Science Wonder Journal – Connors Education Portfolio

Insitu

This semester, our class had the privilege of visiting a local school to help students create dioramas based on animals they were interested in. The project began in class as each teacher candidate was assigned a student who had chosen an animal that they were interested in. Teacher candidates then created individualised booklets for the […]

The Science Curriculum

The BC science curriculum from kindergarten to grade nine is an interconnected journey rather than a series of isolated topics. Although the content changes from year to year. There are overarching themes throughout the entire program that remain consistent for students. These foundations create a continuity that allows students to build a strong scientific mindset […]

Science in Society

During our science classes, we had a guest speaker, Phil Esslinger, join us for a discussion on science and its role in society. The presentation started with an inquiry. Phil is a geologist and was fascinated by a natural phenomenon he observed in the Kootenays. Phil then showed the class several photos of small black […]

In The Footsteps of Nanabozho: Becoming Indigenous to Place

This week, we read another chapter of Robyn Wall Kimmerer’s book Braiding Sweetgrass. The chapter discusses the history of the first man, Nanabozho, in the Anishnabe culture. As the chapter follows the creation story, it highlights parallels between Nanabozho’s story and our society today. Interestingly, Nanabozho viewed himself as an immigrant when he first set […]

Science Demonstrations

Immediately upon seeing the science course in my curriculum, my mind was filled with visions of large model volcanoes erupting and solar system dioramas. This is a clichéd image, likely shaped by watching too many after-school specials on TV. Nevertheless, I couldn’t wait to get my hands dirty in our science class, and I wasn’t […]

Modelling in the University Classroom

Modelling is a common tool used by educators to show the behaviours and actions we want our students to take. For example, modelling could involve providing an example for students to follow, visualise, and use as guidance. However, modelling can also be much more nuanced. Students are incredibly observant, so being aware of one’s language, […]

Collateral Damage

Collateral damage is another chapter from Braiding Sweetgrass by Robyn Wall Kimmerer. The chapter uses incredibly descriptive, immersive language to describe Robyn’s experience helping salamanders cross a road near her home as they migrate back to their birthplace to spawn the next generation. This chapter also coincides with the night that the USA began the […]

Beyond Ecophobia – David Sobel

During class time, we examined the article “Beyond Ecophobia” by David Sobel. Sobel argues in this article that education introduces students to the global climate and ecological crises too early, creating anxiety rather than empowerment (Sobel, 1996). This Idea of climate anxiety is becoming increasingly prevalent as the climate crisis and carbon emissions dominate the […]

Asters and Goldenrod

Asters and Goldenrod was the second chapter from Braiding Sweetgrass that we were asked to read for class, and it discusses Robyn’s entry into college. Robyn wanted to discover the relationship between the two flowers, asters and goldenrod. If the book is a heart, this chapter is a steady pulse beating within it. Asters and […]

Mishkos Kenmagawen: The Teachings of Grass

“We are all the product of worldviews – even scientists who claim pure objectivity” (Kimmerrer, 2013) For our science class this year, we have been asked to reflect on the course material and its impact on us and our development as educators. Because of this, I have chosen to start here with a quote from […]