talking and explaining by teacher, reading of our text books and a lack of activities. My most exiting class was studying the unit of plants and germination. We were asked to bring seeds to germinate. It was exciting to see these seeds germinate into a small plant. Many of us continued to germinate more seeds in the school yard. I did some at home too. The other most exiting experience was at teacher’s college where we practice teaching the water cycle. We made picture representation of the elements of the weather and manipulated them to form the water cycle. We also had to prepare a power-point showing how the water cycle goes to teach. On the other hand, the two most boring were the unit on Transportation and the unit on Forces. These units were boring in primary school because there were not many activities. Teachers gave notes and we were left to our imagination. This is contrary to what a science class should be. Teachers in the science class should use a variety of teaching materials, technology and hands on activities to facilitate instruction and to allow for an interactive and exiting class.
References Charlesworth, R. & Lind, K. K. (2016). Math and Science for Young Children (8th ed.). Belmont, CA: Wadsworth, Cengage Learning.
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- Summer '17
- Megan Vrono
- spoon, Spoons