Science Super Star: Alicia Fong
We spotlight Alicia Fong, CRS Science Super Star honoree, who teaches at Cleveland Elementary in Oakland. Alicia ensured all of her students were able to create meaningful takeaways from her lessons through multiple class discussions and hands-on learning that activated their understandings.
April 22, 2020
We are proud to recognize Alicia Fong, 3rd Grade Teacher at Cleveland Elementary in Oakland, as a 2020 Science Super Star!
During the life cycle unit, Alicia and her students explored the phenomena of adaptations. She explained to her class that all living beings have undergone adaptations that have helped them survive to an ever-changing world.
They began the unit with class discussions. Before delving into any hands-on activities, Alicia wanted to ensure all of her students had the right tools to make the most meaning out of the lesson. She activated prior knowledge by pulling out the word ‘structure.’ Although the students knew they would be investigating crawfish, which many were unfamiliar with, they were able to connect the word their lessons on the human body and insect structure, which they studied the previous year. She then introduced a hands-on element to the lesson.
| “Hands-on investigations are the best! Inquiry based learning is extremely beneficial for students. They are in charge of their learning and its meaningful for them.” |
What is the structure of a crayfish? Her classroom actively investigated the different parts by observing, touching, and sketching diagrams of the specimen in front of them. For what they could not directly examine, they made educated guesses, based on prior knowledge of living creatures.
They wrote the function of each body structure, and how they believed it would help the crayfish adapt to new surroundings. Alicia noticed that many were utilizing the academic vocabulary she had taught before they started the investigation. She had them read sections of the science textbook, to support their focus question answers.
Once all students made their claims in their science journals, Alicia brought them all back together for a class discussion. She encouraged her students to share their answers and engage in academic conversations with one another. They provided evidence from the experiment and their scientific readings to support their claims.
Alicia tied this lesson to the science community by taking her students on a field-trip to the MLK shoreline. She felt fortunate as her class was able to do citizen science with Save the Bay. All of her students felt engaged by helping their community, as they assisted in native plant protection.
In Alicia’s dedication to teach engaging science, she has noticed profound effects on her students. She highlighted one in particular:
| “My student is very shy in class, and though they do all of their work, they seem hesitant to share or participate. They participated only when they were called on when picked through the equity sticks. After conducting investigations with the crayfish, seeds, and magnets, they have become very engaged in class discussions. They speak with their peers during the investigations and share their answers for the focus questions with the class.” |