Science Skills
Introducing Models to Elementary School Students
Students learn what a model is by comparing a model of the tongue to their own tongue. They practice asking themselves, "How is this model like the thing it represents, and how is it different?" This format of questioning can be used when using any model in science and can be used to check students' understanding and misconceptions.
View this entire lesson planMini Mystery Boxes
This lesson is designed to help students better understand the nature of science. It uses simple, readily available mini-mystery boxes to model how scientists study things they cannot see (see http://www.lab-aids.com/catalog.php?item=100). Scientists often study things that cannot be seen - either because they are incredibly small (inside of cells/atoms) or too far away (other galaxies). In such work, scientists must rely on indirect information. Mystery boxes – each with a small steel ball and a raised terrain inside – demonstrate this aspect of science to participants. The students will draw a model and discuss in groups what they think the box looks like inside.
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Mystery Box
This lesson is designed to help students better understand the nature of science. It uses a Mystery Box (see attached photos) which has a funnel at the top and a beaker underneath. When water is poured into the top funnel, colored water flows out the bottom. A turn of the funnel and then pouring in more water results in either a different colored water or no water at all. The teacher demonstrates this Mystery Box to students and challenges them to propose models of the inside of the box. The students draw models of what they think the inside of the box looks like and share and discuss these models. Students can also construct their own mystery box using cardboard boxes and other common materials. For this option, you will need an additional class period.
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Electromagnets (lesson four of eight)
Introduce the scientific method, control and variable. Reiterate that electricity can be used to create magnetic energy and discuss the different properties of an electromagnet (number of batteries, number or wires turns, or material of wire). Students then take time to think of experiments varying these properties and then test their hypotheses by actually performing the experiment they thought of.
View this entire lesson planIntroducing Models to Elementary School Students
Students learn what a model is by comparing a model of the tongue to their own tongue. They practice asking themselves, "How is this model like the thing it represents, and how is it different?" This format of questioning can be used when using any model in science and can be used to check students' understanding and misconceptions.
View this entire lesson planHeating Earth
Students develop an experimental plan to investigate the question how solar energy heats different earth materials (water and land). A container half filled with water and half with soil is exposed to full sun (if doing it outside) or placed under incandescent lights (inside). Students take temperature readings of both materials for 15 minutes and then either bring setups to a shady spot or turn off the lights. Again students record change in temperature in intervals during the next 15 minutes and then graph results. Lesson introduces the concepts energy transfer, solar energy, and heat sink.
View this entire lesson planConducting Controlled Investigations: Example Using Sound
The teacher conducts an investigation to compare the sound produced by two different sized pipes (higher pitch, lower pitch, louder, softer). The teacher conducts the experiment multiple times, each time changing different variables. The students are "directors" and are asked to "cut" the scene when they observe something wrong with the experiment.
View this entire lesson planAlternative Energy Part II (lesson eight of eight)
Student take their cars outside to a "time track" and a "distance track". They measure how fast their car goes 10 feet on the "time track" and how far their car goes in 30 seconds on the "distance track". They perform multiple trials, interpret their data, and predict which region in the world the car would be most suitable for.
View this entire lesson planAlternative Energy Part I (lesson seven of eight)
Students design a car that could be powered without gasoline. A class discussion ensues on different energies you could use to power a car. The students receive a model car kit with alternative modes of propulsion and get to design a car based on a form of energy they choose.
View this entire lesson planOh Deer! and English Language Learner Writing Extensions
Teacher(s) will describe an ecosystem scenario and ask students to ponder why the population of deer in a particular area fluctates from year to year. Students will research the question through a simulation of deer in nature. The teacher will record data from the activity in the form of a graph. Before analyzing the graph, students will record words they used in the activity and sort others used in the context of ecology. While analyzing the graph and sharing their experiences, students will use these words to create sentences and eventually a paragraph describing the patterns of the data collected.
View this entire lesson plan"The Having of Wonderful Ideas" and Other Essays on Teaching and Learning
Author(s) |
Volume / Issue |
Page(s) |
Journal / Publisher |
Pub date |
Abstract / Description |
Weblink |
| Duckworth, E. | Second Edition | p1-14 | Teachers College Press | 3 Mar 2007 | Essays on teaching and learning |
World Catalog - Find in a library |
