Science Lesson Planning

This week, I will go over two questions regarding the issue of lesson planning for a science lesson. 
1. Why is lesson planning in science important?
-I think that lesson planning in any subject is important, however, it can be a safety concern in the subject of science. If a teacher presents an experiment to their students without being prepared, a student could easily touch things they shouldn't, mix items that shouldn't be mixed, consume things that shouldn't be consumed or worse. When a teacher has thought out the lesson, they will be able to introduce it, including reminders of any necessary safety precautions the children should keep in mind.

Aside from the issue of safety, it is important to plan lessons in science so that the students get more out of them. When we watched Sarah's case in class the other day, it was clear that the students were rapidly losing interest in the lesson. If Sarah had been more prepared, or perhaps conducted the experiment herself firsthand, she could have addressed the issues in a more positive way. Being prepared is extremely important when carrying out an in-class experiment so as to avoid situations like those that Sarah faced. 

2. What things are important to consider in planning elementary science lessons?
-The first and foremost issue that should be considered when planning a science lesson is that of safety. For example, does the lesson contain toxins? Should the students wear goggles? Should the children have their arms covered in case of splatters? Any number of safety concerns can be faced in a classroom and therefore should be considered when a teacher is writing out a science lesson plan. 

Also, it is important to consider the children's skill or academic levels. If a teacher presents a great lesson on a topic that is too difficult for the children to successfully complete, they will become discouraged. Teachers should consult the frameworks in order to get a rough idea of what the children should be able to do at that grade/point in the school year. 
Furthermore, minor classroom issues should be considered as well. For example, if the lesson requires group work, the teacher needs to consider how they will separate the students. Will they be grouped based on skill level, on behavior, or randomly (which can have its consequences)? Another classroom issue to consider is the matter of time. How much time will be given for the brainstorming portion of the experiment? What about to conduct the actual experiment?

Lesson planning is essential in every elementary science class. Teachers should try to avoid disaster lessons as much as they can. The best way to do this is to properly plan a lesson before it is presented to a class. 

Sid The Science Kid!

Today's students are more tech-savvy than ever! At first, I shied away from the thought of incorporating too much technology in my future classrooms. However, I now realize that technology is a tool that, when used properly, can help students grasp concepts in a way that traditional teaching methods can't. 

The website I found that is a great online resource for elementary science teachers is Sid the Science Kid!

http://pbskids.org/sid/index.html

When I entered this site, I first noticed that it is extremely kid-friendly. The colors and animations are very attractive and they create a desire to explore the site. On the homepage there are many options for learners to choose from. There is a game section and a video section, as well as tabs designated for parents and teachers. When I clicked into the video section of the site, I had even more options: clips, investigations, songs, and full episodes. The songs on this website would be great for classroom use. I listened to a song called "I do what I do (with the skeleton I got)" and it kept me entertained while supplying information. Seeing as how I was entertained by this song clip, I can just imagine how students would get involved and start singing just for fun!

The educational videos are great as well. They all incorporate Sid in a situation that many young children can easily relate to (example: being in a car with Grandma). I feel as though this allows students to keep an interest. It is sometimes more fun for students to learn from peers rather than from teachers. 

Finally, this website keeps children focused. While I had the window open, but typing elsewhere, I heard a voice asking "Okey Dokey Kiddo, what do you want to do today?" This reminded me to get back to what I was originally working on, and ultimately I was more productive because of the friendly reminder!

I feel as though Sid the Science Kid's website is a great resource that teachers can use to teach elementary science. Interactive websites should be used in classrooms, and I feel that science lessons can benefit from such technology! 

My science story

Hi all! So, I've started a blog... So, I want to be a teacher... What's the big deal? What's the story here?

Well, I'm about to tell you.

I've wanted to be a teacher since I was a youngster in elementary school. I have vivid memories of science lessons that took place over ten years ago and it seems essential to me that I understand what made them so unforgettable. I truly enjoyed partaking in experiments as a kid because it was a break from the mundane. Being able to - and encouraged to - get my hands "dirty" during lessons proved to be a great way for me to learn the material.

Aside from experiments, I have one memory of my fifth grade teacher telling us that she was going to swing a bucket full of water over her head. Oh the horror that was going through my mind! I just knew that my teacher was going to end up soaking wet with water all over the floor. However, as you may know, this did not happen. What did happen was this: my teacher swung the bucket over her head completely, the water stayed put, and my classmates and I were in awe. We wanted to know how this could be. Drawing our attention like she did sparked an intense interest in my class that day. We were intent upon learning how she did it.

Viewing my fifth grade teacher's introduction to a lesson from a student-teacher's point of view, I recognize the importance in gaining student interest prior to beginning a lesson. However, part of me chooses to remember this as the fifth grader I was, and embracing the desire to know as much as I could about science.

What I didn't know, however, was that I was learning about science outside of school nearly everyday. I spent my afternoons on a neighboring street playing with other kids; our fun and games taught us about science around us. My friends and I made mud pies, we played with leaves as they fell, we learned to tell the difference between sticky snow (good snowballs) and the fluffy kind, we understood that the temperature dropped later in the day, we rode skateboards on driveways that had a decline, we sledded down hills, and so much more. Now, I recognize these playful times as informal lessons in learning about the seasons, types of precipitation, temperature, gravity, and we even touched on bits of physics. 

What I thoroughly enjoy about my childhood experiences with science is that my formal curiosity in the classroom led to my informal investigations of the real world. I hope that my future teaching methods will yield similar results and desires among my students.

And that, as they say, is my science story.

Until next time. :-)