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Autor/inn/en | Collins, Caroloyn S.; Perkins, Molly D. |
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Titel | It's Dark so Early! Fifth-Grade Students Use the Practices of Science to Understand Changing Hours of Daylight |
Quelle | In: Science and Children, 58 (2020) 2, S.39-44 (6 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0036-8148 |
Schlagwörter | Leitfaden; Unterricht; Lehrer; Science Instruction; Teaching Methods; Earth Science; Units of Study; Lesson Plans; Grade 5; Elementary School Students; Scientists; Scientific Research; Models; Graphs; Data Collection Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Earth sciences; Geowissenschaften; Lerneinheit; Lesson planning; Unterrichtsplanung; School year 05; 5. Schuljahr; Schuljahr 05; Scientist; Wissenschaftler; Analogiemodell; Grafische Darstellung; Data capture; Datensammlung |
Abstract | This article is a presentation of a three-day sequence of lessons that engaged fifth-grade students in an exploration following the activities of scientists. From asking questions and analyzing data, to engaging in scientific modeling, to defending their theories to the scientific (classroom) community, these fifth graders were mirroring how scientists investigate the natural world. This investigation was part of a larger unit exploring Earth's relationship to the Sun, Moon, and other stars. Prior to this length of daylight investigation, students had already explored the causes of day and night (through modeling) and linked it to the changing position of the Sun over the course of a day (tracking shadows). (ERIC). |
Anmerkungen | National Science Teaching Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: https://www.nsta.org/ |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |