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CI427, Teaching Science Methods. Notes from double-session 4/9/16

by: Jennifer Lundberg

CI427, Teaching Science Methods. Notes from double-session 4/9/16 CI427

Marketplace > Southern Illinois University Carbondale > Education and Teacher Studies > CI427 > CI427 Teaching Science Methods Notes from double session 4 9 16
Jennifer Lundberg
GPA 3.85

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About this Document

These notes are from a double session in Teaching Science Methods. We covered what cookbook vs. inquiry experiments work; an inquiry based scientific method; we covered a FACTs presentation; we co...
Elementary Science Methods
Prof. Mohr
CI427, Teaching Science Methods, cookbook vs. inquiry, Inquiry, cookbook, Experiments, scientific method, FACTs, FLINN safety
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This 4 page Bundle was uploaded by Jennifer Lundberg on Saturday April 9, 2016. The Bundle belongs to CI427 at Southern Illinois University Carbondale taught by Prof. Mohr in Spring 2016. Since its upload, it has received 11 views. For similar materials see Elementary Science Methods in Education and Teacher Studies at Southern Illinois University Carbondale.

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Date Created: 04/09/16
Jenny Lundberg CI427—Mohr April 9, 2016 Class Notes Agenda 1. Cookbook vs Inquiry revisited 3. FACTs Presentation 3. Workshop 4. Collaboration 5. Check In/Up Time Cookbook vs Inquiry revisited Article: Inquiry On Board (October 2006)  My personal Notes: o Brainstorm  As a class, discuss possible variables that can be seen in a specific experiment. o Choose Variable  Manipulated variable (independent variable)  Responding variable (dependent variable)  Controlled variables o Ask a Question  Question is tied to the manipulated variable o Predict and Outcome  Teacher models how to form a prediction  Students need to justify their thinking o Set up Experiment  Use an inquiry board to organize and sequence how they would  like to organize the experiment.  Limit students to one experiment of inquiry.  Use diagrams in journals to keep them understanding and  tracking their experiment. o Table of Results  Record observations.  Create data table.  The effect of the manipulated variable isn’t known yet. o Look for Patterns and Graph of Results  Present information on a graph.  The visual will help students to answer their question. o Answer the Question  The answer is found between the data and the graph  Class discussion: o Reviews the scientific method and how you might use it in the classroom. o Used manipulated and responding variables instead of independent and  dependent variables. o The students are able to determine their own variables (open inquiry)  instead of given the set of variables they must use (cookbook inquiry) o There is an importance of having multiple tests and tracking data. o Helps the students focus on variables instead of an experiment itself. The Four Question Research Strategy by Cothron, Giese and Rezba.  Students and  Research. 2000 Activity: The Grandfather’s Clock—Setting up Experiment  Notes from the story o In the grandfather clock, you use the pendulum of the clock to keep the  clock telling time by it swinging back and forth; tick­tock. o Then a key is used once a week to wind and keep the pendulum going. o In the story, two weeks pass and the characters observe that the  grandfather clock moves slower than a regular clock. o The character wants the clock to go faster!  Character thinks:  Maybe I need to swing the pendulum faster?  Maybe I need to give the pendulum less weight?  Maybe I need to shorten the length of the pendulum?  Setting up experiment, finding different variables to test: o Manipulating the mass (my group) o Manipulating the angle of the swing o Manipulating the string length Activity: The Crooked Swing—Make a Model  Notes from the story o Problem is that the swing is crooked. o Variable: changing length of chains.  Results: Same results. o Characters create a model and find out what made it go crooked.  Setting up our models o Tie stings together and open into a T­formation. o Answers was that the strings had to be made the same length. (Although, the swing was now tilted and not parallel to the ground) Cookbook Lab: Investigating Pendulums  Lab write up from Flinn.  It gives the process and variables.  Students would just follow directions and not make any natural inquiry to the  process. FACTs Presentation Topic: Juicy Questions  Stretch the students thinking so they look deeper for information to find an  answer to a questions.  It is usually a BIG question that will bring about smaller questions to guide  students into finding the answer.  Supports students learning.  There is not necessarily just one right answer because students will access  different parts of their schema when getting towards the answers.  The teacher just needs to scaffold so that they students are going in the right  direction of thought.  Whole group collaboration bring a collection of knowledge and is beneficial for  other students to hear one another’s thoughts.  Example: “How does the water cycle work?”  A student may start asking  questions about particular steps in the process to get the whole answer.  We try it!: If a bowling ball and feather are dropped at the same time in a  vacuum, what will hit the ground first?  YouTube Video: Brian Cox visits the world’s biggest vacuum chamber—Human  Universe: Episode 4 Preview BBC Two  If a student struggles, a teacher can prewrite a list of topics the students may  need to consider before finding the way to the big question. Watching moon video of hammer and feather being dropped at the same time.  The hammer and feather land at the same time! How do we explain gravity video.  Clipped spandex represents matter in space and time.  It shows how two objects being placed on the spandex will move closer and then next to one another when both placed on the spandex.  The more mass there is, the bigger the pull is and the stronger the attraction is  when new mass is added to the spandex.  They show how things orbit by giving it a motion; it is discussed that in a  vacuum, the orbit would have continued in a perpetual motion. Workshop Collaboration Time Splitting up responsibilities of what is left for the project. Check In/Up Times Upcoming Due Assignments  Workshop due April 13 th  Workshop practice/run through on April 16th Flinn Science Catalog Reference Manual 2013  All teachers in IL can get one for free.  1­800­452­1261   This gives teachers the knowledge of possible hazards and ways to make the  environment safe. Safety Data Sheets   Found on the Flinn Scientific, Inc. Website o Go to teacheh resources o Click on “sign up for a free first­year teacher’s survival kit” o Do middle school laboratory safety course  Has a PDF that tells the 3 main duties: 1. The duty to instruct and warn. 2. The duty to supervise. 3. The duty to provide a safe  learning environment. ……… search in on Google.  Poison Control number: 1­800­222­1222 Material Safety Data Sheets (MSDS)


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