Chapter 4 Notes (SCIENCE).txt

• helps focus on a specific goal
• develops a closer relationship with students
• development of students' work over time
• individual assessment
• children choose projects and artifacts to place in it

• help detect misconceptions children have in learning
• assesses students' needs
• effective way of retaining information directly

• there is more than one correct answer
• students can learn independently and cooperatively
• individual assessment in various ways
• they're taught to THINK not just memorize

• shows child's opportunity to learn when you assess
• allows children to show what they know and have achieved
• should be ongoing not end-of-chapter test

• during evaluation, assess overall context of learning cycle, not just one time activity
• helps children and teachers assess if concepts have been learned and understood

• activities that simulates real-life scenarios outside the classroom and like real scientists
• observe and relate information learned

• internal assessment refers to the child's answers based on classroom based inquire
• external assessment refers to standardized test administered by the state

• reflective, everyday experiences
• teacher-student selected means to show learning
• support reasonable conclusions
• reflect on future lessons for understanding concepts

• generate answers by students because of "knowing and being able to"
• construct performance task for students, brainstorm ideas and develop task description, and write actual task question

The teacher provided the class with the following materials: a piece of potato, bottle of water, three glass cups, sodium chloride, measuring spoons, a watch, and helps with the knife. The instructions are to design and perform an experiment to investigate what happens when a potato is placed in salt water and answer the following questions. This is an example of performance-based assessment because the teacher is able to evaluate if the child is can follow directions correctly, use suitable procedures, arrive at an appropriate answer, and reach an understanding where he may explain it me or his classmates.

it allows children to address specific part of an experiment under more than one situation

• young learners engage in exploring important and meaningful questions through a process of investigation and collaboration
• concepts apply to daily lives

• self assessment from start to finish
• help display scientific attitudes of critical thinking, such as persistence, curiosity, inventive, and questioning
• procedures such as scientific inquiry

• can you explain why..
• tell me about..
• how did you discover..
• how do you feel about..
• what do you think about..

In class, we talked and experimented with a regular coke and a diet coke. We placed them both in water and noticed that the diet coke remained neutral; while, the regular coke have a negative buoyancy. I would ask questions in my interview such as: can you explain why you think the regular coke sank; while, the diet coke did not? how did we discover which can of coke had a greater amount of mass? what do you think about the results that were discovered during the experimentation?

• assist in recording observations, outlining procedures, draft hypotheses, develop inferences, and reflection
• conversation with children "new concepts, identity, and summarize"

• specific locations where concepts on map are located
• usually adjectives or nouns

• relationship between different nodes
• usually verbs

• connecting words
• usually has, can be, is part of

order of levels on a concept map

title on the concept map

• richer view of students' knowledge
• before, during, after to access development
• reflective thinking and develop science concepts
• resolve misconceptions

• construct own answer, do not lead them
• questions interesting and understandable
• sufficient wait time for response
• multiple students answer and further questioning