How to meet the National Science Education Standards in the primary classroom
by Bernice Hauser
My colleagues have suggested that they are somewhat apprehensive about complying with the new National Science Education Standards. They comment that they will be unduly constrained and constricted to fulfill the suggested mandates, that they will be unable to respond to young children's natural curiosity and questions during the course of the day.
The reality is that the day is not long enough to do all those tasks and activities that enhance and enrich and fulfill each and every child in a primary classroom. And it has been duly substantiated that if time is in short supply, teachers neglect to do any science at all. Reflecting on the above comments, permit me to offer some personal asides.
First and foremost, science impacts on all our lives in various guises and in various forms. Can one teach immigration, the opening of the West, the explorers, the city, transportation, food, or animals, all themes common to primary school without making those vital connections to science? To study Columbus and not discuss storms, sailing instruments, scurvy, weapons, myths and superstitions, treasures stored in the ground, food, and travel routes would be poor teaching. To not assist children to make interdisciplinary connections translates into no understandings of how young children construct their own knowledge. Scientific literacy implies that we comprehend the impact and changes that have taken place due to some scientific occurrence. It behooves us to allow our children to discover that truism. An enlightened teacher weaves science into the whole tapestry.
My next suggestion is to set aside a mini-week or several mini-days three or four times during the academic year for children to engage in individual and/or group scientific projects and activities. By planning ahead, educators can elicit help and resources from parents, scientists and the outside ccommunity. Another suggestion is to utilize high school students.
Most high school students have community service obligations to fulfill. Why not have these able students come into the classroom and work with individuals and groups of young children on challenging query type puzzles and explorations? Working across disciplines and ages benefits everyone. Again, preplanning on the part of the educator is a must for these encounters to be successful. Some of the activities that would work for a mini-week or mini-days are the following:
- how the heating system works in our school building
- designating an area to make compost
- what the neighborhood was like 50 years ago, 100 years ago
- how the mail reaches the classroom (including a visit to the local post office)
- learning how to pose questions on the Internet
- visiting a landfill
- studying one scientist in depth
- constructing a model classroom 100 years from now
- visiting a pet hospital
- inviting a scientist to visit the classroomf
- classifying all the trees in the area,
- finding out whether you are permitted to place identification signs
- learning all about your school --
- materials used in the frame, foundation, roof, natural or man made,
- safety factors, fireproofing, codes for health and safety.
If educators haven't made the quantum leap from how we taught science in the past to what infinite possibilities they now have to make science a part of the children's daily menu, then, indeed, we have not done our homework well.
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