Analysis of Sid the Science Kid

Analysis of Sid the Science Kid: 4 Sid’s Amazing Lungs

Science is a fun and exciting subject which allows children the perfect opportunity to discover and explore topics that can be used in their everyday life. This blog entails the analysis of a science activity seen on the youtube video: Sid the Science Kid. The post gives insight on the methods/strategies used in the activities in the video; and the theories which influenced these activities. It also analyses the effectiveness of the lesson and teaches how the CUE framework was used. Lastly, the post will discuss three barriers to effective science instructions, in order to create awareness of some of the hindrances that Science teachers face; this will also make teachers better prepared to deal with such obstacles when they arise. 

Name of video viewed: Sid the Science Kid- for Sid’s Amazing Lungs

In this video Sid wants to know where the air goes in his body when he breathes in. Sid took this question to the classroom, where together with his classmates he was able to investigate, explore, and discover to find the answer to his question. 

The theory that influenced the activities:

The theory that influenced the activities in this video was Inquiry-based, which is a theory derived from the Constructivist theory as well as a few other students centred theories. This theory supports the building on students’ prior knowledge in order for new learning to take place. “The process aims to enhance learning based on increased student involvement, multiple ways of knowing and sequential phases of cognition. By using student derived investigations knowledge is more relevant and meaningful.” (Franklin)

Methods/strategies used:

1.     The project based learning strategy was used where the seven essentials of this strategy was seen (Mergendoller, 2010):

·       Need to know- Sid needed to know where in his body does the air he breathes in goes.

·        Driving question- the driving question Sid asked his teacher was where does the air go when you breathe in?

·       Students voice and choice- Sid’s teacher asked the class who wanted to share something with the class; Sid took the opportunity to share his concerns with the class (burning question)

·       21^st Century Skills: these are skills such as collaboration, communication, critical thinking, and the use of technology- all of these skills were seen in the video; Sid collaborated with his classmates in their game of the three little pigs, which demonstrated the topic of using the lungs to breathe in and out. Sid also used communication skills, this was seen throughout, however, it was clearly seen when he did his interview at the beginning of the school day; critical thinking skills were also seen in the video, because the children were asking questions about the topic that was beyond what was just taught. E.g. why do we need to breathe at all?

·       Inquiry and innovation- The teacher used different manipulatives to conduct the inquiry (glass of water and straw, windmill, and bubble mix).

·       Feedback and revision- The students were asked to draw a picture of their findings/observation in their journals;

·       A Publicly Presented Product- school work becomes more meaningful when discussed with a live audience. Sid discussed his question and findings with his grandmother who came to pick him up from school that day. 

2.     The 5Es Instructional Model (Verstynen, 2013): The 5Es represent five stages of a sequence for teaching and learning: Engage, Explore, Explain, Extend (or Elaborate), and Evaluate.

·       ENGAGE: The purpose for the ENGAGE stage is to pique student interest and get them personally involved in the lesson, while pre-assessing prior understanding- the teacher asked the students what they would like to discuss, and give them the opportunity to share what they already knew about where the air goes when it is breathe in.

·       EXPLORE: The purpose for the EXPLORE stage is to get students involved in the topic; providing them with a chance to build their own understanding- the teacher provided manipulatives for students to use to explore the topic (glass of water with straw, windmill, and bubble mix)

·       EXPLAIN: The purpose for the EXPLAIN stage is to provide students with an opportunity to communicate what they have learned so far and figure out what it means- the students were asked to draw a picture of their observations in their journals, and were given the opportunity to share their findings with the class.

·       EXTEND: The purpose for the EXTEND stage is to allow students to use their new knowledge and continue to explore its implications- the students extended their knowledge during their playtime, by trying it out in the form of a game (the three little pigs).

·       EVALUATE: The purpose for the EVALUATION stage is for both students and teachers to determine how much learning and understanding has taken place- at the end of Sid’s day he evaluates what he learned about breathing air, by giving a brief synopsis of what he learned.

The CUE framework (content, understanding, and environment)

The CUE framework was used in the video:

·       Content/big idea: Sid’s question about what happens to the air after we breathe it in.

·       Understanding: the students were able to gain an understanding of the topic through the teacher’s use of proper questioning techniques, which allowed the students to formulate their own understanding; the use of manipulatives to help students understand the topic, and the use of songs and games to make the lesson exciting.

·        Environment: Sid’s classroom is a good model of what a science classroom should be. The room had a comfortable mat for discussions, charts that explains the topic, super fab lab to conduct their investigations, shelving for materials, a playground, and a room where they would sit and discuss the day’s topic (through song).

Was the lesson effective?

Yes, the lesson was very effective; not only was Sid able to answer his question about where the air goes when he breathes in; but, he also learned some new words such as inhale, exhale, and oxygen. When students are able to explain what they learned effectively, then one can say that they have truly understood the topic. Sid was able to explain what he learned about breathing to his grandmother and also his parents; he even tried to think about other ways he could use his knowledge to invent something. Therefore I would say that this lesson was an effective one.  

Three barriers of effective science instruction include:

1.     Lack of resources: one of the most prevalent problems most science instructors face is having limited materials; resources is one of the key element in a successful science classroom, having a lack of such materials hinders learning because students are not able to benefit fully from the interactions with the material.

2.     Time Management: this is also an obstacle that teachers of the science classroom face; because this subject is taught using a hands-on approach; staying on schedule can become a problem.

3.     Lack of preparation: the teacher of the science classroom should always be prepared and organize; putting the necessary materials together, and having everything where it supposed to be is key to keeping the students on task, and staying on schedule. 

Although there may be a few obstacles to be faced in science classrooms; there are also solutions to these problems. Effective Science teachers seek out these solutions and apply them, so that learning can take place and their students can enjoy Science lessons that are exciting and effective.

References:

Franklin, W. (n.d.). Enquiry based Approaches to Science Education: Theory and Practice. Retrieved 10 11, 2015, from www,brynmawr.edu: http://www.brynmawr.edu/biology/franklin/InquiryBasedScience.html

Mergendoller, J. L. (2010). Seven Essentials for Project-Based Learning. ASAD Educational Leadership.

Verstynen, S. (2013, 03 18). 5Es Overview: “The 5E instructional model”. Retrieved 10 11, 2015, from National Aeronautics and Space Administration : http://www.nasa.gov/audience/foreducators/nasaeclips/5eteachingmodels/

Science lesson following the Constructivist Approach

Using the Constructivist Approach 

"Constructivism is a theory based on observation and scientific study; about how people learn. According to constructivist, people construct their own understanding and knowledge of the world, through experiencing things and reflecting on those experiences. They believe that when we encounter something new, we have to reconcile it with our previous ideas and experiences; sometimes changing what we believed, adding to it, or discarding it altogether. Therefore, constructivist says that we are active creators of our own knowledge." (Corporation, 2004).

The Major tenants/principles of Constructivist theory

The primary emphasis is on the process of knowledge construction – how can the teacher facilitate a genuinely collaborative, active, hands-on, relevant learning environment? The constructivist theory seeks to provide the answers to this question; using the following principles:

• ·       Instruction must be concerned with the experiences and contexts that make the student willing and able to learn (readiness).
• ·       Instruction must be structured so that it can be easily grasped by the student (spiral organization).
• ·       Instruction should be designed to facilitate extrapolation and or fill in the gaps (going beyond the information given).

Activities that follow the Constructivist approach

Problem solving skills: "A farmer who was travelling to market took three possessions with him: his dog, a chicken, and a sack of grain. On his way he came to a river which he had to cross. Unfortunately, the only available transportation was an old abandoned boat that would hold only himself and one of his possessions. Taking his possessions across one at a time posed a problem, however. If he left his very reliable dog with the chicken, the dog would very reliably eat the chicken. If he left the chicken with the grain, the chicken would eat the grain.

 How did the farmer manage to get all his possessions safely across the river?"

 (From The Complete Problem Solver by John R. Hayes)

Discovery learning activity:

"Delicious Density: This activity demonstrates discovery learning in science. Students learn about density by hypothesizing about the weight of various miniature candy bars of similar size. Students then weight the candy bars and write down the weights. Students must then come up with reasons why candy bars of the same size might have different weights. The instructor scaffolds the activity to lead students to the concept of density. "(Cullata, 2011)

 Application of the Constructivist theory in a Science lesson:

 "True learning is grounded in practice; it is good to make mistakes as long as you learn from it.

Three-dimensional models give students powerful visual and tactile representation; that allows them to gain a better understanding of the concept being taught." (Sousa & Pilecki, 2013)

Name of lesson: Plant and animal cell

Resources: small bowls, water, gelatin mix, fridge, candy/fruit, colour pencils/markers, paper. 
Activity: have students construct a model of a plant or animal cell using gelatin, fruits/candy.teacher will ask students to team up in groups of three. the students will construct a model of a plant or animal cell; when this is completed they will use the paper and colour pencils/markers to make a colour coded key that describes the different part of their cell model. each group will designate one member to stand and explain their model to the class. (Sousa & Pilecki, 2013)

How does Constructivist theory benefit us?

Constructivism is a learning theory based on the idea that new knowledge is “constructed” on top of learners’ existing knowledge. According to the theory, students’existing knowledge is important to lay the foundation for new learning. This approach to teaching and learning requires that teachers take the time to get to know students in depth, and to integrate what they learn about students into their instruction; which makes this a student-centered classroom. A constructivist approach to teaching benefits everyone, but it is particularly valuable when it comes to facilitating the learning of students from diverse backgrounds. This approach encourages teachers to value and build upon all students’ existing knowledge, even if that knowledge seems different from the formal curriculum. Thus, the students are recognized as possessing important knowledge, and they are more likely to feel motivated, connected and confident. This creates a successful learning environment. (Corporation, 2004).

References:

Carvin, A. (n.d.). Constructivism Basics. Retrieved September 21, 2015, from edwebproject.org/constructivism.basics: http://www.edwebproject.org/constructivism.basics.html

Corporation, E. B. (2004). What is Constructivism? Concept to Classroom .

Cullata, R. (2011). Innovative learning. Retrieved September 21, 2015, from Activities for Constructivist learning : http://www.innovativelearning.com/educational_psychology/constructivism/activities.html

Sousa, D. A., & Pilecki, T. (2013). From stem to steam: using brain compatible-strategies to intergrate the Arts. In D. A. Sousa, & T. Pilecki, From stem to steam: using brain compatible-strategies to intergrate the Arts (p. 223). Corwin Press.

Science and Technology

How is science and technology related?

Science and technology go hand in hand; however, without science; technology would not exist. Science is gaining knowledge and understanding how things work, through systematic methodology based on evidences; whereas, technology is the application of this knowledge for practical purposes. Therefore, we can say that without the knowledge of science, there would be nothing to apply to form technology (Leake, 2015). Additionally, we can say that it is through technology that science is made easier and more effective; therefore we can conclude, that the two work collaboratively to make our lives better.

How does technology enhance the teaching and learning of Science

• Technology can enhance the teaching and learning of Science because it provides greater access to information to be used in the practice of Science (computer/internet services). Researchers have affirmed that computer technology provides abundant opportunities for students to build or modify their personal knowledge through the rich experiences that technology affords. (O'Hara|Robert Pritchard & Pearson, 2014)     

• Microscopes is another technological tool that can be used to enhance learning Science; it affords students the opportunity to discover organisms that are otherwise unseen; this creates an air of excitement and curiosity which in turns motivate students to learn more.  

• Then there is the tablet which students and teachers can use to document findings from the experiments carried out; it also allows students to engage in social networking in an educational setting; it establishes and allows students to can create their own knowledge based on fact and content. Technology makes learning and teaching more FUN (Holman, Pennington, & Armstrong, 2010).

Using technology in the science classroom, have benefited both the teacher and the learner; technology has made the job of the teacher less tedious; the teacher demonstrate how to use the technological tools to the students, and so they are able to discover and learn on their own, with a little and sometimes no facilitation from the teacher. Just as science has impacted technology, so also technology is helps to shape science; the two work together beautifully, creating an environment for us that is exciting and effective.

References

Holman, G., Pennington, ,. M., & Armstrong, T. (2010). How does technology change teaching and learning? the 21st Century Educator .

Leake, E. (2015). how does science relate to technoloy. Retrieved 09 13, 2015, from Bluritit.com: http://science.blurtit.com/999460/how-does-science-related-to-technology

O'Hara|Robert Pritchard, S., & Pearson, A. B. (2014). What is the impact of technology on learnin? Education.com .

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