The Nature of Science

The nature of science is based on the importance of experimentation as scientific discovery is continuously evolving. As opposed to math which is characterized by concrete laws, science is based on experimentation by which fluctuations will exist in the theories and conclusions that result from experimentation. The Ontario Curriculum states that “scientists continuously assess and judge the soundness of scientific knowledge claims by testing laws and theories and modifying them in light of compelling new evidence or a re-conceptualization of existing evidence.” The question becomes: how does the role of scientists determine what teachers expect of their students in terms of an approach to science? The answer to this question requires the teacher and student to address this question from two different perspectives.

The first perspective is that of inquisitiveness, experimentation, and, most significantly, the realization that all theories can and should be re-evaluated based on the existence of new knowledge. Therefore, the student can not only strive for this new knowledge but can use this knowledge in combination with experimentation to pursue new theories. However, this perspective only represents half of the student’s responsibility in relation to questioning and experimentation.

Experimentation is a vital endeavour but without weighing the risks/rewards of the possible products which can result from creating a new scientific theory the results can be potentially dangerous. Robert Oppenheimer, the scientific director of the Manhattan Project, was a major contributor to the development of the world’s first atomic bomb and the subsequent destruction of Hiroshima and Nagasaki. He is quoted as saying "Now I am become death, the destroyer of worlds." The probability that this technology resulting from the science would be destructive should make the scientist question whether or not this science should have been pursued. It is necessary that all science students approach any research with the realization of the risks involved.

The Nature of Technology

The nature of technology involves the development of processes and tools in order to aid human development. As humanity changes and evolves so does technology. Students will need to know the implications of rapidly changing technology in order to engineer success in their future endeavors in and out of the classroom. Technology is a multi-faceted entity, in that it uses principles, laws, and theories developed in the scientific world, to help transform materials and energy into desired products and services needed to meet the needs of humanity. Technology provides opportunity for exploration and discovery, and allows us to find new ways of knowing. Technology enables us to interact with our environment in new ways. As technology evolves so do our needs, and therefore our environment. Technology is a cyclical notion in that is continuously changing and developing, along with our need for human fulfillment. 

The Nature of Math

Math is a theoretical and abstract concept.  It studies theorems and equations and solves them with proofs.  These theorems never change; they do not evolve,  as we find the proof to  particular mathematical ideas.  You cannot explain math as it is something you do, not see or touch.  It is represented by symbols and numbers and is driven by the desire to prove/understand mathematical laws and theories.  There is a complex relationship between working memory and math because it is a game of the mind and is thought from their within.  There are no social or ethical values to math, as it does not deal with the natural world.  It is connected to the real world through its application in science as a means of formulating relationships between things in the natural world. Thus, there needs to be a balance between teachers, students and parents to understand the different motivations and ways of thinking when teaching math, as it is not something that can be shown as itself through physical example.

Match the 3D Shapes

This activity is an extension from today’s lesson on recognizing 3-dimensional shapes.  Click on the link to play the matching game.  Grade 1s, challenge a family member, and show them how well you know the 

3-dimensional shapes we discussed in class.

A vertex is a corner

An edge joins one vertex with another

A face is an individual surface

Physical Characteristics

At the start of class today, we reviewed that a characteristic is something that helps to explain what an object is.  

We then discussed that a PHYSICAL CHARACTERISTIC is something we can describe about an object by using our 5 senses.

We then looked at a picture of a duck.  We were asked: What is this? and How do you know?

The class came up with some excellent answers about the physical characteristics of the duck, which are: feathers, wings, webbed feet, and beaks.

Great job Grade 1s!

For extra practice, look at the pictures below, and identify three (3) physical characteristics for each.

Plants and Animals

Learn about plants and animals as you play this fun and interactive game about spotting living things in their habitat.

Click on the link to get started!

Needs and Characteristics of Living Things

Hello boys and girls,

In the next few days, we will begin our new unit on Needs and Characteristics of Living Things.  Here are a few points you should know about living things:

• Living things grow, need food, make waste, and reproduce.
• Plants, animals, and people, are living things.

• Living things have basic needs: air, water, food, and shelter.

• All living things are important and should be treated with care and respect.

Here is a fun video I found that will show you that a plant is a living thing.  A plant has basic needs to help it grow.  Just select play to have to a look.