Kaylee Rasbury

My name is Kaylee Rasbury. I am a senior at the University of Texas at Tyler. I love art and basketball! I am really open to teaching any grade level. I think the second or third grade would be awesome! I want to be a teacher because I think there is no better job than getting to inspire young minds. My parents have always said that I was born to teach, and I believe this is the path God has directed me for a great reason. I hope to someday bring a lot of creativity into the classroom, and ake learning meaningful to every child.

Location

TX

Recent Posts by Kaylee

Mon Feb 03, 2020 3:30 PM in Interactive learning.
What are some of the best strategies for getting students involved and active in learning science?





Recent Reviews by Kaylee


Mon Apr 06, 2020 3:30 PM
5 article 3
Kaylee Rasbury Dr. Taylor ELED 4314 3-23-2020 NSTA Journal Article Reviews Article 3: Layer Cake Earth 1. Why did you choose to put this article in your collection? - I chose this article, because I thought It incorporated a great activity that really allows the students to be hands on in learning. Having a cake depict the layers of the earth is something that kids would be interested in. They would be able to look back and remember this lesson and what they learned. 2. What new information did you learn? - I learned that Stratigraphy is the study of sediment layers. I also learned that you can use a layered cake as an example of the earth and its layers. 3. What TEKS would it go with and how could you use this information in your classroom? 3.4 Scientific investigation and reasoning. The student knows how to use a variety of tools and methods to conduct science inquiry. The student is expected to A. collect, record, and analyze information using tools, including cameras, computers, hand lenses, metric rulers, Celsius thermometers, wind vanes, rain gauges, pan balances, graduated cylinders, beakers, spring scales, hot plates, meter sticks, magnets, collecting nets, notebooks, and Sun, Earth, and Moon system models; timing devices; and materials to support observation of habitats of organisms such as terrariums and aquariums. 3. (7) Earth and space. The student knows that Earth consists of natural resources and its surface is constantly changing. The student is expected to: (A) explore and record how soils are formed by weathering of rock and the decomposition of plant and animal remains 4. Based on your experience, is there anything in the article that you agree with? Disagree with? Have questions about? - I thought this article was really awesome. It had a lot of great ideas, and it described the layers of the earth so well. I loved the cake idea and how that related to the layers of the earth. I think kids would love it and it could be an easy way to teach a lesson like this and make it interactive. It includes steps for the activity as well as instructions charts, and handouts.


Mon Apr 06, 2020 3:29 PM
5 article 2
Kaylee Rasbury Dr. Taylor ELED 4314 3-23-2020 NSTA Journal Article Reviews Article 2: Got Energy? 1. Why did you choose to put this article in your collection? - This article did a great job guiding you through the topic, and ways to teach this topic. It provided charts and graphs. It gave a plan for a lesson and how to engage the students. 2. What new information did you learn? - I learned that energy is a great topic for children to study. They can get really involved in discovering what energy is in their daily life, and they can actually enjoy this discovery. 3. What TEKS would it go with and how could you use this information in your classroom? 3.3 Scientific investigation and reasoning. The student knows that information, critical thinking, scientific problem solving, and the contributions of scientists are used in making decisions. The student is expected to: (A) analyze, evaluate, and critique scientific explanations by using evidence, logical reasoning, and experimental and observational testing; (B) represent the natural world using models such as volcanoes or the Sun, Earth, and Moon system and identify their limitations, including size, properties, and materials 3.5 Matter and energy. The student knows that matter has measurable physical properties and those properties determine how matter is classified, changed, and used. The student is expected to: (C) predict, observe, and record changes in the state of matter caused by heating or cooling such as ice becoming liquid water, condensation forming on the outside of a glass of ice water, or liquid water is heated to the point of becoming water vapor 4. Based on your experience, is there anything in the article that you agree with? Disagree with? Have questions about it? - I liked this article a lot. It was very well written, and it provided great visuals. I feel like I could create a great lesson out of this article and be able to present my students with some really great things to learn. It provided many higher-level thinking questions and ways to guide children into their own learning.


Mon Apr 06, 2020 3:28 PM
5 article review 1
Kaylee Rasbury Dr. Taylor ELED 4314 3-23-2020 NSTA Journal Article Reviews Article 1: Scientific Journals: A Creative Assessment Tool 1. Why did you choose to put this article in your collection? - I chose this article because I love the idea of having students record their own thoughts and findings. This article does a great job of outlining some ideas on how too about doing that. 2. What new information did you learn? - I learned that journals can really help a teacher understand the students and where they are in the learning process. 3. What TEKS would it go with and how could you use this information in your classroom? 3.3 Scientific investigation and reasoning. The student knows that information, critical thinking, scientific problem solving, and the contributions of scientists are used in making decisions. The student is expected to: (A) analyze, evaluate, and critique scientific explanations by using evidence, logical reasoning, and experimental and observational testing; (B) represent the natural world using models such as volcanoes or the Sun, Earth, and Moon system and identify their limitations, including size, properties, and materials; and (C) connect grade-level appropriate science concepts with the history of science, science careers, and contributions of scientists. 3.4 Scientific investigation and reasoning. The student knows how to use a variety of tools and methods to conduct science inquiry. The student is expected to collect, record, and analyze information using tools, including cameras, computers, hand lenses, metric rulers, Celsius thermometers, wind vanes, rain gauges, pan balances, graduated cylinders, beakers, spring scales, hot plates, meter sticks, magnets, collecting nets, notebooks, and Sun, Earth, and Moon system models; timing devices; and materials to support the observation of habitats of organisms such as terrariums and aquariums. 3.2 Scientific investigation and reasoning. The student uses scientific practices during laboratory and outdoor investigations. The student is expected to: (F) communicate valid conclusions supported by data in writing, by drawing pictures, and through verbal discussion. 4. Based on your experience, is there anything in the article that you agree with? Disagree with? Have questions about it? - I thought this was a really cool article. It gave a lot of ideas on how to incorporate journaling, and I like that journaling allows students to think freely and yet it keeps them on task. This is a great way for teachers to monitor students learning and the way they think. You can also use these journals to incorporate other subjects into science as well.






Recent Public Collections by Kaylee




Earth, Sun, and Moon
Type: SciPack
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Assessments

20 Resources



Beyond Paper and Pencil Assessments
Type: Journal Article
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"A" Is for Assessment
Type: Journal Article
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Poetry and the Environment: Poetry enhances children's study of the environment and provides a link with science and the language arts
Type: Journal Article
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"Clued In" to Their Environment
Type: Journal Article
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