Exploring Science                                                Being A Scientist                                   Exploration 1

©Copyright 1997, Macro Press                                                               5                                                                                        Being A Scientist

5. STUDENT TEXT

Have the students read page 6, Keeping a Scientist's notebook. It stresses not only why notebooks are important, but also why scientists do not erase. This could create a good reinforcing discussion by asking, Why should you keep a Scientist's Notebook? Do you think that you should be able to erase?

Log in your SCIENTIST'S NOTEBOOK a few words and maybe a drawing about how you will improve your next plane. Some of you may wish to continue this research now; others may not consider it important to continue at this time. In either case, data collection is important. Why? Get input.

Before our next science lesson, look over Leonardo's Path to Invention pages 8-9 of the STUDENT TEXT. It should give you some more ideas about the importance of a good scientist's notebook.

 

6. WHAT I WANT TO DO

Now that we have had an introduction to scientific testing, think about ideas you have that you would like to explore Burt Rutan's mother, Irene Rutan, said children with dreams should pursue them. We all have dreams and ideas. Maybe you would like to invent something to make cars develop energy in ways that don't pollute. Maybe you would like to discover a cure for the common cold. What is your dream? Listen to several responses. Move them into a science frame of reference if necessary. Place your T CHART transparency on the overhead and say, Take the T CHART and work with me a bit. Put your dream on the top. On the left above the line write "now", on the right above the line write "after my breakthrough". List words describing now. Model this using something you would like to do - maybe "preserve the wildflower walk" or something similar that no student will select. On the left write words like "beautiful/coveted by developers/Zippe Ice Cream putting in parking lot." On the right note: "Walk preserved. Did book on wildflowers. Etc."

Move about to encourage. When all students are participating, using words or pictures, announce, Get with your Pair-Share partner. Share what you have done and work together to get new ideas. Write as many thoughts as you can in the next few minutes.

(If you take this work into Language Arts you may wish to mind map a how to get there model. A natural writing assignment series would begin with this dream. Next would be designing an action plan. It is a powerful concept - and gives children a sense of their personal worth.)

Walk about. Who else had a positive dream that would make life better for people and the planet? Most scientists. Most good people! What was Burt Rutan's dream? It is time to share these ideas with your Research Teams. They may have new ideas to help, but the major goal for you is to share what you have done so far with your dream.

Get the Research Teams together. Make sure that all students are given the opportunity to share in their team. With students who have difficulty with English, whether LEP, speech difficulties, or other situations, encourage pictures, support from a buddy, or, if necessary, direct support from you.

ESL