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Participants in the MAIS 4-6 Sci-Lit Links programs were challenged to build parachutes (of plastic bags, thread, and large paper clips) and drop them from a standing height into a safe zone (a 4”x 6”notecard). When they discovered the almost impossibility of that task, the size of the safe zone was enlarged to an 8 1/2” x 11”sheet of paper. Even hitting that sized paper proved to be a big challenge. They discovered variables that affect the fall of the parachute (e.g. moving air currents), considered design changes, and discussed concepts including gravity, air resistance, and aerodynamics.
Parachuting led up to reading the stories “Summer of Fire” and “Smoke Jumpers” found in 5th grade Harcourt Trophies…the language arts text of many elementary schools. The parachutes linked science and technology experiences to reading about forest fires and the work of smoke jumpers who are parachuted in to fight fires. “Science and reading in school often have a natural connection, and learning in both subject areas can be enhanced by linking them. It’s a case of adding 1 + 1 and getting 3,” according to Dr. Ken Mechling, Sci-Lit Links project director.
Mechling has reviewed most K-6 language arts programs and found that 40 to 60 percent of the literature included for children’s reading has close links to science. “Science activities connected to reading helps children develop interest, language skills, science knowledge, and long-term memory,” says Mechling. “The benefits of combining science activities with language arts makes one wonder why we haven’t been linking them all along.”
Participants in the Rome 2002 Sci-Lit Links program made lots of other connections too. They investigated Isopods and read Rolypolyology. They read the Wartville Wizard and held small-group problem-solving sessions related to litter and cultural approaches to it. They constructed simple circuits and read parts of a 5th grade story, Dear Mr. Henshaw, about the main character who also constructs a simple electrical burglar alarm to catch a thief who keeps stealing his school lunch. Using hand-held microscopes they examined microscopic worlds; made slides of salt, pepper, thread, seeds, snakes skin, feathers, and more; then used the book The Complete Book of the Microscope as a reference. They were introduced to Fred the Fish who swam down a stream, only to have to survive various pollutants such as fertilizers, motor oil, and trash, and then read about a river, the Nashua, that was similarly polluted in the book, A River Ran Wild.
In addition to the books, stories, and related science activities, Sci-Lit Links participants in Rome learned about research that support linkage between science and literature, about process skills such as observation, classification, prediction, inferring, and data analysis shared by science, reading, and other curricular areas, and about building higher-level thinking and problem-solving skills.
The grades 4-6 participants will now return to their schools to begin implementing what they learned, sharing linking experiences and techniques with their colleagues, and writing QuickPlans for inclusion on the project web site www.scilitlinks.org And we’ve already heard from many of the participants. From Sandy Embrey of The American School of Tunis came, ”Thanks for the two highly motivational/inspiring days. I had a blast and learned lots of valuable lessons that I can’t wait to use in the classroom.” Shannon Plaskon of the International School of Trieste wrote, “I just wanted to thank you for the fantastic seminar! I’m anxious to use the great ideas you gave us.” And Jane Rumsby of the American Overseas School of Rome wrote, “I appreciate your workshop and got so many ideas and recharged my batteries. The great thing is seeing the kids work together notwithstanding language, culture, and so on and collaboration in so many ways.”
The project MAIS K-6 Sci-Lit Links is funded by a grant from the Overseas Schools Advisory Council and the U.S. State Department. Reina O’Hale, Executive Director of MAIS, manages the project. |
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