[LM_NET] Hit: Integrating Science into the library - or the Library into Science!!

["Peck, Michelle" <peck@SKITSAP.WEDNET.EDU>]

Thank you to everyone who sent me such great information.  Here's the
hit I promised.

Michelle Peck
Librarian


I work very closely with the 5th grade science teacher on several
library related lessons; some also include an element of social studies.
For many i emphasize the importance of figuring out what information we
need to find, where, and careful transferof raw information into
whatever tool we are using--table, chart, map or timeline.

Weather: while they are studying weather patterns and winds  we use the
almanac to find highest and lowest average temperatures for 10 major
cities. 
We first chart them along with the latitude of each city (atlas)and then
put them on a map of the US (in red and blue pencil). this takes a
couple of sessions, so it covers aobut 2 weeks of science classes. By
that time they are prepared to draw some conclusions about latitude and
temperature and the effects of coastal or desert locations.They also
fins where named winds blow and put them on a world map.

Is it possible? I have a whole mess of questions aobut whether a famous
person could or could not have used a particular technology. e.g., could
Napoleon's doctor have examined him with a stethoscope?I love this
lesson because it requires them to think abou the info they need, find
it (usually in a biographical dictionary and an almanc or encyclopedia)
and then write a conplete sentence answering the question. I model it
first and we work through one question. then they each get their own
questions.

Microorganisms: We have a worksheet that requires finidn the answers to
many questions about microorganism that has the kids looking in
encyclopedias, and the Book of popular science online.

Creature feature: this is a substantial report about a creature that
lives in the sea. They pick the critter; they need to find basic facts
as well as "interesting facts", role in the food chain, and status in
terms of endangerment. Although this doesn't require a lot of higher
level thinking, for 5s just sifting through to find the facts they need,
organizing them for a presentation, and preparing a bibiliography is a
pretty tall order. Some years if there is enough time they create a
mural putting each critter in the appropriate level of the ocean and
food chain. Each child gives an oral report s well as a poster.
Hope that helps.

Maureen S. Irwin, Library Director
__________________________________________________
Have you read Jon Sciezka's "Science Verse"?  It's really fun!

Louise

__________________________________________________

The first thing I did was go to your state department of education.  It
looks like Washington doesn't have state standards yet so it's harder to
create lessons.  I don't know your curriculum at your school, so I just
used the Ohio standards as my reference.  I'm hoping that you can open
the Word attachment.  It's only a few pages, but there are several
charts that I copied from Ohio's standards.  Don't forget, there are a
lot of fiction titles that can be used to study science - but that's a
whole different e-mail another year!
 
 
The four things that came to mind were:
1. Classification - compare classifying in Science to classifying in a
Library.  I have a fun activity, but it uses a LOT of books off the
shelves and you have to be willing to reshelve.
 
2. Technology - investigative reporting - create spreadsheets, trifold
brochures, posters, and PowerPoint presentations
 
3. Scientific Inquiry - compare to Big6 in a Library.
 
4. Scientific Ways of Knowing - Big6; ethical research in a Library;
plagiarism; copyright
 
Let me know if the attachment can't open, I will resend it in the text.
 
Helen Bolte
____________________________________________________________________

I do birdwatching with my kids-- not during library time, but you could.
Cornell Lab of Ornithology has great resources, but there is a fee:
http://www.birds.cornell.edu/birdsleuth/
I've also done some things with archaeology, and there are some good
lessons available on a site I did for Earthwatch:
http://www.inforetriever.net/angkor  Look under the "about archaeology"
link.

Hope this helps!

Ms. Shayne Russell

_____________________________________________________________________

I raise monarch butterflies every year - watching the life cycle is
amazing - all age students love this - lots of vocabulary
 
This year I am in the process of incubating chick eggs - three more days
until they hatch - you can't believe how much we have learned about this
whole process.
 
I have hosted the black emperor scorpion for a month around Halloween.
 
Each time I have a new animal - I pull all the books - we research on
the internet etc. The library soon becomes the place to find out more!

______________________________________________________________________

I've tried a few science experiments in the library and they work well
in the 30 minutes I have.

I have used a bowl of milk and placed different drops of food color in
the milk in different spots.  Then, I place a drop (only one) of dish
soap in the bowl.  The reaction happens immediately - the colors mix.

I also have floated a paper clip on water.  Of course, I ask students if
it will float or sink.  The ones who say float, I give them the paper
clip and have them float it.  They can't.  But, if you use a fork and
carefully place the paper clip on the surface (be careful not to disturb
the surface tension) it will float.

Also, try Sandwich bag Science by Scholastic.  It is a great workbook.


Cindy Cooksey

______________________________________________________________________

I've just finished a project with my fifth graders.  They were to
research a chemical from the periodic table.  I made up a form for them
to use as they collected info from three different sources.  They used
their info to make a poster with six cards containing 6 different facts
about their element and a circle illustration to show the atomic
structure. They had to find the atomic number, color, type, who
discovered, name origin, uses for their element.

We used the encyclopedia, Sirs, and Chemcialelements.com as the sources.


Next year we are going to have all three fifth grade classes select a
different element from the periodic table, make sandwich boards to show
their information and then line up in the gym to make our own periodic
table as the final activity.

I also used a rubic for the poster eval.


Sallie Thompson, Media Specialist

_______________________________________________________________________

I am doing a research project with my 5th graders where they are working
in groups on researching scientists.  I set up the project where I give
each group 3 different scientists to choose from. Open ended choice or
more selection would take too much time.  They do a quick search to find
enough about each scientist to make their selection.

Each group is to gather only enough biographical info to give them a
location and a timeframe (birth/death/country/town)  The ymain focus is
to have them identify what the scientists major accomplishment was and
how it affected the world.

I give each group a different type of scientist  i.e. chemists,
mathematician, medecine, etc.

I restrict them to using the sources I have previously taught them about
and avoid google searches. We have acces to a great online science
encyc. 
ACCESS SCIENCE which helped me select the various scientists.

The project eands with each group presenting the reason their scientist
should be awarded the "MVS"
I stipulate that each student in the group must make a short statement.

Notetaking is restricted to a small grid and the statements are to be in
their own words and short enough to memorize.

I did this last year for the first time and I am tweaking it a bit this
year.  BTW, I have very little time with each class - 40 min. per week
for 5 to 6 weeks a semester!

______________________________________________________________________

As a science teacher, I had the kids pick a topic that we had covered
during the year, research it, and create a children's book (we actually
bought 'blank books' - that's what they were called, hard cover white
books with several blank pages). Then we would take a trip to an
elementary school and the kids would read them to the elementary
students.

I searched 'blank books' and found this website, but I can't guarentee
it's the right one: 
http://www.teachersparadise.com/c/product_info.php/products_id/3211

Good luck!
Linda Wunderlin, Librarian

______________________________________________________________________

Why not have them do research related to their science curriculum? Our
3rd graders study volcanoes and as I introduce the electronic
encyclopedias we subscribe to, I have them look at the multimedia
encyclopedia and complete a worksheet related to volcano terms. They
really like using the computer, the encyclopedia entries are informative
and entertaining, and I am able to relate my lessons to what they are
doing in an academic subject area other than language arts.

Anne Howard

_______________________________________________________________________

I think that the most successful science integration of which I've been
a part is the "inventor / invention" or "scientist / research) unit.
I've seen teachers use it different ways.  One middle school teacher had
students do a scrapbook on the inventor (scientist).  Included in the
scrapbook was a section on the work that the inventor (scientist) had
done.  Students needed to tell how the inventor had reached his/her
results or how the scientist had developed his/her hypothesis and how
had they proved it. This might be a bit involved for 5th graders, but
they might get right into it.
-Another teacher had them do research on an invention and develop an
invention of their own.  They were required to write down their own
steps and match to the scientific process.  e.g.  Develop an hypothesis,
test it, record the trials conducted, etc.
-A third unit was the teacher who was teaching adaptation in animals.
Students needed to examine weather patterns in our area.  They needed to
examine what would help animals deal with our weather.  They then had to
"design" a creature who would be well adapted to our climate.  (I can
picture those 5th graders doing this really well.) Marcia McCarthy LMS
A.D. Oliver Middle School Brockport, NY mmccarth@bcs1.org

______________________________________________________________________

We went from K-6 to K-4.  I still like to take the fourth grade through
the scientific method.  We learn the vocabulary and steps in following
the scientific method from hypothesis to conclusion.  We make and fly
paper
airplanes   during library time.  This takes several lessons.  They do
not
fly until they have completed their hypothesis.  They have to change
something on the plane (add weight, change design) and fly again.
Compare
the data.   I use paper airplanes because it is fairly safe and cheap.
We
research some designs on the web.  I go over plagiarism and citing their
source.  This prepares them for science fair in the middle school.

_______________________________________________________________________

How about an inventions unit where the kids have to research and create
a new inventions.

_______________________________________________________________________

I take State test Science vocabulary words and team students in pairs
for a dictionary race. One student is the recorder for the first word
while the partner student is the researcher (Looks it up). The team that
finds it first and can read the definition gets a point. They enjoy the
competition and I pair a low achiever with a high. It works out well. It
reinforces alphabetizing skills and use of guide words too.

Tom Curd
Teacher Librarian

**********************************
Michelle Peck, Librarian
Mullenix Ridge Elementary
3900 SE Mullenix Rd
Port Orchard  WA  98367
(360)443-3336
peck@skitsap.wednet.edu
 
 
 

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