Science Talk : Solids And Liquids

B.3.a. One student with ADHD often shares his ideas, the whole class has to be aware of his need for active engagement so that he can stay focused. Another student is newer to the United States and has a harder time with reading word problems, therefore he struggles with specific words in math that don’t align with the English words he does know. A third student has a

I taught a group of students at various grade levels to prepare them for their secondary-level standardized tests. The particularly

In conclusion what makes Oobleck act like both a liquid and a solid? In your mind think that you can see the individual molecules of corn flour and water then think about how they might act when being pushed and pulled. The corn flour and water mixture will act like a solid and a liquid this type of mixture is an example of suspension. The particles stay undissolved in a liquid and corn flour molecules are dispersed into the water. If the cornstarch mixture is pinched, it causes the molecules to go closer together. The effect of the force traps the water between the flour molecules to form a solid shape. When you let go the pressure of your fingers the corn flour will be able to flow like liquid. Viscosity is the resistance for a liquid to

The classroom is made up of general education. There are about three students who leave the classroom to go to speech. The makeup of the classroom is different

I elicited and built upon student’s response to promote thinking and develop understanding of science concepts through questioning to get student think critically about what they did at each station and how it fit together what we see happen outside the classroom. it can be seen in the video clip 2 lesson 4 minute , it can been seen in the video that students are actively engaged in answering questions and are willing to give their insight into situation. In video clip 1 The students watch a video about the chemistry of carbon. and while the students watched the video there were a list of the question that each students need to answer it, and one of these questions was asking about “what the protein are made off “This provided students

What about the student as an individual (experiences, skills, interests) provides insight into his or her work samples and your analysis of them? In a class where most students either fall into the categories of being high achieving or low scoring, Kaylee is one of few students in the middle. Next year, students have the choice of going on the college track in language arts and I would like Kaylee to feel comfortable in her abilities to choose the college track. She feels that she is not good at reading and therefore, she needs to stay in regular language arts next year.

A few students raise their hands. I wanted to further draw out students’ responses, so I used a vocabulary term we previously learned. I said, “Remember we learned about switch something.” After several students shouted out switch partners, I used the term partners to further describe the two numbers at the bottom. I used this opportunity to see what students understood about the partners while asking the students what the partners did. One student raised their hand and talked about a different set of switch partners and explained that you add them together. I realized they did not say they add up to the total, so I built on that response and said, “These partners down here, they are going to give us...” I paused and had students fill in the response with, “The big

Proof of Student Ideas: I will quote the student, explain their misconceptions and link findings to relevant academic literature.

Discussion of One Question: How does the student’s exceptionality affect his or her learning and/or behavior? Include descriptions of strengths, interests, and talents as well as those areas that pose a challenge to the student. (K ’s) exceptionality hasn’t change, who, he is as a student or individual. He 's just like most of our student’s who is struggling to learn grade level material and being a ESL (English Second Language) student has challenged his ability to translate comprehension between the two languages. As I stated before (K) has an (IEP) to help give him strategies to comprehend core academics. (K) express confusion and he doesn’t understand why some subjects are easy for him and others are more difficult. He is a great reader and (K) can answer most single direction question about a math problem; however, if the problem is asking him to set- up a multi-digit mathematical problem. He tends to have a more difficult time setting up mathematical problem with the correct math operation.One of (K) many strengths is his ability to read with fluency. He always will to help his fellow classmates on math problems that are easy for him to solve. His academic strength lies in math, even though, he struggles with higher math functions/problems. (K) has been place in advance band by his band director, due to his dedication in playing different instruments. (K) is also an extra helper for the band teacher due to his dedication to music. He loves to play soccer, basketball,

If they answered no, they would get an advantage and be able to move forward. After asking multiple questions, the students would be scattered around and some would still be on the original starting line. The teacher would then ask the students to look around and analyze the students that had different advantages and disadvantages in life. Then, a student that had a head start would team with a student closer or on the original line. Once paired, they would discuss their characters’ lifestyles and background. They would then discuss, how those different factors had an impact on their life and their schooling. The class would then return to whole group and discuss cultural sensitivity and why it is important to understand what other people may be going through. After, the class will watch the movie McFarland, USA. The movie gives an insight on the life of migrant children and what hardships they may face. The movie also helps kids understand that they don’t have to let their background define them. If they work hard like the characters in the story, then they will be able to change their life in a big

The first main question was about who runs our country and how. Both of the students were able to tell me that our country was not ruled by a King. Jane pointed out that there was a Queen and King in another country who just had a baby girl. She, however, could not remember the country. Both students were able to tell me that Obama was the president. I asked them how they knew and both replied that their parents talk about him all the time. Joe even expressed that his parents usually spoke about Obama negatively but he did not understand what his parents were talking about whenever they talked about the president. They both knew a lot about the this main question, they knew Obama had to be elected and Jane knew that the mayor was another person who was also elected. Joe also knew other people were elected to do certain jobs but he was unable to tell me who. I did find it interesting that when I asked about the judges, both students expressed that judges put away bad people. I found that interesting because they knew one thing a judge could do, but they did not know anymore than

Purpose (1-2 sentences): The purpose of this lab was to find out the behavior of plastic rock. Hypothesis (1-3 sentences): Plastic rock can flow like a thin liquid and it and also solidify when it has an abrupt force. Summary of Procedure (Max 5 sentences): I got one tablespoon and one teaspoon of lukewarm water with a tablespoon of cornstarch and put it in a pie plate, then I mixed it together. I also added a bit more cornstarch and when I would stir/mix it it was a bit harder.

I thought I was able to explain to the children about the proper ways to perform hand washing. I explained the procedure thoroughly. I allowed them to ask any questions, and I answered their question appropriately. I asked each child a question to assess their understanding. Most of them were able to answer my questions, and a child who could not explain and demonstrate the hand washing procedure. I demonstrated to them the steps in the hand washing process that I was asking them to answer another question. After that most children told me that they would incorporate this hand washing experience into their life and teach their parent how to do it as they were taught. They were able to meet my learning objective by performing proper Hand Washing

Conversely, it was not going well at the start of the activity because Jenny tried to create mixture colours then the mixture colours became dark coulours which could not see whether the second layer was sits on the bottom layer. This mistake would not happen in the future as I will show the children the way to do this activity and they can practice by themselves. At last, it is important to find an experiment that children feel interesting so they would engage within the experiment. In contrast, students will fail to learn if they feel disinterested, tired and scared in a science inquiry

The context of the classroom is a 6th grade math class. The students are at varying developmental levels from below level to advanced/gifted. The types of learners I have are the auditory, visually, and mostly the bodily/kinesthetic learners. I have students who are from multiple ethnicities such as Hispanic, White, Asian, Middle Eastern, and African American. I also have students with varying exceptionalities.