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  • Tried to upload more photos and did exactly as did the exactly the same thing as we did last time but it just didn't work. We don't know how to delete these so help please !!!

     

     

  • I am not too sure how I came across it but I will give you some details I can see on the hard copy I printed out.

    What I liked about it was it gave me a better understanding of the capabilities and why we need to teach our kids these things and how it linked in with the science statement in the NZ curriculum document.

    Hope it is of interest.

    It came from the site nzscienceteacher.co.nz  site

    The article is called Unlocking the idea of 'capabilities' in science. Was published 25/07/2014 by Rose Hipkins a chief researcher at NZCER Wellington and at the end of the reading it says she leads NZCER's work related to how the key competencies in the NZ Curriculum are understood and enacted

     

  • I just thought that I would share what we have been doing this week. We have been 'doing' science explicitly every day over the last 2 weeks and I have already noticed a difference in the students' noticing and thinking, not to mention their engagement during these lessons and throughout the day (science has been our first lesson of the day!)

    This week we have been working through the activities on Science Online based around the Connected story Pop! Froth! Fizz! Initially we observed what happened when we mixed baking soda and baking powder with water and vinegar (separately) as they do in the story. Today we did the activity 'Billowing Balloons' where baking soda is tipped into a bottle with vinegar in it, and the gas is trapped by a balloon on top of the bottle.

    The first activity was great for 'noticing' or 'gathering and interpreting data' as the students used all of their senses to notice what was happening (smell and sound especially), although they really struggled to come up with any sort of explanation as to why the substances were fizzing.

    Following up today with the balloons activity really extended their thinking, as they were able to see that the mixture of the two substances made the balloon blow up, which led to interesting discussions about different types of gasses.

    One student thought that the mixture was creating helium, as the balloon was raised as it was filled with gas. We tested this theory in two ways - by trapping the gas in the balloon and seeing if it floated up towards the ceiling, and by dropping this balloon at the same time as one blown up by another student (filled with carbon dioxide?) and it dropped faster - so not only was it heavier than air but it was also heavier than carbon dioxide. 

    Then we popped both balloons just to see if there was a difference in the sound as well. 

  • The following day - after our cluster workshop, I was full of enthusiasm and gave the raisin experiment a go. I was happy with the intro questioning and the answers I received, e.g. What do you think Science is? What do scientists do? I was given - 'they observe', 'make guesses', 'do things over and over again.' Moving on to the raisin activity - my students were engaged and observing and I tried to focus on each aspect such as - what do you notice at the bottom? etc... I asked for 'noticings' rather than explanations for the first part of the lesson. When it was time to critiquing evidence this is when it became a little more difficult for the students to come up with  a group decision on what was happening...interesting.

  • So we carried out the apples observation activity and I was really pleased with the engagement and wonderment form my students. They were really engaging  with the questioning and some challenged my 'how do you know it is an apple...the shaded parts are from leaves...etc...? types of questions. After sharing the idea that we are 'looking at it through a science lense'  the children seemed more excitable. We talked about making inferences and discussing why we made certain observations. The children drew their apples and then we distributed the drawings to match up with the apples - this was also very engaging and it was great to see the attention to detail. Over all it was successful activity with a class of inquisitive young 'scientists'.

  • I just wanted to share this website:

    Great bubble mixture and wands to make giant bubbles and Bubble tubes. Wands make HUGE bubbles, students could make their own.

    http://www.littlebensbigbubbles.co.nz/

  • This whole concept about Science being about observation and noticing things is just too much. Its beginning to be infectious which is not good!.

    Was taking a Maths lesson the other day, bribing the students with a new type of chocolate while learning about fractions as you do ... next thing you know, we're smelling it and noticing all sorts of things like how there is a 'swirl' in the chocolate' Even started asking questions about how that might have got there!

    Simply not on!

  • One evening Sherlock Holmes and Dr. Watson were on a camping trip. After a busy day, a relaxing dinner (of freshly caught fish, washed down with a bottle of wine, they doused the fire and retired for the night.

    Some hours later, Holmes awoke. He nudged his faithful friend, until he too was awake.

    "Watson," he said, "look up and tell me what you see."

    Watson replied, "I see millions of stars."

    Holmes then asked, "And what does that tell you?"

    Watson pondered for a minute, then replied...

    "Well... Astronomically speaking, it tells me that there are galaxies filled with millions of stars and potentially billions of planets."
    "Astrologically speaking, I observe that Saturn is in Leo, which could mean good luck all round."
    "Horologically, I deduce that the time is approximately a quarter past three."
    "Theologically, I can see that God is all powerful and that we are small and insignificant."
    "Meteorologically, I conclude that after a sharp frost, we will have a beautiful day tomorrow."

    There was a momentary silence which prompted Watson to ask Holmes,
    "Why? What does it tell you?"

    Holmes was silent for a few seconds.

    "Watson," he replied, 

    "Someone has stolen our tent!"