The Teaching Science Journal

   After watching the PBS video attached to this experiment, my mindset was that the ice in my experiment represented the glaciers melting directly into the ocean. However, one of the questions was asking about polar ice caps, which to me, are smaller parts of the tops of glaciers. To me, they melt and the water travels down, while glaciers move on their own and form kettles or melt directly into the water. I picture ice caps melting down glaciers or mountains like runoff water then joining waterways/larger bodies of water. In the end, it is still the result of global warming causing the melting.

       Planning a science lesson using the 5e method was a change of pace for me. While my district uses 5e for all subjects, a few of us use the Gradual Release model when lesson planning due to program requirements for the GaTAPP alternative path to the teaching program. This is not to say that I am not familiar with it. As a grade-level chair, I often present examples and review others’ lesson plans. When we went hybrid, our school used a modified 5e lesson plan template for all teachers. The GaTAPP program teaches it during the science classes. With all of that being said, this lesson was different in another way; after going through this class’ resources, I have more of an understanding of each section.          If I was using one of the recommended lessons from our mandatory program, STEMScopes, it would be pretty clear how to organize the lessons. The STEMScopes site itself is organized using 5e. However, I came up with the idea o...