“The role of the teacher is to create the conditions for invention rather than provide ready-made knowledge.” - Seymour Papert
Hands on Learning
I believe that teaching science should be hands-on leading students to discover concepts through real life experiences. Students need to experience science by engaging, experiencing, and explaining the concepts.
In teaching and learning science, I believe students should discover concepts through hands on learning. Students are given opportunities to research and experience concepts. This portion provides opportunities for students to access multiple resources and experiments to practice scientific concepts.
From there, we move into creating and applying our knowledge in the form of a project. Students are asked to create a project that requires them to use their knowledge in a different context. This portion allows students to use their critical thinking skills and creativity to display their learning.
Lastly, we move into the explain element that pushes students to explain and teach their peers about their new understandings. This portion is crucial as it challenges students to combine their learning with their communication skills. Powerful learning certainly stems from students as teachers.
Pictured are three of my third graders participating in a "gallery walk." Students researched different animal adaptations and features. After researching and learning about these features, students were given criteria to create their own creature that could survive in a particular habitat. Students were asked to apply their knowledge of animal adaptations through this creature project. Students worked diligently crafting their creatures for a few days, and then they participated in a gallery walk. This final gallery walk required students to teach other students about their creature.
From there, we move into creating and applying our knowledge in the form of a project. Students are asked to create a project that requires them to use their knowledge in a different context. This portion allows students to use their critical thinking skills and creativity to display their learning.
Lastly, we move into the explain element that pushes students to explain and teach their peers about their new understandings. This portion is crucial as it challenges students to combine their learning with their communication skills. Powerful learning certainly stems from students as teachers.
Pictured are three of my third graders participating in a "gallery walk." Students researched different animal adaptations and features. After researching and learning about these features, students were given criteria to create their own creature that could survive in a particular habitat. Students were asked to apply their knowledge of animal adaptations through this creature project. Students worked diligently crafting their creatures for a few days, and then they participated in a gallery walk. This final gallery walk required students to teach other students about their creature.
Units of Study
Third graders will study the following units in science over the course of the year.
Force & Motion
Traits & Heredity
Ecosystems
Weather & Climate
Third graders will study the following units in science over the course of the year.
Force & Motion
Traits & Heredity
Ecosystems
Weather & Climate