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I like so much this activity. i will try to find ways to implement in my lesson which is not related to science. Iam so curious to see how shall i do it! Part I: Mystery Box Activity 1 Get into assigned groups 2 As a group, select boxes that are all the same color (one box/person if possible). 3 Work on trying to figure out what’s inside the box. Please do not mark on the boxes or damage them in any way. Do not try to open the boxes! 4 Take notes as you work through with your group. Include direct observations, drawings of your interpretations, questions, and thoughts as you work through the problem. 5 Generate questions (what’s going on?), generate hypotheses (I think this is what’s going on), and test out those ideas (do your tests support or refute your hypotheses?). 6 Once your group has completed the investigation, on your own, generate a scientific explanation in your notebook (i.e., work on your own ideas first). What is your hypothesis? What is your evidence (data) that supports your hypothesis (remember, data can include observations)? Use figures (sketches) to support your hypothesis. 7 Share your scientific explanation with your group members and, as a group, decide what the most plausible explanation is, given your data and record it. Part II. Presentations 9 When you have all agreed upon the “final draft” of your group explanation, copy it onto a large white board (be sure to use figures where appropriate). 10 Reflection: after writing your group explanation, take a moment to write some thoughts down in your science notebook about your comfort with the strength of your group’s scientific explanation. 11 Call to meeting of the Red/Blue/Green/Black Box Societies: Place your scientific explanation with other groups that had the same box color. 12 Gallery Walk: walk around the room to see how different groups constructed their explanations. Are they similar to yours? Are they different? Are there strengths in the explanations that you feel yours has or is missing? Have two group members stay by your poster to answer questions and the other two wander around the room examining posters. After 7 minutes, switch. Take notes on differences & commonalities in interpretations in your notebook (both with the same color and with different color) 13 Group Feedback session: we will discuss as a large group some of the strengths and weaknesses seen in the posters. 14 Individual reflection: were your initial thoughts about your group’s explanation similar to the feedback you received? Take a moment to reflect on how your ideas were similar or different to that feedback. Has your confidence of the contents of the box changed? Part III—Verifying your interpretations with a model 15 Make a list of items that you would need to replicate the box. 16 Based on the materials available, replicate the box as best as possible. 17 In your notes, justify how these materials are an accurate representation to your original list. What are the pros and cons (benefits and limitations) of using these materials? 18 Construct your model and attempt to replicate your previous observations. 19 Individual Reflection: How accurate of model did you create? Support your answer with evidence. Has the confidence of your original box changed? Consider what affected your confidence level throughout this entire process? 20 Group Discussion: we will discuss why models are formulated, how they are designed and how they’re used to predict natural observable phenomena and how this represents a geoscientist’s way of knowing the natural world. 21 Final Individual Reflection: Now that you’ve spent the day thinking and talking through a scientific model, compare your own thinking process from that of how geoscientists work on problems. Do you think your thinking process was similar or different to a geoscientist as you engaged in this problem? Describe why or why not? How did your prior experiences influence your thinking through this process? Second week of the course. "Tell me and I forget, show me and I remember, involve me and I understand." Inquiry-Based Learning: what is this? Inquiry based learning is mainly involving the learner and leading him to understand. Inquiry here implies on the possessing skills and attitude of yours, which allows you to ask questions about new resolutions and issues while you are gaining new information. Source Inquiry based learning can be applied on all disciplines which has been confirmed through different researches. Learners have different perspectives of viewing the world like economic, historic, scientific, artistic, etc. The disciplines can be interrelated through inquiry based learning, which ensures the integrity of different disciplines and the world views about them.
Self Reflection Activity
This morning at school, when I said that I participate in an online course which subject is Space and Astronomy, some people looked at me like I'm an alien!
That was their first reaction!!!! They ask me what exactly is this course about and what can "give" me. I started telling that I had the same questions and doubts: how can I successfully follow a course that is, regarding by the title, just for sciences teachers.And what can I obtain by that.
I told them that the participant teachers are from all over Europe, America and Asia and that their teaching subject is not just science,mathematics, informatics, chemistry and biology but english language too,literature, theology,history.
And me! A Physical Education teacher. As a joke I told them that I am going to use space and astronomy teaching my students how to run from one planet to an other! As a kid, I was fascinated by the space and the unknown universe. Till now I love watching movie films, documentaries and tv programs about space, I love reading novels and books about the stars and the planets. Beyond science lessons, there is a wonderful world which can make you believe that you are a part of this world, a tiny one, but you are. Philosophy, history, theology, myths and folk legends can help students feel the greatness of our Universe. So in their own way can become pioneers, explorers and dreamers. Tradition "Once upon a time, there was a fight between the sun and the moon, who is more beautiful. Sun became angry, grabbed a handful of mud and threw it in the face of the moon".That is the reason why moon is black Mythology In the beggining was Gaia ( Earth) who with Chaos and Eros created the Universe. According to Hesiod, Gaia with Chaos, with mediation of Eros, gave birth to Uranus. Another version identifies Chaos to Uranus and thus defines Gaia and Uranus as the first couple of Cosmic Creation. Gaia was united with Uranus and created the Giants, Titans, Ocean and all creations which surrounds the world. Uranus, wanting to stem the continuous creation of Gaia, decides to send her children to her bowels. Because of this hardness, Gaia allies with one of her Titan son, Kronus(Saturnus), and Uranus is dismiss from his power. But,there is also a version in which Gaia, after the fall of Uranus, united with Ocean and gave birth to the gods and goddesses of the water element. Isnt'it an amazing myth for students and engage them with space? And so many planets, named by the greek mythology. After mythology comes science.
What best of this amazing book? The Little Prince!!!! His own planet is Asteroid B-612. His size is not larger than a house. On this planet everything is small in size, and up the planet grows every day different flowers but the night they off. But a seed brings to the planet a rose and asks from the Little Prince to care of it. Its going to be HIS ROSE.
Fine Arts and Photography
Greek Skies from Panos Photographia on Vimeo.
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