Exploration 1 Being A Scientist Exploring Science
Being A Scientist 6 ©Copyright 1997, Macro Press
Place your T-CHARTS in your SCIENTIST'S NOTEBOOKS, and I will look at them later today. I am anxious to see what you have written. You are such a good class (say something positive and sincere here) that I expect to see you accomplish many positive and good things.
Did you work as a scientist during this exploration?
In what ways? (refer back to the posted Being A Scientist chart) Students worked in teams, cooperated, communicated, actually made something and conducted tests, collected and recorded data, used simple "tools" (pencil, paper, chart), organized ideas (classified, categorized), inferred, shared results, and maybe developed new knowledge. In short, they demonstrated many of the characteristics and skills used by scientists. Plus they "dreamed" about what might be done. Scientists need those dreams and hunches.
Why did different narrow wing planes fly differently? Construction quality
Why do you think the planes flew differently when thrown by different teammates?
What could you change to reduce the differences? Accept and record all answers. Save for next exploration.
To reinforce the concepts herein, the 3-2-1 Contact series is excellent. Numbers 27 and 29 are about how we know through experimenting and through collecting data.
• Did all students try to fly planes?
• Were all students involved in analysis of data and discussion?
• Did the students understand the purpose of the testing?
• Did the students notice that test results varied?
Interview a local scientist and compare her/his qualities with those listed on the Being a Scientist POSTER.
Brainstorm important discoveries of the last century and how they might have been tested.
Consider what material changes could do for the glider. What if it were constructed of gossamer and lightweight but firm wire or fiber?
Through talking with family members, find out what your family considers the most important invention of the last century and why. Is there an invention commonly mentioned? Is there a difference between male and female family members? Is there a difference between older and younger family members?
A good concluding exercise for each exploration is to have the students create their interactive glossaries using the vocabulary words for the exploration.
For ESL - Definitions can be written in the student's primary language