My initial response to the first six pages of "Ready, Set, Science, Chapter 2" was, "Wow, this is heavy, dry material." However, once I read through the case study and applied the four strands to the biodiversity unit, I was very intrigued. This struck me as ironic because we just read about how you should utilize experiences for students in order to help them develop patterns to explain the big ideas. This case study was an example that helped me to better understand the four strands.
Another thing that stuck out to me in this chapter was how the case study was SO integrated. It integrated science across every subject area. I loved how the students were working independently and able to work on something they were interested in and the culminating activity was a presentation. They really did utilize the four strands throughout their biodiversity unit. I thought it was amazing that they were using the pythagorean theory to measure trees and how they became interested in the historical background of the school-yard and conducted interviews. It was really interesting to see all the strands come together and work.
I also thought it was interesting when the author was discussing strand four; participating productively in science. The author claims that this strand is usually under-represented in classrooms today, especially when it comes to minorities in the science field. I found this very interesting because as a proponent of progressive education preparing students for the global world we live in, understanding and participating productively in science is extremely important. Today, companies are looking for employees who can think critically and communicate effectively with co-workers and peers. This strand is important to prepare them not only for higher grades, but higher level thinking and the world outside of the classroom.
I really loved the way the unit integrated many subjects while using the four strands. I would also can agree with you that it is great that the students were able to explore something they we interested in on their own and create their own investigation on the matter. However, I am struggling to understand how this would work in a kindergarten classroom. Do you think this type of assignment would be possible with some alterations? Perhaps by providing more one-one time with each student to discuss their investigation.
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