Prior to beginning science at the beginning of the year I send home science safety contracts with each child. We go over it as a class, and they must sign it. Next, students take home the contract to go over it with their parents or guardians. They will sign it and return it to school the following day. Typically, in a first grade science lesson in my class, I first go over all the safety procedures. We identify safe procedures as well as dangerous procedures.
Science topic: weather
First, I spark students' interests by asking intriguing questions. I also show a short video clip that has a few different types of weather being displayed. I also have various types of clothing up front. I asked for 4 volunteers. Students had to look outside and dress appropriately for the weather. I also displayed pictures on the SMART board in which students dressed accordingly. Next, I introduced key vocabulary to all students. They created a flip book, using the definition in a sentence and drew a picture to help them remember. I used non-fiction books and vocabulary cards to introduce the vocabulary in a way that made sense to first graders. Students used technology to help them find and create collages of weather. They had to find pictures that displayed the weather of their group and draw a picture of them wearing the appropriate clothing. Next, they presented their findings to the class explaining, why you would wear those certain types of clothing in each type of weather. I created a checklist to informally assess their learning. Students even created matching games. They drew clothing types and played with a partner to match the type of weather. To culminate this lesson, students worked in groups to put on a weather forecast. They explored various weather tools such as a thermometer, barometer, and rain gauges to help them discuss weather to our class. My students seemed to be very engaged in this unit, and loved learning and teaching their peers about weather.
Science topic: weather
First, I spark students' interests by asking intriguing questions. I also show a short video clip that has a few different types of weather being displayed. I also have various types of clothing up front. I asked for 4 volunteers. Students had to look outside and dress appropriately for the weather. I also displayed pictures on the SMART board in which students dressed accordingly. Next, I introduced key vocabulary to all students. They created a flip book, using the definition in a sentence and drew a picture to help them remember. I used non-fiction books and vocabulary cards to introduce the vocabulary in a way that made sense to first graders. Students used technology to help them find and create collages of weather. They had to find pictures that displayed the weather of their group and draw a picture of them wearing the appropriate clothing. Next, they presented their findings to the class explaining, why you would wear those certain types of clothing in each type of weather. I created a checklist to informally assess their learning. Students even created matching games. They drew clothing types and played with a partner to match the type of weather. To culminate this lesson, students worked in groups to put on a weather forecast. They explored various weather tools such as a thermometer, barometer, and rain gauges to help them discuss weather to our class. My students seemed to be very engaged in this unit, and loved learning and teaching their peers about weather.
Science and technology go hand in hand. Technology is great for so many things.
"When educational technology tools are used appropriately and effectively in science classrooms, students actively engage in their knowledge construction and improve their thinking and problem solving skills" (Trowbridge, Bybee, & Powell, 2008). This quote stuck in my head! I truly believe that we should use technology to enhance and to drive student learning. I think that technology in science provides students with many tools to help them discover new things. Technology can teach in ways that a teacher may not be able to express things. If children are engaged, curious and learning then I think as teachers we have done our job. Inquiry based teaching is a great asset to any classroom. Students are able to take control of their own learning.
Due to the rapid changes in technology I feel as if it can be difficult to adjust to. It can also be extremely difficult to teach children if you are not feeling confident. As a classroom teacher, I think that teachers could benefit from more professional development in the areas of technology. However, within my own classroom, I find that if I ever need assistance, most of my students are there to help. They have more experience and are more familiar with more than we give them credit for.
Concept maps are great tools to use within the classroom. They help to organize data in ways in which multiple connections can be made. They are formed in a hierarchical manner. They broadest topic usually appears on the top, then it breaks into sub topics then leads into examples. I use webs and concept maps a lot in the first grade. They provide students with a visual representation of the content being taught.
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