A Few of Our Favorite Things: Teaching Ideas for K-12 by Patricia D. Morrell, Kate Popejoy (eds.)

By Patricia D. Morrell, Kate Popejoy (eds.)

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Further activities can reinforce the correct predictions. Together with a POE on particle theory, Julie Morrow (Combining a role play and POE) found having students act out what was happening further reinforced understanding of the key concept. Creating a situation which intrigues students to make and test a series of predictions which build on each other can lead to a classroom atmosphere that recognizes students ideas and lateral thinking. The improvement in student behaviour (as described by Ian Mitchell in The Floating Paper Clip) can be dramatic.

It presents a scientific problem (SI) that guides the activity and also provides some foundational information about principles and laws of geology that govern geological sciences. Students must understand that laws and theories guide scientific knowledge (NOS) and this PBL describes these well. Also, engaging students in the activity helps them stay motivated and on task. , changes and is revised with new evidence, I ask the students, what would happen if we found more fossil data? Would this change your interpretation of these data?

There is no other matter additional to these particles –there is no air in between air particles for example. Any projectile moving in air is slowing because of air resistance, this is very different from the motion of gas particles. 28 CONSTRUCTIVISM/CONCEPTUAL CHANGE • The particles are in constant rapid motion; particles in a solid vibrate about fixed points, particles in liquids and gases do not hold fixed positions. The particles in still air at room temperature are traveling at several hundred meters per second and constantly colliding with other particles as well as the walls of any container.

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