Temperament+Styles+Lesson


 * SCIENCE SCAVENGER HUNT**


 * //Find an example of…// || //Definition// || //Examples// ||
 * a pure element || material consisting of only one type of atom (as listed on periodic table) || carbon – diamond in a ring or graphite in a pencil ||
 * a colloid || a mixture of tiny substances that are dispersed in one another but do not settle out || milk (curds & whey), Jello (protein & water), fog (water & air) ||
 * an acid || substance that produces or donates hydrogen ions in a solution || vinegar, citrus fruit ||
 * a chemical change || a change that occurs when the atoms of a substance are rearranged to make a new substance || vinegar mixed with baking soda, baking a cake, rusting nail ||
 * condensation || matter phase change of a gas to a liquid || drops of water on outside of a cold glass, dew drops on grass on a cool morning ||
 * a first class lever || simple machine that has a rigid arm that turns around a point (fulcrum), first class levers have the fulcrum in the middle of the resistance and effort forces || scissors, hammer, pliers ||
 * kinetic energy || energy of motion || anything moving – person walking, waving hand, running water ||
 * Newton’s First Law of Motion || an object at rest stays at rest and an object in motion stay in motion, unless acted upon by an outside force (inertia) || a book on a table does not move unless something (like a hand) moves it, a car breaks suddenly and its passengers jerk forward ||
 * friction || resisting force that opposes motion of an object as it passes by another object || tires breaking against a road, rubbing hands together, shoe bottoms against floor ||
 * the Doppler effect || change in frequency of wave motion due to the motion of the wave source or the receiver || vehicle driving down road (listen how the sound changes as the car drives closer then passes by) ||
 * an arthropod || animals without vertebra that have jointed legs and segmented bodies || spider, ant, crab ||
 * flora || plant life of a given place or time || any plant – fern, rose bush, grass ||
 * weathering || the break-down of earth’s material through chemical and mechanical means || broken rocks, pot holes that form in road during winter, marble stones damaged by acid rain ||
 * a cumulus cloud || puffy, white to grey clouds that can develop vertically indicating approaching thunderstorms || on a calm day look for puffy, cotton ball, like clouds; on a day of approaching storms look for tall, towering clouds ||
 * a mineral || natural, inorganic solid, with a set chemical composition and crystalline structure || quartz (various forms – amethyst stone, white/clear rock), salt ||
 * a constellation || groups of stars that form patterns in the night sky || Ursa Major (big dipper or bear) Andromeda, Orion, etc. ||


 * Students will be given a copy of the Science Scavenger Hunt (without the 3rd column examples). They will also be given the instructions with a grading Rubric along with oral instructions. They will have one week to “find” these items in their homes. They may**


 * 1) **Bring in the actual item**
 * 2) **Bring a picture/demonstration (photo – drawing - performance)**
 * 3) **A written description of the item.**
 * Students will be required to bring in a minimum of 2 of each type.**
 * Students will be required to bring in a minimum of 2 of each type.**


 * Students will then work in groups to compare and contrast their Scavenged Items. They will discuss and agree upon whether each student’s items meet the criteria as an example for that item and why. Students will decide upon the venue in which they will present the results of their collaboration – Chart – Lists – PowerPoint – Excel – Graphic Organizer – Report – Science Fair Type Exhibit, etc.**


 * Groups will be given additional points for any Scavenged Item and Scientific connection that was not on the Scavenger Hunt List added to their final presentation.**

This lesson addresses the NF, such as Josh, who would like to participate in group projects which would allow for open ended discussion of ideas. This activity allows Josh to discuss his ideas with others and have options to present the material and express his style.

This lesson addresses the SJ, such as Shiou. Students will be given oral/written clear instructions in a step by step fashion before the activity begins. Establishing small groups should reduce the stress by being with a group whose members will be willing to answer questions should the teacher not be available.

This lesson addresses the SP, such as Juan with hands-on activities as well as the freedom to complete the assignment in a variety of methods. The teacher should be moving from group to group not only checking for understanding, but encouraging and praising the students’ work along the way.

This lesson addresses the NT by completing the assignment in a relatively unstructured environment with many choices averting his feelings of powerlessness and fear of failure.

This lesson also addresses the 5'C's. The students are required to compare and contrast (their examples with others to determine if the criteria applies), conceptualize (labeling and internalizing the "real" with the concept), comprehend and combine it with something else (applying the Scientific concepts to the real world.)