Reflection: Pacing What does a scientist do? - Section 5: Closing

 

Today, my math lesson ran into the science block.  Also, after reading the text, some of my students were a bit drained!  I decided to hold the closing until the following morning.

The following morning, in place of a morning message, we went over the poster we had generated.  Then, I asked students if they do any of those behaviors.  Many immediately came up with crafts (like lava lamps and green goo) they completed at summer camps, or volcanoes they made with their older brothers.  One also said that she mixed paints together to see what new colors she could make.  Many also shared experiences collecting and sorting objects.  

Then, they drew a picture of themselves as a scientist.  It was wonderful, and I'm so glad we waited!  One student asked, "Could we please do a gallery walk again?"  Yes!  They picked the ones they thought were the best, two of which I included as student samples.  Those students put their work under the Elmo and described it to friends.

This idea of sharing and listening to each other is just the sort of behavior I am looking to instill.  So is seeing each other's work-- it turns out they are naturals at this-- now I have to see if they can figure out what made the work good and then add the suggestions to their own work.

  Closing Reflection
  Pacing: Closing Reflection
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What does a scientist do?

Unit 1: Wiggly Scientists and Wiggly Worms
Lesson 1 of 13

Objective: SWBAT build on prior experiences and information from a text to answer the question, "What does a scientist do?."

Big Idea: Are your students scientists? Do they see themselves as scientists? What makes you a scientist anyhow? By the end of this lesson, students will be able to say, "I am a scientist!"

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25 teachers like this lesson
Subject(s):
Science, inquiry
  30 minutes
dscn2296
 
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