Week 11
Nothing due.
Week 10
Nothing due.
Week 9
Nothing due.
Week 8
After being able to make a homemade flashlight, how would you engage your students and set up opportunities for them them to engage (materials available per station) and explore (open exploration of the materials without a set rule on how to use them) electric circuits in the classroom? How would you invite children to explain (talk through the reasoning behind their ideas of how to build a closed circuit with a battery, a light bulb and a paper clip) what and how they came up with during the first preliminary stages of inquiry in scientific thinking? How would you challenge your students to elaborate (what was the market application for your “invention”-circuit?) on their first prototypes? And, most importantly how would you evaluate (asses what worked and what didn’t before moving forward) this process before revisiting strategies that can be carried forward into a new project? When you were asked to create a real application for your “product,” you reached the end of a first cycle of inquiry. If you were an elementary school teacher, how would use the 5E model of inquiry to plan for a second approach to circuits in the classroom? Drawing on your experience on Tuesday evening, develop a lesson that you would use in your classroom. You do not need to write a formal lesson plan, but just list what you would provide during the five stages on inquiry to extend this activity one step further.
Week 7
Nothing due.
Week 6
OSN: Science Book: Pages 107 – 113. On page 110, you will notice a section called, “Discussion Questions.” There are three inquiry-based questions listed. Add a page in your OSN and title it “OSN #X: Surface Tension Questions” and list five different questions that you would consider asking children before, during and after this experiment. Remember to ask open ended questions. A good sample to use can be found here.
Week 5
Nothing due.
Week 4
Greenhouse project:
In your kit, you will find two ziploc bags with two sets of paper towels for germination and follow directions as follows:
- Damp the paper towel with water and put it in the bag – as demonstrated in class. With a marker, or on a tape, write down the date you planted your beans;
- Place the pinto beans (you can add other types, too) on the paper towels and seal the bag for observation purposes. There is no need to add water during this process.
- Place your bag on a warm place (i.e.: on a dish and over a heather, on top of your refrigerator, or under a warm lamp.).
- Take daily pictures and post them in date order on your website – daily. No need to add your observations, but you will need a date and a picture.
Week 3
Nothing due.
Week 2 – Chromatography – Due before week 3
Using the kit that was distributed in class, select five writing tools, or five liquids (base), or mix them altogether. Record the chromatography experiment based on ink type and liquid you used to separate the colors. In addition, post the following answers to a couple of questions regarding your process:
Which liquid helped the colors separate faster?
Which ink had a fast/slow reaction and why?
How would you introduce this experiment to your classroom?
What kinds of questions would you ask your students to peak their curiosity before the lessons started (please list a minimum of three questions).
Week 1 – Textures – Due before week 2
TEXTURES: your kit will include: 1 paper plate.
Display five different types of textures on the plate, take a photo and post it to an new page in WordPress that reads, “OSN 1: Textures.”
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