Science+Enrichment

=__ Science Enrichment __= Every 3rd Thursday of the month, my cooperating teacher would hold what he called “Science Enrichment Day.” This was basically a fun, cooperative learning opportunity that was sometimes related to the curriculum, sometimes not; it was more of an opportunity to mix up the schedule and challenge students with a discrepant event and ask them to work together to come up with an explanation for the phenomena. **Purpose/Rationale:** This activity can be used to provide students with an opportunity to work together in groups to help develop their ability to collaborate and work effectively with others. This activity also encourages students to think outside the box and try to come up with their own explanation for a phenomenon that would satisfy all conditions. This requires students to think logically and/or access prior knowledge in order to help answer the question, much of what is required in science courses when developing an experiment. **Goal of Activity:** Groups must ask yes or no questions to help them come up with a hypothesis to describe the event. At the end of the class session, students will vote on the hypothesis they think best explains the phenomenon and the winning group will receive a prize. Present students with discrepant event, situation, dilemma, etc. Demonstrate several times, if needed. Once event has been presented, give students some time to discuss within their groups what they think is going on in the situation/event. When groups are ready, start with the first group and have students ask a question. Questions must by yes/no ONLY!!!! Questions are recorded on the board by the teacher, along with answer. Students must use note card to record the group process, questions, and hypotheses. **Step 3:** Groups continue to ask clarifying questions, one after another, in an attempt to understand what is going on. Once a group thinks they have an idea, instead of asking a question when it is their turn, they can choose to come up and write a hypothesis to explain the event on their board space. Once hypotheses begin to be written on the board, the object of the activity changes to students’ trying to ask questions that would negate another groups’ hypothesis. When nearing the end of class time, have students vote on which hypothesis they think best explains the phenomena. Students are NEVER given the “correct” answer, they are only to vote democratically on which hypothesis they think is best. This is to model what often occurs in science; answers are often not known, scientists must decide on the answer that best fits what they know at the time. The group with the winning hypothesis is given a prize (food, soda, t-shirts, etc.). NOTE: If a group’s question is testable in class, encourage the students to answer their own question by testing it. Have a variety of materials ready to go in anticipation of students’ questions.
 * Set-up: **
 * Organize students into groups, ranging from 3-5 members.
 * Groups select “tribal chief,” select marker color, and choose tribal name.
 * Groups select a member to be the recorder; recorder is given a note card.
 * Groups choose whiteboard space to record their hypotheses.
 * Tribal name is written on board space and note card.
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