Examining the Student Experience

What observations can you make about your rock?











http://skywalker.cochise.edu/wellerr/rocks/igrx/pumiceL.htm

Color: tan, gray, off-white
Texture: rough, bumpy, lots of holes
Density: less than water at first
Streak: ?
Hardness: medium hardness, brittle
Age: ?
Scent: none
Location Found: ?
Vinegar Test: no bubbles

How did this rock form?
This rock was formed when rock within a volcano became very hot and pressurized. It then was ejected from a volcano. This rock cooled very quickly as evidenced by the freezing of gas bubbles within the rock. This is an example of an igneous rock.

What is it made from?
This rock is made from volcanic lava which is composed mostly of silica and feldspar.

What don't you know about the rock yet?
I don't know where on Earth the rock was formed or how old it is. I also don't know if it leaves a streak on a streak plate or not. I would guess that the rock wouldn't bubble when exposed to acid since it isn't limestone or marble and doesn't contain calcium carbonate.

eLearning Investigation 1 Video

The students were placed in cooperative groups of approximately four students each for this activity. Within each group of four students, pairs of two students worked together on making observations and inferences about the envelope that they were given. The pairs of students then traded envelopes and decided upon which one they wanted to present to the entire class.

The students recorded their observations in marble composition notebooks which will become their science journals throughout the unit. This allowed them to record in whatever way worked best for them (ex. make a list, flow chart, web, draw pictures, etc.). This is a much more student-centered method for recording information than giving students a photocopied handout. Hopefully through the use of science journals, students will begin to take more ownership over their written work and journal entries.

The teacher served as a facilitator during this investigation. She circulated that room and asked students probing questions to extend their thinking. When students volunteered answers the teacher asked the students to further elaborate or did so herself. During this investigation, the students were left to formulate their own ideas with their partner and the teacher is simply present to ensure that students are clear on the difference between making an observation and an inference.

Learning Curve

Over the past 24 hours I have definitely found that there is a bit of a learning curve when taking your first online class. While I consider myself fairly technologically savvy, I have felt at times a bit like a buffoon!

I really appreciate the organization of the course and the fact that there are links to helpful information. I'm not sure that I would have gotten this far if it weren't for the access to "Creating a Blog with Blogger" and "Creating a Homepage in Blackboard" documents. Now that I'm feeling a bit more comfortable with the format of the course I think I'm ready to delve into the content. I think I understand the course requirements and the fact that we'll be blogging and posting comments to the discussion board as well as completing assignments.

There's one thing that I need help with...what is the purpose of the Blackboard Homepage? I set it up, but can't figure out what more I'm supposed to do with it. Somewhere I read that it was to share our blog with other participants, but I'm still not getting it!

First Entry

This is my first blog entry.