SEYS 767.3                                                                                         Dr. JK Miller

DEMONSTRATIONS* AND LABORATORY WORK

CHAPTER 14 – TSSS – 8^TH ed

CHAPTER 13 – 7^th ed.

 

Instructions for performing a demo in a science class:

1. ALWAYS PRACTICE  DEMOS BEFOREHAND at least once!!!   Chemicals used in bio and chemistry have limited shelf lives.  Physics demos are notorious for not working. Time the demo. What will you do to avert “down-time?” 

2. Make sure it is visible by all students in the class, or change arrangement of students or place where you will do the demo.  Speak LOUDLY to be heard by all students.

3.  Outline questions you will ask during the demo (using inquiry as an instructional approach).

4.  Plan how the demo will fit into the overall plans for your day’s lesson.  It should not be simply a “drop-in” for entertainment.

5.  Use the blackboard or any other visuals like an overhead to describe or further extend the concept shown through the demonstration. Plan ahead.

6.  Have students summarize (not you!) what the demo showed.  This may be done through guided questions.

Laboratory Work – Inquiry vs. dogmatic (as an investigative approach)

In the design or refinement of science experiments for your portfolio, you are expected to incorporate aspects of “uncookbooking” lab experiments (see William Leonard’s suggestions) and developing lab skills outlined in Categories of Skills.   As least one feature from each must be evident in the experiments you submit in the portfolio.

* Free or inexpensive sources materials:  Consult NSTA journals (Science Scope, The     Science Teacher) for sections that describe where these materials may be obtained.)