Reflection: Student Ownership Molecules Matter - Section 4: Explore

 

The American Chemical Society's lessons have more cookie cutter worksheets, but I am trying to tie in the NGSS Science and Engineering Practices.  Therefore, I am promoting the development of Science and Engineering Practice 3, which is planning and carrying out investigations, as opposed to just telling students what to do.  

I hope that this approach helps my students to think more critically about science, while helping them to develop a deeper conceptual understanding.  The value in promoting the NGSS, in my opinion, is based on the following excerpt from an article written by the National Academy of Sciences:

"These standards are informed by research findings that emphasize that science and engineering involve both knowing and doing; that developing rich, conceptual understanding is more productive for future learning than simply memorizing discrete facts; and learning experiences should be designed with coherent progressions over multiple years."

The development of deeper conceptual understanding can only begin if educators start rethinking how they teach science. As I demonstrate here, the general structure of the ACS's lessons is a great place to start, but don't be afraid to alter them to better meet your needs or style.

  Developing Practice 3: Planning and Carrying Out Investigation
  Student Ownership: Developing Practice 3: Planning and Carrying Out Investigation
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Molecules Matter

Unit 3: Matter
Lesson 1 of 8

Objective: SWBAT: Model the interactions of water at the molecular level.

Big Idea: Students see that matter is composed of tiny objects that are attracted to one another.

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Subject(s):
Science, attractive force, molecule, solids, mass, matter, molecule
  65 minutes
molecules
 
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