Mini-Activities to Revitalize the Technological Component of a Primary Science Curriculum
by Irma S. Jarchoby Bernice Hauser
Primary Education CorrespondentFor those looking for more technological activities to weave into the primary curriculum, I suggest the following:
What Went Wrong?
Why not capitalize on the interest in the Titanic collision and engage young students in a discussion of why the Titanic sank? They can use their computer skills, library resources, videos, and other data to compile background material. Students can generate responses to questions such as what went wrong, why it sank, whether it could have been avoided, and what has changed since then. A time line can be devised according to students' interests. Other possibilities are the Hindenburg disaster, the Merrimack-Monitor clash and other technological disasters such as dams that burst and bridges which have collapsed. Tapping these mishaps spurs children to learn about vital changes in technology now employed to prevent further recurrences.
Pose a Question about a Profession
Consider dentistry: how did human beings first deal with toothaches? This question leads to many others about technological developments: what medicines did they have, how did they remove a bad tooth, and what tools were used by dentists 100 years ago, 200 years ago? What new inventions have occurred since George Washington's infamous dentures?
Who Am I?
Each month a student chooses to study one scientist and writes a 100-word description of the individual without identifying the person by name. Using some of the data, students engage in detective work to discover the identity of the scientist. There should be enough information about the discoveries and/or inventions for the students to feel successful and competent in this task. Since scientific literacy through writing is definitely a standard espoused by the new National Science Education Standards, this activity should be relevant and challenging for students.
Choose a Common Device
Brainstorm how the device came about, how it looked when first invented, what changes were made, and how and why it is used today. Project what will happen to this device.
Pick a Food
Trace the technological changes in how this food is produced, packaged, frozen, maintained, transported, and consumed. (Editor's Note: Readers wishing a copy of "You're the Apple of My Eye: An Interdisciplinary Science Exploration for Young Children" should contact Bernice Hauser at (718)-548-4000.)
Select an Article from a Newspaper
Two students are designated to be the science reporter for the week and share an article about a new technological development with the rest of the class. Communication and transportation topics have definitely proven to be successful topics for children.
Question of the Week
Each week a student poses a question (relating to technology) which is then posed to the rest of the students. Students can set up systems in which they log on the Internet to obtain the response, e-mail a museum and/or connect with a scientist, or a university or high school student for additional information. Often young students are not yet confident about the infinite possibilities of the computer, but it is a way of plugging them in. Several of my students have had their questions answered in the Tuesday New York Times science section and in Highlights magazine.
Pen Pals
The possibilities are endless and children learn a great deal from reaching out to someone whose lifestyle is so different from theirs. Not only is content realized, but also attitudes and ideas are formed and shaped in ways that are crucial to a humane and democratic world.
Invent Something
Students love this activity and let their imagination fly and their creative minds percolate. One student came up with a cane with a type of radar sensitivity which beeps when an obstacle looms up.
Science Diaries
Students keep a science diary and write in it at least twice weekly. The diaries are collected and responded to by the teacher -- not graded but used more for assessment possibilities and an opportunity to view the student in another way.
Robots in the Classroom
Students comment on the use of robots in the classroom. As one student said, they will wash the chalkboards, water the plants, and empty the trash. Have students discover which industries now employ robots: they should be made aware of the good and bad features of using robots.
All the above activities are just a few of the myriad ways that educators can revitalize a science curriculum. Teachers, like their students, have to take risks. Often the lament of having not enough time to even cover the required material no longer holds. Every required primary science topic can be honed to have a technological component; in addition, it can most probably be hooked into the core social studies/history program as well. We assume that all primary teachers make use of an interdisciplinary, cross-fertilization approach to the education of young children. The elasticity and fluidity of themes, the weaving of connections are mind-boggling! Students who are growing up in the midst of great technological advances should not only understand these new tools but also know from whence they have come and where they can go. We want literate science individuals. We definitely want to foster a population of Renaissance learners who ask questions, ponder outcomes, see connections, and have a vision of the future.
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