Charlotte Said:

science lesson plan ideas?

We Answered:

I think your professor means "the Scientific Process." You know where you make a hypothesis, figure out what you need to do to test it and then do it, then form conclusions based on your data. I do this early in the year with my first graders by making a hypothesis about which colors keep us the coolest or the warmest in the sun. We make paper shirts in all different colors and then take them outside and place a thermometer under each one. Then we play at recess for about 15 mins and then record the temperatures on the thermometers. Then we make a table to display our data and them form conclusions- white is cool - black is hot. Does this help>?

Mary Said:

Ideas for original 4th-8th grade science lesson plan?

We Answered:

This would help if i knew what they were learning...
on hand activities would help
projects
reports on new scientific events...
etc

Armando Said:

Are there science teachers out there? I need help with a lesson plan?

We Answered:

How Observant Are You?

This activity demonstrates our ability to remember details accurately. Testimony about personal experiences is frequently used during an investigation, and can even make or break a case.

How accurately do people remember what they have seen?

What factors may play a role in what we can remember and describe about something we have witnessed?

Consider these questions as you do the following activity.

Directions:
Observe the picture for exactly 30 seconds. Look at everything you think might be important. After 30 seconds, answer the questions on the next page on a sheet of paper. (Do not read the questions before you look at the picture!)

How observant were you? Compare your answers to the picture.

Questions About the Picture

Additional Challenge:
Try this activity with another picture. This time, put the picture away overnight and try to remember what you saw in the picture.

How Observant are Other People?

In the last exercise you may have forgotten some details, and remembered other things incorrectly. As you experienced, your own memory can sometimes fool you. But what about other people's memories?

Try out these exercises to see how witnesses to the same scene remember different details. Think about how useful an individual's testimony can be. Does it help to have several witnesses to a scene?

Directions:
Choose several people to be observers and choose two people to be investigators.

Allow the observers to look at the picture or this picture for 30 seconds. The investigators should not look at the picture.

After 30 seconds, the investigators should begin questioning the observers. Each Investigator should question each observer. Then, the Investigators should attempt to reconstruct the scene based on the "eyewitness testimony".

Questions for Investigators

Compare the comments that the observers made. How many details were mentioned? Did some statements conflict with other statements? In what way? Why?

Culminating Activity
Objective
To create a Lego® figure identical to the shape the rest of your teammates have:
Materials
Players
Legos
Check Points that are marked for each team
Timer/Stopwatch
Whistle (Optional)

Procedure
Preassemble Lego structures into as many teams as you plan on having, such as 3. Make sure all of these preassembled structures look the same, except for coloring.

You can use different size blocks to achieve the same shape, as long as it looks similar in the end (e.g. 2 single-height blocks instead of 1 double-height block), although you can choose not to.

Players are divided into teams of as close to equal players as possible.

The teams are then again divided in half giving each original team a Team A and a Team B. For example, if you started out with 3 teams, after the teams are split again, you will have Team 1A, Team 1B, Team 2A, Team 2B, Team 3A and finally Team 3B.

Now all of the team As should stay on one side of the playing field and all the team Bs stand at the other side where they can't see the As.

To start out, each team A is given a different figure made out of legos.

Meanwhile, each team B is given a set of separate legos that can form the figure their corresponding team has (Team 1A and Team 1B).

Between where the A's and B's are located, check points are set up. These check points can be set up using traffic cones or such, and one of each is labeled with a team name (Team 1, 2, 3).

Each Team A and Team B designates a runner for each round of the game. When round one begins, an instructor, standing in a central area (such as the check points), blows the whistle or calls out for the first runner. The first runners from every team run to the check point and meet with the other member from there team (Ex: first runner from 2A and 2B meet).

When the players meet, the player from team A tries to describe their figure to the player from team B and relays whatever other additional information they think is necessary.

The players have 45 seconds to communicate the features of the figure. After the 45 seconds the team members go back to their teammates and relay what they learned. The build team works as a group to try and replicate the structure just described. The describing team tries to gauge how well the other side understood them and what they should tell them at the next run.

There should be at least 3 runs, depending on how many people are in each group (more people --> more runs). After the number of runs is complete, all the groups should come together and compare structures. If you decide to play again, play with a different structure and reverse the team roles (build team now becomes description, description team now becomes the build team)

Conclusion
After this activity, explain to the students how the activity demonstrates the importance of effective communication and observation skills. More than likely, a couple of teams will have designs that are drastically different from the actual design. Point these out if you need an example of how one side can easily get confused or doesn't hear what they need to hear.

ENJOY.

Elizabeth Said:

What is a Good Lesson Plan for Science dealing with Money?

We Answered:

Could you do issues on envrionment and saving money by conserving ? use statistics and such on utility costs etc. ?

Lawrence Said:

5 minute science lesson plan ideas needed.?

We Answered:

One approach is to show how the whole is greater than the sum of the parts (the DNA and its relationship to the cells, organs, etc.) and how the whole is contained in every part (the full structure of the DNA is present in every part (RNA, cells, tissues, organs, etc.)

Another approach that you can further develop:

Cells continually multiply for growth and renewal. This constant creation and renewal is based on the genetic tradition. Look at one or all of the following cells:
(1) an onion root tip showing mitotic division, (2) a human liver cell, and (3) an amoeba (either live or on film). Discuss the processes through which they multiply in terms of the creative and traditional qualities of creative intelligence. How does the non-changing genetic code allow for the ever-changing expressions of cellular life?

You can also make charts showing, for example, the DNA and its unfoldment to RNA>cells>organs>etc., and so on--from the infinite to the most finite value. (The infinite being the unified field, since physics tells us that all of creation has its source in the unified field.) If you want to take it to that level.

Some quotes to consider:

"We should let ourselves be guided by what is common to all" Heraclitus

"THere is an arrangement in the living being, a kind of regulated activity, which must never be neglected, because it is in truth the most striking characteristic of living beings...

Vital phenomena posses indeed their rigorously determined physico-chemical conditions, but, at the same time, they subordinate themselves and succeed one another in a pattern and according to a low which pre-exists' they repeat themselves with order, regularity, constancy, and they harmonize in such a manner as to bring about the organization and growth of the individual animal, or plant."
Claude Bernard

...this is a piece too fair
To be the child of Chance, and not of Care.
No atoms casually together hurl'd
Could e're produce so beautiful a world.
John Dryden

Something it swings on more than the
earth I swing on,
To it the creation is the friend whose embracing
awakens me.

Perhaps I might tell more. Outlines! I plead
for my brothers and sisters.

Do you see O my brothers and sisters?
It is not chaos or death--it is form, union,
plan--it is eternal life--it is
Happiness.
Walt Whitman

You won't find too many science teachers including quotes in their syllabus. It is nice when students find a correlation with another subject and the approach may give you the attention you are looking for to stand out in the interview process.

Good luck!