Week Three: Skills

 

4-2-08, 4-2-10

This activity forces the students to observe and communicate what they see when they put water on paper. Students have to be able to actively communicate what they are seeing at various intervals while completing the activity. Students will have to become comfortable with recording their observations in the form of a sketch instead of simply using words. It opens up young students to a new way of communicating and forces the students to be creative when getting their point across. In grade 4, it also forces students to learn a new skill of diagramming an experiment and communicating what they are seeing in a new format.

The teacher should tell students that they need to label their sketches and teach them how scientists label diagrams. This can help them improve their communication skills with both words and pictures. Students will need these skills all through their school career, and possibly longer, in science class. It is up to the teacher to guide them to good communication skills. The teacher should first review how sketches are presented in science. 

The observation skill is another obvious skill that students develop while doing this activity. Students will have to observe the changes of how the text looks as they move the water drop around. Students having to note changes in what they see and be able to communicate those changes clearly. Observation and communication go hand in hand. If students can observe something, but not communicate what they are observing, they are failing at the ability to share gained knowledge. On the other hand, if students cannot observe something, but are strong communicators, they will not be able to tell you what you need to know from them. 

Week Two: The Nature of Science

Full disclosure, my opinion of scientists is heavily influenced by the fact my sister and my cousin work in labs and my uncle is a professor of astronomy at Dartmouth. My perception of scientists has been shaped by knowing so many different ones. Using books and other resources like YouTube and guests, I would convey that scientists are like any other person. I would also teach the students that being a scientist is about doing certain things. Science is not scary, science is fun.

 

The results from profile show that I edge towards a balanced approach in the delivery of science. I do feel as though science does not explain everything, but that it can explain a lot of the world around us. Science is not something to be feared, but something to be viewed sceptically and something that should involve questioning everything because that is how science works. There is no certainty in science and that should be reflected in how the lessons are delivered. Evidence should be presented, but students should be taught to form opinions and question what is being presented to them as absolute fact. In science, there are no facts, just proven assumptions that get tested again and again until a new theory has been tested and proven. Even then, not everyone will agree and experiments will be run to re-prove or disprove the theory. This is all part of good science.   

Week One: Curriculum

I intend on making science a positive experience for all students by making it hands on and fun. Students think science in scary a lot of the time and by making it something that they all can do, it becomes less scary. I plan on using different forms of instruction based on the type of learners in my class and their readiness to learn. Science is fun for students if they are capable of completing the tasks set forth, even if extra help is needed in the classroom.