Discussion
After finding oil leaking into the local river William was worried about the tadpoles. William already new oil is poisonous and that it can make animals sick. He showed scientific reasoning Dolan and Grady (2010), when I asked, “What do you think the oil does to the tadpoles?” he answered “Tadpoles will drink the oil and die or get sick. Their mums will miss them.” He realised what could happen to the tadpoles if they drink the oil. William noticed the oil sitting on top of the water so asked, “why do you think the oil is sitting on top of the water?” he replied, “Because It’s comfortable”. Due to this answer, I explained what molecules are and what density is. After this explanation, he was able to explain, “The oil is less dense because it floats.” I then asked, “Why isn’t the oil and water mixing?” he replied, “Because the water is protecting the animals from the bad oil” I reminded him what a molecule is but he was …show more content…
From his answers, I concluded that William has a scientific understanding of density but has trouble understanding the differences. Before using the spoon, I asked, “What do you think will happen if we use the spoon?” his reply was “It will scoop it up.” William demonstrated his progress of scientific reasoning as he knows what spoons do and what should happen to the oil to answer this question to the best of his ability (Dolan & Grady, 2010). This question is also part of Bloom’s model as he is developing his prediction skills (Sample Question Stems Based on Revised Bloom’s Taxonomy, n.d.). He has demonstrated his learning as he understood that it can take different resources to clean up oil spills. He understood that although the spoon worked in this experiment, it won’t
After finding oil leaking into the local river William was worried about the tadpoles. William already new oil is poisonous and that it can make animals sick. He showed scientific reasoning Dolan and Grady (2010), when I asked, “What do you think the oil does to the tadpoles?” he answered “Tadpoles will drink the oil and die or get sick. Their mums will miss them.” He realised what could happen to the tadpoles if they drink the oil. William noticed the oil sitting on top of the water so asked, “why do you think the oil is sitting on top of the water?” he replied, “Because It’s comfortable”. Due to this answer, I explained what molecules are and what density is. After this explanation, he was able to explain, “The oil is less dense because it floats.” I then asked, “Why isn’t the oil and water mixing?” he replied, “Because the water is protecting the animals from the bad oil” I reminded him what a molecule is but he was …show more content…
From his answers, I concluded that William has a scientific understanding of density but has trouble understanding the differences. Before using the spoon, I asked, “What do you think will happen if we use the spoon?” his reply was “It will scoop it up.” William demonstrated his progress of scientific reasoning as he knows what spoons do and what should happen to the oil to answer this question to the best of his ability (Dolan & Grady, 2010). This question is also part of Bloom’s model as he is developing his prediction skills (Sample Question Stems Based on Revised Bloom’s Taxonomy, n.d.). He has demonstrated his learning as he understood that it can take different resources to clean up oil spills. He understood that although the spoon worked in this experiment, it won’t