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/