Reflection: Developing a Conceptual Understanding What Is Science? - Section 4: Independent Practice and Informal Assessment

 

When I started this lesson, I had no idea what to expect.  What is science?  That's a pretty big and complex topic for kindergarteners.  When I first asked the students what science was and recorded their responses on the chart paper, there was not much to record.  Once I read the book to the students, they immediately started to make connections.  They listed things from the book, but they also started to draw on prior knowledge. 

When they were completing their work, I was pretty amazed.  They need very little assistance to sort "science" and "non-science" into categories.  It was quite comical to observe some of the students.  Sometimes they placed things in the "not science" categories, but after we had some discussion, they were able to look at that item through different lenses.

I realized that the students really did understand what "science" was before the lesson, but they had never "labeled" it before.  With instructional time so limited, it is tempting to skip these introductory lessons, butI am glad that I took the time to help the students develop a conceptual understanding of what science is before jumping into my other units.  I think this understanding will serve as an important foundation for learning that they will experience during this year and in years to come. 

  Making Connections
  Developing a Conceptual Understanding: Making Connections
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What Is Science?

Unit 1: What Is Science?
Lesson 1 of 4

Objective: Students will be able to define "science" in age appropriate terms by classifying and then justifying objects and activities as being scientific in nature.

Big Idea: This fun introduction to science will help learners develop a conceptual understanding about science and build excitement for future learning.

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what is science
 
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