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Hi Emma, my name is Abey. I am a senior at the University of Delaware and will student teach this spring. I can very much relate to your question, and it was not until recently that I was able to come to a synthesized conclusion of how to tackle it. To start in science we want students to ask and pose scientific questions. For many students posing scientific structured questions is a challenge so in the beginning of the year teaching students the skills to form scientific questions, observations, and arguments to name a few would be my starting point. My pictured next step is in the beginning of a science unit surrounding a phenomenon(like the solar eclipse). I would have an anchor chart or slide that is purposefully for class initial observations and questions of the short observable phenomena. This class chart would work as the initial evidence and questions to reason with in the future exploration of the unit. Having a class record of these initial thoughts allows for you as the teacher to refer back to students' initial thinking, and answer initially posed questions. Thus being a physical display of learning, growth, and change of ideas. In terms of student questions that may not be answered in the unit, possibly having an extra day at the end of the unit to tackle one of the questions would be a fun research activity for students. I also really enjoy the other response idea of a sticky note board for questions.
I hope this is helpful, and good luck in your final year and students teaching.
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