Emma Rosandich Mahziar Sakiani Period 1 Bubble Lab Report Background Research: Bubbles are basically a very thin film of soapy water that is enclosing air that forms a hollow sphere with an iridescent surface. The surface of water in made of hundreds of molecules that stick tightly together because of intermolecular forces and surface tension. Surface tension helps the bubble keep its shape. Soap molecules have two ends- one end that sticks to water, and the other that is repelled by water. Bubbles are round because they are ‘minimal surface structures’, which means that bubbles hold the least possible surface area they can.
Giving the audience a deeper understanding, Barry uses examples of what questions might arise in an experiment. Taken from the text, “A shovel can dig up dirt but cannot penetrate rock. Would a pick be best, or would dynamite be better—or would dynamite be too indiscriminately destructive?” (Barry). Throughout this passage Barry uses vivid images of a rock to display the effectiveness of questions a scientist might face.
Making predictions, gathering evidence through observations and suggesting explanations based on their own interpretations of information could be opportunities to help children link their knowledge. In this way children will be assisted in developing scientific ideas which will make sense and will be connected to their everyday lives (Russell & Watt,
1. Which actions by the teacher seemed to support student engagement and understanding? During the explain portion of the 5E lesson, Dr. Bradbury supported student engagement and understanding by asking higher level thinking questions; evidence for this can be seen in sections .35-1:15 min and 9:19-11:26 min of the video. The questions Dr. Bradbury asked provided an opportunity for rich in-depth conversations by student to discuss the idea of heat transfer.
Their training is based upon the best practices and on scholarly literature, which allows students to reflect upon their work and inquire about improvements needed (Rupp & Beal, 2007). As students work on advancing their competencies as a Scientist-Practitioner, new methods are also being created to improve training programs as well. Stoltenberg & Pace (2007) have started developing the Development Scientific Professional Model, which will allow students to focus on assimilated learning of content, context and time. The model was produced to reduce some of the limitations often found in Scientist-Practitioner Training
Another step that must be taken is that all kindergarten teachers attend a Picture Perfect workshop this coming summer. We will order the supplies for this supplement over the summer and begin using them in the fall to further integrate science into reading and mathematics. Evaluation Both summative and formative assessments will be used to evaluate the results of this proposal. The teacher giving the science lab will perform formative assessments during the lab to check for understanding. A summative evalution created by the nine kindergarten teachers will be given at the end of each nine weeks to check for understantding and retention.
The entire research base unit and learning components has given me the opportunity to focus more on this aspect of the research process and increase my abilities to develop and deliver a higher quality education for fourth graders. Resources Callison, D. (1999). Reflection. School Library Monthly, 16(2), 31-34.
Observation “When dealing with children there is greater need for observing than of probing.” Maria Montessori Observation of the environment, the children and our own practice and feelings is at the heart of reflective practice. Observation requires a particular mindset and skill set. Observation of children Essential competencies and personal attributes necessary to observe children effectively are presented. These will include empathy and love of children, being non-judgemental and inclusive, knowledge of child development and understanding of the social context of children.
The gaming industry is huge. Billions and billions of dollars huge. In fact, according to the latest statistics for 2014, the gaming industry is projected to make an astounding $82 billion in video game sales through 2017. A portion, no doubt, will be spent on products from a video game company called Nintendo. The early days of Nintendo weren’t profitable or diverse, but one man managed to change not only the trajectory of the company, but the entire gaming industry.
Assignment- A written account of the main implications of children’s misconceptions in Primary Science. A science misconception is where children have an incorrect idea of a science topic that causes a barrier in understanding and to learning in all levels of education (Allen 2014), children’s idea’s come from their life experiences and the interaction which they display to other children and adults that shapes their ideas and understanding (Sewell, 2014). It can be influenced by many things such as the media or even from family or friends for example the Cars (2006) movie which shows children that cars are alive and have human facial features this leads to the children obtaining a misconception that cars are alive. However, children already have a bit of knowledge about science before entering school which is why they have their own understanding of how the world works during their time in the classroom.
Toddler Learning and Development Introduction Unlike adolescents and adults, growth and development is different in infants and toddlers. Observations from the physical, cognitive and perceptual development show that toddlers and infants grow and develop at a faster rate than adults. The physical, cognitive and motor development in infants and toddlers is higher than the same development in adults. This paper is an analysis and interpretation of an observation conducted with an aim to understand the growth and development of toddlers and infants. It explains an observation of an infant boy named Taylor who is 8 months old.
The inquiry project was collaboratively planned and implemented by the classroom teacher and the teacher-librarian over a six-week period of time. The project was intended to support students in becoming effective researchers—developing new knowledge, understanding the nature of the inquiry process, and developing skills and strategies that enhance inquiry activities. Instructional interventions centred on: developing essential or “big” questions, developing a personal and meaningful approach to a topic, information searching, information analysis and recording of ideas, information structuring and presentation, and integrating technology throughout the inquiry
On 13th of March, I went to kindergarten to complete my child observation task. Ms. Janelle is the person in charge of the kindergarten and she introduces Nic to me. Nic is a 5 years old kid and this year is his 2nd year in the kindergarten. As I went there after their classes, I were told to help Nic with his homework and on the same time complete my task. Nic is a very active child and able to speak fluently in English and Mandarin.
A way to encourage scientific enquiry in the classroom is through the use of practical investigations. In the context of thinking and working scientifically, investigations are activities where children can use their conceptual understanding and knowledge of science to find solutions to problems and questions (Skamp, 2012). Supported by Ward et al. (2006) who say that the term investigation is used for activities requiring children to make choices about what to change and measure. Instances where science lessons are practical and focus on the development skills linked with scientific enquiry and where emphasis was placed on the children carrying out investigations independently, were the most beneficial (Ofsted 2010).
The classroom that I will be observing is a Preschool classroom at KinderCare Learning Center in Bartlett, Illinois. The teacher I will be observing over the next period of time is Laura Sturgulewski. She has worked at KinderCare for 8 years, mostly in the 2 year-old room until fall of 2013, when she took the lead teaching position of the Preschool classroom. Her classroom mainly has 3 year-olds, but on occasion has a mix of 4 year-olds and transitioning 2 year-olds. The number of students in her class depends on the day, because they are a child care center some students have a part time schedule, unlike an elementary school where children attend every day.
