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Lecture 32 - Professional standards for teaching science. Teachers know and understand the following: the national curriculum framework for science; The science domain; basic science concepts and theories; the history and nature of science; how to conduct experiments, collect, and analyze data; how to represent data visually; and the structure and process of acquiring additional knowledge and skills in science.

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Lecture 31 - Teaching matter in elementary grades. Grades 1–3 do not explicitly specify ‘matter’ as learning content. However, it is somewhat contained in topics like water, resources, and weather. In addition, you need to teach the following process skills: Asking questions, problem solving, making an argument, defending an idea, making and recording observations, categorizing.

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Lecture 30 - States of matter and particle theory. Most students have seen the models for states of matter in textbooks. As a result, they might be able to recall some of the basic descriptions. However, most often they are only able to recite what they memorized. They lack a deeper conceptual understanding of particle theory. Therefore, it is it is essential to spend time developing this deeper understanding. Listen carefully to their ideas to prevent misconceptions.

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Lecture 29 - States of matter. In this lecture, revisit the concept of state of matter with Students. The first part of the week focus on exploring states of matter and changes of states of matter in hands-on activities. The inquiry provides them with a shared experience to build a foundation for more detailed group and class discussions. In those sessions, you will introduce particle theory and discuss the models of states of matter.

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Lecture 28 - Defining matter. Ask Students how they would describe matter. Have them describe what matter is and what it is not. It is appropriate for them to speculate and argue their point with their classmates. Have them think about the activity from session 1 where they separated substances into smaller and smaller parts. (They might mention elements, atoms, or even subatomic particles.

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Lecture 27 - Matter. By the end of this unit, students should recognize that the observable properties of matter result from atomic-level interactions. They start the unit by reviewing the distinctions between substances and mixtures. Most important, they focus on the concept that mixtures can be separated by physical means, but substances cannot.

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Lecture 26 - Properties of matter. In this chapter, by the end of this unit, Students should recognize that the observable properties of matter result from atomic-level interactions. They start the unit by reviewing the distinctions between substances and mixtures. Most important, they focus on the concept that mixtures can be separated by physical means, but substances cannot.

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Choose a specific topic and grade level that you will discuss and elaborate on. The task is to identify age-appropriate activities that teach concept of choice to children in elementary grades. Use hands-on inquiry activities if possible and to make them intriguing.

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Lecture 24 - Process skills in science. After studying this chapter you will be able to understand: Asking questions, problem solving, making an argument, defending an idea, making and recording observations, classification.

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Lecture 23 - Mass and acceleration. Investigate the relationship between mass and acceleration of an object. To begin this investigation, ask Students whether they think there is a difference between two trucks rolling down a hill. One is empty, and the other is fully loaded with heavy cargo. Let them speculate first (make sure they back up their hypothesis with science reasoning as much as possible, and accept different hypotheses).

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