We started by doing a See/Think/Wonder around the empty incubator and then followed that up by doing another one once the eggs had been added to it. There was lots of discussion around the role of the temperature played. Some of the children made connections to the incubator or box as they called it keeping the eggs warm like a mother bird would. From my observations, almost all of the children were certain they would be from a bird or a bird would be in them. For example, June said “I think birds, birds have eggs.” Another said, “If they are birds eggs and we heat them, then they will hatch.” Some thought that the eggs were just food to eat but couldn’t reconcile why we would be keeping them in a warm box if that were the case.
The nature of physics experiments (in the high school classroom) creates a perfect situation to allow students to generate their own testable questions. Many of the safety concerns that might exist... read more
This unit focuses on students' approach to building with various materials. Teachers can observe students' construction with manipulatives and scaffold their knowledge by posing problem-based... read more
Throughout a series of explorations involving the use of Indigenous People's stories students will learn about the importance of plants and their relationship with us and the the natural environment.... read more