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Q200- Seven Science Process Skills

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S: Seven Science Process Skills

BC: “If we knew what it was we were doing, it would not be called research, would it?” - Albert Einstein

FC: 2 0 1 2 | Seven Basic Science Process Skills | By: Casey Radziewicz Q200

1: Behold the journey of science . . . | Table of Contents: 2- Observation 6- Measurement 10- Inferences 14- Classification 18- Prediction 22- Communication 26- Model 30- Reference Page

2: Definition: The observation is the fundamental science process skill. An observation is using as many qualitative and quantitative qualities about something. An observation should use all five senses (if safe), use measurements, have a change to the object, and not include judgment words. An observation should also include technical drawings that have a title, labels, and accurate coloring. Also, I wonder questions should be included with every list of observations. | Observation

3: Observations of the Pinnately Compound Leaf: - Green - Smooth texture -9 leaflets - 5 cm long - dies in cold temperatures - whistle noise when in the wind | I wonder Questions: - I wonder how temperature affects leaves - I wonder how trees give humans oxygen

4: Resources & Lessons for the skill OBSERVATION: | Resources: - Book: Making Observations By: Vijaya Khisty Bodach This book is a guide to teach students the most basic science process skill of observation. This is an introductory on how to make a quality, meaningful observation. Lessons: - Go outside and have the students collect leaves, have the students make a technical drawing of the leaves, make an observation chart, and compose some I wonder questions http://www.lessonplanspage.com/scienceleafobservations-htm/ This site has great lesson plan ideas! Internet Resource: http://www.lessonplanspage.com/scienceleafobservations-htm/ This website features a great lesson that incorporates numerous science process skill, but directly features observation as a focus. This lesson has the student pick out leaves and make observations about leaves, while narrowing in on the question: what do leaves look like? I would give this website and lesson five stars, it is just a perfect lesson! This lesson could be used in a nature unit or a leave themed lesson plan. I would use this lesson in pre k through fifth grade. It has many great ideas and features extensions onto the lesson if needed. Community Resource: St. Francis’s Planetarium This would be a fun way to use the skill of observation while doing an astrology unit. This indoor planetarium is a cost friendly field trip that will keep the students entertained while doing science. They have different lessons directed towards different ages, making it compatible with each grade level and the material being taught. The prices and details are listed in the following link: http://www.sf.edu/sf/planetarium/group

6: Measurement: Learning the Metric System | Definition: Measurement is the process or the result of determining the ratio of a physical quantity, such as length, weight, volume, time, and temperature. The metric system is a decimal measuring system based on the meter, liter, and gram as units of length, capacity, and weight or mass. It is a system consisting of base levels (meter, liter, gram) and derived units are built up or down from the base units. Going up from base consist of the tera, giga, mega, kilo, and hecto. Going down from base consist of the deci, centi, milli, micro, and nano. These are the prefixes, and one adds the base to the prefix to use the metric system.

8: Resources & Lessons for the skill MEASUREMENT: | Resources: - Metric in Minutes: The Comprehensive Resourcefor Learning and Teaching the Metric System (SI). By: Dennis R. Brownridge This book has all the main ideas on how to learn the metric system, it breaks the metric system down to help students better understand the system. - http://www.metric-conversions.org/cgi-bin/webmaster.cgi - http://www.thinkmetric.org.uk/ Lessons: - Have students practice with the measuring tools. - Set out a graduated cylinder a day it is predicted to rain and see if the weather was predicted correctly. - Find numerous objects and have students weigh them, and then compare the objects weight using a scale - Have students practice using measurement tape by having them measure their classmates height, arms, legs, etc. Then have the students make a class chart. This would be a great way to integrate multiple science process skills!

9: KRABI, SOUTH END | November 9

10: WEST KRABI COAST | November 10 | Definition: An inference is a conclusion reached on the basis of evidence and reasoning. It is always in the form of a statement. One takes information they previously know and apply it to information they are learning about. You come to a conclusion through previous knowledge and evidence that is already known. A inference is a reasonable conclusion or possible hypothesis drawn from a small sampling of data. An inference can be in the form of a hypothesis or theory. Inferences never stop, because one can continue to make more inferences as you learn more during an experiment. Inferencing is like being a detective and using clues to find information. | Inference

11: Examples of Inferences: | 1.All men are mortal 2.Socrates is a man 3.Therefore, Socrates is mortal. 1.All fruits are sweet. 2.A banana is a fruit. 3.Therefore, a banana is sweet.

12: Resources: - www.wisegeek.com/in-science-what-is-an-inference.htm Lessons: - http://www.tips-for-teachers.com/Inferencing_mini_lessons.htm - Fort Wayne Botanical Conservatory (field trip during lesson on plants and flowers) - http://www.nationalgeographic.com/ xpeditions/lessons/17/g68/smsciscreen.html | Resources & Lessons for the skill INFERENCE:

14: Classification | Definition: Classification is a skill used to communicate your scientific thoughts and observations to others. One uses the skill classification through organizers like a dichotomous key or a web organizer. This skill helps communicate what each item is. Though the skill of classification each item in your data set belongs to a group. This skill is especially important when items appear similar but are not the same, like animals, rocks, and beans.

16: ELEPHANTS AT PATARA FARM | November 12 | Resources & Lessons for the skill Classification: | Resources: -Plant Classification (Life of Plants) By: Louise Spilsbury & Richard Spilsbury -http://www.kidsbiology.com/ biology_basics/classification/classification1.php Lessons: - have children start with making a web graph by classifying a group of beads on a table, and lead into a dichotomous key - have children create their own dichotomous key.

18: Prediction: | Definition: A prediction is using knowledge, observations, other science process skills, and past experiences to make an educated reasoning about what will happen in the future events. A prediction is a statement about what you think will happen.

19: EXAMPLES: -Prediction: The plants watered in a high concentrate of salt water will stunt the seedlings growth and prevent seed germination. - Prediction: There will probably be from 350,000,000 to 500,000,000 people in America and its possessions by the lapse of another century.

20: Resources & Lessons for the skill PREDICTION | Resources teaching-students-how-to-make-predictions-a84659 -http://www.brainpopjr.com/ readingandwriting/comprehension/makepredictions/grownups.weml Lessons: -Incorporate predictions into pre-reading activities for each book. - Read a book to the class and have the students make predictions on what will happen next - Set up a mystery game and have students solve a "crime" by having them make predictions

22: Communication: | Definition: expressing ideas in many forms, for example orally, in witting, graphs, diagrams, tables of data, photographs, or drawings. Communication expresses ideas and data

23: Use a line graph when there is change | Use a pie graph to represent a part of a whole

24: Resources & Lessons of the skill COMMUNICATION: | Resources: - http://nces.ed.gov/nceskids/ createagraph/default.aspx - Lessons: - have students collect a data set and graph them to show the science process skill of communication, then have them present their graphically display to practice verbal communication of their scientific ideas

25: Use a bar graph when comparing | There are other ways of communicating scientifically, not just graphs.

26: Definition: A model is taking an object of scientific interest and creating it out of tangible materials. By using simple materials properly and accurately, students can create a representation and test their experiment. Students can create simple and complex models. Simple or crude models are ones that use a few number of predictors and interactions between them, complex models are ones that use many more predictors and get closer to that line between a perfectly specified and an overspecialized model. In a complex model you can change the variables and test different ways to make the model the most efficient and productive. | Model

27: ANOTHER BEAUTIFUL SUNSET OFF KRABI POINT | November 11

28: Resources & Lessons for the skill MODEL: | Resources: - http://stat-exchange.blogspot.com/2011/06/simple-vs-complex-models.html - | Lessons: -Paper airplanes would make a good lesson on models, have the student create and test their model, and change variables to get the best, fastest plane possible - Kids' Paper Airplane Book By: Ken Blackburn & Jeff Lammers - http://www.enchantedlearning.com/ crafts/astronomy/sunearthmoon/ - have an enginneer or architect to come in and talk with students as a guest speaker to discuss models. .

30: R E S O U R S E S

31: -www.wisegeek.com/in-science-what-is-an-inference.htm -http://en.wikipedia.org/wiki/Inference -http://suite101.com/article/teaching-students-how-to-make-predictions-a84659 -http://statexchange.blogspot.com /2011/06/simple-vs-complex-models.html - http://www.project2061.org/publications/ sfaa/online/chap1.htm?txtRef=&txtURIOld=%Ftools%2Fsfaaol%2Fchap1%2Ehtm - http://www.nsta.org/about/positions/ natureofscience.aspx - http://www.slideshare.net/benjie1472/science-process-skills-1888384

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