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Physiology/Anatomy Project Ideas? | Posted in Life Science
Another idea is to have the students embark on a "Fantastic Voyage" based on the movie/book from the 60s. They have to "travel" through a patients body to destroy a blood clot in the patient's brain. Students can write a dramatic narrative or dialogue that incorporates factual information about body systems, they could write a computer program or animation about a voyage through the body, write a newspaper article, etc.
Field Trips | Posted in General Science and Teaching
I am currently a student teacher in 2nd grade. We recently took a field trip to our city's Children's Museum. There were tons of different hands on activities for them to engage in over a broad subject matter. However, they did have some wonderful areas for science specifically. One part of our Children's museum has a place called "force works" where the children can use basically a large cauldron that rushes water through the entire exhibit! The children can see how the force of the waves move whatever the put in the cauldron.
In addition to this, there were areas where the children were able to see the life cycle of certain animals, specifically chicks.
These are just a few of the science-related exhibits there are, but it was a great way to get the students more engaged and interested in how science works!
STEM as a "special"?? | Posted in STEM
[size=3][font=Trebuchet MS]Beth and everyone,[/font][/size]
[size=3][font=Trebuchet MS]You might also post this question on the STEM, earlychildhood and elementary [url=http://www.nsta.org/membership/listserver.aspx]email lists/listservs run by NSTA[/url]. You will add to the conversation and reach even more experienced NSTA members. The responses come to email instead of being archived on a platform but the conversations are just as helpful.[/font][/size]
[size=3][font=Trebuchet MS]My experience is with children ages 2.5-5 years old--also a wide developmental range : ) I haven't taught in your situation but over the years I've heard from others who have.[/font][/size]
[size=3][font=Trebuchet MS]They say that organizing the materials for 5 classes a day of children in grades K-8 will make your teaching time more productive. [/font][/size]
[size=3][font=Trebuchet MS]Think about what materials can be left out for subsequent classes. For example, having high shelves where I can quickly move trays of materials used by the 4/5s when the Twos come into the room is essential. [/font][/size]
[size=3][font=Trebuchet MS]Think about projects that can involve multiple ages at different levels, such as gardening. While middle school students are examining cell structure using microscopes, Kindergarten students can be planting seeds. The [url=Progressions Within the Next Generation Science Standards]NGSS Appendix E[/url]-Progressions Within the Next Generation Science Standards can help us make decisions about what to teach when.[/font][/size]
[size=3][font=Trebuchet MS]In keeping with research that shows children learn over time, plan to teach a concept over weeks and months, not just one week, especially the K-2 students.[/font][/size]
[size=3][font=Trebuchet MS]I hope your colleagues in the grade level classrooms can meet with you to see how you all can collaborate so science-technology-engineering-math doesn't become isolated from the rest of the children's learning.[/font][/size]
[size=3][font=Trebuchet MS]Best wishes for a successful program![/font][/size]
[size=3][font=Trebuchet MS]Peggy Ashbrook[/font][/size]
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