Teacher Training By Dr. Diana Wehrell-Grabowski

On a balmy Friday in June on the Gulf Coast of Florida thirty elementary teachers took part in a six-hour hands-on-minds-on inquiry-based teacher training workshop. Teachers were immersed in exploring intermediate level (grades 3-5) science concepts through popular children’s literature. Children’s authors included Dr. Seuss, John Himmelman, Anthony Fredericks, Jean Craighead George, Carol Hiaasen, Roberta Edwards, Robert Byrd, Janis Herbert, Laura Driscoll, Jennifer Dussling, Lynne Cherry, Kevin Kurtz, and many more authors. Teachers explored Big Ideas within the four of the new world-class Sunshine State Standards (Nature of Science, Earth and Space Science, Physical Science, and Life Science) through hands-on-minds-on- inquiry-based investigations. Teachers explored the states of matter by making Oobleck, a unique Non-Newtonian substance that takes on the characteristics of both a solid and a liquid. Teachers also used Oobleck to teach earth and space science concepts including: mudslides, landslides, and volcanic eruptions. Dr. Seuss’s book Bartholomew and the Oobleck was the literary connection in this investigation. Teachers designed and constructed terrestrial or aquatic bottle biology ecosystems to explore a wide-range of life science concepts including: ecosystems, food chains, food webs, consumers, decomposers, consumers, limiting factors, oxygen cycle, water cycle, nitrogen cycle, photosynthesis, and the animal kingdom. The following children’s literature were reviewed during the designing and construction of the bottle biology ecosystems:Everybody’s Somebody’s Lunch by Cherie Mason, A Pill Bug’s Life and An Earthworm’s Life both by John Himmelman, Under One Rock by Anthony Fredericks, and others. Teachers observed and studied mangrove seedlings and learned all about mangrove ecology. Lynne Cherry’s children’s literature book The Sea, The Storm, and the Mangrove Tangle was used in this investigation to reinforce mangrove ecology concepts. Teachers were introduced to the vast array of ideas and inventions of Leonardo daVinci by exploring simple machines, airplanes, helicopters, and parachutes. Who Was Leonardo da Vinci by Roberta Edwards was the primary children’s literature book used during the investigations. However, teachers were also introduced to many other children’s literature books that cover Leonardo daVinci’s life, innovations, and inventions. Teachers studied bird feathers to make connections to bird anatomy, aerodynamic concepts, and gravity. There’s an Owl in My Shower by Jean Craighead George as well as books about Leonardo daVinci were used during this investigation. Teachers explored the concepts of erosion and weathering, and the rock cycle through the Ellen Prager’s book Sandand Kristine and Robert Thorson’s book Stone Wall Secrets. Teachers explored the concepts of erosion and weathering through hands-on investigations using Coquina Rock. The culminating investigation involved the teachers exploring the behavior of light waves with emphasis on reflection, refraction, visible spectrum, electromagnetic spectrum, the use of spectroscopes by astronomers to analyze stars. Teachers constructed a simple spectroscope out of a mailer tube and diffraction grating material. The children’s literature used during this investigation was The Rainbow Mysteryby Jennifer Dussling part of the Science Solves It! Series. The teachers left the workshop with children’s literature books listed in this article, science references, Teaching Science Through Children’s Literature manual by Dr. Diana Wehrell-Grabowski, models made during the workshop, and a wealth of additional knowledge. Once again, I was elated to have had the opportunity to meet a wonderful group of teachers willing to expand their own scientific knowledge during their summer vacation. All of the books used during Teaching Science Through Children’s Literature can be found and ordered from this site on the books page.

I always enjoy conducting life science concepts-based teacher training workshops during the spring. Most states experienced harsh winters this year, thus many of plant and animal life cycles usually observed in the spring were a bit delayed. If you were a teacher ordering butterfly and ladybug larvae you may have been told orders were delayed, etc.. due to the harsh winter. Luckily, my yard is my laboratory. I collect many of my plant and animal specimens used during my teacher training workshops from my own backyard. This year was extra special, I was able to obtain all the life cycle stages of two species of ladybugs. Additionally, I collect pill bugs, earthworms, seeds and spores from numerous plant species right in my own backyard oasis. The following photos are from a full-day teacher training workshop I conducted for elementary teachers to teach life science concepts. Teachers conducted a wide-array of hands-on-minds-on inquiry-based investigations to explore the following life science concepts: basic classification practices within the plant and animal kingdom, using the school yard as a classroom to teach life science concepts, interdependence, plant and animal life cycles, and habitat requirements of plant and animals.  The teachers recorded their notes and attached sample specimens inside their interactive teacher notebooks. The teachers really enjoyed their learning experience, and were eager to return to their classroom to implement the hands-on-minds-on investigations with their own students. Additionally, at this particular school the principal requires that each teacher have a science center within their classroom with rotating science concepts throughout the year. Many of the models and materials given to the teachers would become part of their science centers upon returning to their classrooms due to the fact that the workshop content and investigations were directly related to their curriculum mapping schedule. Again, professional staff development, teacher training experiences are all about making learning experiences relevant, meaningful, and replicable within the classroom.

Teachers observed and sorted seeds based on their characteristics.

Teachers observed the various stages of the life cycle of a ladybug.

Teachers recorded their observations in their interactive teacher notebook.

Teachers used microscopes and magnifying lenses to observe specimens.

Teachers look for life cycle of ladybugs on school yard plants.

Teachers observed and analyzed seeds during teacher training workshop.

Teachers were introduced to children's literature that had themes related to workshop concepts.

Teachers used interactive student notebooks during teacher training workshop.

Teachers recorded their observations of live specimens on lab sheets.

Teachers made comparisons between Gummy Worms and live earthworms.

Teachers sorted plants according to their characteristics.

Teachers made wearable bird seed necklaces.

Teachers studied bird seeds and made a bird seed necklace.

Teachers observed live snails, pill bugs, and earthworms. They also designed terrariums to bring back to the classroom to study simple invertebrates.