Using hands on activities in the science classroom

This is a tutorial about ways to incorporate more hands on science actvities in your classroom. It was designed with a specific school in mind, but can be applied to any school. Hands on activities encourage higher level thinking and more student engagement.

1. Using Hands-On Activities in the Science Classroom Rebecca Hardner

2. Goals of this lesson Teachers will be able to implement hands-on, inquiry based learning activities in the classroom using the science curriculum and planning guide and materials provided by the district or other source, at least three times a week by December 2012. This will be assessed by the administration through lesson plans and classroom visits.

3. Sequential Objectives Teachers will view the web based tutorial in September and be able to successfully incorporate 1 hands on activity in their classroom 4 out of the 5 weeks in October. Teachers will continue to have access to the web based tutorial for review purposes and will implement at least 2 hands on activities in the classroom 3 out of the 4 weeks in November. Teachers will continue to have access to materials and websites from the tutorial and will include at least 3 hands on activities of their choice each week in December.

4. Why Teach Science? Click on the link below to watch a video on the importance of teaching science. http://vimeo.com/3531977

5. What are hands-on science activities? Learning by doing Involves the student in the total learning process Encourages higher level thinking Engages the learner Reaches multiple learning styles at once Differentiates http://www.ehow.com/video_4974405_types-teaching-aids.html http://www.ehow.com/video_4974402_reviewing-science-teaching-supplies.html

6. Which of the following is a hands-on activity? Watching a video on how matter changes from one form to another. Students moving through stations and manipulating ice as it changes states of matter. Looking at pictures of scientific tools. Students handling different scientific tools and determining how they might be used.

7. Why use hands-on activities? Click on the links below to read an article on why to use hands on activities. http:// www.squidoo.com/top-6-reasons-hands-on-projects http:// www.ehow.com/info_8255645_use-hands-activities-motivate-students.html Fun Creativity Retention Accomplishment Review Cooperation

8. Getting Started How do I get the students to work in groups? What will my lesson plan look like? Should I change the room arrangement? What materials are available to me? Where do I find ideas?

9. How do I get the students to work in groups? Science lends itself to collaboration Students learn from one another when they work together All students are engaged in the learning process http:// www.ncrel.org/sdrs/areas/issues/content/cntareas/science/eric/eric-7.htm

10. What will my lesson plan look like? Teachers will act as a facilitator- less teaching more walking around the room and asking questions Let the students dictate the learning-learn through inquiry and experimentation There are NO wrong answers Below is a link on tips for planning: http://www.reachoutmichigan.org/funexperiments/voltips.html

11. INP/MOD: TTW say, “All matter is made up of atoms and molecules. Molecules are made up of two or more atoms (draw an example of O2 on the board). This is an element because it only has the element oxygen in it, but it has two atoms of oxygen (explain that the number tells you how many of each atom). When two elements combine they form a compound, like water (draw H2O on the board). This contains two atoms of hydrogen and 1 atom of oxygen-two different elements.” GP TTW pass out the Marshmallow Matter page, colored marshmallows and toothpicks. TTW read the directions aloud. TTW walk the class through creating a water molecule using two red marshmallows (hydrogen) and one white marshmallow (oxygen). TTW walk around the room and help as needed as the students complete the worksheet . TTW ask the following questions as he/she moves through the room: What is the difference between an element and a compound? Can you show me an element? A compound? What do the different colors of marshmallows represent? IP TSW build models of molecules and compounds using marshmallows. C Compare and contrast atoms and molecules Sample L esson Plan

12. Which of the following will be in your lesson plan? Students will read pages XYZ and answer questions on page Z to turn in. Students will identify the correct instrument and use it to measure the mass, length and volume of several given objects and record the information in their science journals. Students will move through stations and manipulate ice through the three states of matter. 4. Students will complete the attached worksheet and turn it in for a grade.

13. Should I change my room arrangement? Group seating arrangements work particularly well for science classrooms and lab work, but may also be an efficient setup if you have your students work regularly in small groups. Set up your desk or work area in the center or front of the room; your role as a facilitator and monitor is important and you'll be away from your desk when utilizing this classroom arrangement because you'll be checking in with each group. Group desks together in groups of four or five throughout the classroom, leaving space in between them to facilitate group communication and movement around the room

14. Sample Room Arrangements All of these arrangements encourage collaboration and group work.

15. Articles on R oom Arrangement Click on the links below to read articles on setting up a classroom to accommodate hands on science http:// www.ehow.com/how_6928715_design-ideal-classroom-arrangement.html http://nstacommunities.org/blog/2010/08/14/classroom-seating-arrangements/

16. What materials are available? Check the library- there are many items available from the science department for use (microscopes, weather instruments, videos, beakers, balances, etc.) Share resources with other teachers (check with other teachers in the building-many have equipment and are willing to share) Call the science department or speak to the school science chair if you need something specific-it may be available for loan

17. Where do I get ideas? Collaborate with teachers in your building Attend district professional development opportunities Collaborate with the head of your science department Meet with your school assigned science specialist Check out the library-lots of videos and books to help you get started Google and the World Wide Web

18. Links to Good Science Websites Below are some really good science websites. You can always tailor an activity to meet the needs of your students. http://www.stevespanglerscience.com / http://www.exploratorium.edu/explore / http:// www.siemensscienceday.com/activities/hands-on-science-activities.cfm http://www.spacegrant.hawaii.edu/class_acts / http:// www.kids-science-experiments.com/index.html http://www.all-science-fair-projects.com /

19. Certificate This is to certify that ___________________________ completed the web based tutorial entitled “Using Hands on Activities in the Classroom” successfully. Please print this certificate and turn it in to the administration no later than October 1, 2012.