Week 4:  Wed. /Mon., 9/12, and 10/1(includes 9/24)

Review 1:   preliminary philosophy of science Education – have class members share what they have

Review 2:  When children work to discover scientific facts, concepts, and theories for themselves, they may come to unexpected conclusions.  To what extent should teachers ensure that children’s conclusions are congruent with accepted scientific information?

Quiz:  Look at “my attitude about science” and “my attitude about science teaching” and formulate some goals for yourself.   

Chapter 3 Part a:  The Processes of Science

    Goals: 

1.       To develop facility in the processes of science

2.       To investigate ways in which children can develop process skills

            We have discussed that it’s better for children to learn to do science than to learn the facts, concepts, and theories someone else has concluded; that it is far more important for children to master the process skills than to learn facts; and that children should do science the way scientists do science.  How do we help children develop their science skills?  In order for students to teach the processes of science, they must first understand them for themselves.  We’ll do as many “Constructing Your Ideas” activities as possible.

Mini science activities: 

            AM Cohort Group

            Brittany and Crystle

            Instructor:  At the end of each process, students will develop a short activity that can be used to help children master that process.

1.       “Observing Rocks” – bring a small collection of 12 to 15 different rocks.  Share what have the students have observed – color, texture, how heavy, how shiny and other properties.

2.       Shells, feathers, seeds or other naturally occurring material.

3.       Fingerprint patterns (arch, loop and whorl) – blacken a 5x7 card thoroughly with soft lead pencils, rub their finger tips on the pencil smears, and rolled their fingertips on the sticky side of transparent tape.  They taped the lifted fingerprints onto a sheet of paper and labeled each with the finger number and the hand (right or left).  Compare

PM Cohort Group:  Elise and Linda, Audrey, Loralee & Natalie

Group Hands-on Activity:  Environment Science – Group 2

            AM Group 2 – Megan, Amy, Angie, Ryan, Keri