To complete this activity, students were given 100 pennies and a box with a lid to demonstrate radioactive decay in an element. First, students made sure all 100 pennies were face up. Then, they would shake the box of pennies for ten seconds. After shaking the box, students would remove any pennies that were tails up. After they graphed their data they were to compare their graph to a real graph that showed radioactive decay of an element. Students loved having the opportunity to make lots of noise and were actively engaged in filling out their graphic organizer.
By doing an inquiry lesson with this class I noticed after reviewing student work, looking back on student participation and the percentage of students that completed their homework this style of teaching is very successful. I misjudged the level of understanding of all my students on how to fill out the graphic organizer, and how the model they completed compares to radioactive dating. I re-taught the lesson the next day walking students through how each section of the graphic organizer is filled out and what information is expected to be there. We also looked at their graphs and compared them to a real radioactive element. Pictured below is an example of a student’s completed graphic organizer with their original lab and their revised lab.
From completing this lesson I learned to take each lesson step by step and to work together as a class. Doing this will allow me to make sure all students are understanding the lesson, they can hear about what other groups are doing and what their results are, and it will keep up the classes motivation and curiosity (Laureate Education, 2010). I will have students continue to complete this graphic organizer as we continue to complete labs to continue reviewing what goes into each section and it will also help me check the understanding of each student. Overall it was a very successful lesson and students walked out of class with a better understanding of radioactive dating is and how it works.
Resources:
Laureate Education Inc. (Executive Producer). (2010). Science Inquiry: Classroom
Demonstration.Baltimore, MD: Author.
Your method of doing the lesson step by step together reminds me of the lesson we saw modeled in the video a week or so ago. I think that is an effective method especially when students are just developing inquiry skills. Sounds like they were really engaged!
ReplyDeleteI ran into the same problem of misjudging my students' understanding of the steps and how to fill in a graphic organizer. I too, had to go back and reteach these procedures in a previous lesson. What a very innovative way to teach radioactive dating.
ReplyDeleteThis sounds like a great lesson and it looks like they created a great graph from their results. This is one of the best demonstrations of radioactive decay I have seen, it relates to the students and is easy to perform, but does not sacrifice rigor. I will remember this activity for my future lessons.
ReplyDeleteI love the fact that as science teachers when a lesson does not go as we expected it is okay. It is okay because it is science. In science we have to try, try, and try again to get the results that are supported by evidence. When the students don't quite get it, we as teachers get to try, try, and try again until our results are supported by evidence of their understanding. This can be a teachable moment.
ReplyDeleteBetsy, good point... I like what you had to say about connecting science to needing to re-teach or adjust lessons. It's so true!
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