whitevova.blogg.se - Science phenomena examples

George Zhou Approximate time: 20-25 minutes Components: reading, small group discussion, survey response "Experiment has been widely viewed as a fundamental characteristic of science.However, if we look at science as a process of argument, experiment becomes one of the measures that provide scientists with insights and justification for their arguments." Each participant completes and submits their own survey.Include material from the video (quotes, ideas, stories, claims, etc.) in your responses.Answer each prompt on the survey using the science flowchart to guide your discussion about how science works.OPEN SURVEY # 2 ON YOUR COMPUTER, AND INDIVIDUALLY,.Refer back to the video (or even watch it again) to help you think about this overlap or lack of overlap.As a group, discuss where each NGSS Crosscutting Concept could fit on the flowchart and why, or why not.

USE THE "Matrix of NGSS Crosscutting Concepts".

Refer back to the video (or even watch it again) to help you think about this overlap.

As a group, discuss where each practice could fit on the flowchart and why, or why not.

USE THE SCIENCE FLOWCHART AND IN SMALL GROUPS, OBSERVE THE DIFFERENT PIECES OF THE CHART.

Ways that scientists use evidence to craft arguments.

How these scientists - and science educators - discuss how science works.

"Before one can discuss the teaching and learning of science, consensus is needed about what science is." - Taking Science to School Approximate time: 25-30 minutes Components: video, small group discussions, survey response Group Instructions

Include the following information in the description accompanying your marker:Ĭhange your thinking from, "science is done in a lab," to "science is all around us." Some examples could be gardening, star gazing, mixing cleaning products, cooking, rock collecting, riding roller coasters, using a screw driver, etc.ġ) Place a pin in the map where you have experienced science in our community (anywhere in Oregon).Ģ) Include your first and last name, school, grade, and how many years you have taught.ģ) One reason that a high quality science education for ALL students is important for our community.

CREATE AN ORANGE MARKER AND PLACE YOURSELF ON THE GOOGLE MAP SOMEWHERE IN OREGON.MacTavish from Making Room for Place-Based Knowledge in Rural Classrooms Approximate time: 5-10 minutes

"In addition to being the center of most youth’s social world, schools often function as the center of community life and the primary institutions that maintain and transmit local community values to youth." - Devora Shamah Katherine A. Once you have completed this survey you will see all of the other participants' responses who have completed it before you.ĪCTIVITY # 2: Share surprises or wonderings you have about how your individual ranking compares to the collective responses. Rank the five different reasons listed that argue for why we should teach science K-12. Science Teachers' Learning: Enhancing Opportunities, Creating Supportive Contexts (2015) Estimated time: 10 minutes Components: small group discussion, survey response to statements about teaching scienceĪCTIVITY 1: Open and complete Survey # 1, ranking the statements provided and hit SUBMIT. that science learning is best supported when learning experiences are designed to build and revise understanding over time".

developing conceptual understanding through engaging in the practices of science is more productive for future learning than simply memorizing lists of facts.

science learning involves the integration of knowing and doing.

" A Framework for K-12 Science Education (hereafter referred to as the Framework) and the Next Generation Science Standards (hereafter referred to as the NGSS) describe eagerness for students’ learning in science that are research-based: