Classroom Observation

I elicited and built upon student’s response to promote thinking and develop understanding of science concepts through questioning to get student think critically about what they did at each station and how it fit together what we see happen outside the classroom. it can be seen in the video clip 2 lesson 4 minute , it can been seen in the video that students are actively engaged in answering questions and are willing to give their insight into situation. In video clip 1 The students watch a video about the chemistry of carbon. and while the students watched the video there were a list of the question that each students need to answer it, and one of these questions was asking about “what the protein are made off “This provided students

The WebQuery, the 5E lesson plan, and the field trip guide, are examples of through which students engage in investigations that enhance learning and that helps them meet the NGSS. These artifacts also indicate my ability to develop lesson plans that promote the learning of science; that align content to the NGSS; that demonstrate the use of assessment to ensure that the students are meeting the standards; and that showcase the use of literature to support grouping strategies and lesson rationale

Prior to conducting the experiment, the members of the group planned how the practical would be conducted, what variables they were going to measure, and delegated roles evenly between the members. For example, one member was assigned the roles of diluting the Catalase concentration, whilst the other member was responsible for measuring out 50ml of hydrogen peroxide (H2O2). Communication was also vital to ensure that the students knew exactly how the experiment would be conducted. Furthermore, the ideas of each member in the group were valued and taken into consideration with regards to how the investigation should be conducted. As the practical was conducted in a tight space, the students were required to communicate effectively with others to prevent any collision. In addition, cooperation was compulsory, as students were required to share the materials and equipment. All these skills were vital in order for the experiment to be conducted efficiently and coherently within the time

On Tuesday the 20th of September, a presentation was required of all students to show a video of individual experiments after a week was given on the day of the original assigning. Given the task of performing an experiment in order to become acquainted with the Scientific method, students of Biology 621A were required to record their experimentations in full - providing a question to be answered, constructing a hypothesis, designing an experiment that would aid in the proving (or disproving) of the hypothesis and collecting the data found from the experiment. These would go on to be graded based on their overall presentation quality, and content in regards to the mastery of the scientific method while proving its functionality and existence in scientific experiments no matter how small, while determining factors like independent or dependant variables.

Ask students to make three circles on their paper. Draw an example on the white board so students know where their circles should be placed. Write water, fog and ice, in each circle on the board and have the students do the same thing on their paper. Next also add the terms solid, liquid and gas to each of the appropriate circles.

science -inquiry concepts. In the video clip from lesson 4,minute Students will work together to form hypothesis, observe ,follow procedure ,collect and analyze data, write a conclusion. This lab has four stations, with each stations student were dealing with situation involving phenomenon that they see outside of the classroom, likely on daily basis. so, with each station the Students can be seen using data and their observations as evidence to explain why they were seeing this real-world phenomenon. then students need to answer the lab analysis questions that also connect them with real world. video 2. Furthermore, to help students construct their explanations, I asked questions that push students to make connections to the real world. For example, in video 2, minute , I ask students why organic compounds dose not conduct electricity ? and how about if we try using water and salt ?

To describe the variable “temperature”, we are basically using a thermometer, soda, cups, and a board. We are basically changing the temperature .The temperature and the soda is basically our main focus. What is being learned is how the temperature changes when you put the thermometer in the cups where the soda carbonation is in. After, we take notes and record our information on the project board.

Students will be able to describe how matter changed and explain why it changed. (Evaluation: Students were required to form a hypothesis of what would happen when a given liquid were to stay outside all day long in the winter cold and state what happened to the molecules to change the liquid into a solid. Based on what you know, how would you explain why the liquid changed into a solid?)

On some occasions, I show the students how to perform the experiments and give task initially under my observation, and then letting the students perform the experiment while I am available for questions.

I would have students reflect on their experiences. When they do this, they would find that their ideas gained or increased in complexity and power, and they would develop increasingly strong abilities to integrate new information. With using this theory in the classroom, I would be tapping into and triggering student’s innate curiosity about the world and how things

They are given several minutes to explore. Students must find a desirable question to research and conduct the experiment based on their observations.

This laboratory deals with forced convection, forced convection can be considered as a staple of heat transfer. That is to say that forced convection can be found in almost any heat transfer problem, and thus understanding its importance and how it affects a given problem is one of the more important learning objectives/outcomes of heat transfer.

"Once students (and scientists) have formed questions that can be investigated scientifically, they collect data, decide on ways to record and report the data, and interpret the data using logical reasoning and prior scientific knowledge. In investigating the natural world, children use simple tools such as thermometers, meter

Our teacher gave us packets and we had to use all the concepts we learned throughout the year to answer questions about the roller coasters and how they worked. We could work in groups, but a lot of it was individual measurements and calculations. This approach helped me see how much I learned in the school year and how things in our everyday lives actually work.

In Science the first unit students have been working on is Light and Shadows. So far students have explored objects that produce light from those that do not, the path of light, good and poor reflectors, the reflection of light, as well as, the characteristics of opaque, translucent or transparent materials. This unit has been teacher directed during experiments/activities. Our class is working towards building the required skills for small group or individual experiments/activities. The next unit we will be moving onto is