Reflection: Discourse and Questioning S'Mores, Discourse, and Properties - Section 5: Closure


Appendix H of the NGSS states, "This means, for example, that when students carry out an investigation, develop models, articulate questions, or engage in arguments, they should have opportunities to talk about what they have done and why.  They should be given opportunities to compare their own approaches to those of other students or professional scientists.  Through this kind of reflection they can come to understand the importance of each practice and develop a nuanced appreciation of the nature of science."

Reflection is a key to students truly gaining a sense of what it takes to practice sound science and discourse.  After implementing discussion strategies, I find that taking the time to share strategies among groups and reflecting on what went well and what needs improvement results in a real appreciation for discourse in my students.  Instead of it just being "another thing my teacher made me do", students really connect when they can share their own insights and experiences.  Moreover, students who might not have been making connections to the importance or process learn so much when they can hear others share their points of view.  

Slow down.  Take time to reflect.

  Slow down and Take Time to Reflect
  Discourse and Questioning: Slow down and Take Time to Reflect
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S'Mores, Discourse, and Properties

Unit 4: Physical Properties: Molecular Arrangement and Phase Changes
Lesson 5 of 12

Objective: Students will be able to identify physical and chemical properties of reactants and engage in effective scientific discourse in group discussions.

Big Idea: Students practice discussion techniques in searching for physical and chemical properties of the reactants when eating S'mores!

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