Hana Walsh
University of Texas at Tyler
TX

Fri, Apr 03, 2020 8:34 PM
Science 101: Does a Force on an Object Always Result in Motion?

I chose this article because it poses a challenging question: does a force on an object always result in motion? I immediately thought 'of course it does', but after reading this article I began thinking differently. From this article, I learned that a force on an object does not always result in motion. If there is an equal and opposite force acting on it as well, the object won't move. This occurs in a tug-of-war, or two people pushing on an object. A TEK that goes with this article is 5.6.D. This TEK requires the student to design a simple experimental investigation that tests the effect of force on an object. With this information from the TEKS and the article, I would have students experiment with force in the classroom by testing with pushing books or even a tug-of-war. This way students will have a concrete example of how an object is affected by either equal or unequal forces. I agree with this article because I also believe that the best way for students to learn is for them to experience it first-hand.

Fri, Apr 03, 2020 8:22 PM
Early Years: Thinking Space

I chose this article because I believe it is never too early to introduce children to science topics. Space is a science topic that can be very engaging for young children. There are so many toys and resources available that are space-related, so why not encourage imaginative play? From this article, I learned that exposing children to science topics may not stick with them, but it can open the door for future learning. Some TEKS that go along with this article are K.8.B&C. These TEKS discuss recognizing objects in space and the patterns we have such as day and night. With the informations from the TEKS and this article, I would use the hands-on olay activities mentioned to spark interest in learning about space. I do agree with this article, especially on the points that activities should be produceable by the child and that introducing them to space subjects can spark their interest for future learning.

Fri, Apr 03, 2020 8:06 PM
Early Years: A Lesson on Living Organisms

I chose this article because it gave many ways to address common misconceptions about plants and seeds, as well as a hands-on activity for planting a seed. I learned from this article that a child's understanding about the diversity of life begins at a very early age through their own experiences. This can be from looking in a fish tank or with their own pets. TEKS that could go along with this article and its activities are K.9.A and K.10.D. These TEKS require the student to understand the basic needs of a plant and seed, as well as the life cycle of a plant. With this information, I would plant seeds with my class and complete the activities mentioned in the article to address any misconceptions. I agree with this article when it says that hands-on is the best way to go when learning about seeds and plants. I also agree that misconceptions should be addressed, and it's best when done with concrete examples.