Science In The Classroom

In a classroom which is driven by the need to meet high stakes testing scores, there is a subject which may be cut from the curriculum. This subject is science. The realization of this fact nearly broke my heart. Kids love science!! Science explains the world around us and children are constantly exploring the world making inferences, testings, and conclusions.

Education should focus on what children are interested in learning. The students are then intrigued by the material presented to them and the learning becomes owned by the student himself. This idealistic principle is not always easy to obtain in a block schedule format when "reading is to be strictly taught for 90 minutes" and "math for 90 minutes". However, science could easily be incorporated into both subjects.

As I was planning my lessons for the month, I looked at the pacing guide and saw that we would have a unit of learning about the states of matter. This is usually the time when the lightning bolt comes from the sky and an idea is struck. The final idea that I came up with was to have students make observations about the different states and keep a science notebook.

Without telling students the answers, I had them make observations about things they saw on a table. There were four tables with items. One table held blocks, books, rulers, and blocks; another had a tub of water, cups, a tub of beads, and glue; next a table had cups filled with soapy bubble mix; and lastly there was a table with air freshener and balloons. The only clue that the students had been given was that we were learning about states of matter. After students had made observations, they were then to write 6 sentences about what they saw. This was a perfect time for a short reteach on what things make up a sentence. A perfect opportunity to incorporate writing into a science lesson!

Once observations were made, students were then made to share with one person what he or she has observed. They kept track of similarities and differences in the form of a Venn Diagram. (Venn Diagrams are often associated with math!) As students were sharing what they had observed, I was able to come across great conversations over what they had been learning. Many students had come to the correct conclusions without my saying "this is a liquid, solid, and gas". The learning was placed in the students hands and they ran with it and made great progress.

After the hands-on experience, the students were then able to connect better to what a solid, liquid, and gas is made of in the form of atoms. Overall this lesson was fun and a powerful learning tool. Plus, the students kept a learning journal which helps to connect with the subject matter.