Context:

In CI 3543 during block II we did a science circus in the classroom with our classmates. Everyone got to pick a basic science process skill which were observing, measuring, inferring, classifying, predicting, and communicating. I worked to Kyrstal Lowry on this project and we decided to do observing.  We all came up with a demonstration with our basic science process, so we had six different stations. We had to write out the instructions for what the other classmates had to do with our station. We had students compare Pepsi and Coke having them observe differences by just looking at them and then also by tasting both drinks.

Impact:

The science circus can be used in the classroom as a teaching tool, so students learn all the basic science processes.  I was able to do one activity, so it made me more confident to do more than one since now I know the process. My students can learn hands on with the science circus and be able to learn so much in a short amount of time. They will also learn all the processes by doing and it will make future experiments go smoother.

Alignment:

I met, Standard 10, by addressing one of the basic science processes and the other activities addressed the other processes.