Edible Car STEM Activity In Ms. Francia's Critical Thinking Class

Starting off this lesson, we will ask the students what they had for dinner the night before. We will write down some of the food on the board for the class to see. We will then ask the class if these are foods that a plant could eat. We will then explain that plants cannot eat the same food we eat but they have their own food. After explaining that plants cannot eat the

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

In his essay “Hidden Intellectualism”, Gerald Graff makes a controversial claim regarding intellectualism itself. While we tend to think about intellectualism as being present in historically academic subjects, such as philosophy, the sciences, or poetry, Graff argues that everyday topics such as cars, sports, and fashion have the potential to be just as intellectual. He asserts that many schools have neglected to unlock this potential, and that they should harness it by incorporating seemingly unintellectual topics into school subjects. Graff advocates for the strategic use of traditionally street-smart topics into schools and colleges to encourage reflection and analysis in a similar way to academic topics.

During this activity, the students will look through a recipe book, which I will provide. They will chose a recipe and prepare it. For example, if they chose to do a fruit salad they will chose four different fruits let an adult cut them up and put them into a bowl.

Gardens offer science and mathematics lessons in enjoyable, hands-on situations that permit children to “think with their hands”. Gardens help teach communities and endorse sustainable, local foods while also providing critical science and mathematics lessons to elementary students. Gardens also teach children life lessons such as patience and accountability as they nurture plants. Research done by the University of Alabama demonstrates that children’s participation in gardens leads to healthier food choices, more compliance to try or eat vegetables, improved plant knowledge, greater interest in learning, and increased reading and math standardized test scores. Students who participated in gardening had a six percent lower body mass index, an average of eleven percent higher standardized test scores, and twenty-seven percent more vegetable consumption (Grider). For many students, school can be a uninteresting but required exercise where paying attention and retaining information becomes a tedious endeavor. When an active teacher decides to teach science through gardening and hands-on experience, they will discover that students are more engaged with a higher voluntary participation rate. NWFSC should start a garden because of the possible learning opportunities that can be available to local elementary

Personally, I think higher-level thinking is going to happen in the classroom whether we as the teachers set this up or not. For example, if a child entered the dramatic play center and dressed up as a doctor, they may just do a quick check on their patients like they’ve seen their pediatricians conduct on them. This child may act on his or her own higher-level thinking by pretending to measure teaspoons of liquids to give to their patients and write prescription refills. This would be the child performing higher-level thinking on their own. Now, for higher-level thinking by teacher modeling, I feel that this method of thinking must be guided and practiced for the children to conduct it. This mostly occurs throughout

One of my activities in the introduction part of my lesson involved a class brainstorm of observable properties plus characteristic features of the three states of matter. This activity is student-centred as it requires the students to lead the discussion in order to brainstorm a scientific conversation to establish prior learning and knowledge. Thus, echoes the general capability of personal and social capability of the students being self-aware and recognising themselves as active learners and developing their reflective

Throughout this fall semester, as a Preservice Middle Level Educator, I have been observing and engaging in Ms. Mahdi’s 7th grade Science class. It is at this placement that I have collected artifacts for a portfolio to illustrate a competency and achievement related to the Association for Middle Level Education standards. In this portfolio summary you will find various artifacts that help demonstrate these AMLE standards. The AMLE standards as a whole, cover academic growth and set an expectation for middle school teachers to be mindful that their middle school students are continuously experiencing social and cognitive changes that should be addressed thoughtfully, just as much as their academic needs.

On the Tuesday of this week my teacher had a lesson that I absolutely loved. She loosely used Visual Thinking Strategies (VTS). I took a class that taught me how to facilitate VTS discussions, and I always thought that when I became a teacher I would use this strategy in my classroom. Ms. Fubu was introducing the book “The Things They Carried” (one of my favorites), and projected photos of war onto the board. She asked the students to look at the photos, and then prompted them to talk about what was happening in each photo. After every comment she would follow up with, “What do you see that makes you say that?”, in order to prompt critical thinking skills. The students loved this activity, because unsurprisingly, these kids love to talk! The

One of my favorite class activities that I conducted was a Socratic Seminar based on Romeo and Juliet. The ninth grade ELA class that I had been teaching had just finished two acts of Romeo and Juliet. To bring these acts to a close, I planned a Socratic Seminar and through Pear Deck I had students vote on a topic of discussion. The students chose to focus on young people and decision making. To further develop the idea of young people’s process of decision making, I found an article on NPR that delved into the science behind decision making and the adolescent brain.

The question of whether or not Christianity has a connection to the pagan world is deeply controversial and is thought to be a conspiracy theory by conservative Christians. So what does the world’s largest religion have in common with Paganism? Through research and art examples, parallels will emerge showing that Christian religion is in fact pagan at its roots.

Objective: Children will be able to describe the differences and similarities of fruits and vegetables; they will talk about their length, weight, and color. Children will make observations, separate objects into groups based on similar attributes, compare lengths and mass, and develop questions based upon observations using the

There are many political philosophies used in countries all over the world, including America to help the world function. There is no right form of government or a political philosophy, but some more than others helped create the structures of nations. Three men, with three different ideas for a social contract, wanted to help make their nations a safer, better, and more efficient place for all of its inhabitants. The social contracts that Thomas Hobbes, John Locke and Karl Marx made, are agreements that people make giving away certain rights to a government in order to avoid the chaos of all lawless society. All three men have made large influences on the government of the United States and other countries. These

The meaning of political power is the authority held by a group within society that allows for the administration of public resources and implements policies for society. Power may be acquired as a means of governmental direction or in opposition to a government group. Administrative power is the power to administer a law in an executive, legislative, or judicial way. Furthermore, it is the power of an administrative division to take these laws and make rules to carry out these laws/policy.

The automobile has had a tremendous impact on society and the environment since its development in the beginning of the 20th century. Today, there are over 500 million motor vehicles on the earth. The automobile's efficiency, style, and performance have changed over the years, but there is one thing that has not - the pollution the automobile generates. Because of the pollution, people find themselves asking whether this technology has helped our society or hurt it. Should the consequences of the automobile be cause to eliminate it? Or should science develop technology to eliminate the pollution caused by the car?