student rough drafts and observing small group interactions. After the project, when we had discussions about Ecology there was always a “me” factor, students would comment or describe how they fit in the issue discussed. I felt students mastered and retained the material. I see these students for 8th grade science and in group discussions about chemical processes they would recall photosynthesis and cellular respiration and be able to describe the products and reactants.
IDENTIFYING COMMON THEMES AND THREADS WITHIN OUR GROUP
Gradual Release of Responsibility/Scaffolding- “I do, we do, you do together, you do alone” in STEM lessons ensures students receive support and scaffolding while learning skills and content.
Accountable Student Talk - Students have opportunities to discuss lesson concepts with each other; this can prove to be invaluable with clearing up misconceptions and reaffirming any understandings.
Technology as a Tool - Technologies are tools that aid in concept clarity. There are many levels of technology; each activity can evolve based on technology accessibility and teacher TPACK.
Cross Curricular Opportunities/Literacy - In addition to STEM, lessons include literacy, writing, and arts components that could be developed in collaboration with other teachers to reinforce STEM’s interdisciplinary nature.
Student Centered Activity - Students feel comfortable in collaborating when analyzing informational texts. Students feel valued, respected, and part of the group. Students show ownership of their learning.
Tracy teaches 7th and 8th grade science at Norman Bridge Elementary school located in Chicago. An educator for 19 years, Tracy earned a Bachelor's in Secondary Education University of Missouri; received a Master’s in Science Education from Illinois Institute of Technology and achieved National Board Certification in 2007. A lifelong learner, she enjoys a variety of hobbies including gardening, biking, knitting and crocheting.
ULTIMATE TEACHING MOMENT
7th grade science curriculum focuses on life science and the Ecology unit discusses cellular processes in organisms. Photosynthesis is just one of the many cellular processes discussed and how those processes contribute to ecosystems. Students are challenged to think about how actions of organisms in an environment. One way this is done by looking at the energy in ecosystems and how that energy changes when organisms change. For example, students study what happens to an ecosystem when an invasive species is introduced. Students examine the how relationships change and the energy flow changes. I felt that students did not see what their role was in ecosystems. I challenged students to think about how energy gets from the sun to them. Students were to construct a comic or other visual representation to show how energy from the sun reached the cells in their bodies. The only writing students could use was to describe the chemical reactions for photosynthesis and cellular respiration. Through small and large group discussions, students wrestled with big ideas like energy and how that energy flows through the ecosystems to their cells.
The final products were amazing! Students used their own interests and hobbies in their comics to show how energy was transferred in their bodies. Students demonstrated their knowledge of cell anatomy by drawing the various structures needed for photosynthesis and cellular respiration. I was able to address individual misconceptions by looking at student rough drafts and observing small group interactions. After the project, when we had discussions about Ecology there was always a “me” factor, students would comment or describe how they fit in the issue discussed. I felt students mastered and retained the material. I see these students for 8th grade science and in group discussions about chemical processes they would recall photosynthesis and cellular respiration and be able to describe the products and reactants.
IDENTIFYING COMMON THEMES AND THREADS WITHIN OUR GROUP
Gradual Release of Responsibility/Scaffolding- “I do, we do, you do together, you do alone” in STEM lessons ensures students receive support and scaffolding while learning skills and content.
Accountable Student Talk - Students have opportunities to discuss lesson concepts with each other; this can prove to be invaluable with clearing up misconceptions and reaffirming any understandings.
Technology as a Tool - Technologies are tools that aid in concept clarity. There are many levels of technology; each activity can evolve based on technology accessibility and teacher TPACK.
Cross Curricular Opportunities/Literacy - In addition to STEM, lessons include literacy, writing, and arts components that could be developed in collaboration with other teachers to reinforce STEM’s interdisciplinary nature.
Student Centered Activity - Students feel comfortable in collaborating when analyzing informational texts. Students feel valued, respected, and part of the group. Students show ownership of their learning.