Search

The article discusses how underachieving students can be motivated to study science by creating cartoons. It is stated that humor can help students learn in a better way, along with improved retention of information. It is mentioned that in a classroom, cartoon-making activities engaged students while they learned Earth science concepts, and developed their abilities to visualize ideas in new ways. After looking at the books, students were told that they will be making humorous cartoons on their course content related to minerals, volcanoes, earthquakes, glaciers, and fossils. It is stated that students enjoyed using their artistic skills to show their newly acquired knowledge of Earth science topics.

The article presents a teaching activity for high school biology classes utilizing recycled materials in the construction of insect models. The use of a "dichotomous key" method in the study of insect morphology is highlighted. Details regarding the methodology and logistics of the exercises are provided, citing safety measures and primary educational aims and goals.

This article presents information on the study of snow carried out by students and teachers at a school in Ontario. The teachers began the lessons by showing students photographs of snow banks taken in neighborhoods around the school. Students noticed the layered patterns of snow and suggested that thicker layers represented larger snowstorms. Students also made the connection to sedimentary rock layers. Besides this, students also worked in small groups to investigate the snow bank photographs and record their observations. Some students observed that salt turned the snow brown. Others attributed the darkness of the lower layers more to splashing by cars rather than to compaction because of age. The teachers during the next session examined the changing size and shape of snow banks. The students had understood the various forms snow takes.

The article explains how one third-grade teacher integrated analogy based activities into an interdisciplinary lesson on bats. The model used by the teacher was known as the Teaching with Analogies (TWA) model, which utilizes a six-point method to examine relationships through analogies. The teacher chose to use bats as the target notion for several reasons. The teacher had learned about the TWA model in their science methods course during teacher preparation program and was eager to implement the model. The teacher initiated the target concept by reading aloud age-appropriate information books on bats and their lifestyles. After each book, students added facts they memorized from the book to a chart of bat adaptations on the chalkboard. The teacher assembled a box of 8 to 12 known items that had forms and functions analogous to bat features.

This article presents information on the use of science object boxes that allows students to manipulate objects and make connections between everyday items and new developing concepts. A descriptive adjective object box contains ten or more related objects and a set of corresponding cards. On the front of each card is a set of words that describes the physical properties of one object. On the reverse of each card is a photograph, drawing, or outline of the correct object for self-checking. Students increase their vocabularies and observation skills as they attempt to match each object with the adjectives that describe it. Take this opportunity to teach students how to take care of materials. Model the way one carefully remove objects from the box and place them inside again. Show students how to handle objects, avoiding flexing of items or rough treatment. Using object boxes provides the opportunity for students to work independently and in small groups. Encourage kids to bring items from home to construct their own object boxes. Object boxes can also be used to teach concepts of bird adaptations.

The article focuses on a students' snow bank exploration conducted in caves which had many icicles hanging inside. Stalactites that had been collected from the blast zone of a newly constructed entrance to a commercial cave, were obtained for the investigation. Students excitedly made notes about icicles. An electronic slide show of cave-related photographs taken from Internet sites was organized to see the similarities and differences between stalactite and icicle formation. Icicles are transparent but stalactites are opaque. However, both contain dust or dirt. Concepts like freezing and thawing were also discussed by students during their investigations. Students had not studied about sublimation and so they thought that the only way snow disappeared was through melting. On the last day, the students made a presentation, which showed snow banks interspersed with photographs of sedimentary rock layers. It helped them to take notice of their similar features.