Integrating your Science Class to the Other Sciences I recently was working with a forensics class. This class does not specifically match up to the state standards but there are a lot of cross cutting concepts and scientific practices that apply to the course. For example, during this upcoming unit we will be working on entomology, the study of insects and how insects relate to forensics. Some of the cross cutting concepts from NGSS include:
Some of the other cross cutting concepts noted by NGSS include:
Importance of Cross Cutting Concepts"Crosscutting concepts can help students better understand core ideas in science and engineering. When students encounter new phenomena, whether in a science lab, field trip, or on their own, they need mental tools to help engage in and come to understand the phenomena from a scientific point of view. Familiarity with crosscutting concepts can provide that perspective." Next Generation Science Standards Students will remember the information more if they can attach that information to preexisting schema. Teachers can easily do this by taking a step back from the lesson to remind students what the overarching theme is in the lesson also known as the cross cutting concept. By addressing cross cutting concepts, students will be able to better understand what science is all about and connect it to their other science classes they have taken. More information on cross cutting concepts can be found at: http://www.nextgenscience.org/sites/default/files/Appendix%20G%20-%20Crosscutting%20Concepts%20FINAL%20edited%204.10.13.pdf Literacy in the Classroom
Mathematics in the ClassroomStoichiometry is the math behind chemistry. If you approach if from this aspect and let students know that ahead of time, they will be able to put themselves in the mindset of a mathematician while they are learning science. Mole conversion: Remind students it is a constant! When I was taught stoichiometry, I learned how to go about stoichiometry with boxes. I've seen teachers just tell students what ever is on the top is multiplied, whatever is on the bottom is multiplied, then divide the top from the bottom. Sometimes having students write out their work with just a line to separate the top from the bottom it can get messy. When students are forced to write it with boxes they are able to organize their work more efficiently. The box method can be found on the link below! https://www.youtube.com/watch?v=Xu-rRFPR0hM Science can be Applied to Every ClassWhether it is art, music, physical exercise, mathematics, english, etc., teachers can relate science to students' other classrooms. By doing so, you will attract student interest in what they are learning. They will be able to build off of their memory from what they are learning in the other classes as well. It is imperative teachers connect what they are teaching their students into their other courses.
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The First Day of Class The first day of class sets an outline for how the rest of the semester will go! It is imperative the teacher establishes the rules and expectations for the class. It is also important for the teacher to be mindful of how he/she is being perceived by the students and if that is what he/she wants to be perceived as for the remainder of the semester. Things Every Science Teacher Should Do On the First Day
Sample Safety Contract |
It is every science teachers duty to supervise especially during science experiments! https://www.youtube.com/watch?v=D34Se7zxgKo Science experiments are fun and engaging ways for students to uncover the information but also faces a lot of safety concerns. In order the address the safety concerns and successfully execute an experiment, every teacher must properly manage and supervise the experiment! Ways to Manage Science Experiments
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Strategy for the Entire School Period (Day to Day)
In order to successful manage a classroom, teachers must go through the eight critical contacts and follow the steps for each one.
The Eight Critical Contacts
1. PRE INSTRUCTION
2. OPENING THE SESSION
3. GENERAL INSTRUCTIONAL FUNCTIONS
4. TRANSITIONS
5. STUDENT INITIATED QUESTIONS
6. CLOSING THE SESSION
7. POST-INSTRUCTION
8. STUDENTS INITIATED DISRUPTIONS
The Eight Critical Contacts
1. PRE INSTRUCTION
2. OPENING THE SESSION
3. GENERAL INSTRUCTIONAL FUNCTIONS
4. TRANSITIONS
5. STUDENT INITIATED QUESTIONS
6. CLOSING THE SESSION
7. POST-INSTRUCTION
8. STUDENTS INITIATED DISRUPTIONS
During PRE INSTRUCTION
- BE ACCESSIBLE Priority is your student in class but be available before class, lunch, preparation time, after school.
- TEACHER INITIATED CONTACT welcome the students to the class
- USE LEARNER NAMES learn the student names or nicknames
- PERSONALIZE TOPIC EXCHANGE share personal histories
During OPENING THE SESSION
- VISUAL SCALE THE CLASS
- ROUTINE CALL TO ORDER
- EFFICIENT ROLL TAKING
- ACADEMIC ORGANIZER
- BEHAVIORAL ORGANIZER
- CHECK FOR MATERIALS
- CHECK FOR UNDERSTANDING
During GENERAL INSTRUCTIONAL PURPOSES
- REVIEW PREVIOUS WORK
- PRESENTATION
- GUIDED PRATICE
- CORRECTIONS AND FEEDBACK
- INDEPENDENT WORK
- WEEKLY OR EXTENDED REVIEWS
During TRANSITIONS
- PROVIDE NONVERBAL CUE
- PROVIDE VERBAL CUE
- MAINTAIN SCANNING
- EXPLAIN EXPECTATIONS
- SIGNAL START OF TRANSITION
- MONITOR NOISE LEVEL
During STUDENT INITIATED QUESTIONS
- ESTABLISH ACCESS
- ACTIVELY LISTEN
- BE CONSIDERING
- PROBE INQUIRE, EXTEND
During CLOSING THE SESSION
- SIGNAL CLOSING
- REVIEW PERFORMANCE
- PROVIDE MOTIVATION
- PREVIEW NEXT SESSION
- ANSWER ANY QUESTION
- DISMISSAL
- VISUAL SCANNING
- PROVIDE LEARNER ACCESS
- CONFERENCE TO CONCERNS
During STUDENT INITIATED DISRUPTIONS
- REVIEW THE RULES
- ESTABLISH PROXIMITY OR STARE
- STATEMENT OF CLOSURE
- AFTER CLASS MEETING
- IMMEDIATE MEETING
- CALL PARENT
- MOVE TO PRINCIPAL
The Edible Candle
What this Demonstration Shows
During this demonstration, a teacher makes an edible candle that looks like a real candle with a cheese stick or piece of potato. When the teacher lights the "candle"students need to explain what they think is happening. Most students will say a candle is burning, there is a fire, etc. Then the teacher eats the candle and the fake wick. Students are always surprised when this happens because they thought it was a real candle. This is a great way to show students the difference between inferences and observations.
Attached is a sample of the demonstration
- Students can make observations that are really inferences
- Science can bring the unexpected
- Science is fun!
During this demonstration, a teacher makes an edible candle that looks like a real candle with a cheese stick or piece of potato. When the teacher lights the "candle"students need to explain what they think is happening. Most students will say a candle is burning, there is a fire, etc. Then the teacher eats the candle and the fake wick. Students are always surprised when this happens because they thought it was a real candle. This is a great way to show students the difference between inferences and observations.
Attached is a sample of the demonstration
Fireproof Balloon
What this Demonstration Shows
- Sparks conversations of air pressure, heat, and water
- Students wonder why they the balloon didn't pop-the unexpected
http://weirdsciencekids.com/fireproofballoon.html
Link for additional engaging water experiment ideas
http://www.buzzfeed.com/celestinomark/8-totally-awesome-tricks-you-can-do-with-water#.tgORBAwmO
Ruben's Tube: Sound Waves
What this Demonstration Shows
For this demonstration, I found a video that shows a Ruben's Tube with different kinds of music. I like this video because it doesn't explain how a Ruben's tube works and what is happening. Students will wonder why the fire appears to be in waves and it is a great opportunity for inquiry. Students can come up with possible hypotheses of why they see what they see. The video I would use is posted below!
There is a site that explains background information teachers should know about the Ruben's tube and what happens.
https://www.che.utah.edu/outreach/module
- Students can visualize sound waves
- Students wonder why the fire looks like that
For this demonstration, I found a video that shows a Ruben's Tube with different kinds of music. I like this video because it doesn't explain how a Ruben's tube works and what is happening. Students will wonder why the fire appears to be in waves and it is a great opportunity for inquiry. Students can come up with possible hypotheses of why they see what they see. The video I would use is posted below!
There is a site that explains background information teachers should know about the Ruben's tube and what happens.
https://www.che.utah.edu/outreach/module
Crystallization of a Supersaturated Solution
What this Demonstration Shows
This was another demonstration I remember from my high school chemistry class. The video below is a way you could show your students the crystallization of sodium acetate. My chemistry teacher used a sodium acetate hand warmer packet and broke the disc inside to show the crystallization occurring. He then took another packet and cut the corner. After he cut the corner very carefully he poured the solution onto a tray where the crystallization occurred and as a high school student we wondered why a "white tower" was forming.
Attached is a link where you can buy the hand warmers
http://www.armynavyusa.com/Rothco-Ez-Heat-Reusable-Handwarmer-p/RTC-4816.htm?gclid=Cj0KEQiAu9q2BRDq3MDbvOL1yaYBEiQAD6qoBtBud1HcblHwR-GpHO5lt5qwZin-Yl1u8ev08-PfTuwaAnL_8P8HAQ
- Students can ponder the idea of supersaturation
- Students wonder why a crystal is forming
This was another demonstration I remember from my high school chemistry class. The video below is a way you could show your students the crystallization of sodium acetate. My chemistry teacher used a sodium acetate hand warmer packet and broke the disc inside to show the crystallization occurring. He then took another packet and cut the corner. After he cut the corner very carefully he poured the solution onto a tray where the crystallization occurred and as a high school student we wondered why a "white tower" was forming.
Attached is a link where you can buy the hand warmers
http://www.armynavyusa.com/Rothco-Ez-Heat-Reusable-Handwarmer-p/RTC-4816.htm?gclid=Cj0KEQiAu9q2BRDq3MDbvOL1yaYBEiQAD6qoBtBud1HcblHwR-GpHO5lt5qwZin-Yl1u8ev08-PfTuwaAnL_8P8HAQ
Ring of Fire
What this Demonstration Shows
- Sparks conversations about fire and combustion
- Students wonder why the jug didn't melt
- Students wonder why the fire acted the way it did in the jug
This is a really cool experiment for students to visualize a combustion reaction. There is a lot of curiosity this experiment sparks in students. When this happened when I was in high school, I was shocked there was a "whoosh" that happened during the experiment. It is visual and auditory making it all the more engaging. You can also use this demonstration to discuss laboratory safety when it comes to flames.
Flinn Scientific created an awesome outline of how this experiment connects to the national standards and questions a teacher could ask the students about the demonstration. Attached is the live link to the outline.
https://www.flinnsci.com/media/484580/95010-r.pdf
Author
Anna Kirkpatrick
Certified Science Educator and
Curriculum Developer
www.teacherspayteachers.com/store/kirkpatrickscience
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