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Science Tip # 6
Think Safe, Be Safe!
Project Based Learning
Currently, I am using a teaching method called Project Based Learning (PBL). Content is taught using picture books, science articles, videos, investigations, experiments, and teacher lectures. Every lesson incorporates the Ohio State Standards 2018 and components of STEAM (Science Content, Technology, the Engineering Process, the Arts, and Math skills.)
Whole class or small group conversations play an important role as well since studies show that effective communication skills enhance scientific thinking and employability skills.
The students then work alone or in groups to complete science activities, such as: projects, art activities, movement exercises, lab sheets, observational writings, journal entries, research, presentations, inquiry, and computer produced products.
Using Project Based Learning (PBL) gives students the chance to think critically, solve problems, work in teams, and make presentations as they understand and do science vs. memorizing content.
The students are primarily graded on what they do or produce rather than with traditional pen and paper worksheets or tests. Each student is scored individually on their content knowledge, their collaboration skills, their finished products, and their presentation skills using rubrics or checklists.
Copies of the rubrics or checklists are read with or provided to the students before they begin working, so that they clearly understand what is expected to earn a specific grade.
By teaching this way, I feel I can more effectively use the one or two class periods a week I have with each group of K-5 students since assessment is built into instructional activities rather than a separate event.
5TH GRADE STATE AIR TESTS:
In April, the 5th grade students take the state proficiency test to assess their learning. Throughout the year, the students will prepare with extensive instruction and review using formerly released science questions, hands-on activities, I Have, Who Has?, games, and traditional quizzes and tests.
Whole class or small group conversations play an important role as well since studies show that effective communication skills enhance scientific thinking and employability skills.
The students then work alone or in groups to complete science activities, such as: projects, art activities, movement exercises, lab sheets, observational writings, journal entries, research, presentations, inquiry, and computer produced products.
Using Project Based Learning (PBL) gives students the chance to think critically, solve problems, work in teams, and make presentations as they understand and do science vs. memorizing content.
The students are primarily graded on what they do or produce rather than with traditional pen and paper worksheets or tests. Each student is scored individually on their content knowledge, their collaboration skills, their finished products, and their presentation skills using rubrics or checklists.
Copies of the rubrics or checklists are read with or provided to the students before they begin working, so that they clearly understand what is expected to earn a specific grade.
By teaching this way, I feel I can more effectively use the one or two class periods a week I have with each group of K-5 students since assessment is built into instructional activities rather than a separate event.
5TH GRADE STATE AIR TESTS:
In April, the 5th grade students take the state proficiency test to assess their learning. Throughout the year, the students will prepare with extensive instruction and review using formerly released science questions, hands-on activities, I Have, Who Has?, games, and traditional quizzes and tests.