In TASC Standard # 1 ​:​ ​The teacher understands how learners grow and develop,

recognizing that patterns of learning and development vary individually within and across the
cognitive, linguistic, social, emotional, and physical areas, and designs and implements
developmentally appropriate and challenging learning experiences.
1(h) The teacher respects learners’ differing strengths and needs and is committed to using this
information to further each learner’s development.

Evidence : Discrepant Event Study

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Discrepant Event : Underwater Candle

Objective :​ The objective of this experiment is to analyze a candle burning “Underwater”. The

candle will start by being lit above the water and as it burns it will slowly melt down. When it

melts the wax forms a barrier around the flame so the water does not extinguish it, so for a short

time the flame will appear to be lit underwater.

Activity Preparation:

To begin a candle must be lit, allow some of the wax to drip into the bottom of a large bowl.

Next, stick the candle in the wax at the bottom of the bowl so it stands up securely. Afterward,

fill the bowl with water ( it should not go above the top of the candle). Lastly, relight the wick.

Narrative: ​In the course we discussed discrepant events and conducted a study about this
teaching strategy. A teacher’s use of discrepant events displays his or her awareness of
student’s learning patterns and need for stimulating learning environments.​ ​I feel that this
assignment demonstrates the implementation of the first Intasc standard because it shows how
teachers must use curriculum to support inquiry and discovery. When it comes to teaching
students science, it is important for teachers to activate their curiosity and then allow them to
pursue these curiosities in a constructive format. Implementing a discrepant event promotes
student engagement. It demonstrates a teacher’s ability to teach as opposed to simply telling.

Reflection:​ In the future, I will use this strategy to introduce new scientific topics to my students.
I will hook their attention with the event and then guide them to come up with their own
explanations. From this point, the class can begin problem solving. I feel that this is the best
way to start most of the lessons in order to promote genuine discovery.