Understanding Energy, Deepika Menon, Blake Shelby, And Christine Mattingly

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

I have always been interested in science, but the hands on experiments have helped me understand and grasp concepts much easier. I recall my first experiment in first grade when the class was given the lima bean sprout experiment, which required students to plant a bean in a paper cup. The purpose of this experiment was to teach us about photosynthesis and practice our observation skills. I recall how others were fascinated about why their sprout grew. I, on the other hand, was more captivated by why the other sprouts did not grow and the factors, which contributed to that outcome. This basic experiment taught me to look at things through different lenses and not always to the most obvious path.

Science is something that is not too much a part of the curriculum for this preschool classroom. I happened to be observing while they are watching caterpillars turn into butterflies. The first thing the teachers do is to explain the life cycle of a caterpillar turning into a butterfly, and then they read the book The Hungry Caterpillar. This book has vivid illustrations and really breaks down the life cycle of a butterfly. Students are asked questions and as questions along the way to ensure they understand the text and to clarify anything that they do not understand. Once the book is over, students are asked if they have any questions. Some do, but the main question was “Can we see the caterpillars now!”

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

The process skills approach to teaching is defined as the educator helping children develop science skills and processes to confidently undertake their own investigations (Campbell, 2012). These skills are developed through: communicating, science language, asking questions, making sense of phenomena, predicting, modelling, conducting investigations, planning, testing, observing, reasoning, and drawing conclusions of science concepts (Campbell, 2012). When the educator assist children’s learning, it is important to put the emphasis on the nature of science and scientific concepts. Guided discovery approach to teaching requires the educator to ask effective questions that encourage children to explore and extend their investigations throughout science learning (Campbell, 2012). This can be developed through play experiences as children explore their world around them. An interactive approach to teaching children is based on questions that lead explorations and the educators to provide essential resources to guide these explorations (Campbell, 2012). It is the educators’ responsibility to support children’s development, ideas, questions, ways of thinking, and develop scientific thinking. Furthermore, an inquiry approach to teaching relates to children investigating the answers to their own

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 ?

Integrating other learning areas in our unit of work and exercising more resources that teachers can use in the classroom base upon our science unit is also a crucial element that our group was missing that needed to be included in our presentation. The classroom environment should include lots of books, visual materials, ICT devices and activities to facilitate learning and keep the student’s interests by promoting questioning and discussion to stimulate their science thinking processes and skills in a creative and encouraging environment. (Pitcher, 2014)

The activity that I chose, Simple Wave Simulator, covers the ideas of what the properties of a simple wave are. This simulator enables the student to choose whether they want to make a rope wave, simulating a transverse wave, or a longitudinal wave, which simulates a sound wave. The student is also able to change certain properties of the wave, such as frequency, amplitude, and the speed at which the wave is traveling. While using the simulator, students are able to track data such as values of wave speed, frequency, amplitude, wavelength, and period.

Once the booklets were complete, the students sat at the carpet and Ms. Gifford read the book, “David Goes to School,” by David Shannon. While reading this book, she prompted scientific questions, such as making predictions and analyzing the pages to understand the situation. For example, one question was, “Is David happy or sad?” Once students answered this question, she asked how they know this and they had to analyze the picture and words to show evidence for their reasoning.

Electricity is very proactive and beneficial fact that I could introduce to the children. Electricity is a very functional that children and adult get expose in a daily basis. I noticed that Zoe was very concerned about the cables and the wire fences. By exposing the element of electricity to children they will get emerge in physics, math, and hands on projects. How children analyze electricity? That is a stimulating question for children that are very curious about how things are made. Children are very capable to use their knowledge and how they perceive things. Using Jean Piaget constructivism theory I could explore electricity with the children. Another detail that stands for further consideration is air. The children were concern about

This assignment is a case study of a child’s engagement, inquiry skills and understanding of physical or chemical understandings. There are two parts to the assignment that build to the final case study report. Part A is to design a science inquiry activity suitable for engaging a child at junior primary with physical or chemical science understandings that uses materials like water, sand, ball or tubes. At the next, it is needed to figure out how the planned inquiry activity links to the Australian Curriculum and the early Years Learning Framework. This report also needs to explain and justify the learning theory that underpins the activity and the proposed teaching and learning approach. At the last

Constructivism accommodates the limitations of younger children due to their lack of experiential knowledge and motor dexterity, by focusing on specific scientific enquiry skills which are within their capability, such as handling resources and using the senses to explore the properties of materials. Freezing and melting water to observe its different states is a practical example within the classroom. Stimulus and curiosity is achieved by encouraging interaction with water and freezing it in an engaging way; for example, filling a rubber glove before putting it into a freezer. This fulfils key criteria identified in The Framework for the Early Years Foundation Stage, (EYFS):

"I 'm in 4th grade and I love science. I have good grades, but a friend of mine has poor grades in science and I decided to help him. We want to prepare a lesson about

Countries around the world are on their way to dealing with the unbalanced environment of the current days which also can be the cause of the increment in the incidences of natural disasters. Aware of what is occurring, the scientific community is doing research to provide solutions to this long term problem. Therefore, new ways of interacting with nature have been studied. Some scientists think the problem can be somewhat solved by efficiently harvesting energy from new sources. Thus, to address friendly environmental energy storage requirements, certain nanotechnological devices, such as batteries, solar cells, and supercapacitors, have been developed, yet these creations still commonly present two technical setbacks: the sustainability

Science is, by its nature, inquiry based and science knowledge is built through processes in which discoveries of the natural world are made (Abruscato, 2000). It utilizes discovery and scientific thinking process to explore and learn knowledge and skills. Learning by doing is the new efficient method in teaching science. For kindergarten, this method leads to better understanding of science concepts and builds skills that children will use in future life .What a child can do with assistance now, they can later do on their own (Vygotsky, 1978). John Dewey (1916) stated that children must be engaged in an active quest for learning and new ideas. Inquiry is important in educating kindergarteners because it not only keeps them interested in lessons but also helps them retain more information when performing exploration and investigation. Children are naturally motivated to learn and actively seek out information to help their understanding (Piaget, 1950).The success of students who participate in hands- on inquiry activities suggests that if students have first hands experience with science, concepts are easier to understand and apply and students are generally more favorable to science and have better understanding of the nature of science .Within a conceptual framework, inquiry learning and active learner involvement can lead to important outcomes in the classroom. In kindergarten, students who are actively making observations, collecting results and drawing