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Main Curriculum Tie:
Background For Teachers:
Students will already know the following terms: push, pull, forces,
motion, acute, obtuse, right, greater, less, simple machines, pulley,
wheel & axle, inclined plane, lever, screw, wedge.
Intended Learning Outcomes:
When the students come in from recess, have the straw, paper, and cardboard waiting for them on their desk. Tell them to put the paper and the cardboard next to each other on the edge of their desk and try to blow them off. When they've had a chance to try each one, have them set down their straws and ask them which one was easier to blow off their desk. Ask them why. Discuss how some kids can blow harder than others, etc.
MacKenzie, A. H. (2001). The role of teacher stance when infusing inquiry questioning into middle school science classrooms. School Science and Mathematics. 101, number 3, 143-153.
This study was done to show how teacher attitude about science affected student attitude about science. Student wonder and “not knowing” is emphasized and valued. Science is not absolute knowledge, but rather contextual. Students learn to synthesize their own knowledge through exploration and experimentation. They are required to use their imagination to solve problems and reach scientific goals. Class discussion is important, as is student inquiry. This article explains how to accomplish this in the classroom.
Caram, C. A., & Davis, P. B. (2005). Inviting student engagement with questioning. Kappa Delta Pi Record. Fall, 18-23.
Questioning is important in the classroom. It taps into children’s natural curiosity. This article gives a list of strategies to use to encourage questioning. It also has a Thinking Skills Model to give examples of all levels of questioning, so that all learners’ needs are met.
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