In fourth-grade science, students are studying the use of simple machines. The teacher notices students are having difficulty relating the concept to real-life implementation of simple machines. What is one way the teacher could create science learning that relate to children's experience?
A) Have students work with a partner to draw all of the simple machines studied.
B) Provide students written scenarios about simple machines and have children discuss them.
C) Have children complete an Internet search at home or during free time about the importance of simple machines in contemporary life.
D) Provide students with examples of simple machines from their everyday environmentssuch as tools and kitchen gadgetsand have them explain and demonstrate which simple machine is represented by each one.
Question 2
A third-grade teacher wants her students to work in small groups to select one scene from an award-winning picture book and enact it for the class. Which of the following would be a recommended way to proceed?
A) Assign the students to groups, designate a leader, and let them brainstorm for 15 minutes.
B) Give children prepared scripts for several scenes, tell them to practice, and video record their performances.
C) Use an I do, we do, you do strategy in which the teacher provides an example from a book that the children know, the class performs one sample story scene together, and the children then move into groups to create a scene of their own choosing that is particular to the new book.
D) Have children audition so that a very strong group of students performs while the others are the audience.
