helped the upper graders demonstrate the geology of Yosemite to the
younger children, in preparation for our field trip there. I stayed
in the 1-2 grade classroom, so I will mostly report from there.
Carol set up four half-hour activities:
- glaciers
- structure of the Earth (crust, mantle, core) and plate tectonics
- [snack/recess]
- the rock cycle
- making fossils
topic with the aid of posters they had made (you can read more about
Carol's work preparing the upper graders on her blog). The upper
graders knew their stuff but had not been trained in pedagogy, so
Teacher Marcia and I facilitated by asking questions and repeating
explanations with simpler words and examples when necessary. (Teacher
Marcia was really excellent in this regard! At some point after
discussing erosion, the movement of rocks came up again and instead of
assuming the students instantly made the connection to erosion, she
asked "Do rocks have legs?" This was funny but also made the children
stop and make connections to what they had learned earlier.) Then
each topic turned to a related hands-on activity or demonstration:
Glaciers: we went outside as the upper grades made a block of ice
slide down a "mountain" of sand in the sandbox. The kids sketched it,
then returned in the afternoon to sketch it after the glacier melted.
The point was to observe the pile of soil and rock left at the point
of the glacier's farthest advance. We will see moraines like this in
Yosemite. Often, they serve as dams for rivers which form in the
channel left by the glacier, and thus have lakes right behind them.
This phenomenon of course wasn't visible in the sandbox demo but I
wonder if we could tweak the demo next time so that it is.
Structure of the Earth and plate tectonics: we used a hard-boiled egg
to demonstrate a really thin crust (the shell) over a mantle (the
white) and a core (the yolk). The Earth's crust really is that thin
relative to its bulk! Slicing the egg in half also fractured the
shell into "tectonic plates." We further demonstrated different ways
in which plates interact at their edges (convergent, divergent, and
transform boundaries) with pieces of cardboard, paper, and our hands.
The rock cycle: we grated crayons to represent erosion, then we
deposited the grains into a riverbed of aluminum foil. We did this
for a few different colors to make distinctive layers of sedimentary
rock, then we wrapped up the foil and added pressure (with kids'
hands) and heat (with a torch). When we opened the foil we found
metamorphic rock! The torch was my idea because kids love flame, but
it melted the outside without melting the inside, so I would recommend
Carol's original suggestion of a hot-water bath to supply the heat.
Making fossils: we transitioned from the rock cycle to this by
discussing how older layers of rock are deposited first and buried
further down, so we can relate the rock layers to the ages of fossils.
The 1-2 graders are really into dinosaurs, so this was a great
transition: training for dinosaur hunters. Beforehand, Carol and I
half-filled small paper cups with clay and coated the flat top of the
clay with a bit of Vaseline. The kids chose from a selection of
animal figurines and pressed their animal into the clay. They removed
the animal to simulate the decay of the flesh, but the imprint
remained. Then a mudslide came along (me pouring wet plaster from a
large cup) and buried the imprint. They took the cups home and
excavated their fossils the next day.
It seemed like a great experience for the kids, but it would also have
been great if it had been a little more spread out, say over two
Friday mornings. We were asking the 1-2 graders to absorb a lot of
information in one morning! Teacher Marcia found a good way of
spreading it out after the fact: Carol provided worksheets for the
kids to fill out, but we didn't have time for that because we had to
go slower for the 1-2 graders, so Marcia decided she will use them to
reinforce and review over the next week. Apparently the 3-4 graders
were able to complete their worksheets in the morning.
The upper graders certainly learned a lot in the week leading up to
this Friday, first learning from Carol (with the worksheets asking
them to articulate their knowledge), and then making posters and
rehearsing demonstrations to prepare for teaching the lower graders.
(If you want to read more about Carol's work with the upper graders,
see her blog.) However, because the upper graders had no training in
instructive strategies (asking questions, asking students to come up
with additional examples, etc), the teachers in the room had to
intervene a lot (Carol confirmed that this happened in the 3-4 grade
room too) and by the end the upper graders had become somewhat
passive. I wonder if we could improve this next time by asking the
upper graders to fill a more specific role rather than a general one,
for example each doing a certain experiment or demo which was
self-contained enough for them to feel expert in. They were certainly
good in helping the kids one-on-one, for example in making the fossils
and, in the 3-4 grade room, in responding to questions asked by the
worksheets.
