This week, we worked with squishy circuits and considered how we might incorporate such an activity into the various SOLs required by the state.
For one activity, my group thought about incorporating it into teaching the life cycle, science SOL 2.4, by having groups of students create different models representing a frog’s life cycle using the squishy circuits. The groups would then share their step and explain where it fits into the cycle to the class.
The next activity we thought about was using the squishy circuits to teach symmetry in math, SOL 2.15. Students would have to match up different pieces from different shapes and the one that was its pair to the original would be the one that would, ideally, light up when connected and tested with the circuit.
For language arts, we came up with something for teaching punctuation or working with English SOL 1.4. For this students would construct squishy circuits that resembled ending punctuation and then light up the correct punctuation that they believe would correctly fit a sentence given by the teacher.
And finally, for social studies, we created a squishy circuit game for SOL 2.1 or looking at the contributions of Egypt and China. For this, students would create a squishy artifact to represent both China and Egypt. Then they would be tasked with lighting up the correct artifact that represented which civilization contributed what based on questions given by the teacher.
A photo I took at night, I liked the idea of the contrast between the light on the plant and the darkness around it. It could be used to talk about plants and their parts.
We worked with earth worms and scientific investigation in class other day. Something like this could definitely be useful for teaching living systems or about the environment.
A photo of the cherry blossoms in bloom on campus.
This week’s activity was to create a digital story based on anything that we would like. I chose to try and create mine as a teaching tool/aid. It works as informative video about matter that could be used to introduce the topic or use it as a quick review of it.
Another photo from my visit to the river not too long ago.
Quick digital painting of a waterfall based cave and the surrounding pools done with Photoshop.
A photo of the river near Belle Isle that I took this last Friday.
This week’s chapter talked about art and science and how art can be integrated into teaching scientific topics. And while not something I remember being very prevalent in my own time as a student, I do remember a specific time in science class when art did help me to better understand the topic at hand. I had not really understood the parts and position of parts on a plant until we had the chance to sit down and draw them in my third grade class. I got to pick the plant I wanted to draw, a sunflower, but had to also be sure to label and distinguish between the different parts of the plant. For example, I had to know where the leaves were, what they looked like, and what they helped to do, which was made a lot easier after I had a chance to not only look in depth at a visual, but then turn around and draw it myself. It helped me to engage me and, therefore, helped me to better remember the parts and purpose of plants.
Art of all kinds, particularly pictures and music, have made and do make me stop and think or wonder about the world through a scientific lens. Most pictures, photographs or drawings, that depict nature and environments often leave me wondering how such places functions. I tend to think about what might live there, how it might live there, and what impact it has on the ecosystem itself. Pictures of space have a similar effect, though my thoughts tend to wonder about how we might go about building things to make space travel a feasible thing in the future. Music can also turn my mind to a scientific perspective. A lot of times when I am listening to music, I wonder what kind of sound waves a reverberating through the room and what they would look like if I could see them. Further than that, I wonder about how they change as the song changes and whether or not there is anything within arms length that I could grasp and use to manipulate the sounds myself. These are only a few things I know I have done and do, fairly consistently, that help to rework my thinking to that of a more scientific nature.