Technology and Art Time!

Technology:

Technology, its everywhere!  Technology can be incorporated into teaching science.  How you ask?  Well, technology does not necessarily mean computers, it can be cameras, microscopes, videos, powerpoints and many more. 

For example, if I were teaching about bugs and wanted my class to get more details that may not be observed by the naked eye, I could include the use of a flex cam.  Students would be allowed to use a flex cam to get a closer look at the details of each bug. 

Another example of how technology can be incorporated into teaching science is through the use of a camera.  For instance, if teaching about the process of metamorphis or the growth of a seed, the teacher could assign particular students the job of taking pictures that shows the progress.  The teacher then could create a powerpoint of the pictures gathered to show the class as whole.

Art:

If your like me and ask yourself the question, "How in the world can I include art into science?"  Well, it turns out, it's not as hard as one may think.  I have some really cool art activities that teachers can use while teaching science.

One activity, for example, if wanting for students to grasp concept of a plant and animal cell have them make a model of them instead of a worksheet.  I am sure they will be more entertained!

Another example of how to incorporate art when teaching the science concept of the seasons is have students to make triarama's and can display them in the classroom when finished.

Technology & Art:

During my college teaching classes, my science professor incorporated technology into her science lesson by first beginning the lesson off with an awesome video, "Rollercoasters!"  What student doesn't like that?  I know I did.  The video was a motivator but also taught the class about gravity and force of motion.  She then allowed the class to make their own roller coaster, which was
A-M-A-Z-I-N-G..  Here is a video of our group making a roller coaster!

Books That Caught My Eye!!

Teaching Science with Children's Literature: 

Books are valuable tools to use in the classroom.  There are numerous amounts of children's literature to teach science.  Books can be used as teaching tools such as being motivators, used for summarization, or enrichment.  The possibilities are endless.  Listed below are the books as well as the grade appropriate levels for each:

When teaching about the life cycle of butterflies to 1st grade students and up:

The Life Cycle of a Butterfly by: Bobbie Kalman

When teaching the different seasons to K-3 students:
The Seasons of Arnold's Apple Tree by: Gail Gibbons

When teaching the science concept of the water cycle to 1st-3rd grade students:
Down Comes the Rain by: Franklyn Branley

Teaching the life cycle of a seed:
From Seed To Plant by: Gail Gibbons

Teaching about force and motion to Pre-K-1st grade students:
And Everyone Shouted, "Pull!": A First Look at Forces and Motion (First Look: Science) by: Claire Llewellyn

Teaching about the five senses grades to Pre-K and up:
My Five Senses by: Aliki

Teaching about solids, liquids, and gases to K and up:

What is the World Made of? by: Kathleen WeidnerZoehfeld

Teaching about the human body to K and up:

The Magic School bus Inside the Human Body by: Joanna Cole

&

See Inside Your Body by: Katie Daynes

Having Fun In Science Class: Learning About Process Skills

Materials Used:

Aluminum Foil

Bears

Water

Tub

My Boat

Bears All Aboard

Too Many Bears=Men Overboard

Here are the results of the class listed on a graph:
As you can see I had a total of 48 bears on board before it sank.

Making Science Fun...Let's Include Manipulatives!

All Hands In

What are manipulatives you ask?  They are teaching aids and visuals that the students get to engage with.  Manipulatives can also include field trips.  I am not sure about you but as a teacher my classroom is hands on at all times!!!  Being hands on is so important.  Not only are students getting the full effect of the lesson but they are able to be engaged and interested in what they are doing!  Who wants the some ole' status quo routine?  Not me!  Let's make learning fun.  I used manipulatives when teaching my Kindergarten students how to classify objects as solids or liquids.

FIRST OF ALL: 

I included technology, which is also a manipulative.  I began using an awesome video from BrainPop Jr.  The students watched the video on the SMARTBoard.  Here I have provided a link to access the video...

BrainPop Jr. Video

SECONDLY:

I made solid and liquid poems and displayed them on the board.  I read them first and then we read them together.

Liquids Poem

Solids Poem

I also made a mystery box that included a variety of solids and liquids for the students to come up, touch, and look at.  I demonstrated how solids are hard and do not take the shape of its container.  I demonstrated how liquids are wet and do take the shape of their container.  I poured each liquid in a clear plastic cup for the students to see.

Mystery Box

Inside the Mystery Box

LASTLY:

We made...... OOBLECK!!!!!

The students had the opportunity to get the effect of a solid and a liquid at the same time.

My Science Experiment: "The Leak Proof Bag"

2nd Grade Activity 

ALCOS-Science: 1. Learning to describe objects according to physical properties, including hardness, color, and flexibility.  

Materials:

A few paper towels

Plastic Ziploc bag

5 Sharpened pencils with rounded edges

Water   

                                                        

Preparing for my science experiment

Placing the pencil in the Ziploc bag filled with water

Ta Da!!! The Leak Proof Bag

Scientific Explanation: 

The Ziploc bag is made out of long chains of molecules called polymers. This gives the bag its stretchy properties. The sharpened pencils slips between the molecule strands without tearing the bag.  The long chains of molecules seal back around the pencil to prevent leaks.

My Science Autobiography & Philosophy:

I must first begin by explaining that I graduated from a school that is from Kindergarten through twelfth grade, so I did not have to change schools.  I can not necessarily remember what happened in elementary school regarding science; however, I can certainly remember what science was all about when I moved up to high school.  High school began in seventh grade which meant, moving from elementary to being with the big, intimidating high school boys and girls.   I remember just like it was yesterday.  I had a coach for a science teacher.  His name was Coach Chaney.  Every week we did the same thing.  Due to the repetitive schedule of activities each week, I quickly became bored with this class.  He would place the schedule for the week on the board.  It would read, “Read chapter one, answer the questions at the end, define vocabulary words, and a quiz on Friday.”  I thought this was normal because we did that sort of thing in elementary school.  So, I did not know any better.   I did however; find out that science was my favorite subject as time went on.  In eleventh and twelfth grade anatomy began and I found science extremely fascinating. 

            I did not however have a great experience with science in the seventh grade but as I progressed in high school, science became and still is my favorite subject.  I have some fond memories from my anatomy class in high school that I will never forget.  Anatomy class was at the worst possible time of the day, after lunch!  At first, I hated it with a passion, but as time went on with dissecting and learning the parts of the body I fell in love with anatomy.  I truly wanted to become an x-ray technician before entering education.  I had a great experience with science in eleventh and twelfth grade and realized it was due to my teacher allowing us to be more hands on and participating in fun activities.  I want the same for my  students.  I want them to be able to remember that one time in science class or be able to remember all the bones in the body.  With my students, I want learning to be a fun and exciting experience.  Of course, students in lower grades would not dissect certain animals but so many activities can be used to make science a fun subject to learn.  For example, the game operation could be used in the place of dissecting for lower elementary students as well as higher elementary grades.  For learning the bones of the body or any vocabulary for science, I would like to implement songs as memorization tools.  Not only will the students be having a great time singing and having fun but secretly they will be learning new material without even realizing.