We spotlight Deborah Flanagan, CRS Science Super Star honoree, who teaches at Chabot Elementary in Oakland. Deborah worked to help her students build the ability to provide evidence for claims, and incorporated a collaborative learning style that would let students build off of their own strengths.
May 4, 2020
We are thrilled to recognize Deborah Flanagan, 1st Grade Teacher at Chabot Elementary in Oakland, as a 2020 Science Super Star!
"I did not do this alone. I work with our science lab teacher, Juli Ward, for the explorations. She plans all of the hands-on experiences and I support the students in the lab experience/discoveries. I cover the follow-up discussion and journaling."
Deborah and her class explored the phenomena of light and shadow. Before delving into any experiment, she had her students discuss the light sources they were able to recognize from their day-to-day lives.
Some understood that light gives off a certain kind of "heat." Many were not able to identify, however, what in the object was actually creating the light.
As she explained the concepts they would be exploring, her students' wonder began growing exponentially. Together, they were able to translate these ideas into focus questions to answer: What makes a shadow? What can/can't make shadows? How can the shadow be changed? Can you make predictions about what a shadow will look like based on source and object position? How can we use the sun to create shadows? What happens when different materials block the light source?
They began exploring the processes of using an object to block a light source, and the effects of repositioning the light source relative to the objects. They also used objects of different materials to explore how light travels through various textures: opaque, translucent, and transparent, and understanding the effect on shadows.
Throughout the experiment, Deborah encouraged her students to discuss the changes they noticed while working with the various variables. She noticed that all of her students devised their own methods to understand the relationship. Some would make comparisons, while others would change both variables at once. Some watched the movement of the shadow during light changes, and others noted the different shapes of the shadow on various surfaces.
They collected data through sketches that they drew and labeled in their journals. Deborah also had them make claims in notebooks. Her students did their best to state their observations and then state their thinking about the process. She wanted to offer them a way to practice their ability to focus on, and sort through, applicable evidence. As first graders, their reasoning could tend to be a bit circular, but it is a helpful practice to form their thinking and exploring processes.
Many were able to relate their lesson to the "real world," as well. The most apparent connection they found was to the weather. Clouds would cause a lack of shadows, and the clarity of the sky would change how their classroom looked when the lights were off.
Deborah wanted to share the story of one student in particular, who highlights the way science learning can create a profound effect on students who benefit from alternative methods of teaching:
Student does best when can be active and hands-on. Stays highly engaged, loves to try new ideas. Becomes observant while doing- focused. Because of high level of interest, talks more.