I think they really enjoyed it. We each have teaching styles that are different, but with the same end result in mind, the students didn't get bored. With all the planning that went into it before hand and throughout, there was plenty of variety to keep the students on their toes. Since we were each covering different aspects of the disaster, the students weren't too overloaded with one thing. Having it culminate with Erik's field trip ended it nicely with a solid note.
The field trip was interesting for some of the students but may not be as relevant and interactive as we as educators may hope. The students did, and do, react positively to this unit in part to the visual imagery that is displayed (note: images of the victims of the bombings are not highlighted in the lesson. Their accounts are detailed in the reading of Hiroshima, but the graphic images may not be appropriate for this age level of student).
In my science classes, numerous videos are watched regarding the stages of an atomic explosion, destructive forces, and aftermath. The students also partake in some sort of artistic activity related to this unit. These artistic displays range from shadow drawings to 'nuclear' faces to PowerPoint presentations.
The interactive, engaging, and variety of lessons presented within this unit seem to positively effect the students. Unfortunately, the perceived 'weight' of the topic may be a bit too heavy for this age level, limiting the relevance perceived by the learner outside of an entertaining day at school.
This was one of the most powerful teaching experience I have had in terms of presenting content. I loved working with Becky and Erik. More importantly, the students learned a lot and had the opportunity to make connections that would not have been possible had we not planned this unit.
All of my students really enjoyed the unit and wanted us to plan another one. They even offered topics which we could all connect to amongst our curriculums.
I think they really enjoyed it. We each have teaching styles that are different, but with the same end result in mind, the students didn't get bored. With all the planning that went into it before hand and throughout, there was plenty of variety to keep the students on their toes. Since we were each covering different aspects of the disaster, the students weren't too overloaded with one thing. Having it culminate with Erik's field trip ended it nicely with a solid note.
ReplyDeleteThe field trip was interesting for some of the students but may not be as relevant and interactive as we as educators may hope. The students did, and do, react positively to this unit in part to the visual imagery that is displayed (note: images of the victims of the bombings are not highlighted in the lesson. Their accounts are detailed in the reading of Hiroshima, but the graphic images may not be appropriate for this age level of student).
ReplyDeleteIn my science classes, numerous videos are watched regarding the stages of an atomic explosion, destructive forces, and aftermath. The students also partake in some sort of artistic activity related to this unit. These artistic displays range from shadow drawings to 'nuclear' faces to PowerPoint presentations.
The interactive, engaging, and variety of lessons presented within this unit seem to positively effect the students. Unfortunately, the perceived 'weight' of the topic may be a bit too heavy for this age level, limiting the relevance perceived by the learner outside of an entertaining day at school.
This was one of the most powerful teaching experience I have had in terms of presenting content. I loved working with Becky and Erik. More importantly, the students learned a lot and had the opportunity to make connections that would not have been possible had we not planned this unit.
ReplyDeleteAll of my students really enjoyed the unit and wanted us to plan another one. They even offered topics which we could all connect to amongst our curriculums.