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Week 2: 8/29 or 9/10

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Week 2:  8/29 or 9/10

-Review of C. 10:  #5 above

the mystery theatre” revisited:  what can you do to build a lesson from the unit?  Methods Binder: 

1.       show examples of what I have done in my “elementary science training” at Oak Ridge National Lab in 1966

2.       show other science folders collected throughout my elementary teaching career

3.       what to do for this class: 

a.        get a 3” binder

b.       start collecting from class demonstrations:  should have by week 1:

                                                                          i.        “Defying Gravity” - The teacher fills a cup with water, puts a piece of cardboard over the top, and inverts it. Several surprising variations are shown.  Write some reflection questions for this activity.

                                                                        ii.        “Mystery Theatre” – include the activities shows during demo.  What would you do?

- Chapter 1

Goal:  to promote personal inquiry into the “best” ways of teaching science to elementary aged children

As a roll call activity, each person shares one fact they learned from reading chapter 1.  Can’t repeat the same fact.   Students shared a lot of inquiry based knowledge and questions:

1.       How much science do we need to know?

2.       Right or wrong answers?

3.       Open ended questions

4.       Twelve processes of science:  as students share some mini activities, we talked about what processes we used for the activities.  For example:  I brought some mystery boxes for each group.  Each group reported what they thought were in the box.  We discussed what processes they used to determine what the answers were. 

5.       Hands on science:  some students shared their experiences, most didn’t have much hands-on science during their k-12, but felt that it would be beneficial.  Discussion on this topic:

a.        Obstacles are:  don’t know enough, not enough confidence to do this

b.       Takes too much time to prepare for hands-on activities

c.        Takes too much time to clean up – what do you do with the students when you are cleaning up

d.       Is hands-on enough?  How about minds-on too?

Mini Activities:

1.       Optical illusions for mini activity

2.       Lunar eclipse film

3.       Kali (1.6)

Chapter 11:  Concept Mapping in Elementary Science

Quote by:  Antoine Laurent Lavoisier, Traité Elémentaire de Chimie (Paris:  Cuchet, 1789)

“Natural science always involves three things:  the sequence of phenomena on which the science is based; the abstract concepts which call these phenomena to mind; and the words in which the concepts are expressed.”

Concept mapping using Inspiration software – since we introduced this program in the technology last year, most students knew how to use the program.


  1. Benefits of concept mapping:  discuss how the use of concept mapping can help promote children’s development of process skills and facility in inquiry
  2. How do you introduce concept mapping techniques to elementary students?
  3. Using concept maps for instruction
  4. Using concept maps for assessment – NSES Assessment Standard D

Group Hands-on Science Sharing: 

            Wed. Group 1:  by Crystle, Renee, Brittany and Rachel

                        Topic:  Life Science Lesson “Sense of Smell and Taste”

            Mon. Group 4: 

                        Topic:  Life Science Lesson

  • No class on Mon. Sept. 24 – use time to build science notebook, Mond. group 3 move to 9/17

Homework assignments: 

  1. reading for next class
  2. research NSES standards, familiarize self with the standards and put in the science folder
  3. My attitudes about science and My attitudes about Me teaching science
Copyright 2008, by the Contributing Authors. Cite/attribute Resource. jones. (2007, December 17). Week 2: 8/29 or 9/10. Retrieved November 26, 2014, from Dixie State College of Utah Web site: This work is licensed under a Creative Commons License. Creative Commons License