What Do You Need It For?

It was the first day back at school for a new year. Many of us still longed to be on holiday, carefree and careless. It showed on our faces as we grumpily and wearily made our way along the corridors to our House Room. This year our form (11) had a new student. When we walked in we all just looked at him, scrutinizing, mentally noting anything unusual. There was something about him though, but I couldn't quite see it. Nobody interacted with him at first - the teachers were all around him, then he was set free, for us students to talk with him, I didn't talk to him myself, rather I just listened to the questions of others, which, he answered them faintly. They ask him questions to get him talking, to get him relaxed, but he simply answered

Subsequently, I choose this experiment because the thought of using Dry Ice in a experiment was very intriguing to me due to the properties of Dry Ice. This experiment made me think a lot about the uses of Dry Ice and how they are used in everyday life. Initially I believed that Dry Ice did not have that many purposes in life, but in the process of experimenting I learned the purpose of Dry Ice and the temperature changes that come with Dry Ice.

As a child left for school one morning, his parents thought that he had been acting very odd and different. Even with their suspicion, they said goodbye and let their son go to school.

This activity may be challenging for Guillermo because he is still in the early intermediate range of English acquisition. Due to Guillermo’s current level of English acquisition, he may struggle with the academic vocabulary used in his science textbook. Additionally, his reading level is two years below grade level, making it likely that the reading level of the textbook is beyond his ability to read and fully

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

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

Study Guide Week 22 Science today and for the future Howe, A., Davies, D., McMahon, K., Towler, L., Collier, C. and Scott, T. (2009) Science 5–11: A Guide for Teachers (2nd edn), London, Routledge

There I was, a content, ignorant, obnoxious 4th grader, just returning in from our recess period. I was going along my merry way, when out of the dark depths of the hallway this middle aged, dark-haired gentleman shuffled ominously into our classroom. I thought nothing of it, as slightly creepy, somewhat elderly men were no oddity to be seen wandering about an elementary school. He snaked his way to the desk of my teacher, inquiring about my whereabouts. My classmates quickly betrayed me with a simple pointing of their

Science is such a unique and highly captivating subject that so many young students find interesting and yet it is also a subject that the vast majority of students get discouraged by as well as lose interest in as they get older. There are so many different areas of science it is easy to be overwhelmed and get discouraged if you easily do not understand something. For this reason, I had decided I need to research a Citizens Science Project that I could bring not only bring into my future classroom but share with my students and their families as well.

Activity #2: Think, pair, share-students will pair up and discuss various different chemical changes or try to understand one of their peer’s understanding of a chemical change-and why it is useful. Think, pair, share activities are useful since they can participate with each other, promotes thinking, and there share their information they have learned with the entice class. Time: 10 min. Objective 2 (Elaboration)

Trying to get through the crowd of bodies that seemed to swarm everywhere, I successfully made it to my destination. Walking into my “favorite” class it was brought to my attention that someone was sitting in my usual seat. It looked to be a boy about the same age as me. Well, duh this was a senior class. He had short, blonde hair and eyes that looked like the ocean after a storm. How cliché that he was born with the dreamy blonde hair blue eyes. I suppose next someone will tell me how athletic he is and expect me to swoon. Fat chance.

When I was seven years old I made a huge discovery about science. I realized that everything that surrounds me; the tree in my yard, the house that I live in, and the chair that I am sitting in right now are made of the same exact materials that I am made of! I made this discovery whilst I was discussing science with my dad. Earlier that day, at school we had been talking about molecules and how they were made of atoms. My dad often likes to extend my understanding of subjects which I study at school, which is what he was doing that day. Since we had discussed atoms and molecules in school my dad had decided to go a little further with me, and talk about what atoms were made of. This led us to the subject of protons, neutrons and electrons. Over the course of the next few days he taught me the basics of what I have now come

Nicholas was observed during the morning in his first grade class. At the start of the observation, Nicholas was seated at a table with approximately four other students as he engaged in a writing activity. During the activity, Nicholas looked at each book and appeared to write the title of the book in his notebook. Once finished, he got up and placed the books on the bookshelf and gathered more books to carry back to his table. Once Nicholas placed the books on the table, he walked over to another table and talked with a peer. After a couple of seconds, he returned to his desk and continued the writing activity.

discovery of nature that we commonly think of as the original physics. The town of

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