Citizens Science Project

The process skills approach to teaching is defined as the educator helping children develop science skills and processes to confidently undertake their own investigations (Campbell, 2012). These skills are developed through: communicating, science language, asking questions, making sense of phenomena, predicting, modelling, conducting investigations, planning, testing, observing, reasoning, and drawing conclusions of science concepts (Campbell, 2012). When the educator assist children’s learning, it is important to put the emphasis on the nature of science and scientific concepts. Guided discovery approach to teaching requires the educator to ask effective questions that encourage children to explore and extend their investigations throughout science learning (Campbell, 2012). This can be developed through play experiences as children explore their world around them. An interactive approach to teaching children is based on questions that lead explorations and the educators to provide essential resources to guide these explorations (Campbell, 2012). It is the educators’ responsibility to support children’s development, ideas, questions, ways of thinking, and develop scientific thinking. Furthermore, an inquiry approach to teaching relates to children investigating the answers to their own

science -inquiry concepts. In the video clip from lesson 4,minute Students will work together to form hypothesis, observe ,follow procedure ,collect and analyze data, write a conclusion. This lab has four stations, with each stations student were dealing with situation involving phenomenon that they see outside of the classroom, likely on daily basis. so, with each station the Students can be seen using data and their observations as evidence to explain why they were seeing this real-world phenomenon. then students need to answer the lab analysis questions that also connect them with real world. video 2. Furthermore, to help students construct their explanations, I asked questions that push students to make connections to the real world. For example, in video 2, minute , I ask students why organic compounds dose not conduct electricity ? and how about if we try using water and salt ?

The WebQuery, the 5E lesson plan, and the field trip guide, are examples of through which students engage in investigations that enhance learning and that helps them meet the NGSS. These artifacts also indicate my ability to develop lesson plans that promote the learning of science; that align content to the NGSS; that demonstrate the use of assessment to ensure that the students are meeting the standards; and that showcase the use of literature to support grouping strategies and lesson rationale

When teaching natural sciences and technology, teachers need to promote an understanding of seeing these subjects as activities to promote curiosity and enjoyment about the world and that what we encounter around us. The history of science and technology should also be integrated with other subjects. Science and technology should be seen as a contribution to social justice and societal development (Motshekga, 2011). A growing need of discovery in science and technology needs to be promoted in order to form interest in ourselves, society and

This research paper and STEM fair project taught me beans are convenient because they can be dried and stored for years. Soaking the beans in water for a few hours softens the dried beans and prepares them for cooking. This process of rehydration of dried beans also occurs in nature. Beans are a form of seed, and they can sprout and grow new plants when they are exposed to water. Beans remain viable for long periods of time if they are kept dry, a feature that allows them to survive in long periods of drought in natural settings. As beans soak in water, their volume and weight increase.

For this course we received a hands-on opportunity to view science in an outdoors setting at Nixon County Park. I attended a training session to learn more about the practices and procedures of nature education and assisted two grade levels of children that visited the park. I helped first graders on a nature walk and fourth graders on an indoor lesson about animals. Both were unique experiences that helped me learn to become a better teacher of science.

Back to school is a great time to get your middle and high school students back into reading. When guiding your teen to STEM-related books, look for ones that provide a healthy dose of information cleverly disguised as a great read. The following titles demonstrate the excitement of science in real life applications, from NASCAR to NASA. These books may just be the spark that prompts an interest in the possibilities of science.

Skills: students work scientifically to record litter in the playground; they then demonstrate this knowledge through peer tutoring.

The topic is the differences between bar soap and synthetic detergent. In this experiment the scientists will be testing if detergent remove stains better than soap or it's if the other way around. The independent variable will be Dial liquid soap and Tide detergent. The dependent variables will be the degree of cleanliness after washing the stains off and the unit that will be used are photons measured with a spectrophotometer. The constants are going to be: same amount of soap being used, same type of fabric (white shirt, brought from the same store, same price and brand.) during the will also use the same amount of water in order to wash the pieces of shirt and they will be left drying

The first citizen science project is called Hoyt Arboretum Citizen Science Orchid Project. This project is located in the hills of Portland, Oregon in 1928 over 189 acres of land covered in trees. There is a decrease in the orchidaceae spiranthes and the Hoyt Arboretum is a habitat for this flower. The project's purpose is to prevent the removal of the population of the flowers, research restoration treatments and management of the flowers (hoytorchids, 2016). There are is unknown amount of volunteers but it seems quite popular due to the fact that it has been running for so long. The strengths of this program is that there are active plans in place and awareness about the protection of the flowers. A weakness of this project is that there

For the first time in high school, I can officially say that science fair ran smoothly. Coincidently, it’s the first time I worked with a partner on the experiment. While I generally work better alone, when it comes to tactile projects, I struggle. I have always had trouble when it comes to hands-on activities and I usually require a lot of practice before I am able to do it successfully. Science fair is no different. With the help of a partner this year, I felt I could do what I am best at, while my partner did what he is best at, thus producing a much better project than if we worked alone. We built off of each other’s strengths to make it happen. For example, he leaned on me for what to add in the workbook and the lab report, while I leaned

As part of the science curriculum, it is mandatory to introduce the concept of enquiry through experiments and investigations. The practical element of science promotes the idea that children need to develop a certain level of scientific enquiry through a wide range of activities suggests, Cross and Bowden (2014). Some examples of scientific enquiry can range from; nature walks in order to observe the numerous mini beasts amongst the school

Students are considered to be scientists in the inquiry process. Children will view themselves as scientists as they learn. They look forward to science, demonstrate a desire to learn more, seek collaboration with their classmates, they are confident in doing science, and willing to take risks. Students are readily engaged in exploring science. They have curiosity, ponder observations, move around to get the materials they need, and have the opportunity to try out their ideas. Students are able to communicate using various amounts of methods. They express their ideas in journals, reporting, or drawing. They listen, speak, and write about science. They communicate their level of understanding of concepts and ideas. The students propose explanations and solutions based off their data. They use investigations to satisfy their own questions. They sort out information that is needed and important. They become willing to revise explanations and gain new knowledge. They raise questions, use questions to lead them to investigations, and students begin to enjoy using questions to ponder ideas. Students begin to observe rather than look. They see details, detect sequences, and notice change, similarities, and differences. The students begin to make

Science is, by its nature, inquiry based and science knowledge is built through processes in which discoveries of the natural world are made (Abruscato, 2000). It utilizes discovery and scientific thinking process to explore and learn knowledge and skills. Learning by doing is the new efficient method in teaching science. For kindergarten, this method leads to better understanding of science concepts and builds skills that children will use in future life .What a child can do with assistance now, they can later do on their own (Vygotsky, 1978). John Dewey (1916) stated that children must be engaged in an active quest for learning and new ideas. Inquiry is important in educating kindergarteners because it not only keeps them interested in lessons but also helps them retain more information when performing exploration and investigation. Children are naturally motivated to learn and actively seek out information to help their understanding (Piaget, 1950).The success of students who participate in hands- on inquiry activities suggests that if students have first hands experience with science, concepts are easier to understand and apply and students are generally more favorable to science and have better understanding of the nature of science .Within a conceptual framework, inquiry learning and active learner involvement can lead to important outcomes in the classroom. In kindergarten, students who are actively making observations, collecting results and drawing

Citizen science is the collaboration of the scientific community directing volunteers in data collection efforts. In a citizen science program the scientist maintains a leadership position and directs all actions according to the scientific need. Citizen science relies on the individual’s, or groups, motivation to perform the required tasks. Citizen science programs are generally focused around data gathering. The volunteers must be trained in sound scientific practices in order to ensure the highest quality data possible. These programs allow for the scientific community to harvest larger quantities of data and allow the volunteers to become active members in the scientific community.