Identifying the Science Processes
Kathy Harris
EED-364 Curr. Mthd & Asmt: Sci & Math
September 8, 2011

Identifying the Science Processes

Observing Gathering information by using sense and instruments that extends the senses such as microscopes, magnifier glasses and telescopes. Students collect and array of leaves and describe the leaf pattern and texture.
Classifying Objects or organism are sorted according to characteristics, attributes and features. Sort different type of animals with backbones and those without backbone.
Communicating Record observation, measurements and experiment and sharing it with others. Record student’s favorite color and record it on a bar graph.
Measuring Quantify variables using different instrument and standard units. Standard units of measurement produce consistent results. Students can measure the length of a book by using cubes and then use a ruler for actually measurement.
Predicting Making a guess of a possible outcome based on data collected. Ask class how many cups of water it would take to fill up a pint jar.
Inferring Draw a tentative conclusion based on observation and prior knowledge. Could change before it is final or complete. Guessing what is in containers by touching or feeling the objects.
Identifying and Controlling Variables Variables that are intentionally kept the same in an investigation in order to confound results. Place plants away from all light and see how long they can flourish without sunlight.
Formulating and Testing Hypothesis A possible answer that has been investigated to a given problem. Hypothesis is conduct through experiments.

Using different types of seed student will make a hypothesis about the growth of different seed in various soil conditions.
Interpreting Data Gathering information and data to answer questions and collect information. Collect and record data as the growth of each seed in different soil.
Define Operationally Quantity is measured and the process whereby it is measure and how it is classify. www.wordiq.com/definition/Operational_definition
Student measure soil temperature.
Experimenting The process to obtain evidence to test hypothesis and arrival at an explanation. The effect sun has on plants.
Constructing Models Making a model that represents the object that will help the student understand the process. Making a model of a volcano and how the volcano erupts.

Identifying the Science Processes
At an early age children are curious about the world around them. “Science provides children many opportunities to observe, to wonder, and to seek their own answers to question through discovery and testing” (Bass, Contant & Cann, 2009, p. 31). Student’s use scientific reasoning at various time are unaware of the process they are using. A group of children can be on the playground and discovery an insect it does not matter what kind they tend to observe it movement and sometime they make prediction as to where it has been or going. The 12 science process support inquiry based learning environment which improve students skills and comprehension towards science. Student learns how to think and reason as scientists. Problem solving and the ability to think critical are improved. As students focus on scientific processes they develop the ability to investigate the wonders of nature and the world around them. In the world the question why and what are always present. Individuals are seeking answer to question that baffle them and they seek answers. Science has provided answer to some of the question individuals wonder about. Students can be introduced to science at an early age which can arouse their interest in science. Teachers can help student to develop and interest in science. Teachers attitude regarding science has a direct bearing on well students are motivated about science. Many teachers teach science that require students to listen, read, review and test. Many students view science as boring and a subject they dislike. Several research findings have confirmed that teacher’s attitude about science affect student’s achievement and their way of thinking about science. “Research suggest that teachers attitude towards science teaching not only affects their understand of science but also their thinking and classroom practices” (Hyung-Sook Cho, Chung-Ang, Kim & Dong, 2003, p.33). In order for students to develop a positive outlook on science teachers must first have the motivation to teach the subject. They must make it interesting which include much thought and planning. It is essential that teachers develop a positive attitude in order for students to change their way of thinking about science.

Lesson Plan Title : Using Our Senses
Age Range:
Grade 9 through Grade 12 (High School)
Overview and Purpose:
In this fun lesson, students use their senses of touch and smell to try to figure out what objects are hidden inside boxes. They can work together as a team to brainstorm descriptive words and record them on a worksheet. This will help build their vocabulary and might spark some debate over just what is in those boxes!
Objective:
The student will be able to
*use their senses of touch and smell to identify four objects.
*write three descriptive words about what they felt and three about what they smelled.
Resources:
Teacher created worksheet
Cut up orange
Box of crayons
Banana
Play-doh
4 cardboard boxes labeled 1-4 with two holes just big enough for students' hands cut out opposite the opening
Activities:
Ahead of time set the classroom up so there is a box and then a workstation after it. Lay the boxes on their sides so the students can come up and put their hands in the cut out holes. Place one item in each box (one box will have oranges; one will have crayons, etc) and close the flaps. Talk about the five senses: sight, touch, taste, hearing, and smell. Explain that today the students are going to have to use two of those senses, touch and smell, to try to identify some items you have placed in the boxes. Constructing Models Communicating Classifying
Pass out the worksheets and divide the class into groups of 3. Stagger the class so they start at a box and then move to a workstation to record their observations while the next group is at the box. (If you have more than 24 students you may have to have additional boxes or activities for the extra groups to do while they are waiting.) Observing Interpreting Data Experimenting
After the whole group has had a chance to touch and smell what is in the box, they should move to a workstation and complete the section of the worksheet that is for that box. Encourage students to work quietly so no one else can hear their comments. Predicting Inferring
After all the groups have had a chance to experience each box, come back together as a class. Review the worksheet and talk about the activity. Experimenting Communicating
Part of a worksheet might look like this:
Box #2
1. The object felt _______________ _______________ _______________
2. The object smelled _______________ _______________ _______________
3. I think the object is a _______________

Closure:
It will be hard for students not to peek at the objects, but encourage them to wait until everyone has had a turn and then you will all look together. You might have to replace some of the objects partway through the lesson or choose more durable items. Bananas will be smashed easily, but apples may last longer. Interpreting Data

Reference

Access Teachnology. (n. d.) http://www.teachnology.com/teachers/lesson_plans/science/

Bass., J.E.. Contant., T., C., & Carin., A., A. ( 2009). Teaching Science as Inquiry. (11th ed.). Allyn& Bacon, Perason Education, Inc.

Hyung-sook Cho, D. T., Chung-Ang, D. T., Kim, J., & Dong Hwa, C. (2003). Early Childhood Teachers' Attitudes toward Science Teaching: A Scale Validation Study. Educational Research Quarterly, 27(2), 33-42. Retrieved from EBSCOhost.