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Benjamin Franklin said, "Tell me and I forget. Teach me and I remember. Involve me and I learn." 3rd grade students are hands on. The more they can touch, smell, hear , see and explore, the more knowledge they retain. When they get excited about something, their curiosity and imagination take off! I hand them two magnets, they go looking for metal. All of a sudden, they realize that their desk has metal legs. A strong enough magnet will actually jump from their hands to the legs of their chair. WHY?? WHY?? I act like I don't know. This starts them researching magnets. It drives curiosity about why wires both are metal, but the magnet will not stick to one. Why do the magnets sometimes push away from each other. How does the magnet work when I draw a track ON my desk and, using the magnet and a paper clip, can make the paper clip move on top the desk while the magnet is under the top of the desk. Next thing I know, they start tell ME about how magnets are used in cars, computers, cabinets, hospital. They are amazed at how many magnets are in their everyday lives. The figure out what makes things magnetic and how to make magnets. They start to argue about what and why . They challenge each other. . When the concept of magnetism is something they have absorbed, and feel confident using in their conversations, they have LEARNED what the lesson set out to teach them. The science vocabulary and is theirs They own the knowledge. With all this magnet research, when I finally get to the actual lesson, they already have so much real world knowledge, they get excited about the lessons and even the assessments. THEY KNOW their stuff!

About my class

Benjamin Franklin said, "Tell me and I forget. Teach me and I remember. Involve me and I learn." 3rd grade students are hands on. The more they can touch, smell, hear , see and explore, the more knowledge they retain. When they get excited about something, their curiosity and imagination take off! I hand them two magnets, they go looking for metal. All of a sudden, they realize that their desk has metal legs. A strong enough magnet will actually jump from their hands to the legs of their chair. WHY?? WHY?? I act like I don't know. This starts them researching magnets. It drives curiosity about why wires both are metal, but the magnet will not stick to one. Why do the magnets sometimes push away from each other. How does the magnet work when I draw a track ON my desk and, using the magnet and a paper clip, can make the paper clip move on top the desk while the magnet is under the top of the desk. Next thing I know, they start tell ME about how magnets are used in cars, computers, cabinets, hospital. They are amazed at how many magnets are in their everyday lives. The figure out what makes things magnetic and how to make magnets. They start to argue about what and why . They challenge each other. . When the concept of magnetism is something they have absorbed, and feel confident using in their conversations, they have LEARNED what the lesson set out to teach them. The science vocabulary and is theirs They own the knowledge. With all this magnet research, when I finally get to the actual lesson, they already have so much real world knowledge, they get excited about the lessons and even the assessments. THEY KNOW their stuff!

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About my class

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