Child's Engagement: Understanding Of Physical Or Chemical Understandings

During the water drops on a penny, we had an opportunity to make predictions and participate in several trials. Although participating in experiments is important, one way the classroom teacher could enhance the experience would you to have the students come up with a list of testable questions. Once the students have made their list of questions, allow the students to make a prediction, and then test their hypothesis. There were four groups of students each doing their own independent trails and asking their own questions, however, the results were very similar. Although, different techniques were used, the outcomes still allowed each student to have an experience observing surface tension. (See Question 1)

science -inquiry concepts. In the video clip from lesson 4,minute Students will work together to form hypothesis, observe ,follow procedure ,collect and analyze data, write a conclusion. This lab has four stations, with each stations student were dealing with situation involving phenomenon that they see outside of the classroom, likely on daily basis. so, with each station the Students can be seen using data and their observations as evidence to explain why they were seeing this real-world phenomenon. then students need to answer the lab analysis questions that also connect them with real world. video 2. Furthermore, to help students construct their explanations, I asked questions that push students to make connections to the real world. For example, in video 2, minute , I ask students why organic compounds dose not conduct electricity ? and how about if we try using water and salt ?

My intention is to comply the emergent curriculum and provide more opportunities for children 3-5 age group within the centre to complete the projects by themselves through experimenting and experiencing. The topics will capture from the talk of children, through community or family events, as well as the known interests of children.

The method of the presentation is putting the materials on the round table. Then call the children to sit around the table. Tell the children we are going to make Oobleck. Before doing the presentations is asking the children if we mix corn starch and water is it going to be liquid or solid. Then let the children predict. Show the children how to make the Oobleck. After when the children have their predictions on the Oobleck let the children make the Oobleck. after they are done making the oobleck let the children touch the oobleck so they can observe if the oobleck is liquid or solid when they touch it. Then ask children if the Oobleck is liquid or solid when they touch it.

Seamless Assessment Chapter 3 applies to life science and how students investigate to build foundation. Mrs. Schwartz a first grade teacher engages her students to conduct an investigation to find out the differences between seeds and eggs. As part of the assessment strategies the students had to engage, explore, explain, and elaborate/evaluate. As part of the engage stage, students had to place objects into two different circle labeled “seeds” and “not seeds”. The different objects included candy, seeds, and beads. If the students were not sure they left it to the side. Mrs. Schwartz at the end of the activity had a scientist meeting. For young students I think it is imperative for them to be able to discuss their findings and thoughts. It

Furthermore, while students were touching and experimenting the mixture, I was around them asking questions such as, what do you think? Is ooblick solid or liquid? How can you tell? Can you roll the substance into a ball? How does the substance feel? Or describe in your own words how does the substance look like. The strategy of asking meaningful questions while students were exploring the mixture made the learning experience more meaningful. Before writing the driving question on the board I played a YouTube video of the book by Dr. Seuss, called “Bartholomew and Ooblick.” It was a long story. Hence, it made it difficult to keep students fully engaged. Next time around I plan on renting the book and reading to students. I enjoy reading to children and I’m a very interactive reader, so that won’t be a

In Investigating Rocks and Sand: Addressing Multiple Learning Styles through an Inquiry-Based Approach, Oga and Schmidt, 2009, describe the way kindergarten teachers implemented inquiry based learning into their classrooms by integrating their students ' interest of rocks and sand into the curriculum. By nature humans are curious creatures, and this is seen from the time to when we are infants to the time when we are adults. Inquiry is an intrinsic learning strategy that we use to gather information from the day that we are born. (Ogu, U. & Schmidt, S. 2009). For this reason, "… it makes sense for teachers to use an inquiry-based approach in their curriculum." (Ogu, U. & Schmidt, S. 2009, p.2).

The state and local school boards have teachers focusing on Literacy and Math instruction to the exclusion of Science and Social Studies instruction. The trend is to focus on meeting pupil progression goals and student learning targets in order for teachers to keep their jobs. This article has great ideas for how to implement Science inquiry into every day lessons, but I find it may be difficult for teachers who are presently overwhelmed with meeting the current state, district, and school goals to implement this

My first time evaluation of my first Science Nature activity, it was exciting for me to experiment with ice and salt. I did it first in my house with my grand children; they loved to use the salt over a block of ice. I noticed that the children liked my beautiful block of ice with flower inside of the ice. When I presented the activity to the preschool Blue Room students, I felt confident to present the activity to them. I set limits at the beginning, so the children were following all the rules very well at the Science area. I felt that the table was small for the materials, but Jeniffer gave me the option to move to different table. I changed the big trays for small trays and I made the children to share the colored water cups. The children

After reading this article on this lesson plan, I definitely think that this would be a great scientific investigation for kindergarten to second grade. This lesson broke down the basic components of energy in a way that younger students could begin to understand. I thought it was very engaging, how the teachers, Menon, Shelby, and Mattingly, started with students describing their understanding of energy and how some of the students understood that food gives us energy (Menon et. al., 2016, p. 55). It is very important for teachers to spark their students’ schema before moving into a new topic so that they can see what they know and want to know. The use of predicting on their data tables was also a great addition because it got students thinking about what they thought would happen during their investigation. It is teaching them what scientists do a lot of the time, which is doing experiments or investigations to prove their ideas. The teachers asked engaging questions like, “What do you notice about the distance the ball traveled at each

For the past few days, students have learned about some of the physical properties of the ocean to include salinity, density, waves, tides and currents. Each lab group is given four food coloring bottles, a bin, varying temperatures of water, salt, beakers, graduated cylinders, and stirring rods. They are asked to duplicate the teacher demonstration based on their knowledge of

Exploration based educational modules improvement projects have been appeared to be powerful in assisting understudies with picking up a theoretical comprehension of numerous particular subjects in material science (McDermott

I began the first lesson by jotting down student’s predictions about what they thought would happen if a piece of clay was put in the water. Nearly all of the students raised their

The reason why I say this is, because they had a good grasp of what both a solid and a liquid were in the engage part. I believe that they really got the concept that a solid and a liquid are different and that theirs different types of liquids. They were able to state that characteristics of a liquid at the end of the exploration part and they all were able to state the descriptions when they all presented their poster. One thing that still remains as a misconception would be that most of the students got confused with the words translucent and transparent. With this misconception I would do a mini lesson on the two words followed with activities. The way I identified this misconception was by observing them when they were exploring a liquid that was transparent and translucent. I asked a student to compare water that was “transparent” and orange juice that was “translucent”, the student replied with “The water is the translucent because you can see it and the orange juice is transparent because you can almost see it.”. My plan after this lesson is to continue discussing matter and develop a lesson on gas.

I believe that Science is a very important part of the New Zealand Curriculum, because it provides children with valuable knowledge that they can use in their lives, while also helping to develop critical thinking. Teaching Science in primary schools can be broken down into two different parts, the Nature of Science strands and also contextual strands. The Nature of Science is the core strand of science in the New Zealand Curriculum. The strands include investigating, communicating, understanding, and participating and contributing. The contextual strands are the topics that can be taught, which are the living world, planet Earth and beyond, physical world, and material world. In this essay, I will discuss my current understanding of teaching Science in New Zealand primary schools, both through my own experience and knowledge gathered from selected articles, I will also discuss my understanding of the Nature of Science strands, and finally talk about the Nature of Science strands referring to the Building Science Concepts book, Where’s the water?.