Reflection: Discourse and Questioning Parts of a Pen and Its Properties - Section 4: Ball Point Pen Diagram Two

 

When students are working in groups, running their lab, the classroom can get pretty busy. Students are at different places with the task, with varying levels of proficiency. This is when it is important for me to slow down to really take the time to hear what students understand and what they are trying to communicate.

These 7 and 8 year olds are just learning how to use the precise language of science. They are acquiring new vocabulary daily. I hope to be able to facilitate their independence of learning and acquisition of concepts through questioning and scaffolding, which takes time, time to understand the student.

So I slow down my pace and ask the questions. I ask them to show me and remind where they can look to find the answer for themselves. If I give the answer without the student developing their ideas first, the word, the concept I provide does not not have a solid foundation in their schema. It has no dimension.

Students are developing approximations for material properties. Again as they work with these materials and concepts, through facilitated labs, they will become more precise and articulate with their descriptions and understanding.

  Discourse and Questioning: Question to Scaffold
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Parts of a Pen and Its Properties

Unit 5: Unit 5 Matter and Its Interactions
Lesson 8 of 11

Objective: SWBAT identify the parts of a pen and explain how the parts' properties support the function of the pen.

Big Idea: Material engineers decompose a ball point pen to discover how the parts support the function of the pen.

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