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SCIENCE    WITH MY ORANGE! Basic Process Skills: Observation
Literacy with orange  Math with orange  Data range Mean (arithmetic mean)  	: the arithmetic average of a set of values, or distribution Mode 	: the value that occurs the most frequently in a data set or a probability distribution Median 	: the number (point) separating the higher half of a sample, a population, or a probability distribution, from the lower half.
ORANGE ,[object Object]
 A type of berry
 Originated in Southeast Asia(Chinese apple)
 Acidic, with a PH level of around 2.5-3,[object Object]
ORANGE ,[object Object]
http://www.youtube.com/watch?v=xldn3wI_Vl0
Biggest orange peel flame
 Orange vs. Green orangesChlorophyll 	      vs. 	   Carotene

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Chapter 2 observation orange

  • 1. SCIENCE WITH MY ORANGE! Basic Process Skills: Observation
  • 2. Literacy with orange Math with orange Data range Mean (arithmetic mean) : the arithmetic average of a set of values, or distribution Mode : the value that occurs the most frequently in a data set or a probability distribution Median : the number (point) separating the higher half of a sample, a population, or a probability distribution, from the lower half.
  • 3.
  • 4. A type of berry
  • 5. Originated in Southeast Asia(Chinese apple)
  • 6.
  • 7.
  • 10. Orange vs. Green orangesChlorophyll vs. Carotene
  • 12. Orange producers http://en.wikipedia.org/wiki/Orange_(fruit)
  • 13. Calories in orange vs, orange juice From http://www.calorieking.com/
  • 14. Case reactions Classroom cases are problem-based stories of teaching practice that are used to examine and clarify the complexities and connections in teaching practice. They are a particular type of narrative that can be used to explicate and clarify the professional knowledge of teachers. In this course, you will be reading selected case(s) written by teachers or teacher educators based on dilemmas they experienced teaching science the elementary level. You will develop a response/reaction to selected each case. There is no “correct” response or reaction to these cases. Rather, this is an opportunity for you to clarify your own beliefs and biases and consider the case in relation to your personal experience as a teacher.
  • 15. Case reactions: reflection and discussion What could Kim have done before the lesson to anticipate her students’ reactions to the unfamiliar plant parts? What strategies might Kim have tried to engage her students in dissecting the strange plant parts? What students have been more willing to examine the mango and other unfamiliar plant parts had Kim involved them in planning for the lesson? Provide support for your answer. How can elementary teachers prepare for making the science learning experiences of their students more culturally diverse?