The format of this site is as follows: Multi-literacy sites are listed first, followed by specific content areas. The second section is included at Resource Guide by Tony Romack MD and has more specific links, as well as lesson plans.
The third section is an index of science classroom ideas, and includes specific lessons and other documents as well.
Teaching idea – The main use of poetry in a science class, as I see it, is as a form of alternative literacy to engage students who might not already be interested in science topics. This could be done by picking and reading poetry on specific topics or by having students write their own poems. I was surprised to find how much poetry has been written about some science topics.
Another idea is to assign pairs or small groups to write an “epic poem” about a science figure from history, or about a historical event involving a scientific milestone or a scientist. This would allow students to show their creativity but also to demonstrate higher-order thinking skills. This would likely be a longer-term project, and perhaps not a daily focus while ongoing.
The science fiction genre has been an inspiration to many young scientists. These examples do not indulge in unscientific speculation bur are firmly rooted in science theory. The connection between this science textbook and these works of fiction is readily apparent.
Teaching idea – One idea is to engage students through a connection to popular genre which could include movies, TV series, and books about science fiction. This could be an individual assignment or it could be done in group settings. Even fictional or impossible ideas presented in this type of media can be used to spark discussion of actual science principles. This would then also encourage critical analysis by students.
Another possible use of this material is a screen play assignment. Students could write a short script about how they would solve a problem in science, or about how it was addressed by the characters from a book, TV show, or movie they already know about. This would let them draw on cultural influences in a constructive way in order to express their understanding of science ideas.
Teaching idea – One idea about this section’s materials is to have students write a short story about how information in the above articles would allow a human expedition build a colony on the moon, or Mars, or some distant planet. The above articles lead to related information so students could investigate this in more depth if they wish.
A more “basic-science” idea is to have students explain how this information could lead to ways of establishing a colony, or terra-forming another planet. Basic ideas from physics, biology, and chemistry would be needed, and students could use them in new ways while designing a futuristic plan.
A third idea is to use this material to describe ways to improve and protect our environment here on earth. This could be done individually or in groups up to the whole class.
Summary – These three sites are ones I have routinely used for several years. They are all digests, presenting up-to-date summaries much faster than a print version could. They provide links to the original journals and usually provide APA format citations as well. They cover a very broad range of topics in virtually every field of science. Therefore, they are good browser bookmarks for online science research by students.
Teaching idea – An obvious teaching idea for this section is to use these websites as research for almost any science topic. This would teach technology skills such as computer use, research collection and analysis, and even basic data storage and management while learning specific content areas in science.
Another idea is to have students describe how they might use these sites and others to explain to a younger student how to obtain information for a science report. This also encourages students to learn about technology skills involved in collecting and analyzing data. Their explanation of how to teach a younger student would encourage higher order thinking rather than simply listing ways to surf the internet.
Summary – In keeping with the TEKS outline “Earth and Space”, these two choices are examples of the wide spectrum covered in this content area. Asimov’s series is on 6 CD-ROMs, and I have used it with my own children. It is easily adaptable to pairs, groups of any size, and self-paced learning. The format lends itself well to review at any time of day. At the other end of this spectrum, the Yellowstone videotape is part of a series available at National Parks, and focuses on a single park. However, that park is perhaps the widest and most visible example of how the earth was and is still being shaped. Both of these videos go into great detail about their respective topics; the Asimov video spans 6 CD-ROMs.
Teaching idea – A rather obvious idea is to have students make videos of their own. This would probably need to be small groups, if not the entire class. Students would have many roles to choose from in such a project, from writer to actor to photographer. Actually making and posting a video would also teach technology skills.
Students could also choose a video and write about the places in the video. This might be from the perspective of a film critic, a travel agent, or a vacationer trying to choose their next destination. A content area specific version might be asking students to choose a site for a convention of scientists based on the scientific value of locations around the country or around the world.