It's Time for Elementary Science

​Naturally, children are curious.   They desire to know and understand how the world around them works.  Children gain this knowledge through their study of science.   South Carolina has taken great care to vertically build its standards for science education from kindergarten through twelfth grade.   Our students begin by examining and learning some of the capabilities of the five senses, then they begin to use their senses to study the characteristics of objects and materials.  They learn to use scientific vocabulary in their descriptions.  They learn characteristics of plastic versus paper, or metal.  They learn characteristics that might make an object float or sink in water.  Although a periodic table would not be found on a Kindergarten wall, learning about objects and materials are some of the first Chemistry lessons children learn.
 
In elementary school, students are taught reading, writing, math, science, and social studies in the same classroom, all according to a posted, daily schedule.   Schedules have a tendency to fall behind. No one can dispute the importance of daily reading, writing and math, but I would argue that daily science instruction has it benefits, too!   Many of the daily schedules, I have seen, allot 30-45 minutes of science or social studies each day.   What strategies can be employed to overcome the lack of time?  My suggestions are integration and homework.

Integration
Reading, writing, and math instruction are daily absolutes in elementary classrooms.  Science, while it is a discipline in its own right, reading, writing and math skills aid in its understanding.   A certain amount of reading time must be spent reading nonfictional texts.  Choose science texts for students to read and study. 

• Have students examine the text features:  bold print, headings, photos, captions, etc.
• Have students write summaries of the text.
• Have students write questions that arise in their minds based upon the text.
• Have students draw scientific diagrams, based on the text, and label and caption them.

Fictional text can also lend itself to scientific study.  Many fictional stories have underlying scientific principles and concepts.

• After students read a portion of the text, have them pause to make predictions based on the information they already know.
• Discuss scientific connections—what portions of the story are real and what is not real.

Math is what proves science.   Math is what allows scientists to show changes and trends.  It is through measurement and calculation that scientists are able to draw accurate conclusions.  

• When choosing math word problems, look for those that are related to the science concepts you are studying.
• Use Google Images to locate charts and graphs for math that are related to your science unit of study.
• Go online to find data sets for student analysis. 
• Give students a chart or graph to summarize in paragraph form.
• When studying measurement, use actual measuring tools to give students practice.  There are lots of tools in your science kits. 

The fictional book, Bear Snores On, is a rhyming story of a bear who is hibernating in his lair when several other animals creep in and make a fire to cook some food.  They accidentally wake him and fear his reaction, but he decides to join in the fun.  This story relates to the kindergarten study of Exploring Organisms & the Environment, as it is during this study that students learn what plants and animals need in order to live, and why organisms may live in a certain area.  It is during this unit that students are first introduced to the concept of hibernation.  In the 3rd grade unit, Animals & their Environments, students classify animals as producers, consumers or decomposers, and how living things respond to changes in their habitat.   In 4th grade Characteristics & Growth of Organisms, students classify animals as vertebrate or invertebrate.  Is the bear a vertebrate or an invertebrate, what about his friends?  Students examine how animals use their senses to detect and respond to signals from the environment?  How might a bear know when to start hibernating?   How do plants know when to change the color of their leaves? What other structural adaptations do bears have?   In 5th grade Relationships in Ecosystems, students learn about individual organisms, populations, and communities.  This book is about a single brown bear, but students could research how the population of brown bears has changed in recent years and why it may be changing—are there limiting factors causing too much competition for resources?   Where do brown bears fit into the food chain?  Why were his “friends” afraid?  Where do they fit in the food chain?   How do bears and the friends listed in the book usually interact?  What predator-prey relationships may exist?  What other animal, not listed, could have changed the interaction of the organisms listed in the book? 

​The Biggest Bear is a fictional story about a young bear who thinks his shadow is the biggest bear in the world.  His father tells him he will show him the biggest bear.  They search for the biggest bear all day long.  At night, they look to the sky to find the constellation known as the Great Bear.   This book could lend itself to the 1st grade study of Light & Shadows—how does a shadow change with the changing angle of light?   It could also lend itself to the 1st grade study of the Sun & Moon.  During this unit students are to compare and contrast the daytime and night time sky.   It would definitely lend itself to the 4th grade study of Stars & the Solar System!  What is the scientific name for the Great Bear constellation?  What about the Little Bear constellation?  How are these scientific names connected to Biology?  What other constellations exist?  Will these constellations appear the same way throughout the year?  

​Homework
In recent years, homework has been devalued.  I’ve heard teachers say it is a waste of time.  They say it punishes those students who don’t have an adult at home who can help them complete it.  They say many students do not do their homework, so they would rather not assign it.  At the same time, we are aware of the lack of time given to science instruction (30-45 minutes each day for science or social studies).  In many areas, standardized test scores in science are low.  And local business communities report difficulty locating and hiring individuals with the knowledge and skills needed to perform the tasks of the jobs they have to offer.  Often, the lacking skills are science-related.  Defining problems, problem solving, using models, using evidence to make decisions, and math and computational thinking are all science skills needed for work in the expanding technical fields.
 
We know that education is not just for the sake of education.  The purpose of education is that our students become equipped to, one day, be able to live and work independently of their parents or governmental assistance.   If we do not prepare students for the available work, we do them and ourselves a disservice.  
 
The length of the school day has not changed, but the requirements and demands of the school day have changed.  These changes have nearly squeezed science instruction out of the school day—but science skills and knowledge are imperative.  Homework, may be an avenue to giving students some of the science knowledge and skills we know they need. 
 
As we embark on the journey of Positive Behavior Intervention Strategies, let’s reward students for completing their homework rather than punishing them for not completing it.  While there are students who lack an adult to help them complete homework, there are also students who have a willing adult at home, but bring home no work to complete.  If students are being rewarded for completing their homework, even those who do not have an adult to help, may make attempts on their own, because they know they will get a sticker the next day! 
 
I do not advocate for science homework to replace in-class instruction, nor do I advocate for science homework that causes students to teach themselves new information.  I do advocate for homework that 1) reinforces concepts learned in class, 2) applies concepts learned in class, 3) helps students to notice real-life examples of concepts learned in class, and 4) helps students correctly use scientific vocabulary learned in class.  What does this look like?

Homework can reinforce concepts learned in class:

After notes, class discussion, and a lab--for homework students must make a Venn diagram comparing unbalanced and balanced forces.

After class discussion, the examination of insects with magnifying lenses, and sketching this diagram--for homework, students label the body parts of a different insect.

After learning about solids, liquids, and gases and writing an example of each in their notes--for homework students write 3 additional examples of solids, liquids, and gases.

​Homework can help students apply concepts learned in class:

After a discussion of the five senses, for homework, students must write down three things they see, hear, touch, taste and smell at home that evening.

Give students a focus question to predict and test at home related to what they learned in class. If two objects of different sizes are dropped at the same time, which will hit the ground first? Why?

After learning about a cycle or process in class, have students write a paragraph or short story to retell or explain how the process happens. Students should use the proper scientific vocabulary in their writing.

​Homework can help students notice real-life examples of concepts learned in class:

After learning about volume measurement, for homework students must put water in cup, then pour that water into 3 different containers sketching the container and water level in each. Students then write an explanation of why there appears to be more or less water in each of the containers.

After learning about conversion factors, for homework students must sketch a car's speedometer. They may sketch the one in their family's car, have a parent take a picture for them to sketch, or they can find one online. Students should pay attention to the MPH and KmPH markings. Can they tell which is a greater distance, 1 kilometer or 1 mile, based on how the speedometer is marked?

After learning about conductors and insulators of heat--for homework students are to take a look and sketch one (or two) or their family's pots or pans. They should pay attention to how the handle is made as compared to how the pot is made. Are the two parts made of the same material? Why or why not?

​Homework can give students practice with the scientific vocabulary learned in class:

After learning about different types of rocks and the rock cycle--for homework, students write a list of vocabulary words related to igneous rocks, sedimentary rocks and metamorphic rocks.

In class students are introduced to the word photosynthesis. For homework they find other words that have the prefix "photo-" and write what they think the prefix may mean.

During the study of weather, students must either go home and watch the forecast, or go online using a parents phone or computer to find a 5 or 7-day forecast. They must write a paragraph, using scientific vocabulary related to weather, to write which day(s) they would choose to go camping, and why.

Conclusion
​It's time for elementary science.  Whether the time is in the classroom, or at home, students need science instruction and they need opportunities for those concepts to be reinforced.  Neither integration nor homework will replace good classroom instruction, projects, or hands-on labs, but with limited classroom time, science can be integrated into math, reading, writing, or even social studies.   The examples above are intended to offer some ideas for how this could look, but the possibilities are endless.   If you would like more information or support with putting these strategies to work with your students, please contact me for assistance. 



Thank you for reading,
Kimberly G. Massey - M.Ed, NBCT

    Copyright 2018 Kimberly G. Massey

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