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Energy in Earth’s System4th grade

Hilary NelsenESU 353

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Table of Contents:

Overview pg.3

Background Information pg.3-4

Initial Unit Objectives pg.4

Vocabulary pg.4

Initiation pg.5

Individual Lessons pgs.5-18

Assessment pgs.19-22

Bulletin board/Rules/Parent letter pg.23-25

References pg.26

Reflection pg.27-28

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Overview

My partner (Christina) and I worked with students in the 4th grade from the Girls Inc.

program in Omaha, Nebraska, and focused on applying science to real life. By showing the girls

how science is used for understanding the sun’s effect on the water/land here on Earth and also

how to observe, measure and record changes in the weather such as wind speed, direction,

temperature and precipitation, we were able to apply art, technology and writing into these

areas to help the students understand and enjoy science. They were able to use proper science

techniques, remember what they learned, and apply concepts to today to help them tomorrow.

Background Information

In choosing our lessons we looked at a wide variety of ways science is applied every day.

We focused on the concepts of energy in the Earth’s systems- how the sun effects Earth and

changes in the weather. We included art, technology and writing for the girls to partake in. This

helped them actively apply what they just learned and also made the concepts more concrete

so they can take this information with them for future reference.

We used art, math, and social science several times, because they so easily integrate

with science. For example, we made wind vanes to measure the direction of the wind and made

anemometer to measure the wind speed. With the anemometers, we needed to gathered and

recorded the speed of the wind and used a math equation (c=d*3.14) to find the speed of the

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wind for that particular day. We also made our own garden gloves to see how the sun light

helps plants grow.

Initial Unit Plan

Lesson one: meet and greet

Students will be able to name characteristics of their classmates and will create their own name

tags.

Lesson two: SC4 5.4.3a (describes the sun’s warming effect on land)

Students will be able to define vocabulary words, will be able to explain where the Earth gets its

energy from and will be able to create their own greenhouse garden glove.

Lesson three: SC4 5.4.3b (observe, measure and record changes in weather- wind direction and

speed)

Students will be able to define vocabulary words, will be able to record measurements in their

science notebooks and able to create a wind vane and anemometer.

Vocabulary

Radiation- energy that is transmitted in the form of rays, waves, or particles

Atmosphere- layer of gases that surrounds the planet and is retained by Earth’s gravity

Ecosystems- all the plants and animals that are found in a particular location

Photosynthesis- process used by plants to convert light (sun) energy into chemical energy that

is released to fuel the organisms’ activities

Wind- the movement of large amounts of air

Wind direction- described by using the direction that wind is coming from

Wind speed- measured in miles per hour

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Initiation

We invited all the girls to get to know one another better by playing an ice breaker game. They

were instructed to pick a cube from a container; the color of cube they selected was associated

with a certain question they needed to answer. It was through their answers that we were all

better acquainted at the end of the meet and greet.

Lesson Plans:

College of Saint MaryLesson Plan Format with Lesson Reflection

LESSON/ACTIVITY INFORMATIONTitle: Meet and GreetYour name:HilaryChristina

Age or Grade Level:4th

Integrated Disciplines/Subjects:Science meet and greet

Time frame for Lesson:30 min

STANDARDS, OBJECTIVES, ASSESSMENTS & MATERIALSNebraska State Standards; Nebraska Early Learning Guidelines , Nebraska Fine Arts Standards and ISTE Standards (as appropriate for the lesson):

Objectives: The students will be able to:

The students will be able to name characteristics of their classmates.The students will be able to create their own name tags.The students will be able to state where energy comes from.

Assessment: The students will tell the teachers one new thing that they learned [evaluate]

Materials: Include any materials that will be essential to conducting the lesson.Colored cubes, construction paper, makers, container for colored cubes, note cards with instructions on how to play the game

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LESSON PROCEDURESAnticipatory Set: The teachers will tell the students 2 facts about themselves [engage]

Input/Modeling/Guided Practice/Check for Understanding:

Teacher will do: The teachers will greet the students The teachers will tell the students 2

facts about themselves The teachers will tell the girls that

we will be learning about earth’s energy systems this semester [explain]

The teachers will tell the girls that we are going to play an ice breaker game *the girls will play the ice breaker game, pick a stick and answer a question

The teachers will hand out construction paper and markers and tell the girls to make their name tags [explore]

The teachers will ask what is one new thing they learned [expand]

The teachers will collect the name tags, markers, and popsicle sticks

The teachers will say goodbye to the girls and tell them they will see them in class soon!

Student will do: The students will hear two facts about the

teachers The students will play an ice breaker

game[explore] The students will make their name tags The students will name one new thing

they learned [expand] The students will say goodbye to the

teachers

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Closure: Can be whole group review or opportunities for individual responses.

The students will say their favorite of the meet and greet[expand and explain]

Differentiation:

Students who need help making their name tags will be paired with a partnerStudents with disabilities who need help will work with a teacher

References:

Pinterest http://www.teachwithhope.com/2016/09/10/get-to-know-you-games-for-the-first-weeks-of-school/

College of Saint MaryLesson Plan Format with Lesson Reflection

LESSON/ACTIVITY INFORMATIONTitle: sun’s effect on earth DAY2Your name:Hilary Nelsen*Christina

Age or Grade Level:4th

Integrated Disciplines/Subjects:science

Time frame for Lesson:40-50 mins

STANDARDS, OBJECTIVES, ASSESSMENTS & MATERIALSNebraska State Standards; Nebraska Early Learning Guidelines , Nebraska Fine Arts Standards and ISTE Standards (as appropriate for the lesson):

SC4 5.4.3 a. describe the sun’s warming effect on the land

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Objectives: The students will be able to define vocabulary words.The students will be able to explain where the Earth gets its energy from.The students will be able to create a greenhouse garden glove.

Assessment: The students will complete and fill in the blank worksheet (evaluate)

Materials: Include any materials that will be essential to conducting the lesson.Science notebooks, plastic see through gloves, seeds, cotton balls, tape, word board

LESSON PROCEDURESAnticipatory Set: Where do you get energy from? Where does the earth get its energy from? (engage)

Input/Modeling/Guided Practice/Check for Understanding:

Teacher will do:

The teacher will greet the students The teacher will review the

classroom rules The co-teacher will walk around the

room and assist the students/teacher when needed

the teacher will ask the students “where do you get your energy from?” and “where does the Earth get its energy from?” (explore)

the teacher will tell the students to get out their science notebooks so they can take notes

the teacher will tell the students that the sun heats the earth through radiation (put the word radiation on the word board) {put in science notebook} (explain)

the teacher will tell the students that when the heat reaches the earth, it warms the molecules in the atmosphere and they warm other molecules and the process continues

Student will do: The students will come and sit down in

their seats The students will listen to the classroom

rules The students will answer “where do you

get energy from?” and “where does the Earth get its energy from” (explain)

The students will get out their science notebooks

The students will take notes over the vocabulary words

The students answer why the sun is important to life on earth (explain)

The students will learn how the sun helps plants grow (explore)

The students will answer what an ecosystem is (explain)

The students will write the word ecosystem/ photosynthesis and definition in their science notebook (expand)

The students will tell the teacher what else they know about the sun (expand and explain)

The students will make their greenhouse

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(put the word atmosphere on the word board) {put word in notebook} (explain and expand)

the teacher will give the definition of these two words to the students so they can write it in their science notebook}*radiation= energy that is transmitted in the form of rays, waves, or particles*atmosphere= layer of gases that surrounds the planet and is retained by Earth’s gravity (explain)

the teacher will ask the students why the sun is so important to life on earth? (explore)

The teacher will tell the students that the sun helps regulate the climate, is the main source of energy for the ecosystem and provides light (explain)

The teacher will put the word ecosystem on the word wall

The teacher will ask the students if anyone can define the word ecosystem*ecosystem= all the plants and animals that are found in a particular location

The teacher will ask the students how the sun helps plants grow*sunlight helps the plants grow through photosynthesis [put that word on the word wall]*Photosynthesis= process used by plants to convert light (sun) energy, into chemical energy that be released to fuel the organisms’ activities (explain and expand)

The teacher will ask the students what else they know about the sun

garden gloves (explore) The students will complete their

worksheet (explain) The students will tell the teacher one new

thing they learned The students will pack up and get ready to

leave

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(expand) The teacher will tell the students

that they are going to make a greenhouse garden glove that will show them how the sun helps to grow plants (explore)

The teacher and co-teacher will hand out the gloves, cotton ball, and seeds

The teacher and co-teacher will help the students put the seeds in the wet cotton balls and into the gloves (explore)

The teacher and co-teacher will help the students tape the gloves up on the window

The teacher will have to students complete a fill in the blank worksheet

The teacher will ask the students what’s one new thing they learned from the lesson

The teacher will have the students back up their stuff and to get ready to leave

Closure: The students will tell the teacher one new thing they learned

Differentiation:Students who need help writing will be given already written worksheets

The students struggling to follow along will be paired with the co-teacher

References: How does the heat from the Sun reach the Earth? (2017). Retrieved October 30, 2017, from https://www.reference.com/science/heat-sun-reach-earth-4865aa02c34b381bHow does the sun heat the earth? (2005, January 23). Retrieved September 30, 2017, from http://scienceline.ucsb.edu/getkey.php?key=804Solar Radiation. (2017). Retrieved September 30, 2017, from http://www.thefreedictionary.com/Sun+radiationAtmosphere. (2017). Retrieved September 30, 2017, from

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http://www.thefreedictionary.com/atmosphereHow does sunlight help plants grow? (n.d.). Retrieved September 30, 2017, from http://www.answers.com/Q/How_does_sunlight_help_plants_grow#slide=2Photosynthesis. (2017, October 6). Retrieved September 30, 2017, from https://en.wikipedia.org/wiki/PhotosynthesisEcosystems. (2017). Retrieved October 1, 2017, from http://www.kidsgeo.com/geography-for-kids/0164-ecosystems.phpGarden in a Glove. (2015, May 18). Retrieved October 1, 2017, from https://www.bloglovin.com/blogs/craft-gossip-629176/garden-in-a-glove-4343447488

Name:_________________________________

1. The sun heats the Earth through what?

2. Atmosphere is layers of __________ that surrounds the planet and is retained by the Earth’s ___________.

3. How does the sun help the plants grow?

4. What is an ecosystem?

5. What else does the sun do for Earth?

College of Saint MaryLesson Plan Format with Lesson Reflection

LESSON/ACTIVITY INFORMATIONTitle: wind speed and direction Day 5Your name:Hilary*

Age or Grade Level:4th grade

Integrated Disciplines/Subjects:

Time frame for Lesson:

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Christina science 40-45 min

STANDARDS, OBJECTIVES, ASSESSMENTS & MATERIALSNebraska State Standards; Nebraska Early Learning Guidelines , Nebraska Fine Arts Standards and ISTE Standards (as appropriate for the lesson):SC4 5.4.3. b- observe, measure, and record changes in weather (wind direction and speed)

Objectives: The students will be able to: The students will be able to define wind, wind speed and wind direction.The students will be able to record measurements in their science notebooks.The students will be able to create a wind vane and anemometer.

Assessment: Evaluate The students will complete a prediction and actual measurement worksheet

Materials: Include any materials that will be essential to conducting the lesson.Emoji closure worksheet, science notebooks, word wall, pencils, paper plates, straw, construction paper, paper cups, pin, tape

LESSON PROCEDURESAnticipatory Set: Engage Can you see the wind? Can you feel the wind?

Input/Modeling/Guided Practice/Check for Understanding:

Teacher will do: The teacher will greet the students The teacher will go over the

classroom rules The teacher will tell the students

that they will fill in notes on a worksheet

The co-teacher will walk around the classroom and assist the

Student will do: The students will sit down in their seats The students will listen to the classroom

rules The students will fill in notes on a

worksheet The students will answer if they can see

the wind and if they can feel the wind (explore)

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student/teacher when needed The teacher will ask the students if

they can see the wind? If they can feel the wind?

The teacher will ask the students if anyone can define wind (expand/explore)*Wind is the movement of large amounts of air (put on word wall)

The teacher will tell the students that wind is made up of different kinds of molecules of gasses- mostly nitrogen and oxygen (explain)

The teacher will tell the students that when these molecules moves, it’s called wind

The teacher will ask the students what causes the wind?*differences of pressure in the Earth's atmosphere. Air from a high-pressure area will move towards an area of low pressure. High winds are caused when air moves between areas with large differences in air pressure*main differences in air pressure are caused by differences in temperature. Cool air produces high air pressure and warm air produces low air pressure. Warm air wants to rise. When warm air rises, cool air will move in and replace the warm air, causing wind (explain and expand)

The teacher will ask the students how a meteorologist measures the wind?*wind direction and wind speed (put on word wall)Wind direction-described by using the direction that the wind came

The students will define wind (expand) The students will write the definition of

wind in their notebooks (explain) The students will learn about the wind

(explore) The students will answer what causes

wind (explore) The students will learn about the pressure

in the atmosphere (expand) The students will answer how a

meteorologist measures the wind (expand)

The students will take notes on wind speed and wind direction

The students will make a wind vane and an anemometer (explore)

The students will go outside to record the wind speed and direction that day (explore)

The students will help the teacher fill out the wind speed equation c=d*3.14

The students will fill out the wind worksheet

The students will complete the emoji exit ticket

The students will pack up their stuff and get ready to leave

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fromWind speed-measured in miles per hour(explain)

The teacher will tell the students they will make a wind vane to measure the direction of the wind and an anemometer for the speed (explain)

The teacher and co-teacher will help the students make these (explore)

The students will go outside with their instruments and measure the wind that day

The students will record their measurements in their science notebooks

The teacher will help the students from the wind speed by using the equation c=d*3.14

The teacher will fill out a prediction and actual measurement worksheet

The teacher will fill out the emoji worksheet

The teacher will tell the students to pack up their stuff and get ready to leave

Closure: Can be whole group review or opportunities for individual responses.

the students will fill out an emoji worksheet

Differentiation:Students who need help writing will be give already filled out notesStudents who need help making the vane and anemometer while work with the co-teacher

References: Earth Science for Kids- Weather- Wind. (2017). Retrieved September 30, 2017, from

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http://www.ducksters.com/science/earth_science/wind.php

Emoji Exit Ticket. Retrieved September 30, 2017, from https://www.teacherspayteachers.com/FreeDownload/Emoji-Exit-Ticket-3085814

Jivey. (2015). Five for Friday: Weather Edition. Retrieved September 30, 2017, from http://www.ideasbyjivey.com/2014/09/five-for-friday-weather-edition.html

Madden, A. (2016). When the Weather Outside is Crazy. Retrieved September 30, 2017, from http://www.teachingmaddeness.com/2015/12/when-weather-outside-is-crazy.html

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Name:__________________

NOTES

What is wind? Wind is defined as the movement of _________amounts of air

The wind is made up of different kinds of molecules of gases, but mostly __________and ________

When these molecules move, it’s called wind What causes the wind??

o Differences of pressure in the Earth’s atmosphere o Air from a high pressure area will move towards an area of

_____pressure o High winds are caused when air moves between areas with large

differences in air pressure o Main differences in air pressure in air pressure are caused by

differences in __________ o Cool air produces high air pressure and warm air produces low air

pressure o Warm air wants to _______ o When warm air rises, cool air will move in and replace the warm air,

causing WIND Wind direction- by using the direction that the wind is _________from Wind speed- measured in miles per hour

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Assessment

College of Saint MaryLesson Plan Format with Lesson Reflection

LESSON/ACTIVITY INFORMATIONTitle: Assessment Your name:ChristinaHilary

Age or Grade Level:4th

Integrated Disciplines/Subjects:Reading Written language Science

Time frame for Lesson:45mins

STANDARDS, OBJECTIVES, ASSESSMENTS & MATERIALSNebraska State Standards; Nebraska Early Learning Guidelines , Nebraska Fine Arts Standards and ISTE Standards (as appropriate for the lesson):

SC 5.4.3 students will observe and describe the effects of energy changes in earth

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Objectives:

The students will be able to:

The students will be able to correctly identify all vocabulary words and definitions.The students will be able to correctly fill in the blank with words from a word bank.

Assessment: Students will be tested on vocabulary understanding and general knowledge of earth and sun energy with 80% accuracy in the class.The assessment is summative.

Materials:Papers PencilsErasers

LESSON PROCEDURESAnticipatory Set:This is the Engage partThe students will be asked if they remember terms like absorption and photosynthesis

Input/Modeling/Guided Practice/Check for Understanding:

Teacher will do: Teacher will go over the tougher

vocabulary words like absorption, photosynthesis etc. (explain)

Hilary will ask if there is any other questions, comments, or concerns.

(explain) We will then spread the students

out. Pass out the exams

Once turned in students need to sit quietly.

Teacher will pick up the test!

Student will do:

Students will explain the tougher vocabulary words and ask questions

about them. (explore) Students will ask questions about content.

(explore) Students will ask any other questions

comments or concerns. Students will pass the test! (expand)

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Closure: Students will then be asked how difficult they thought the test was and will use hand signals. Like thumbs up, down, and sideways. (expand)

Differentiation:

Students with learning disabilities will be given more time.Students with handicap will be given more time and help from a teacher if needed.

References: Clouds in a Jar. (n.d.). Retrieved October 10, 2017, from http://www.thefirstgraderoundup.com/2015/01/clouds-in-jar.html

Weather Instrument Matching Cards. (n.d.). Retrieved October 10, 2017, from https://www.teacherspayteachers.com/Product/Weather-Instrument-Matching-Cards-956554

Types of Precipitation Classroom Posters. (n.d.). Retrieved October 10, 2017, from https://www.teacherspayteachers.com/Product/Types-of-Precipitation-Classroom-Posters-2606400

Definition: Absorption of light; Absorb; Absorbing surface; Black card. (n.d.). Retrieved October 11, 2017, from http://www.photokonnexion.com/definition-absorption-of-light-absorb-absorbing-surface-black-card/

Color, light and absorbing heat - Fun Science Experiments for Kids. (n.d.). Retrieved October 11, 2017, from http://www.sciencekids.co.nz/experiments/lightcolorheat.html

How does the heat from the Sun reach the Earth? (2017). Retrieved October 30, 2017, from https://www.reference.com/science/heat-sun-reach-earth-4865aa02c34b381bHow does the sun heat the earth? (2005, January 23). Retrieved September 30, 2017, from http://scienceline.ucsb.edu/getkey.php?key=804Solar Radiation. (2017). Retrieved September 30, 2017, from http://www.thefreedictionary.com/Sun+radiationAtmosphere. (2017). Retrieved September 30, 2017, from http://www.thefreedictionary.com/atmosphereHow does sunlight help plants grow? (n.d.). Retrieved September 30, 2017, from

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http://www.answers.com/Q/How_does_sunlight_help_plants_grow#slide=2Photosynthesis. (2017, October 6). Retrieved September 30, 2017, from https://en.wikipedia.org/wiki/PhotosynthesisEcosystems. (2017). Retrieved October 1, 2017, from http://www.kidsgeo.com/geography-for-kids/0164-ecosystems.phpGarden in a Glove. (2015, May 18). Retrieved October 1, 2017, from https://www.bloglovin.com/blogs/craft-gossip-629176/garden-in-a-glove-4343447488Earth Science for Kids- Weather- Wind. (2017). Retrieved September 30, 2017, from http://www.ducksters.com/science/earth_science/wind.php

Emoji Exit Ticket. Retrieved September 30, 2017, from https://www.teacherspayteachers.com/FreeDownload/Emoji-Exit-Ticket-3085814

Jivey. (2015). Five for Friday: Weather Edition. Retrieved September 30, 2017, from http://www.ideasbyjivey.com/2014/09/five-for-friday-weather-edition.html

Madden, A. (2016). When the Weather Outside is Crazy. Retrieved September 30, 2017, from http://www.teachingmaddeness.com/2015/12/when-weather-outside-is-crazy.html

Name: ___________ Date: ____________________

Matching: Please correctly the vocabulary word with its definition____ 1. Energy that is transmitted in the form of rays, waves, and particles.

____ 2. Layers of gases that surrounds the plant and contained by earth’s gravity.

____ 3. All the plants and animals found in a location.

____ 4. Process used by plants to convert light energy into chemical energy that fuel organism’s activities.

____ 5. When light passes through a material it slows down causing the light to bend.

____ 6. When light hits a material and it bounces off.

Fill in the blank: Please use the word bank to fill the sentences in.____ 7. Wind is the movements of ______ amounts of air.

a. Reflectionb. Refractionc. Photosynthesisd. Ecosysteme. Radiationf. Atmosphere

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____ 8. Wind direction is described by using the ___________ that the wind came from.

____ 9. Snow falls when the temperature in a cloud is ___________ ___________.

____ 10. Sleet freezes as it _____.

____ 11. Hail forms when drops of ______ freezes and _______ winds carry them higher into a cloud

____ 12. Rain gauge is an instrument to _______ ________.

____ 13. Thermometer is an ____________ to measure temperature.

____ 14. Absorption when light strikes a surface light then _______ into the surface.

Bulletin Board Picture

A. GoesB. Rain, strongC. LargeD. RainsE. DirectionF. Below freezingG. Measure rainH. Instrument

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Rules:

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*Classroom Rules*

1. Listening Bodies

*I will listen and follow directions

2. Raised Hands*I will raise my hand to share ideas

3. Quiet Mouths/ Walking Feet

*I will use a soft voice and walk in the hallway

4. Helping Hands*I will use my hands for helping and not hurting

5. Caring Hearts

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*I will be kind and respectful

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Parent Letter

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References

How does the heat from the Sun reach the Earth? (2017). Retrieved October 30, 2017, from

https://www.reference.com/science/heat-sun-reach-earth-4865aa02c34b381b

How does the sun heat the earth? (2005, January 23). Retrieved September 30, 2017, from

http://scienceline.ucsb.edu/getkey.php?key=804

Solar Radiation. (2017). Retrieved September 30, 2017, from

http://www.thefreedictionary.com/Sun+radiation

Atmosphere. (2017). Retrieved September 30, 2017, from

http://www.thefreedictionary.com/atmosphere

How does sunlight help plants grow? (n.d.). Retrieved September 30, 2017, from

http://www.answers.com/Q/How_does_sunlight_help_plants_grow#slide=2

Photosynthesis. (2017, October 6). Retrieved September 30, 2017, from

https://en.wikipedia.org/wiki/Photosynthesis

Ecosystems. (2017). Retrieved October 1, 2017, from

http://www.kidsgeo.com/geography-for-kids/0164-ecosystems.php

Garden in a Glove. (2015, May 18). Retrieved October 1, 2017, from

https://www.bloglovin.com/blogs/craft-gossip-629176/garden-in-a-glove-4343447488

Earth Science for Kids- Weather- Wind. (2017). Retrieved September 30, 2017, from

http://www.ducksters.com/science/earth_science/wind.php

Emoji Exit Ticket. Retrieved September 30, 2017, from

https://www.teacherspayteachers.com/FreeDownload/Emoji-Exit-Ticket-3085814

Jivey. (2015). Five for Friday: Weather Edition. Retrieved September 30, 2017, from

http://www.ideasbyjivey.com/2014/09/five-for-friday-weather-edition.html

Madden, A. (2016). When the Weather Outside is Crazy. Retrieved September 30, 2017, from

http://www.teachingmaddeness.com/2015/12/when-weather-outside-is-crazy.html

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Unit 1: Reflection

The most challenging part of this unit was the note taking. During the first two lessons,

the girls needed to write down vocabulary notes in their science notebooks, and I realized this

took a lot of time. For my last lesson before the assessment, I made notes and they had to fill in

a couple words that were missing; everything they needed to write down was on the power

point, but they just didn’t seem to understand (even after direction and help) and again it took

them awhile. I think what I would do after this failed attempted, would be to have prewritten

notes and instead of filling in some blank spaces, I would have them highlight key words or

definitions as we went on (allowing me to see who was paying attention and who wasn’t). The

girls really seemed to enjoy the hands-on activities and I believe that through those activities

they were able to have a better understanding of what they just learned. It was difficult for

them to sit and take notes so when they had the opportunity to get their hands on an

experiment, they were excited. When we went outside to do the wind vane and anemometer,

they did complain that it was too cold and unfortunately the anemometer didn’t really work,

but I explained to them that not all experiments work the first time and I did show them how

we should calculate the speed if we were able to get a read once we got back into the

classroom.

The girls were ready to answer the questions I had prepared for them and were eager to

share their ideas with the class; this positive behavior helped move the lesson along.

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What was one thing that was challenging in this unit? How can you adapt in the future? For me,

science was a challenge to teach in the beginning; I felt like I was just reading off notes for the

girls to write down and I think it would have been better if I had familiarized myself on the topic

well before I taught the lesson. However, like I said before, the experiments really helped. We

also had a problem with the bathroom situation; we finally decided to give them all a chance

before going to the classroom and explained that they weren’t getting another bathroom break

if they decided they didn’t need to go.

We had some trouble with attitudes; I feel as though it wasn’t as bad for me only

because I think they sensed I meant business and wasn’t going to play into their games. I didn’t

have that much trouble with the girls not listening to me and I think it’s because I was a bit for

firm and clear on what I was going to tolerate and what I wasn’t. I really enjoyed these girls and

believe in this program and hope I was able to give them additional information that will help

them in their science classes.