Science Learning Opportunities Case Study
Ch. 8 Science Learning Oportunities
1. Ordering the stages of a Visit
• orientation phase
• concentration phase
• leisure-looking phase
• leave-taking phase
2. Identify the right correlation between phases
• • orientation phase
• concentration phase
• leisure-looking phase
• leave-taking phase
They look round and find their way, teacher provides orientation, use a timetable, discuss opportunities, and make other similar “home-keeping” arragments.
In this the group focus on the task, on exhibits, or participate in a activity provided by the zoo.
During these their comments and observations are similar to those of noneducation visitors.
The attention of the group is concerned with gathering together for the journey home.
1. 3. All
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Have presentation materials organized because students have a hard time waiting.
19. Use students volunters because students love to feel important.
20. Require students to raise their hands because students will all want to talk at once.
21. Make sure they understand the task because thos avoid unnecessary questions.
22. Face the students and move about because thios will help maintain interest.
23. Ask the teacher for help with discipline because the teacher will know how to help.
24. Use wait time because the students need time to think.
25. Praise good behavior because this will encourage more good behavior.
26. Enjoy the students because they have a unique perspective.
27. Parents can help their children by
• Seeing science everywhere
• Doing science together
• Developing a variety of skills
• Finding the appropiate level
28. Family Science Festivals is a recreational community event where families participate in science activities after school.
29. When planning and implementing a festival, keep the following five important considerations in mind: Project leader, volunteers, publicity, graphics, activities/materials.
30. Science learning opportunities that take place outside the classroom can support or supplement an ongoing school
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