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Science Teachers Chatboard

What Presentation Methods and Materials are used nowadays?

by Mr. S.

Mar 13, 2012

This may seem an odd question, but I am considering helping with the shortage in our area for science teachers. But this would be a "post-retirement" thing after 30 years in an engineering job.

Have a physics degree and I taught physics and chemistry for a year right out of college, but bailed on it. I remember one of the most stressful a...See More

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Bill T 6 NC I feel compelled to echo what Muinteoir has said.

Education has morphed a great deal since the last time you tried it. Nuts...it has changed exponentially in the last 5-10 years. More importantly, the clientel has changed. Merely "delivering content" won't get it anymore. We're dealing with the"smart phone" generation, the one with a high...See More

Mar 20, 2012

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Mr. S. On 3/20/12, Bill T 6 NC wrote: > > > > I feel compelled to echo what Muinteoir has said. > > Education has morphed a great deal since the last time you tried > it. Nuts...it has changed exponentially in the last 5-10 years. > More importantly, the clientel has changed. Merely "delivering > content" won't get it anymore. W...See More

Mar 20, 2012

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Interact Simulations Anyone?

by Socal

Mar 14, 2012

I am looking into doing the SOS Interact Simulation (covers ocean currents) at the end of the year...I lost my copy and really don't want to spend another $50. Does anyone have a copy (hard or electronic) they would be willing to part with at a discount?

Thanks a million!

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Strategies for Teaching Vocabulary

by Lynne in TN

Mar 16, 2012

I am hoping for some new ideas for teaching vocabulary to my chemistry students. We don't have tons of vocabulary but I want them to learn it when I teach it.

All responses will be appreciated!

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my 2 cents For kids to internalize vocabulary, they have to work with the words many times. I keep dictionaries in desks. We look words up. We take the words apart and learn the meanings of the word parts. We use the words in written exercises, and then use them orally in class discussions. I use the "I have, Who has?" as a review. There is a big difference b...See MoreFor kids to internalize vocabulary, they have to work with the words many times. I keep dictionaries in desks. We look words up. We take the words apart and learn the meanings of the word parts. We use the words in written exercises, and then use them orally in class discussions. I use the "I have, Who has?" as a review. There is a big difference between teaching the vocabulary words and using them after you have learned them. Teaching vocabulary/spelling has fallen out of fashion in schools, and now we get kids at the upper levels that are language deficient. Teaching vocabulary is something that has to be done on an ongoing basis, has to be emphasized so that students understand the importance, and it has to be tested so that they can show mastery of the words they have acquired. I think teaching science vocabulary is critical for conceptual development. If they don't understand vocabulary, they aren't understanding you when you are teaching orally. I don't think kids just pick up the technical vocabulary needed to progress in science. Vocabulary development is something that a good textbook supports tremendously. Students read a bolded word, see a related illustration, have a glossary at hand in the back of the book, and can use supplemental pages to support the use of unit specific terms. Textbooks rock.

On 3/17/12, Muinteoir - crud, bad HTML; my apologies wrote: > On 3/17/12, Muinteoir wrote: >> It's a looping questioning technique. You give kids cards with >> questions and answers. I always start with the first card >> >> Me: I have the first card, who has a subatomic particle with a >> positive charge? >> >> Student a: (reading from card) I have PROTON, who has elements >> with high electrical conductivity, luster, and malleability >> >> Student b: (reading from card) I have METAL, who has......? >> >> And so on. >> >> I've linked an example that explains it better than I can. >> >> On 3/17/12, Lynne in TN wrote: >>> Thank you very much, Muinteoir! >>> >>> I am familiar with Dinah Zike and the Frayer model, but the "I >>> Have, Who Has" game I'm not familiar with. Could you give me >>> more information? >>> >>> Thank you

Apr 2, 2012

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Lynne in TN Thanks for your response. I agree with you that kids won't internalize the vocabulary until they have been taught it and used it often. I am trying some of these strategies right now, so hopefully I'll see a difference on the next test.

On 4/02/12, my 2 cents wrote: > For kids to internalize vocabulary, they have to work with the words...See MoreThanks for your response. I agree with you that kids won't internalize the vocabulary until they have been taught it and used it often. I am trying some of these strategies right now, so hopefully I'll see a difference on the next test.

On 4/02/12, my 2 cents wrote: > For kids to internalize vocabulary, they have to work with the words many > times. I keep dictionaries in desks. We look words up. We take the > words apart and learn the meanings of the word parts. We use the words in > written exercises, and then use them orally in class discussions. I use > the "I have, Who has?" as a review. There is a big difference between > teaching the vocabulary words and using them after you have learned them. > Teaching vocabulary/spelling has fallen out of fashion in schools, and now > we get kids at the upper levels that are language deficient. Teaching > vocabulary is something that has to be done on an ongoing basis, has to be > emphasized so that students understand the importance, and it has to be > tested so that they can show mastery of the words they have acquired. I > think teaching science vocabulary is critical for conceptual development. > If they don't understand vocabulary, they aren't understanding you when > you are teaching orally. I don't think kids just pick up the technical > vocabulary needed to progress in science. Vocabulary development is > something that a good textbook supports tremendously. Students read a > bolded word, see a related illustration, have a glossary at hand in the > back of the book, and can use supplemental pages to support the use of > unit specific terms. Textbooks rock. > > > > > On 3/17/12, Muinteoir - crud, bad HTML; my apologies wrote: >> On 3/17/12, Muinteoir wrote: >>> It's a looping questioning technique. You give kids cards with >>> questions and answers. I always start with the first card >>> >>> Me: I have the first card, who has a subatomic particle with a >>> positive charge? >>> >>> Student a: (reading from card) I have PROTON, who has > elements >>> with high electrical conductivity, luster, and malleability >>> >>> Student b: (reading from card) I have METAL, who has......? >>> >>> And so on. >>> >>> I've linked an example that explains it better than I can. >>> >>> On 3/17/12, Lynne in TN wrote: >>>> Thank you very much, Muinteoir! >>>> >>>> I am familiar with Dinah Zike and the Frayer model, but the "I >>>> Have, Who Has" game I'm not familiar with. Could you give me >>>> more information? >>>> >>>> Thank you

Apr 3, 2012

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making ice cream in baggies

by Carla

Mar 26, 2012

Question on the reason salt melts the ice: One teacher said that salt will lower the temperature of ice, but if it lowers the temp of ice at 32 degrees wouldn't that make the ice colder instead of melting it? I am trying to find a simple way to explain to the kids why the salt(added to ice) helps the milk turn to ice cream...Using this in my Matter...See More

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Lynne in TN The salt/ice mixture has a lower freezing/melting point than ice alone (colligative properties).

The ice/salt/water mixture will cool to the new melting point and stay there until all the ice has melted. Temperature does not change during changes of phase.

The ice melts because it is absorbing energy from the room.

On ...See More

Mar 30, 2012

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retired The ice also absorbs heat energy from the ice cream mix, freezing it.

On 3/30/12, Lynne in TN wrote: > The salt/ice mixture has a lower freezing/melting point than > ice alone (colligative properties). > > The ice/salt/water mixture will cool to the new melting point > and stay there until all the ice has melted. Temperature...See More

Mar 30, 2012

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fourth grade science

by geri ulichney

Mar 28, 2012

I am using Scott Foresman Science. Our second grade teacher uses the same series and has a teacher resource that helps her students review for the chapter. Does anyone know if there is a similar item available for fourth grade? if so, how can I get a copy? Thanks.

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