(a). Locate a science and technology related cartoon or comic strip. (1) Post the cartoon to blog or insert in notebook. (1) Explain what it was about the comic that grabbed you. (1) How does the comic relate to the S & T curriculum for Grades 1-3? Be specific.
The comic strip, above, grabbed my attention because it relates to the Science and Technology curriculum for Grades 1-3 as sustainability and stewardship is the fundamental concept that provides the framework for students to acquire scientific knowledge; it also depicts how important it is to care for the natural environment as the animals in the comic strip show how much they depend on a fig tree.
One of the big ideas in Grade 1 that this comic strip touches upon is how the needs and characteristics of living things can be pointed out and discussed, how living things have basic needs (shelter, food, air and water) and these needs are met by the environment. One big idea in Grade 2 is that humans need to protect animals and the places where they live. Investigations on how humans positively and negatively affect animal habitats and animals can be conducted, along with the variety of ways in which animals adapt to their environment. One of the big ideas in Grade 3 is that plants are important to the planet. Discussions can take place around the ways in which plants and animals depend on one another and that environmental conditions can threaten plant and animal survival.
Rich and meaningful discussions can come out from analyzing this comic strip. The images could be sectioned off and given to small groups of students to form their own thoughts and opinions about the subject matter from the image or images they were given.
One of the big ideas in Grade 1 that this comic strip touches upon is how the needs and characteristics of living things can be pointed out and discussed, how living things have basic needs (shelter, food, air and water) and these needs are met by the environment. One big idea in Grade 2 is that humans need to protect animals and the places where they live. Investigations on how humans positively and negatively affect animal habitats and animals can be conducted, along with the variety of ways in which animals adapt to their environment. One of the big ideas in Grade 3 is that plants are important to the planet. Discussions can take place around the ways in which plants and animals depend on one another and that environmental conditions can threaten plant and animal survival.
Rich and meaningful discussions can come out from analyzing this comic strip. The images could be sectioned off and given to small groups of students to form their own thoughts and opinions about the subject matter from the image or images they were given.
(f). Find a book (picturebook, nonfiction, or novel) that is related to the S & T curriculum. (1) Provide the book's information in APA format. (1) Explain the link(s) to the curriculum. (1) Describe how you would use the book in teaching science.
Slade, S. (2015). The inventor’s secret: What Thomas Edison told Henry Ford. Watertown, MA: Charlesbridge.
The Inventor's Secret: What Thomas Edison Told Henry Ford, written by Suzanne Slade and illustrated by Jennifer Black Reinhardt, is a picture book aimed at readers from the ages of 6 to 9.
The Investor’s Secret is about two inventors, Thomas Edison and Henry Ford, and their attempts to create their inventions during a more simplified time. It portrays the drive to succeed and persevere. This book is an NSTA 2016 Outstanding Science Trade Book for Students K-12, so it is a widely acclaimed book that would be very interesting to students of many ages. It relates to the Science and Technology curriculum as some of the fundamental concepts that link this book to the curriculum are on energy, systems and interactions and structure and function.
I would use this book with a Grade 4 class to help them understand that pulleys and gears change the speed, direction, and motion of, and force exerted on, moving objects. The book helps to explain how pulleys and gears make it possible for a small input force to generate a large output force and that gears are specialized wheels and axles that are used daily in many machines. This book also touches upon how light is required to see and it provides an understanding of how technological innovations involving light have an impact on the environment.
The Inventor's Secret: What Thomas Edison Told Henry Ford, written by Suzanne Slade and illustrated by Jennifer Black Reinhardt, is a picture book aimed at readers from the ages of 6 to 9.
The Investor’s Secret is about two inventors, Thomas Edison and Henry Ford, and their attempts to create their inventions during a more simplified time. It portrays the drive to succeed and persevere. This book is an NSTA 2016 Outstanding Science Trade Book for Students K-12, so it is a widely acclaimed book that would be very interesting to students of many ages. It relates to the Science and Technology curriculum as some of the fundamental concepts that link this book to the curriculum are on energy, systems and interactions and structure and function.
I would use this book with a Grade 4 class to help them understand that pulleys and gears change the speed, direction, and motion of, and force exerted on, moving objects. The book helps to explain how pulleys and gears make it possible for a small input force to generate a large output force and that gears are specialized wheels and axles that are used daily in many machines. This book also touches upon how light is required to see and it provides an understanding of how technological innovations involving light have an impact on the environment.
(i). Think about how you will create a safe science environment in your classroom. List three safety rules that you would want students to follow, and explain why each rule makes your 'top three'.
I have listed three safety rules that I would want students to follow in order to create a safe science environment in my classroom. I have also explained why each rule makes my ‘top three’:
1. Be safe! No touching, tasting or smelling of any substance, unless instructed to do so.
Being safe includes listening to the teacher’s instruction. Certain substances and materials can be used safely in the classroom with the supervision and guidance of a teacher.
2. Be respectful.
Students need to listen to the teacher’s instructions and follow them. Being respectful also extends to treating one another the way they want to be treated.
3. Clean up before and after any science activities/experiments are carried out. Report any accidents to the teacher or supervisor in charge.
Having a clean and safe working environment is conducive to a productive student.
I have listed three safety rules that I would want students to follow in order to create a safe science environment in my classroom. I have also explained why each rule makes my ‘top three’:
1. Be safe! No touching, tasting or smelling of any substance, unless instructed to do so.
Being safe includes listening to the teacher’s instruction. Certain substances and materials can be used safely in the classroom with the supervision and guidance of a teacher.
2. Be respectful.
Students need to listen to the teacher’s instructions and follow them. Being respectful also extends to treating one another the way they want to be treated.
3. Clean up before and after any science activities/experiments are carried out. Report any accidents to the teacher or supervisor in charge.
Having a clean and safe working environment is conducive to a productive student.
References
Chakravarty, R. (2014, April 20). The fig tree [Web log post]. Retrieved from http://www.greenhumour.com/search/label/fig%20tree
Ontario Ministry of Education. (2007). The Ontario curriculum: grades 1-8: Science and
technology. Retrieved from https://www.edu.gov.on.ca/eng/curriculum/elementary/scientec18currb.pdf
Slade, S. (2015). The inventor’s secret: What Thomas Edison told Henry Ford. Watertown, MA: Charlesbridge.
Ontario Ministry of Education. (2007). The Ontario curriculum: grades 1-8: Science and
technology. Retrieved from https://www.edu.gov.on.ca/eng/curriculum/elementary/scientec18currb.pdf
Slade, S. (2015). The inventor’s secret: What Thomas Edison told Henry Ford. Watertown, MA: Charlesbridge.