I wanted to try this website but my computer blocked it as a high risk website. I was disappointed. Do you have it spelled correctly?
Find some cool stuff people do and > spend a little time investigating the chemistry behind it. > Then teach it in the reverse order of how this came about. > Teach the science...let them put it together. For instance, > teach electrons and then make penny batteries
On 1/29/13, Sara wrote: > >>> >> >> >> Go to instructubles.com. > > I wanted to try this website but my computer blocked it as a high > risk website. I was disappointed. Do you have it spelled > correctly? > > Find some cool stuff people do and >> spend a little time investigating the chemistry behind it. >> Then teach it in the reverse order of how this came about. >> Teach the science...let them put it together. For > instance, >> teach electrons and then make penny batteries
A terrific collection of MANY Foot Theme lessons, activities, interdisciplinary for prek-3 planned around Animal Tracks and other foot related topics. Math, science, literacy.
On 1/30/13, Newtons 3 laws wrote: > Can you give me simple hands on activities to show Newtons > 3 laws of motion? Something that can be done in 2 to 3 > minutes
There are also some good youtube clips from cartoons that show these. On 2/01/13, jaredlovering wrote: > Dropping a tennis ball. The ball doesn't just hang in the air > because an unbalanced force (gravity) pulls it toward the > ground. You can calculate the force with which it will hit > the ground based on its mass time times the acceleration of > gravity (2nd Law). It will bounce up because the floor will > push back with the opposite force with which it falls. (3rd > Law) > > On 1/30/13, Newtons 3 laws wrote: >> Can you give me simple hands on activities to show Newtons >> 3 laws of motion? Something that can be done in 2 to 3 >> minutes
We just posted a limited number of free copies of these apps on our facebook page. We'd love it if you'd try out our vision of the future of science education.
I am glad that your company is working towards apps for science. I am in the process of writing a grant to get ipdas for Sped. students who have learning disabilities. This way that don't have to rely on as much reading to understand the concept that is so intricate. The area I am hoping for is more Earth Science concepts. My state is changing their end of the year testing to more interactive with click and drag. If I could have others ways to have them learn would be great! Let me know when your company moves into that direction.
An object that weighs 50N displaces a volume of fluid weighing 10N. What is the buoyant force?
I believe the answer would be 10N based on Archimedes Principle. The net force acting on the object would be 40N but the buoyant force would be 10N. The answer key states that 40N is the correct answer.
Am I wrong on this?
This is my first year teaching Physical Science and I'm afraid I may be rusty. (Previously taught math and Life Science)
Do you want your students to develop high-level communication skills? The ability to arrive at informed judgments? The ability to function in a global community? Flexibility, persistence, and resourcefulness? Try Problem-Based Learning.
TbollOn 3/09/13, muinteoir wrote: > >> What are the big areas? I've heard rumors that 4th grade will >> cover space, the human body, electricity and motions, and plants and >> animals. Are these some of the areas? >> I'm just trying to get materials now that our textbook does not >> cover. Any help would be fantastic. &g...See MoreOn 3/09/13, muinteoir wrote: > >> What are the big areas? I've heard rumors that 4th grade will >> cover space, the human body, electricity and motions, and plants and >> animals. Are these some of the areas? >> I'm just trying to get materials now that our textbook does not >> cover. Any help would be fantastic. >> Our book does not cover the human body or space. >> Thanks for your help!!! > > > Remember - these are the draft, not the final standards, some revision > will occur. I just don't know how much. > > I've listed the Disciplinary Core Ideas - marked with and * - but there > are several standrds in each idea, > > ENERGY *Definitions of energy *Conservation of energy and energy > transfer *Relationship between energy and forces *Energy in chemical > processes and everyday life *Defining engineering problems > > WAVES *Wave properties *Electromagnetic radiation (really about light > and color) *Informational technologies and instrumentation > > MOLECULES TO ORGANISMS; STRUCTURES AND PROCESSES *Structure and > function *Information processing *Optimizing design solutions > > EARTH'S PLACE IN THE UNIVERSE *The History of Planet Earth > > EARTH'S SYSTEMS *The History of Planet Earth *Earth Materials and > Systems *Plate tectonics and large scale system interactions *The > role's of water in Earth's surface processes *Biogeology > > EARTH AND HUMAN ACTIVITY *Natural resources *Natural hazards *Designing > solutions to engineering problems > > > Thanks for your help!!! :)
On 3/14/13, Tboll wrote: > On 3/09/13, muinteoir wrote: >> >>> What are the big areas? I've heard rumors that 4th grade will >>> cover space, the human body, electricity and motions, and plants and >>> animals. Are these some of the areas? >>> I'm just trying to get materials now that our textbook does not >>> cover. Any help would be fantastic. >>> Our book does not cover the human body or space. >>> Thanks for your help!!! >> >> >> Remember - these are the draft, not the final standards, some revision >> will occur. I just don't know how much. >> >> I've listed the Disciplinary Core Ideas - marked with and * - but there >> are several standrds in each idea, >> >> ENERGY *Definitions of energy *Conservation of energy and energy >> transfer *Relationship between energy and forces *Energy in chemical >> processes and everyday life *Defining engineering problems >> >> WAVES *Wave properties *Electromagnetic radiation (really about light >> and color) *Informational technologies and instrumentation >> >> MOLECULES TO ORGANISMS; STRUCTURES AND PROCESSES *Structure and >> function *Information processing *Optimizing design solutions >> >> EARTH'S PLACE IN THE UNIVERSE *The History of Planet Earth >> >> EARTH'S SYSTEMS *The History of Planet Earth *Earth Materials and >> Systems *Plate tectonics and large scale system interactions *The >> role's of water in Earth's surface processes *Biogeology >> >> EARTH AND HUMAN ACTIVITY *Natural resources *Natural hazards *Designing >> solutions to engineering problems >> >> >> > Thanks for your help!!! :)
How do we measure really whether we're helping or hurting?? Some will yell and loudly that we're hurting students unless we're_______________ (fill in the blank with just about anything) or multiple choice it - we're hurting them unless we're a. insisting they draw water from the well just as our ancestors did b. requiring them to dig a new well because life's too easy on them c. allowing them to drink from the well because they'll assume they'll be free water supplied to them for the rest of their lives and life and civilization as we know it will come to an end. d. all of the above
I came to think years ago that too much of school was based on memorization - as if memorization is somehow learning. The ancient Greeks didn't memorize, they had their students contemplate even more ancient writings and respond to the writing. Memorization came to dominate in American education because it served one room schoolhouses well where one teacher had many students of very different ages to teach. That teacher could say, "Memorize this and I'll be back later to see if you did." In the 1920s, science taught us that the brain was like a muscle and since we couldn't make it run on a track, we should memorize things to train our brains.
To do what? Memorize more? Science now teaches us that much of memorized information goes into a specialized part of the brain that then hits delete and frequently on any information put there... I give the same kind of tests you give. I'd like to give pithy questions like did the ancient Greeks but if I did, almost all of my students would flunk and unlike the ancient Greeks, I don't have the luxury of tossing my students out. Looking back on school and life, I realize that what impacted on me in school was my teachers - not so much what they taught or how they tested but who they were - decent human beings - or not...I endured many teachers whose classes were all about nit- picking memorization and trick questions that seemed to amuse them but taught me nothing but demonstrated the example of the misuse of power. What do we take out of school that really serves us in life? They don't teach how to balance a checkbook or figure out mortgage payments or plan a budget or how to dicker with a car salesman. They don't teach the benefits of zoned heating or how often really the oil in our cars should be changed. I did learn to read and write some in school but life itself has been the best and most important teaching I've had and little of what school gave me or did for me was of any help in life nor was it really connected to life - it was connected to the end of the chapter memorization-based test. Clearly I don't think you're hurting them...at all. Tests are some kind of mirage or rabbit in a magician's hat. Do they know it a year later? Can they integrate it with other information? Does it impact on how they think or how they vote or does it even lead them to vote and participate in their democracy or does it just roll off their backs if they're lucky and have a teacher like you who cares and considers the question of - am I hurting them? If you ask that, you're a great teacher because I've taught for 30 years and that's not a question I've often heard asked. Can we render them into decent, caring people? Does the kind of test we give help that kind of end-goal or does it hinder it?
On 2/21/13, MarkB/GA wrote: > Is your 6th grade science Earth Science? If so, please > email me. I started teaching 6th grade Earth Science on Jan > 3, 2013 and I've had to resort to old school notetaking and > tests every week. Not what I want to do. Really wanted to > do some hands-on activities but finding it hard to find > some relative activities and just time to fit them in. I > took over from a teacher that did no labs of any sort and > the students were slightly behind where they should have > been. I also teach math and I'm having to do a lot of > review with concepts they were rushed through. I'd like to > talk more to you about your labs and activities. > > Thanks. > MarkB/GA
I wanted to try this website but my computer blocked it as a high risk website. I was disappointed. Do you have it spelled correctly?
Find some cool stuff people do and > spend a little time investigating the chemistry behind it. > Then teach it in the reverse order of how this...See More