Inquiry-centered! Students
observing, posing questions, planning investigations, using tools to
gather data, analyzing and interpreting data, making predictions, and
proposing answers. This is science! This is scientific inquiry! This
is my vision and my dream: to make the content come alive for
children and to install the processes that make them active learners
now and forever.
Using the National Science
Foundation Goals for Science through my teaching, I strive to meet the national
targets of "experiencing richness and excitement," "using appropriate
processes and principles in making decisions," "engaging
intelligently in discourse and debate" related to matters of
scientific concern, and "increasing productivity," through the use of
knowledge and understanding. Let me share my teaching with you.
The Fall semester begins with a unit on microscopes that evolves into
a study of cell structure and functions. Students are intrigued with
this "new way" of learning, not lecture nor seat work, but a range of
learning activities from the simple to the complex. In each of the
learning units, we are guided by the benchmarks for the
Hawaii
Content and Performance Standards for Science
(which are aligned with the National Standards for Science). Students are encouraged to use the language of
science--and soon they are talking about objective lens, protozoa,
nucleus, mitosis and hypothesis, etc.
The school year progresses with a unit on the scientific method (as
demonstrated through an "egg drop" activity), an examination of
universal and/or environmental issues that can be explored through
scientific inquiry and a school science fair exhibit that is shared
with parents and community members. Students are demonstrating the
skills necessary to engage in scientific inquiry. By this time,
students are confident and comfortable with "science". I then take
this opportunity to teach them about our own Hawaii--our plants, our
waters, our earth. I bring science "home" to our own back door. The
following unit culminates our science study for the year.
Overview: Hawaii's children experience swimming as a common past time; they swim in fresh water mountain pools, fresh water streams, and the sea. However, children are seldom aware of the life forms in these bodies of water. The introduction to Hawaii's content standards for science promotes the acquisition of knowledge that enables children to make choices that will sustain life on Earth now, and for future generations.
The following unit allows students at Nuuanu Elementary School to consider the limited resources and fragile environmental conditions in Hawaii. It allows students to have first hand experience in the exploration and observation of the common plants and animals that live in our tropical waters. Students are introduced to scientific classification such as phylum, genus, and specie. Field trips provide on-site experiences with stream and ocean waters teeming with life. The exploration and discovery--outdoors--leads to hypothesizing and analyzing in the classroom.
Suggested Grade
Level: Grades 4-6
Goals: 1. Students will learn that the ocean is
one of Earth's most important resources. 2. Students will learn that
in an island state, fresh water is crucial to our existence. 3.
Students will learn the processes and information that will become
the basis for inquiry and problem solving for the rest of their
lives.
LESSON 1: MAKING THE
HYPOTHESIS
Students are reintroduced
to the concept of hypothesizing, its purpose, and the necessity to
research and gather data to prove or disprove a problem statement. A
classroom discussion begins with the generalized topic: WATER.
Students engage in conversations that determine water sources on the
island and the possible life forms contained within its waters. Using
current knowledge they make connections between various life forms
and their environment. Students make hypotheses about plant and
animal life based on the location of different waters sites.
The conversation ends with the
discussion of an algae that all children know. It is part of their
local diet, eaten regularly in almost every home--seaweed
(rhodophyta,
gracelaria). A bag of this
reddish, edible plant allows students to handle, smell, taste and
talk about this common algae. I, then, end the period with a
demonstration of how to handle and press plants--as this becomes the
basis for comparisons across the four phylums. It also is the start
of an intriguing scrapbook of local ocean flora.
LESSON 2: DATA
COLLECTION
The study of
titration and the information it provides about
selected substances (oxygen, carbon dioxide, pH, nitrates, and
phosphates) found in water, creates great student scientists. HACH
kits, portable, and easy-to-use, are the genesis for student
data-gathering and research. The kits define the quantity of the
substances listed above and the students determine the effect of the
water quality on plants and animals at selected sites. A student-led
discussion takes place around "how to set up a data chart" that is
understandable and accurate to record results from the HACH kits. The
chart includes the site, as well as the selected substances. Creating
this data chart is an extension of what students have previously
learned.
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Students are divided into six groups and carry out the water quality test assigned. Each person in the group assumes a responsibility:
1. Leader: Keeps everyone on
task.
2. Materials: Responsible for and carries the HACH kit.
3. Recorder: Records the data on the data chart and any
other important observations.
4. Timer: Keeps track of the time needed to conduct the test.
5. Checker: Checks the area for any supplies that may have
been left behind.
After all tests have been conducted, students in all groups examine
their data. They compare it against the standard for water quality
discussed in class, share implications resulting from their
investigation and record their results.
LESSON 3: PREPARING AND
GOING ON THE FIRST SITE VISITATION-- FRESH WATER STREAM
Because the school is
located in an upper valley site and is a protected watershed area,
the fresh water stream behind the playground becomes the first
investigative site. Working in teams, students collect water samples,
conduct their titration tests, and record results. Upon return to
class, they sit in study groups examining data, draw conclusions and
document results. This is just the beginning as the class begins to
examine multiple water sites.
LESSON 4: PREPARING AND GOING ON THE SECOND AND THIRD SITE
VISITATIONS--URBAN, INNER CITY STREAM AND OCEAN
HARBOR
Urban, Inner City Stream:
The urban, inner city
stream, located in the capital city of Honolulu, reflects its
environment: low income apartment buildings, high rises, and many,
many, people. This is the second site. As with the first site,
students walk along the banks, conduct titration tests and record
data. Students notice the differing environment. They write their
observations, comparing and contrasting sites. They begin to make
asumptions and collectively arrive at similarities and
differences.
Ocean Harbor:
Many fishing boats and
touring vessels dock at this busy ocean harbor. Nearby is a tidal
pool--our third site. Students are reminded of identifying safe beach
and water conditions at a tidal pool site. The city's aquarium is the
agency which coordinates all public school field trips to tidal pools
around the island. An in-class discussion prior to the trip focuses
on potentially dangerous marine organisms found in a tidal pool.
(Dangerous Marine
Organisms, University of
Hawaii, Sea Grant College, Marine Advisory Program)
In addition to the HACH titration tests conducted at this site,
students engage in creating a specimen pond. Because humans are
intruders in a natural habitat, specimens of little marine animals
are gently touched, carried and brought to the pond. Students sketch
sea cucumbers, hermit crabs, and other sea creatures found. Students
examine the diversity of organisms and discuss how they can be
compared scientifically. They extend their learning by considering
the interdependence of organisms in the ocean environment. At day's
end the marine animals are returned to the places where they were
found.
Students note that the marine animals are not the only form of life
at this water source. This environment also includes the plants--the
seaweed! Students observe and conclude how the seaweed becomes a
necessity to the animal life. They learn that seaweeds not only
provide safe hiding places for them but provide the oxygen necessary
for survival. Students collect samples of floating seaweed to take
back as plant specimens to study in class.
LESSON 5: CLASSIFYING PLANT
SPECIMENS
Upon returning to school,
large tables are moved outside on the lanai. Several pans of water
are set up for rinsing the algae and getting them ready for pressing.
After they are dried, the pressings are ready to be labeled. Here
students are introduced to the terms phylum, genus, and specie. They label each algae with its scientific name. The
pressings are stored in a collection called The Herbarium.
Annually, after our site
visit to the harbor, an instructor from the University of Hawaii's
Botany Department visits the classroom to speak on the importance of
algae and helps identify student's pressed algae. This experience
allows students another venue of substantive information-and allows
students to consider pursuing their interests in this arena at the
university level.
LESSON 6: REVISITING THE
HYPOTHESIS BY LOOKING AT DATA. ARRIVING AT THE CONCLUSIONS
The three site visitations
provide students with priceless, hands-on experiences of data
collection. Conclusions are derived from the data: Is the water site
conducive to continued life? Conclusions are meaningful because they
are directly connected to student's observations and data. Students
learn that scientific study is a continuous one--one that will stay
with them for their lifetime.
LESSON 7: AFFIRMING THE FINDING, USING LOCAL EXPERTS
Now is the time for the
"expert." The Environmental Health Specialist from the Clean Water
Branch of the Department of Health is another frequent visitor to our
classroom. Students learn about his role and responsibilities in the
context of the well-being of all of Hawaii's people. He accompanies
us on our field trips. He conducts his own water quality tests with
more sophisticated equipment which becomes a valuable addition to
student's data. His background and expertise on the subject of clean
water is a tremendous addition to our understanding of the many
environmental issues related to water. Staff from the State of Hawaii
Department of Land and Natural Resources (DLNR) also visit as
valuable resources to address student questions regarding our water.
Conclusions are drawn and closure is made.
LESSON 8: ORGANIZING INFORMATION AND PRODUCING QUALITY STUDENT WORK
PRODUCTS
Students compile and
organize all products of their scientific study: journal notes,
written reports, diagrams, data charts, quizzes and tests, and
scrapbooks. Each organizes all of their student work into one final
student product. Students are challenged to find the best way to make
a whole out of the "sum of its parts." Student led discussion in
small groups helps everyone to envision quality work as a
product.
Meeting the Needs of All
Students
Science is best taught
with hands-on, concrete experiences. Learning becomes real, exciting,
and remembered. This unit includes in-depth topics to challenge both
least and most capable students and "bumps them up" to higher levels
of thinking. This unit includes activities that meet the needs of a
diverse student population. It supports the special needs child.
Educational labels are easily forgotten because students work in
groups, assume leadership roles, utilize classroom computers with
spell check to assist them, and engage in the same high level
experiences. Teamwork is important, encouraged, and rewarded.
I had the experience of a former student I had taught during a summer
session one year who displayed much interest in an abbreviated
version of this unit. She enjoyed and understood all of the
activities I introduced and excelled in the assigned work because she
felt it was fun and she was motivated. When the school year began in
September she was assigned to my room. I was surprised to find out
that she was a special needs student!
Students learn scientific concepts and use scientific vocabulary. The
language is introduced at the same time as the hands-on experience.
The term titration
is introduced as students
drop chemicals into the water sample to see it if will turn color,
showing the presence of oxygen or carbon dioxide. The term
phylum and genus is
introduced as students classify algae samples into groups. Students
learn such terms as Rhodophyta and Gracilaria
as they pick up and clean the red algae in preparation for a
pressing.
I believe every student benefits from this unit. Every child is
involved, engaged, and responsible. All develop awareness of their
impact as human beings on the water, the land, and the
environment.
II. Assessment of Student Learning
Assessment of student learning
takes place daily in my classroom. My "teacher eyes" are constantly
looking for student engagement, student understanding of the task,
student recognition of the standard they are trying to meet. Multiple
strategies help me to assess the degree to which students are
learning.
Stages of Development: No one fails. Each child has the potential to
learn and produce quality work. Consideration is given for different
ability levels of children and the requirements of individualized
education programs. Students are assessed and evaluated on their
engagement in the activity. As the teacher, I guide. I ask questions
that prompt reflection on what is perceived and experienced. I
provide students with support as necessary.
As students prepare their final product they think about all they
have discovered, produced, and accomplished. They organize and
include in booklet format the following items:
State Agencies Support:
State Historic Preservation Division:
Historic sites in our islands are tangible evidence of a colorful, rich heritage and provide our society with a sense of continuity. The State Historic Preservation Division of DLNR works to preserve and sustain reminders of earlier times which link the past to the present. SHPD's three branches, History and Culture, Archaeology, and Architecture, strive to accomplish this goal through a number of different activities.
Forestry and Wildlife Division:
The Division of Forestry and Wildlife has a legal mandate to manage public lands for social, environmental and economic purposes. It is the largest land management entity in the State of Hawai`i and manage one of the largest state-owned forest and natural area reserve systems in the United States. Water quality, endangered species, recreation, land development, and rural economic opportunities are some of the many issues now affecting forest and wildlife management strategies.
Aquatic Resource Division:
The Division of Aquatic Resources manages the State's marine and freshwater resources through programs in commercial fisheries, aquaculture, aquatic resources protection, enhancement in education and recreational fisheries. Major program areas include projects to maximize commercial fishery and aquaculture productivity, protecting native and resident aquatic species and their habitats, and providing facilities and opportunities for recreational fishing consistent with the interests of the State.
Conservation and Resources Enforcement Division:
The Division of Conservation and Resources Enforcement (DOCARE) is responsible for the enforcement activities of the Department of Land and Natural Resources. The division, with full police powers, enforces all State laws and rules involving State lands, State parks, historical sites, forest reserves, aquatic life and wildlife areas, coastal zones, Conservation districts, State shores, as well as county ordinances involving county parks. The division also enforces laws relating to firearms, ammunition, and dangerous weapons.