Reflection: Adjustments to Practice Mystery Powders Day 1 - Section 4: Wrapping It Up For Today

 

One of the things that I didn't realize that took me by surprise was the reaction to the large space in comparison with my classroom space. I talked about it with my principal.  We discussed how the classroom is carpeted, colorful and cozy feeling. The lab is bare, tile floored, with minimal visual stimulation. Early on, I noticed that this age group is sensitive to their space. Perhaps it is developmental? Perhaps it was the excitement of working on an experiment and actually doing things that were different than what we do in a classroom?  Regardless, I noticed the level of comfort was different and their reactions to moving from gathering materials back to the work area felt unorganized even though jobs were delegated. I really think it has to do with the large, cold space and can predict that this will be better as the year progresses. To change practice, I will consider each investigation and decide if I will introduce the expectations in the classroom, making sure that all expectations are understood before seeing materials. That way, I will be able to harness the energy and focus it better. 

Update: March, 2015 As a side note in response to this, I will tell you that my adjustment in practice was correct! Certain high energy experiments get introduced in the classroom and then we move to the lab. For my class, this was the right adjustment!

  Space
  Adjustments to Practice: Space
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Mystery Powders Day 1

Unit 1: Thinking, Writing, and Observing Like a Scientist
Lesson 5 of 10

Objective: SWBAT learn to use clear and concise language while observing and recording evidence.

Big Idea: Using common white powders, observation, recording and deduction skills are practiced in this entry level experiment. Students practice teamwork skills and develop lab rapport.

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Subject(s):
Science, expectations, Lab protocol, Cool experiments!, chemical reaction
  70 minutes
mystery powder day
 
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