Content: This "Science Process Center" was created for GS4401, Science and Science Teaching in the Elementary School, Fall 2007. It was made under the advisement of this course's instructor, Jeff Goodman. Impact: In this "Science Process Center" students are invited to use a variety of science processes through nonstandard units of measurement. This center is entitled, "Measure Pops." At this center, students will be exploring process skills such as classifying, measuring, and communicating. Students are asked to measure a variety of objects such as a can, picture frame, glue stick, feather, ice-cube tray, envelope, spatula, umbrella, ruler, book, oven mitt, and markers. Students will measure these objects using Popsicle sticks. Students then place a picture of the object under the appropriate category. The categories listed are "one Popsicle stick" or "two or more Popsicle sticks". This aspect of the center will help students gain different sorting and organizing skills. After students have measured their objects, they will record the information they found on a worksheet provided by the instructor. For a more detailed description and multiple images of this center see the attachments entitled, "Measure Pops Description" and "Measure Pops Images." Alignment: This "Science Process Center" met the following North Carolina Standards for Elementary School Teachers: Standard 10: Teachers provide active inquiry experiences in the teaching of science by using various questioning skills and developing science processing skills (predicting, classifying, measuring, inferring, interpreting, analyzing, and synthesizing). --This artifact proves that I have provided active inquiry experiences in the teaching science. At this center, students are using the following process skills: measuring, classifying, and communicating. Students are asked to measure a variety of objects, classify them into a proper category, and then communicate what they have found on a worksheet. Students must use a variety of questioning skills in order to complete this task.
Standard 15: Elementary teachers encourage under represented groups to engage in the schooling process, especially math and science.
Indicator 1 - Teachers use a variety of strategies to encourage under represented groups to engage in the schooling process, especially math and science. They: utilize resources, give personal attention and encouragement to under represented groups of students, use relevant and real-world applications that interact a diverse population, encourage under represented groups to assume leadership roles.
--This artifact proves that I have used a variety of strategies to encourage under represented groups to engage in the schooling process. As a future teacher, I know that my classroom will hold many diverse groups of children. Some students for example, may have moved to my classroom from areas outside of our country. I feel that it is beneficial to show these students the many areas of science that is currently around them. Such flowers, bugs, animals, weather, etc. may not be familiar to certain students. However, this photo essay shows students different content areas of science that can be found right in their very own home. Having every child explore each photograph will help all students grasp and understand a variety of important concepts in Science.
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