Reflection: Real World Applications Our Scientific Community - Section 2: We Are Part of a Larger Scientific Community


The previous 2 lessons in this unit provided students with a hands-on scientific experience to help illicit different aspects of scientific practices... to illustrate that they do the hard work of scientists, which is something they have been doing, even before we gave it labels.

For this lesson, students watch videos to identify science practices of scientists in the real world and compare this to what we do as scientists in the classroom, to note that we go through the same inquiry steps. I hope this will help them to identify with a larger of community of scientists, age does not matter.

The vidoes that had the elements that I wanted for this lesson: short, a topic that a 2nd grader could understand, scientific practices evident, and scientists that were younger happened to be videos on a problem being solved

I considered discussing the distinction between solving a problem (engineering) and answering a question about phenomena (scientific inquiry) with my students, but I decided that this would be best addressed when we are formally working on an engineering problem, since science inquiry follows the same general process for either engineering or a scientific investigation.


  Video Selection Engineer vs Scientific Inquiry Dilemma
  Real World Applications: Video Selection Engineer vs Scientific Inquiry Dilemma
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Our Scientific Community

Unit 1: Our Scientific Community
Lesson 3 of 3

Objective: SWBAT identify similarities between aspects of their scientific inquiry with 'real world scientists'.

Big Idea: Students watch videos to learn what current scientists are doing and start a discussion about their own scientific questions .

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