We face a challenge. Our children need to learn about rapidly changing science and technology. Already, many of your colleagues, along with educators, parents, and local, state, and national organizations, have joined together to meet the challenge. They support science education by allocating resources, building community support, and providing tools and materials for teachers.
You can help. One of the best tools any teacher can have is a person who knows and understands science and technology - a person like you. By sharing science in the classroom, you can help students...
Just a few hours of your time can make a big difference. Teachers are eager to invite you into their classrooms and to help you work with their students. This guide provides suggestions to smooth your transition from lab to classroom.
You and your colleagues working in science and technology fields are doers... doers can teach - by example, by working to expand science education in all levels of the educational system, and by sharing with teachers and students in the classroom.
Make eye contact with the students because they love the personal contact.
Smile and feel comfortable telling amusing anecdotes because kids love a good laugh.
Organize all materials in advance because kids sometimes have a hard time waiting.
Use student volunteers to help you set up and distribute materials, samples, pictures, and handouts because kids love to feel important.
Require that students raise their hands to participate because they will probably all want to talk at once.
Call on many different members of the class because everyone wants to be involved.
Model good safety practices because kids learn by following role models.
Give specific directions when distributing specimens because kids sometimes disagree about who has been holding an object the longest.
Use a prearranged signal to get students' attention during activities (clapping, flipping light switch, etc.) because it is too hard to give good directions unless students are quiet.
Stop and wait for students to let you continue speaking if they get noisy because they have probably heard the "cold silence" before and know that it means they need to be less noisy.
Wait to give handouts to students until it it time to read or use them because if the students have the handouts while you are speaking they will be distracted.
Wait several seconds before calling on students to answer a question because the whole class needs time to think about the question before someone answers it.
Praise attentive or helpful behavior because this is the behavior you want to encourage.
Enjoy the students, their enthusiasm, and their sense of wonder because they have a fascinating perspective on the world!
Kindergarten First and Second Third and Fourth Fifth and Sixth Animals Many kinds Are alike and different Adaptations to the Animal classification Have different coverings Move and grow environment Selective breeding Eat different kinds of foods Different homes Defense mechanisms Interaction with the Different sounds Helpful and harmful environment Care of pets animals Balance of nature Plants Many kinds Characteristics of plants Classification of plants Parts and functions Grow in different places Collecting parts of plants Effect of soil, water, air Life processes Vegetables and fruits Seeds become plants and light on growth Plant movements Uses of plants Conservation Adaptation Prehistoric plants Weather Days can be sunny, cloudy Air occupies space, Effect of sun on earth Evaporation and rainy, and snowy has weight Temperature and condensation Four seasons Atmosphere thermometers Precipitation Air has pressure Air masses Wind is moving air Forecasting and instruments Factors affecting climate Physical & Things have colors, States of matter Expansion and contraction Atoms Chemical sizes, shapes Different types of matter Heat Chemicals Properties Classifying objects Dissolving Fuels Mixtures and compounds Hot and cold Movement of things in Producing sound Matter and energy Serial ordering air, water Music Sources of energy Sinking and floating Reflection/refraction Lenses Electricity & Sources of electricity Magnets Static electricity Magnetism Uses of electricity Simple compass Nature of electricity Safety Uses of magnets Simple circuit Batteries Series and parallel circuits Safety Earth & Moon Sun, moon, earth Heat and light Ecology Space Science Day and night Stars Seasons Pollution Water Day and night Day, night, year Recycling Soil Tides and eclipses Constellations Solar system Space travel Gravity, inertia and orbit Flight Comets, meteors Oceans and meteorites Water cycle Space exploration Properties of water
Message to all members of the scientific and engineering communities concerned about improving science education in the nation's schools:
"I encourage practicing scientists and engineers to share personally some of their knowledge and experience with school children.Luther S. Williams
In September of 1989, President Bush convened the historic Education Summit with the Nation's Governors in Charlottesville, Virginia. The National Education goals developed following the Summit established targets for American educational achievement by the year 2000. The National Science Foundation and other Federal agencies, in partnership with the States, school districts, academic institutions, private industry and professional organizations, are generating the systemic reforms needed to realize these national goals as they apply to mathematic and science achievement for all students. Yet these reforms, which include improved curricula and better teacher preparation, cannot in themselves convey fully the excitement and dynamics of modern science. There is no substitute for personally meeting real scientists and engineers in the classroom and learning first-hand about what they do.
Many of you may have little formal teaching experience. Others who are teachers may never have taught at the grade school level. Some may question their ability to convey their knowledge and experience adequately to school age children. Yet each of you has a unique and important story to tell. This pamphlet provides reliable, time-tested guidance as to what to expect when you enter the classroom, how to support and complement the school curriculum, and how to make your visit a valuable, enriching experience for the students. You will find that it can be a deeply rewarding personal experience for you as well.
I urge each of you to contribute in this unique way to the enrichment of mathematics and science education in our schools. By doing so, you can help today's students to lead fuller and more productive lives in the future. You might also help to inspire and motivate the students who will become the next generation of professional scientists and engineers."
Learn about and support science related activities in your local community and those sponsored by state and national organizations. Here are some resources:
Each year the National Science Foundation (NSF) designates the last full week in April as National Science & Technology Week. NSF provides instructional kits with student activities, educational posters, and other materials. It encourages teachers, scientists, and others to participate through school activities, community projects, and public lectures. National Science & Technology Week will be celebrated in 1996 on April 28 - May 4.
The Association of Science-Technology Centers (ASTC) and its member science museums promote experiences in science and technology for children, families, and the general public. Science centers and museums feature hands-on exhibits, science activities, and teacher training workshops and serve as educational resources to their communities. Contact your local science center to offer your support. ASTC can refer you to museum contacts in your state. Call (202) 783-7200 for assistance.
The American Association for the Advancement of Science (AAAS) sponsors activities through its Committee on the Public Understanding of Science and Technology including a project which encourages scientists to volunteer at science and technology centers and other places of science. Call (202) 326-6602.
Many professional societies lend support to local schools, museums, and other community institutions. Check with your national organization to find out what programs or materials are available.
Developed by the North Carolina Museum of Life and Science based on numerous publications, guidelines, and other sources drawn from all over the United States. Non-commercial duplication is encouraged. We want to know how you use this guide and any suggestions you have for improving it. Contact: Georgiana M. Searles, Director of Education, North Carolina Museum of Life and Science, P.O. Box 15190, Durham, North Carolina 27704.
The North Carolina Museum of Life and Science gratefully acknowledges funding support from: