The Importance Of Scientific Qualities And Scientific Habits Of Science

Because I have taken several science classes throughout my high school and even middle school career, I am well acquainted with how the scientific process generally works. This activity reinforced my understanding by allowing me to practice it myself while not even

Standard: K-2, Science is a way of knowing… Science knowledge helps us know about the world.

There have been few studies focusing on the impact that reading comprehension has in the science curriculum on students ' science comprehension. Random students were selected to participate in either inquiry-based science only or inquiry-based science plus reading conditions. The results showed that students that performed in an inquiry-science based plus reading significantly outperformed the inquiry-based science only students. In the state of Georgia students must pass the state

The WebQuery, the 5E lesson plan, and the field trip guide, are examples of through which students engage in investigations that enhance learning and that helps them meet the NGSS. These artifacts also indicate my ability to develop lesson plans that promote the learning of science; that align content to the NGSS; that demonstrate the use of assessment to ensure that the students are meeting the standards; and that showcase the use of literature to support grouping strategies and lesson rationale

Throughout this fall semester, as a Preservice Middle Level Educator, I have been observing and engaging in Ms. Mahdi’s 7th grade Science class. It is at this placement that I have collected artifacts for a portfolio to illustrate a competency and achievement related to the Association for Middle Level Education standards. In this portfolio summary you will find various artifacts that help demonstrate these AMLE standards. The AMLE standards as a whole, cover academic growth and set an expectation for middle school teachers to be mindful that their middle school students are continuously experiencing social and cognitive changes that should be addressed thoughtfully, just as much as their academic needs.

Coffey, J. E., Hammer, D., Levin, D. E & Grant, T. (2011). The Missing Disciplinary Substance of Formative Assessment. Journal of research in science teaching. 48 (10) PP. 1109–1136 (2011) College of Education, University of Maryland, College Park, Maryland 2 Tufts University, Medford, Massachusetts 3 St. Paul School, Baltimore, Maryland Received 17 April 2011; Accepted 5 August 2011. Retrieved from file:///Users/EleanorNewbold/Downloads/Coffey_et_al-2011-Journal_of_Research_in_Science_Teaching.pdf

In addition to research based programs that integrate science and literacy learning into one combined lesson there are other strategies that teachers can use to integrate these two subjects. The 5-E’s model for lesson planning is an effective way to structure science lessons to incorporate literacy learning. The 5-E’s include engaging the student in the learning, exploring the content topic, further learning is done through explaining the topic, students are then required to elaborate on the topic, and then asked to evaluate their learning. In the article “Content Area Literacy: Individualizing Student Instruction in Second Grade Science” (Connor et al., 2010), researchers created the ISI-Science curriculum and implemented

According to Susman (2013), “science is a moving target, forever advancing and getting more complicated. It’s hard to keep up and really hard to catch up. What you learn in high school is often so different by the time you have kids of your own that you can’t easily help them with their science homework. Science changes faster than iPod models”. In this case study, Clifton High School principal believed that “students learn Science by doing, not simply by watching” (Picciano, 2011, p. 182). In 2009, the principal had trouble recruiting qualified science teachers and providing a full Science teaching program.

Humans have always tried to understand scientific concepts relevant to the individual and to society. Basically, the branch of science started out when ancient people like Nicholas Copernicus, began to wonder about our world. Unlike earlier philosophers, Copernicus applied a systematic method to find answers to his question about our solar system. Views of how science works should be kept simple. Observe your world, find a problem to solve and then apply methods to find the answer. Young children do this naturally. Education should take adavantage of the natural curiosity of the children and apply it to the classroom. Always considering safety of course, teachers should allow time for observation and let students discover answers through their own experimentation. While prominent professors claim science teaching is complicated, like when Richard, J. Hamilton from Arizona State University claims "The whole prosess of learning has turned out to be far more complex than most imagined, and I believe that science educators are struggling to find a new, more effective approach to the complexity" (Hamilton, 1992, p. 202). Respectfully disagreeing, science is still simple. Two like charges simply repel and discovering the concept is not complex. Students learn by exploring and teaching science must incorporate this hands-on approach in order to reach mastery of required teaching

When teaching a sequence of lessons, it is important to regularly assess the students and measure their understanding of the material. Taking lessons forward without any form of assessment can result in students being left behind and unable to access the new material because they did not get a grasp of the prior lesson. To ensure this did not happen I used previous exam questions whenever possible as tasks for the students to complete. A competence with these questions suggests that students are confident with the material and the lesson can be moved forward. Examples of this can be seen in REFERENCE FILES. When planning these tasks, it is important to understand the abilities within the class, this view was supported by Atkinson in a CA session (SA, CA, TS6). Despite being a triple science class, projected grades range from 5 to 9. I included questions that ranged in demand, from fact recall (REFERNCE EXAMPLE) to extended written prose (REFERNCE EXAMPLE).

As I develop more experience with formative assessments, I would like to improve my ability to make students feel comfortable in making errors. If I successfully improve in this area, students will not be discouraged by their mistakes and will take risks in both their learning and future life (Looney, 2004). One of the reasons why I love being a science teacher is that I get to influence scientists-in-the-making. If I can help exercise their critical thinking and problem solving skills, spark a curiosity for

Students were supposed to write 3 things that they found out about specialized cells, two interesting facts that they discovered about specialized cells, and lastly one question that they had over specialized cells. This formative assessment was a great selection for this lesson because I was interested in see how much students recalled about specialized cells, regardless if they learned it from this review lesson or previous lessons. Students responded well considering the given amount of time to complete the activity. I noticed that most students answer the first two point of the activity (the 3 and 2). However, most students were not able to come up with a question. This indicates that students were probably not critically thinking about the topic. The students that ask the question were thinking deeply about the topic not just recalling facts. Formative assessments are critical to the learning process because they provide information to the teacher about how well student are learning the material. Formative assessment can help teachers determine the concepts that need to be reinforced and the topics that students have mastered. Some formative assessments can have the power of showing the teacher how critically students are thinking about the topic. One alternative formative assessment that I would have used for this activity was a Kahoot with questions related to the topic. This activity would have been about three

The standards were developed to track student progression and ensure that at the end of each grade, students are able to complete the work and know what they are doing. The standards were designed to help students develop the necessary skills and knowledge to be successful in both college and their careers after. According to Sousa and Pilecki (2013), the main objective to schooling is preparing students for their lives after high school. The researcher involves identified the core ideas in science and learned the different ways they would be able to implement the materials into lesson for each grade and give students a clear

a. Prior academic learning, prerequisite skills, and understanding of the nature of science related to the central focus—Cite evidence of what students know, what they can do, and what they are still learning to do.

Scientific-based instruction is something that teachers use all the time in their classroom. Teachers are consistently assessing and evaluating students’ performance, creating and amending individual education plans, lesson plans, and reflecting on their practices. As teachers, we should be doing rigorous research and building hypothesis to base further teaching practices on.