Reflection: Routines and Procedures Science? What's That? - Section 3: Sharing and Close


Though there is not a lot of "science" in this lesson, I believe sessions like this are critical to building a community of thinkers and communicators.  In order to have a class that can independently experiment, listen to each other respectfully, question without fear, provide evidence of idea formation, and take risks, we must give them the tools and time. 

I call it "going slow to go fast", but essentially, you must find a way to step the children through routines and procedures that will help them grow as independent learners. Think backwards through your year.  What are the things you have to keep repeating or teaching? What do you wish students would do differently?  The answers to these questions will guide you in your mini lesson development at the beginning of the year.  

Go Slow to Go Fast!

  The Beginning
  Routines and Procedures: The Beginning
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Science? What's That?

Unit 1: Finding the Scientist Within
Lesson 1 of 4

Objective: Students will be able to communicate their initial thoughts about what science is using a science notebook, video, and drawings.

Big Idea: To create a culture of scientists, we must give children an opportunity to acquaint themselves with, learn, and practice scientific routines and use related tools and materials Children are natural scientists and this lesson is to help them own that.

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Science, Classroom Culture and Climate, Science Skills, questioning, science journaling, partner discourse, revision of thought, rules and routines, Observation skills
  50 minutes
what is science
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