Science Super Star: Gloria Garcia
We spotlight Gloria Garcia, CRS Science Super Star honoree, who teaches at Melrose Leadership Academy in Oakland. Gloria advocated for a collaborative spirit in all of her students, as the challenged each other to design and engineer their own model cars.
April 15, 2020
We are honored to name Gloria Garcia, a 3rd Grade Teacher at Melrose Leadership Academy in Oakland, as a 2020 Science Super Star!
Gloria assigned her classroom an engineering challenge. She laid out large and small disks, straws, tape, and wooden sticks, and asked her students to design and construct a cart that would roll down a ramp, and measure the distance it travels.
Her students eagerly rushed into the experiment, and began taping everything together. This resulted in stylish looking cars, but unfortunately the cars were not able to move. Gloria overheard her students observing their designs, and deducing that their wheels needed to turn – which wasn’t possible as they were taped down.
The first part of the experiment was trying to get their car from point A to point B. After noticing design flaws that prevented movement, all groups were able to redesign their cars and move on to the second part of the challenge – making minor modifications that would allow their carts to go faster or further.
Here many students realized that the ramp played a large role in the distance and speed the car carried. The higher the ramp starting point, the further their car would roll.
Gloria remarked on the passion this experiment brought out from her students:
One of my students looked forward every week to our science investigation. Especially the hands-on part of the investigation. She would eagerly sketch and take notes of what she learned about that day. Writing did not come easy to this student, but when it came to science, this student did not see it as a staple to write about what she learned, because she was so excited to talk about it and write or sketch in her notebook. Science with the hands-on investigation is a wonderful way to to engage students who otherwise struggle with reading and writing.
Throughout the experiment, students took notes on their observations. Gloria encouraged small group discussions, and for students to analyze data using centimeters (something they had been learning in math.)
Before students presented in front of the class, Gloria assigned student facilitators, who had the task of ensuring all of their peers had the chance to participate. Her students checked each other, making sure their claims had evidence to support them.
Gloria encourages this collaborative spirit not only in her own students, but for any teacher trying to teach more science:
Ask questions and ask for support. Collaborate with teachers on your school site.