Negativity

Yesterday, my class had to choose a topic for our last research project. We decided, after about an hour (!), to investigate the idea of "Space on Earth". My group, Danielle, Jessica, and I came up with the original idea. We envisioned our planet without an atmosphere. The ozone layer was gone. If that were to happen, what changes would have to be made for humans to survive? What would happen to our water supply, oxygen supply, plant life, and animal life? What about problems caused by ultraviolet rays like skin cancer? The class overlooked our idea for the first part of the discussion which frustrated me since I thought the Space on Earth concept was a great idea. We could even tie the rising issue of global warming into our inquiries. I felt like the idea offered something for everyone.
It seems that there is always that one person in every class that feels the need to find the negatives in every situation. I've been trying to decide how to manage someone like that in my own future classrooms. I think Carl did a good job in providing a list of possible topics for this person to show that the Space On Earth idea was a plausible one. After yesterday, I almost wish that we, as a class, had no say in our research topic. We could have avoided an hour long discussion/argument about what we'd be looking into.
I don't have much patience and so yesterday's class period was challenging for me. I remained quiet for a good part of the discussion process. I tend to be pretty persuasive in my arguments and didn't want to influence the class too early. However, when each topic we visited was getting picked apart, I had to step in. At that point, I didn't even care which topic we decided on, merely that we decide on one at all!! I can actually feel myself getting frustrated all over again just by reliving yesterday's class period.
The big issue that was raised for me yesterday was dealing with negativity in the classroom. This particular individual has been negative in other classes as well and it always bothers me. I can't understand why people cannot just look at the brighter side of life and move on! I've been wanting to say something to this individual since the beginning of the semester, but I don't know how to approach it and I'm not sure if it would be appropriate. Furthermore, how could I handle that problem in my own classroom. People are entitled to their opinions - I do not have a problem with that. I just get tired of having to prolong class discussions because the same person doesn't like EVERY aspect of an idea EVERY time we discuss something.

Science Olympiad / Research Project / Bubbles

The Science Olympiad is tomorrow. Unfortunately, I got scheduled to work so I won't be able to attend the competition. I'm confident that not only my group, but that my class did an amazing job in preparing activities for the students to complete. The tasks are challenging, but fun. I'm really glad that I had an opportunity to be a part of it this year and would love to get involved again next year. The planning process has helped me gather ideas for my own classroom. If it's done the right way, science can be educational and really fun at the same time!!

As far as my research project goes, I think I've got a solid foundation. I have had my fair share of cavities and my dentist told me how terrible soda is for your teeth. When I had to come up with a research idea, I thought it would be interesting to see just how bad soda is for your teeth. I've been told that chocolate causes acne and that you'll cramp if you swim within thirty minutes of eating, but I don't know either of those things to be true. I wanted to explore something that is relevant to college students and possibly to my own future students. I know that soda is bad for your teeth because I've started doing some preliminary research, but I'm still really excited to see how much of the substance I'm using will erode/dissolve into the soda.

I've never thought about how much fun bubbles can be. We explored bubbles in a lab this past week and I felt like a kid again. I was so excited to see the next bubble and to try to catch them in my hands without popping them. I could use this lab in my own classrooms or when I'm babysitting. I loved that the bubbles would take a spherical shape regardless of the shape that was used to make them. The coat hangers still resulted in spherical bubbles to do the stability of that shape. I want to be the kind of teacher whose students want to come to class and want to explore. I've never liked labs before because I always thought they had to be rigid. Now, I've come to realize that labs don't have to be rigid at all. (Of course, in using chemicals, rigidity may be necessary.) My students can explore and form questions. I want them to be intrigued and excited about science. I remember things better when I've seem them in action rather than reading about the outcome. I've truly come to realize that the lab scene can be laid back and really interactive. The bubble lab changed my outlook on labs.