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The Scientific process as examined in 1 st grade

The Scientific process as examined in 1 st grade. Natalie Amendola , University of North Texas February 19 th 2010. TEKS covered in a 1 st grade science experiment studying the effects of different kinds of heat on ice.

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The Scientific process as examined in 1 st grade

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  1. The Scientific process as examined in 1st grade Natalie Amendola, University of North Texas February 19th 2010

  2. TEKS covered in a 1st grade science experiment studying the effects of different kinds of heat on ice • This investigation will help first graders learn about the natural world using thermometers and natural resources. (112.3 a1,2,5) • The students will make guesses as to which ice cube will melt faster-the ice cube in a cup of water under a lamp or the ice cube in a cup of water placed in direct sunlight on a windowsill. • The students will use thermometers to take the temperature of each cup before the experiment begins to make sure the cups start at around the same temperature and when it is over to compare temperatures of the two cups. (112.3 b2 A-E ask questions, conduct simple investigations, gather information using simple equipment, construct explanations and conclusions, communicate explanations) • Students will be able to construct explanations and draw reasonable conclusions about which cup melted faster and the temperature of that cup and the temperature of the slower melting cup. (112.3 b3 A-C make decisions using information, discuss and justify merits of decisions, explain problem in own words and identify a task and solution related to the problem)

  3. Why this experiment is on a 1st grade level • The experiment is simple enough for first graders to perform with limited guidance after being taught the basic components of the scientific process (drawing conclusions, etc.). • The materials used in the experiment are every day materials that can be tied to different lessons about conservation, another concept that a first grader could comprehend.

  4. Objectives in this experiment • Students will not only be able to recall the scientific process as taught to them they will be able to apply it in a new way and analyze the components of it in the experiment and make evaluations using the scientific process and simple equipment and finally formulate their own conclusions using the information found in the experiment. • This experiment moves past the first level of Bloom’s taxonomy and reaches the final level of Creation.

  5. How the lesson will be taught • In previous weeks we will have learned about the basic scientific process and using instruments such as thermometers in the scientific process. Those lessons will lead up to the experiment.

  6. Preparation • We will begin the experiment by filling two cups with room temperature water. The students will take the temperature of the water in both cups to see that the temperature is the same.

  7. Step 2-Adding the ice cube • Students will add an ice cube to both cups and then take the temperature of both cups to see that the temperature of the two are still alike.

  8. Step 3-Adding heat • Students will then place one cup under a small desktop lamp provided by their teacher. The other cup will be placed in direct sunlight on a windowsill. • The students will now make their guesses as to which cube will melt faster. Students will write their guesses and why they believe their guess to be correct down and then discuss with the class as the cubes are melting.

  9. Step 4-Results and Conclusion • The students will observe that the cube under the lamp has melted faster. They will take both cup temperatures again and compare which one is hotter. They will then formulate guesses as to why the cube under the lamp melted faster and see if their original guess was correct or not. They will write the reason they believe the cube melted faster and why their guess was correct or not.

  10. How to know the students learned • By reading their papers and listening to their discussion in class I will see that they understood. • Students who fully understood will have made a guess and stated a reason for that guess in their own words using the information found in the experiment. The student will also have stated a reason why they believe the experiment happened the way it did and will compare that result to their guess using information found in the experiment.

  11. Reference and Credit • I referenced the First Grade Science TEKS as found on www.tea.state.tx.us/teks/grade/First_grade • I also used information found on Richard C. Overbaugh and Lynn Schultz of Old Dominion University’s website for help with understanding Bloom’s Taxonomy. http://www.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm

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