![]() ![]() ![]() I use the example of scientists making a vaccine. This gives me an opportunity to discuss how important it is to write everything down so that you know exactly what happened in the lab. Some groups will have recorded things well and be able to answer while others will have no idea. You have to write everything down!ĭuring the discussion I will usually question a couple of groups about the order in which they tested objects. I say things like “try it and see” or “no one else knows what they’re doing either!” a lot! Once they realize that it’s “OK” to be unsure, they will become more adventurous. It’s important though to constantly encourage them and tell them that its OK to feel unsure. It helps them build confidence in science which I find is lacking in a majority of my students. However, its important to constantly expose them to unscripted situations that force them to rely on their own brains to figure things out. No one likes to feel unsure and this is especially true for high school students. “Doing science” often feels like you don’t know what you’re doing Some of them even conclude that the sealed box is different on the inside!īeyond what you learn about your students with this activity, it is a great way to introduce (or re-introduce) your students to science. This makes the mystery box sound a little different than the test box which makes them question and discuss their results. I just taped squares of cardboard to the inside of the boxes in different locations. To make it a little tougher I put little obstacles in each box. Make sure you seal the boxes! You don’t want them be able to peek! Marbles, beans, tiny binder clips, pennies, paper clips, marshmallows, etc. Of course, I warn students ahead of time that writing on or poking holes in my boxes will not make me happy! What you put inside is really up to you, I used the typical flotsam and jetsam you find in a science classroom. They are not pretty, but they do the job. I found 4in square cardboard boxes at the craft store and with a little packing tape they have lasted about 8 years. They are essentially putting things into the empty box and comparing the feel and the sound of the box in order to make a conclusion about what is inside their box. Again, I have found that students like to skip writing things down so you may need to remind them several times. They next step is put their experiment into action while they write down all their steps and the results. It is also an opportunity to discuss any problems with their experiments, being thorough, variables, repetition, etc. Yes, THEY write the experiment! It will not be perfect but they need the practice doing this! I require a signature at this point before they move forward otherwise they tend to skip the pre-planning. They have a lab sheet that guides them to write down their observations and develop an experiment for figuring out what is inside the box. I also give them an empty box and a baggie of things that may be in the box. I give each group a box that is sealed and has an object inside. How well do they work together in groups? The activity Are they capable of moving toward a goal without step-by-step instructions?Ĥ. How well are they able to formulate a plan in order to reach a goal?ģ. How well are they able to express themselves through writing?Ģ. To this end, I like to start a semester with a lab that is unrelated to content but one that is designed to give me several key pieces of information.ġ. But the information I always sought out first was “what do they know and what are they capable of?” Not only that, but your students need a science introduction as well. ![]() You need to learn their names, their aptitudes, their personalities, their behavior, etc. ![]() When you get a new bunch of kids there is always a learning period for you as a teacher. ![]()
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