Transcript Science in the Elementary School Educ 337 with Dr

Science in the Elementary School
Educ 337 with Dr. Jennifer Cady
Amy Clark
Graphic Organizer #2, Chapter 2
1/13/12
Science Processes…
Classifying
Observations
Use all the senses to gather more information
Ask questions that may lead to new ?’s
Detailed observations will emerge after awhile
Great opportunity to use wonder charts!
Use qualitative and quantitative (such as
measurement) observations
Access tools if available
Make note of changes in what’s being observed
Communicate observations in reports, journal,
charts, pictures, drawings, etc.
Ongoing, lifelong task
It can be difficult for young
kids to distinguish btw
observations & inference . For
I
observations – prompt them
with, “What sense did you use
in making that observations?”
For inference , ask, “What is
your evidence?” (Bass, pp. 34)
This is key!
Inferring:
An interpretation is based on previous
knowledge and experience (Bass, pp. 34).
Do Activity 2-2 on page 34. Based on prior
knowledge, Choice D is the correct answer.
Keeping
records –
use
journals,
notice/w
onder
charts,
develop
focus ?’s
Students should use
measurement in
observation process – it
helps enhance
descriptions, improve
quality of predictions.
First grade – use some
nonstandard units, 2nd
grade – use standard
units.
Predicting
is a
forecast of
a future
outcome
Communication helps
students organize their
data and observations and
“see” the whole picture.
Data tables show patters,
bar graphs show
differences, histograms
show # of times a # event
occurs. Line graphs are
used in 4th grade and
above, response to
dependent variable.
Hypothesis - a
statement or
prediction, answers
a ?, evidence to
support/refute it.
Characterized by if,
then words.
Recognize & identify relationships among
properties
Binary classification system – set of objects
divided into 2 groups, depending on property
Multistage classification system – objects can
be sorted again and again (Figure 2-1 on pg
33 provides great example)
Investigate and ask questions about similar
properties of objects
.
1. Descriptive investigations – answer
?’s of the properties and actions of
objects, events, systems.
2. Classificatory investigations – focus
on sorting and grouping in regards to
1 or more properties.
3. Experimental investigations – use
experimental procedures to test and
form hypotheses and generate
explanations (Bass, pp. 43).
Refer to Table 2-4 for more details of
investigations. Page 44.
Reference:
Bass, J., Contant, T., & Carin, A (2009).
Teaching Science as Inquiry (11th Ed).
Upper Saddle River, NJ: Prentice Hall