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)
·
21st 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/
