Chapter 2 observation orange

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Chapter 2 observation orange

  1. 1. SCIENCE WITH MY ORANGE!<br />Basic Process Skills: Observation <br />
  2. 2. Literacy with orange <br />Math with orange <br />Data range<br />Mean (arithmetic mean) <br /> : the arithmetic average of a set of values, or distribution<br />Mode<br /> : the value that occurs the most frequently in a data set or a probability distribution<br />Median<br /> : the number (point) separating the higher half of a sample, a population, or a probability distribution, from the lower half.<br />
  3. 3. ORANGE<br /><ul><li>Facts about orange
  4. 4. A type of berry
  5. 5. Originated in Southeast Asia(Chinese apple)
  6. 6. Acidic, with a PH level of around 2.5-3</li></li></ul><li>ORANGE<br />http://www.ciprex.se/index.php?page=The%20Orange&parent=Information<br />
  7. 7. ORANGE<br /><ul><li>http://www.youtube.com/watch?v=1y985c4ZQPw&feature=related
  8. 8. http://www.youtube.com/watch?v=xldn3wI_Vl0
  9. 9. Biggest orange peel flame
  10. 10. Orange vs. Green oranges</li></ul>Chlorophyll vs. Carotene<br />
  11. 11. Orange producers<br />
  12. 12. Orange producers <br />http://en.wikipedia.org/wiki/Orange_(fruit)<br />
  13. 13. Calories in orange vs, orange juice<br />From http://www.calorieking.com/<br />
  14. 14. Case reactions<br />Classroom cases are problem-based stories of teaching practice that are used to examine and clarify the complexities and connections in teaching practice. They are a particular type of narrative that can be used to explicate and clarify the professional knowledge of teachers. In this course, you will be reading selected case(s) written by teachers or teacher educators based on dilemmas they experienced teaching science the elementary level. You will develop a response/reaction to selected each case. There is no “correct” response or reaction to these cases. Rather, this is an opportunity for you to clarify your own beliefs and biases and consider the case in relation to your personal experience as a teacher.<br />
  15. 15. Case reactions: reflection and discussion<br />What could Kim have done before the lesson to anticipate her students’ reactions to the unfamiliar plant parts?<br />What strategies might Kim have tried to engage her students in dissecting the strange plant parts?<br />What students have been more willing to examine the mango and other unfamiliar plant parts had Kim involved them in planning for the lesson? Provide support for your answer.<br />How can elementary teachers prepare for making the science learning experiences of their students more culturally diverse? <br />

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