Providing Course Information

After students have written their reflections, discuss the welcome handout that has been placed before class on tables for each student. Review the homework and reading assignments.

Welcome Handout

Introducing Today's Homework Assignment:
Distribute piece of cardboard to each student and invite explore at home with friend or family member.
What can you find out about shadows?
(Some suggestions:
Can you make the shadow region on the screen larger than the present shadow you have made?
Can you make it the same size? Can you make it much smaller?
Why does the shadow on the screen have the same shape as your board and cutouts?
(Next class: Each group prepares a presentation on a large whiteboard to present findings to whole group)

Introducing Today's Reading Assignment:

The syllabus is on BlackBoard. Please read it and bring any questions you have to class on Thursday.
Please note the reading assignment on the handout welcoming you to class. This is from a journal that is published by the National Science Teachers Association.
You can see examples of NSTA journals, Science Scope for upper elementary and middle school teachers and its companion, Science and Children, for primary teachers on your tables.
Note that there is no textbook for this class. Instead you will be writing your own based on your explorations in class. We recommend that you subscribe to one of these journals instead.
Student membership in NSTA is $35 (CHECK THIS BEFORE STATING TO STUDENTS) and you get one of the journals with your membership.
This is a bargain! Go to http://www.nsta.org to explore their resources and join.

Reading to be determined:

If sunny day and made shadow plots:
Iwasyk, M. (1997). Kids questioning kids: 'Experts' sharing. Science and Children, 35(1), 42-46.

Or if stayed inside:
Schiller, E. & Joseph, J. (2010). A framework for facilitating equitable discourse in science classrooms. Science Scope, 33(6), 56-60.