Elementary Science Education - Williams College



Elementary Science Education

• Focus on BIG concepts and ideas – use the MA science standards

• Build a base of knowledge – labs should support the big ideas

• Promote questioning – encourage students to ask questions, train them to answer their own questions, and teach them that there are always more questions to be asked

• Make connections between science lessons and real-life experiences and situations

Teaching the Scientific Method

Steps of the Scientific Method:

1) Asking questions

2) Making predictions/forming hypotheses

3) Designing a procedure to test predictions/hypotheses

4) Collecting data and making observations

5) Analyzing the data (comparing the results to the predictions/hypotheses)

6) Communicating the results

7) Modifying predictions and/or asking more questions

Using the Scientific Method in Lessons: Most lessons will not involve every step of the scientific method. K-2 activities usually focus on making predictions, collecting data, and communicating the results. An intermediate activity (3-5) may use some combination of several steps for different experiments. By 6th grade, students may be able to complete every step sequentially but it will probably take several days. It is important to use the scientific method to give students the freedom to work independently and explore their own ideas. Refer to the next section (Science Notebooks) for more specific examples of how to use the scientific method.

Science Notebooks

Benefits of using science notebooks:

• Encourages the development of critical thinking and writing skills

• Helps students participate in important aspects of scientific investigation

How to Use Science Notebooks in the Classroom:

Beginner: For the lower grade levels use one big science notebook (such as a big pad of paper on an easel) for the class with you as recorder. To ensure broad student engagement use an active participation method to get information to record in the notebook.

Intermediate: Each table can share one science notebook. They can start by making their own notebooks with stapled paper and a construction paper cover. Alternatively, students can use composition books or 3-ring binders. Over the course of a unit students can take on different roles (such as questioner, recorder, and summarizer) so that everyone learns how to use a science notebook. Be sure to teach your students how to use the notebook. For example, you may want them to start each entry with a title and a date. Also, you may ask them to put each entry consecutively on a new page in their notebook.

Advanced: Each student has their own science notebook. Although they may work in groups to complete investigations they can all write their own questions, observations, etc. At this level most of the students should know how to use a science notebook but you may have to do some review.

Using a Science Notebook for Each Step of the Scientific Method:

Beginner:

1) Ask questions and access prior knowledge:

o Have students brainstorm a list of questions about a specific topic (Example: the sun).

o Provide students with basic materials to help generate more questions (Example: provide them with a model truck)

o Perform a demonstration in front of the class, ask students to make basic observations, and have students use this activity to generate questions for the class science notebook

2) Make predictions:

o Focus on a specific question and ask the students to tell or write what they think will happen (Examples: What would happen if the sun went away? How many different ways can the truck move?)

3) Record observations:

o Students can make drawings, fill in charts, and write descriptions (Examples: Students can draw pictures and describe what happens to a plant kept in the sun and one kept in the dark. Students can make a chart showing all the ways they think the truck can move, check off which are correct or incorrect, and then add more ways as necessary.)

4) Share observations with others:

o Students can use their recorded observations to share what they have discovered and participate in a class discussion about the experiment

*Note: After each step is a natural and useful time to lead a class discussion.

Intermediate/Advanced:

1) Ask questions and access prior knowledge:

o Have students brainstorm a list of questions about a specific topic (Examples: What is electricity? What is magnetism?)

o Provide students with basic materials to help generate more questions (Examples: provide them with a simple circuit or magnets)

o Perform a demonstration in front of the class, ask students to make basic observations, and have students use this activity to generate questions in their science notebooks

2) Make predictions (hypothesis):

o Focus on a specific question and ask the students to tell or write what they think will happen (Examples: What types of materials can conduct electricity? What types of objects will be attracted to the magnet?)

o Advanced: Provide the students with materials (such as multiple batteries, light bulbs, are wires) and ask them to formulate a hypothesis relating to electricity (Example: If a circuit has more batteries then the light bulb will be brighter.)

3) Conduct/design experiments to test predictions:

o Students can summarize the protocol (provided by the teacher) in their science notebooks to ensure understanding before doing the lab

o Advanced: Students can write out their own lab procedure to test their hypothesis (including control and experimental variables).

4) Collect and organize data (perhaps from multiple trials):

o Students can make charts, drawings, and write descriptions (Examples: Students can make a chart with a list of materials, predictions about whether or not they will conduct electricity, and then the results of their experiments.)

o Advanced: Students can design their own method to record and organize their data (in their science notebook) before they begin the experimentation phase

5) Analyze the data and assess the predictions:

o Students can make graphs, charts, and tables to help them recognize patterns in their data

o Students can summarize their results (written in their own words)

o Students can explore the differences between their predictions and results (using questions from the teacher as prompts)

o Students can synthesize their results by relating them to a bigger scientific concept (Examples: What types of materials can conduct electricity? Why? Why is it important to understand which types of materials can conduct electricity?)

o Students can make modified predictions and/or ask new questions

o Advanced: Students can summarize, critique, and synthesize their results with less guidance from the teacher (heading towards something that looks like a lab report)

6) Communicate the results:

o Students can use their recorded observations to share what they have discovered and participate in a class discussion about the experiment

o Students can use their science notebooks as a resource to write a report or make a presentation to the class

o Advanced: Students can use their science notebooks to write a lab report

*Note: After each step is a natural and useful time to lead a class discussion.

Science Knowledge Building Techniques

4-Square Vocabulary: Building a common vocabulary is a key part of science education. Ask students to divide a note card into four parts. In the first box students write the term. In the next box students write the definition. In the third box students write a sentence using the term. In the final box students draw a picture that demonstrates the meaning of the term.

For lower grades you can describe a term and then ask students to draw a picture representing something about the meaning of this term.

Science Stations: This is a great technique at any grade level. It allows students to work at their pace and supports many learning styles. Set up stations around the classroom (the number will depend on the size of your class). Each station has a different activity relating to the topic of study. For example, if your beginner/intermediate class is studying weather you could set up the following stations:

1) Simple books relating to weather: Students read the books (at least 2) and then draw a picture about what they read or write a brief summary

2) A weather recording station: Students record the outside (or inside) temperature, wind direction, and precipitation.

3) A prediction center: Students make predictions about the weather for the rest of the day (with explanations) or make drawings of the sky and what they think it will look like at the end of the day.

4) Weather identification: Students cut pictures of different types of weather out of glossy magazines. Students organize the pictures (at least 5) by the type of precipitation (or lack of precipitation).

5) Wind measurement device: Students design and make a device that can answer the following questions: Is the wind blowing? Which direction is the wind is blowing? How fast is the wind blowing? (Provide various materials at this table to make different devices.)

6) A relative temperature activity: Students place one finger in a warm cup of water and one finger in a cold cup of water (with ice). Then, they quickly put both fingers in a room temperature cup of water. Students describe their observations and relate this to the importance of using thermometers to measure temperature.

Note: Each station can also be accompanied by more written information, diagrams, and pictures depending on the age of the students.

Lecture: Straight lecture for more than a few minutes (beginner) or 5-10 minutes (intermediate/advanced) should be minimized. At this age, students gain knowledge most effectively by doing science. When it is necessary to teach new terms and give explanations to the class use the following tips:

• Keep it short and sweet – avoid rambling or overly detailed explanations

• Plan ahead – set clear goals for what you want the students to know

• Use diagrams, pictures, and other visual aides – offer the students as many ways as possible to understand the information

• Check for understanding – ask questions or use an active participation technique to check for understanding during and after the lecture

• Write key terms, definitions, ideas, and diagrams on the board – students need your help to determine what information is most important

• Break up your lecture – space out your introduction of new terms or explanations with demonstrations, small activities, short videos, etc.

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