Marilena’s Journey in Teaching Science

  Follow along to learn more about chapter 12 of the course text! Citation:  DeRosa, D. A., & Abruscato, J. (2019). Teaching Children Science: A Discovery Approach (Ninth ). Pearson.   Chapter 12: Energy, Technology/ Engineering Learning Objectives:  12.1 Develop a working definition of energy  12.2 Explain relationships between energy and forces 12.3 Explain how energy transfer is related to potential energy, kinetic energy, and work  12.4 Describe how waves relate to energy  12.5 Identify properties of electrical, sound, light, and heat energy The flow of energy is central to Earth systems. The scientific and engineering communities expressed energy in a variety of ways. At its most basic, energy can be defined as the ability to do work or effect change.  The transformation and transfer of energy enables us to harness energy to sustain life, move mountains, and run computers. Potential energy refers to objects, large or small, that are in a state of being able to release energy

  Follow along to learn more about chapter 11 of the course text! Citation:  DeRosa, D. A., & Abruscato, J. (2019). Teaching Children Science: A Discovery Approach (Ninth ). Pearson.   Chapter 11: Matter and Motion Learning Objectives:  11.1 Explain how the Kinetic molecular theory of matter can be used to explain fundamental properties of matter 11.2 Describe distinctive attributes of chemical reactions 11.3 Provide examples for Newton's laws of motion  11.4 Explain how mass and distance relate to gravitational force Matter is defined as anything that occupies space and has mass. A physical change occurs when matter transitions from one state or phase to another. The kinetic molecular theory is used to explain a wide range of material change. A chemical change is a change in matter that results in the formation of a new substance. Matter exists in the form of elements, compounds, and mixtures. Atoms are made up of many smaller particles. Matter neither creates nor destroys it

  Follow along to learn more about Chapter 10 of the course text! Citation: DeRosa, D. A., & Abruscato, J. (2019). Teaching Children Science: A Discovery Approach (Ninth ). Pearson.   Chapter 10: The Human Body Learning Outcome:  10.1 Describe and identify primary structures and functions of major human body systems. 1. The Digestive System - Structure and Function  - Food and Nutrition  2. The Skeletal- Muscular System - Bones: Structure and Function  - Muscles- Structure and Function    3. The Respiratory System - The Diaphragm, Windpipe, and Lungs: Structure and Function  - Oxygen Transport 4. The Nervous System - Nerves: Structure and Function  - The Senses  5. The Excretory System - The Kidneys: Structure and Function - The Skin and Lungs: Function  The Liver and Intestines: Functions   6. The Circulatory System - The Heart and Blood Vessels: Structure and Function - Blood 7. The Reproductive System - Structure and Function  - Reproduction and Heredity It is worth noting that

  Follow along to learn more about Chapter 9 of the course text! Citation:   DeRosa, D. A., & Abruscato, J. (2019). Teaching Children Science: A Discovery Approach (Ninth ). Pearson. Chapter 9: Living Things Learning Objectives:  9.1 Distinguish living from nonliving systems 9.2 Describe relationships among structure and function 9.3 Understand the flow of energy as a unifying theme of life systems 9.4 Describe the interdependence of organisms in an ecosystem  9.5 Explain how inheritance, variations of traits, and natural selection impact evolution 9.6 Discuss how connecting children with the planet and Earth systems precedes and supports education about climate change. Life is fascinating and incredibly diverse. Because of the seemingly infinite variations, studying and comprehending the life sciences may appear to be overwhelming. However, rather than memorization, considering several big ideas can help us understand life and its complex interactions.  Recognizing the basic need

  Follow along to learn more about chapter 8 of the course text! Citation:  DeRosa, D. A., & Abruscato, J. (2019). Teaching Children Science: A Discovery Approach (Ninth ). Pearson. Learning Objectives:  8.1 Reflect on the origins of the universe 8.2 Describe the relationships among the Earth, Moon, and Sun that explain observable patterns such as day/night, tides, and season 8.3 Explain why the Sun appears bigger and brighter than other stars 8.4 Describe the mechanisms for natural climate change 8.5 Describe a brief history and the anticipated future of modern space explorations The universe is everything that exists, including matter, energy, and space. It can difficult to comprehend the universe's extraordinary vastness, how it may have begun, and what existed before the universe. According to the Big Bang theory, all of the matter in the universe was combined in a single, extremely dense unit the size of a pebble that exploded on a unimaginable scale, resulting in a const

  Follow along to learn more about Chapter 7 of the course text! Citation:  DeRosa, D. A., & Abruscato, J. (2019). Teaching Children Science: A Discovery Approach (Ninth ). Pearson.   Chapter 7: Earth and Space Science  Learning Objectives:  7.1 Describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact to affect the Earth's materials and processes 7.2 Describe how plate tectonics explains the development and ongoing changes of the Earth's surface 7.3 Explain how solar energy, convection currents, and density influence ocean currents  7.4 Explain how the effects of weathering or the rate of erosion by water, ice, wind, or vegetation contribute to the recycling of Earth materials The Earth can be understood as a complex web of interconnected systems, all of which are powered by solar energy. The atmosphere is made up of a thin layer of gases. The geosphere is made up of water and land. The biosphere is made up of all living things on the globe, while th

Welcome back, and follow along to learn more about Chapter 6! Citation:  DeRosa, D. A., & Abruscato, J. (2019). Teaching Children Science: A Discovery Approach (Ninth ). Pearson.  Chapter 6: Integrating Science and Engineering  Learning Objectives  6.1 Describe strategies for integrating science/ engineering and language arts  6.2 Describe strategies for integrating science/ engineering and mathematics 6.3  Describe strategies for integrating science/ engineering and social studies  6.4  Describe strategies for integrating science/ engineering and art 6.5  Describe strategies for integrating science/ engineering and music  6.6  Describe strategies for integrating science/ engineering and health/ physical education (6.1) Three Integrating Techniques  1. Literature-based integration is the use of fiction and nonfiction science books to help children acquire science-related information. 2. Theme-based integration is an instruction in which a major theme or concept becomes the foundat

  Follow along to learn more about Chapter 5 of the course text! Citation:  DeRosa, D. A., & Abruscato, J. (2019). Teaching Children Science: A Discovery Approach (Ninth ). Pearson.   Chapter 5: Assessment of Understanding and Inquiry  Learning Objectives 5.1 Describe scenarios in which assessment strategies could be used for formative or summative assessment 5.2 Describe and identify three-dimensional assessment 5.3 Explain how rubrics and scoring guides are used and describe their effectiveness as assessment tools 1 1. Distinguishing Formative and Summative Approaches to Assessment  - Assessment and the NGSS The NGSS asks science teachers to consider assessment in terms of the three domains of science activities, core ideas, and crosscutting concepts. In comparison to more traditional standards-based scientific tests, which tend to examine specific material or facts students should know at a specific grade level, this assessment takes a more in-depth look at assessment. 2. Devel

  Follow along with me to see what I learned from Chapter 4! Citation:  DeRosa, D. A., & Abruscato, J. (2019).   Teaching Children Science: A Discovery Approach   (Ninth ). Pearson.   Chapter 4: Creating Environments for Discovery Learning Objectives  4.1 Explain how an effective classroom layout piques curiosity, invites inquiry, and inspires students to discover 4.2 Describe how to lead discussions using effective science talk  4.3 Explain how to plan for a cooperative learning group in which all members are interdependent  Creating a Dynamic and Inviting Science Workspace 1. Discovery Stations  2. Adding some Life to the Classroom  3. Remember to Consider Other Senses  4. Distributing Materials  5. Providing Work Areas  6. Proving Clear Directions  7. Creating Routines  Transitions occur in Elementary school. Throughout the day, students switch from one activity and subject to the next multiple times. Routines aid in the notification of these shifts.  An example of a routine tha