Creating an interest in learning science.This Idea-Sparker was submitted by Dorothy L. Haggerty, Associate Professor of Professional Practice, University of New Orleans History UNO was founded in 1958 as the New Orleans branch of Louisiana State University, originally as "Louisiana State University in New Orleans" or "LSUNO", but became more independent and changed the name to "University of New Orleans" in 1974. . Setting the Bait Too often, students are bored with science. Irrelevant facts, numerous definitions, and confusing con·fuse v. con·fused, con·fus·ing, con·fus·es v.tr. 1. a. To cause to be unable to think with clarity or act with intelligence or understanding; throw off. b. diagrams clutter the student's mind. To help motivate students, teachers should, instead, choose fun, interesting, relevant, and current topics. Paris and Turner (1994) found that intrinsic value Intrinsic Value 1. The value of a company or an asset based on an underlying perception of the value. 2. For call options, this is the difference between the underlying stock's price and the strike price. or interest plays a role in student motivation. Others have defined intrinsic intrinsic /in·trin·sic/ (in-trin´sik) situated entirely within or pertaining exclusively to a part. in·trin·sic adj. 1. Of or relating to the essential nature of a thing. 2. motivation to learn as the intention to engage in a specific learning activity because the activity itself is interesting, enjoyable, or otherwise satisfying (e.g., Deci & Ryan, 1985; Pintrich & Schunk, 1996; Ryan, Sheldon, Kasser, & Deci, 1996). Therefore, science learning can be enriched when we bring our senses and emotions to the object or phenomenon being studied. Artistic explorations of a topic can excite (Excite.com, Irvington, NY, www.excite.com) One of the major search engines on the Web founded in 1995 and part of IAC Search & Media. Excite was acquired by Ask Jeeves, Inc. in 2004, which was acquired by IAC in 2005. See Web search engines. our interest and involvement in the study. While multimedia, such as videos and DVDs, can offer an artistic presentation through which students can learn science, many educational videos do not engage students. Therefore, the challenge is to find a video or movie that excites and motivates students to stay attentive at·ten·tive adj. 1. Giving care or attention; watchful: attentive to detail. 2. Marked by or offering devoted and assiduous attention to the pleasure or comfort of others. and learn science. The film Finding Nemo was not only a box office smash, it also offers a fascinating and accurate scientific journey for students (Abbott, 2004). Ask any elementary-age student to describe Nemo or Dory and his eyes will light up in excitement. Finding Nemo is truly a science teacher's dream, for it is the perfect blend of artistic expression, cool music, interesting plot, and scientific concepts. A Full Tackle Box The first time I watched Finding Nemo, my mind was flooded with ways to incorporate this movie into a science lesson. This movie provides teachers the perfect teaching tool to cover numerous grade-level appropriate science topics. The seven-minute documentary on "Exploring the Reef" contained in the DVD DVD: see digital versatile disc. DVD in full digital video disc or digital versatile disc Type of optical disc. The DVD represents the second generation of compact-disc (CD) technology. version of Finding Nemo uses the characters in the movie to investigate a coral reef coral reef Ridge or hummock formed in shallow ocean areas from the external skeletons of corals. The skeleton consists of calcium carbonate (CaCO3), or limestone. A coral reef may grow into a permanent coral island, or it may take one of four principal forms. from a scientific focus. The film itself contains several marine science, life science, and environmental science concepts, including predator-prey relationships, coral reefs coral reefs, limestone formations produced by living organisms, found in shallow, tropical marine waters. In most reefs, the predominant organisms are stony corals, colonial cnidarians that secrete an exoskeleton of calcium carbonate (limestone). , ocean species, waves, currents, ocean animal behaviors, mutations, pollution, defense mechanisms, life spans, communication under water, and much more. Choosing the Right Lure Not only does the film contain interesting science content, it also addresses the current National Science Content Standards, which were first developed in 1996. Incorporating science standards into all K-5 lessons is now common practice. Many states have developed their own set of science standards that are based on the National Science Standards. The following table lists the K-4 Science as Inquiry and Life Science National Standards. Choosing the appropriate science concept and aligning a·lign v. a·ligned, a·lign·ing, a·ligns v.tr. 1. To arrange in a line or so as to be parallel: align the tops of a row of pictures; aligned the car with the curb. it with its standard is paramount to the success of the lesson. Deciding what concept you want to cover can be difficult. Some suggestions for grade levels concepts aligned with the life science standards are found in the table at the top of the next page. Nibble Half a byte (four bits). (data) nibble - /nib'l/ (US "nybble", by analogy with "bite" -> "byte") Half a byte. Since a byte is nearly always eight bits, a nibble is nearly always four bits (and can therefore be represented by one hex digit). At This ... The following is a sample lesson plan for grades K-2. Title: Finding Nemo: A Study of Marine Life Overview: In this lesson, students will become aware of the many different forms of ocean life and their identifying characteristics. Science Standards: Science as Inquiry. Students develop the abilities to do scientific inquiry. Life Science. Each plant or animal has different structures that serve different functions in growth, survival, and reproduction. Objectives: The students will: * Predict possible marine life that may be seen in the film * Discuss marine environments * Identify at least 10 different marine organisms Organisms See also animals; bacteria; biology; plants; zoology. anabolism Biology, Physiology. the synthesis in living organisms of more complex substances from simpler ones. Cf. catabolism. — anabolic, adj. while watching Finding Nemo * Choose one specific organism organism /or·gan·ism/ (or´gan-izm) an individual living thing, whether animal or plant. pleuropneumonia-like organisms any of various bacteria of the genus Mycoplasma, to observe during the movie * List characteristics of one marine organism * Create a Venn diagram A graphic technique for visualizing set theory concepts using overlapping circles and shading to indicate intersection, union and complement. It was introduced in the late 1800s by English logician, John Venn, although it is believed that the method originated earlier. comparing and contrasting specific marine organisms * Design a poster illustrating each identified marine organism and its identifying characteristics. Motivation: Show the students a picture of Nemo or other characters from the movie. Discuss a marine environment with the students, and ask them for input. List the types of organisms they predict they will find in the marine environment of Finding Nemo. Clarify what anatomical structures Noun 1. anatomical structure - a particular complex anatomical part of a living thing; "he has good bone structure" bodily structure, body structure, complex body part, structure layer - thin structure composed of a single thickness of cells and physiological physiological /phys·i·o·log·i·cal/ (-loj´i-kal) pertaining to physiology; normal; not pathologic. phys·i·o·log·i·cal or phys·i·o·log·ic adj. Abbr. phys. 1. functions are needed to live underwater Underwater 1. The condition a call option is in when its strike price is higher than the market price of the underlying stock. 2. The condition a put option is in when its strike price is lower than the market price of the underlying stock. . Procedure: Show the students the first 20 minutes of the movie. Have them list at least 10 different marine organisms they have observed. Let each student choose a specific organism to observe. (Don't allow them all to study the same character.) Show the next 20 minutes of the movie, then let them write down their observations. Make sure they include physical characteristics and behavioral behavioral pertaining to behavior. behavioral disorders see vice. behavioral seizure see psychomotor seizure. characteristics, if appropriate. Continue to show the movie and stop at about 20-or 30-minute intervals; discuss observations and write down characteristics. At the conclusion of the movie, put the students into groups according to according to prep. 1. As stated or indicated by; on the authority of: according to historians. 2. In keeping with: according to instructions. 3. their chosen organism. Have them share their observations and complete the identification of characteristics for their organism. You may need to use several Venn diagrams, depending on the number of organisms chosen. Use the students' information for the diagrams and include a discussion of why certain structures are needed to survive underwater. Have each student draw and color his or her organism on a 4" x 4" piece of paper. Under each drawing, list two identifying characteristics of the organism. Collect these, paste them on a poster board, and laminate laminate, n a thin slice of porcelain or plastic fabricated in a dental lab, which is cemented to the front of the teeth to cover gaps, whiten stained teeth, or reshape chipped or broken teeth. . Display inside or outside your classroom for all to see! Assessments: * Observation list of characteristics * Venn diagram discussion and contributions * Drawing and identifying characteristics for poster presentation. The following is a sample lesson plan for grades 3-5. Title: Organisms and Their Environments Overview: In this lesson, students will understand the differences between a natural environment, the ocean, and a man-made environment, an aquarium aquarium, name for any supervised exhibit of aquatic animals and plants. Aquariums are known to have been constructed in ancient Rome, Egypt, and Asia. Goldfish have been bred in China for several hundred years and are still the most commonly kept fish in home , and its impact on marine life. Science Standards: Science as Inquiry: Students develop the abilities to do scientific inquiry. Life Science: An organism's patterns of behavior are related to the nature of that organism's environment, including the numbers and kinds of other organisms present, the availability of food and resources, and the physical characteristics of the environment. All organisms cause changes in the environment where they live. Some changes are detrimental det·ri·men·tal adj. Causing damage or harm; injurious. det  ri·men to the organism and others are beneficial.
Humans change environments in ways that can be beneficial or detrimental for themselves and other organisms. Objectives: The students will: * Discuss marine habitats * Describe an aquarium habitat * List necessary components of a marine habitat * Compare and contrast a natural marine habitat to an aquarium * Observe marine organism behaviors in their natural habitat (ocean) and in an artificially created habitat (aquarium) * Identify possible beneficial and detrimental effects of aquarium habitats on marine life * Develop an opinion on the use of aquariums. Motivation: Show a video clip A short video presentation. of an aquarium scene from the movie Finding Nemo. Ask students if they recognize the movie and characters. Then show different scenes that depict de·pict tr.v. de·pict·ed, de·pict·ing, de·picts 1. To represent in a picture or sculpture. 2. To represent in words; describe. See Synonyms at represent. marine life in the reefs. Ask students to describe each habitat. Procedure: Have students list what is found in an aquarium habitat and a marine reef habitat. Show the first 30 minutes of the movie. Revise the list. Let students choose particular marine organisms (characters) that live specifically in the aquarium. As they watch the movie, have the students observe the behavior of their chosen organism and the behavior of a similar organism in the open ocean. Students will record the behaviors and characteristics of the organisms and their environments. After the movie, create a Venn diagram that compares and contrasts the marine habitat to the aquarium. Discuss beneficial and detrimental aspects of living in both habitats. Have the students choose either a "wave" or a "bowl" cutout cut·out n. 1. Something cut out or intended to be cut out from something else. 2. Electricity A device that interrupts, bypasses, or disconnects a circuit or circuit element. 3. , draw their chosen animal in its habitat, and explain on the back why you (the chosen organism) would prefer to live there. Hang these around the room to create your own habitat! Assessments: * Contributions to discussion on habitats * Observations of habitats and behaviors * Facts for the Venn diagram * Explanations of their chosen habitat.
National Science Content Standards
Science as Inquiry All students develop the abilities necessary
to do scientific inquiry
All students develop an understanding about
scientific inquiry
Life Science
Characteristics of Organisms have basic needs
Organisms
Each plant or animal has different structures
that serve different functions in growth,
survival, and reproduction
The behavior of individual organisms is
influenced by internal cites and external cues
Life Cycles of Plants and animals have life cycles; the
Organisms details are different for different organisms
Plants and animals closely resemble their
parents
Many characteristics are inherited from the
parents of an organism, but other
characteristics result from an individual's
interaction with the environment
Organisms and Their All animals depend on plants; some animals
Environments eat plants for food, others eat animals that
eat plants
An organism's patterns of behavior are related
to the nature of that organism's environment,
including the numbers and kinds of other
organisms present, the availability of food and
resources, and the physical characteristics of
the environment
All organisms cause changes in the environment
where they live some changes are detrimental
to the organism and others are beneficial
Humans depend on their natural and constructed
environments. Humans change environments in ways
that can be beneficial or detrimental for
themselves and other organisms
Life Science Standard Science Concepts K-2 Science Concepts 3-5
Characteristics of Investigate the Identify anatomical
Organisms characteristics of structures and
clownfish (Nemo), compare to other sea
angelfish (Dory), organisms: clownfish
sharks, sea turtles, (Nemo), angelfish
pelicans (Dory), hammerhead
sharks, stingrays,
sea anemones,
starfish, seahorses
Life Cycles of Investigate the life Describe life cycles
Organisms cycle of clownfish of clownfish (Nemo),
(Nemo) sea turtles, coral
Organisms and Their Explore the coral Compare a coral reef
Environments reef habitat habitat to an
aquarium
Form and Function Describe the physical Investigate the body
characteristics of design, relative to
clownfish (Nemo) and its function for
its design for swimming, of sharks,
swimming stingrays, jellyfish,
and clownfish
Bibliography bibliography. The listing of books is of ancient origin. Lists of clay tablets have been found at Nineveh and elsewhere; the library at Alexandria had subject lists of its books. Abbott, A. (2004). Science at the movies: The fabulous fish guy. Nature, 427, 672. Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York New York, state, United States New York, Middle Atlantic state of the United States. It is bordered by Vermont, Massachusetts, Connecticut, and the Atlantic Ocean (E), New Jersey and Pennsylvania (S), Lakes Erie and Ontario and the Canadian province of : Plenum In a building, the space between the real ceiling and the dropped ceiling, which is often used as an air duct for heating and air conditioning. It is also filled with electrical, telephone and network wires. See plenum cable. . Paris, S., & Turner, J. (1994). Situated motivation. In P. Pintrich, D. Brown, & C. Weinstein (Eds.), Student motivation, cognition cognition Act or process of knowing. Cognition includes every mental process that may be described as an experience of knowing (including perceiving, recognizing, conceiving, and reasoning), as distinguished from an experience of feeling or of willing. , and learning. Hillsdale, NJ: Lawrence Erlbaum. Pintrich, P. R., & Schunk, D. H. (1996). Motivation in education. Englewood Cliffs, NJ: Prentice Hall Prentice Hall is a leading educational publisher. It is an imprint of Pearson Education, Inc., based in Upper Saddle River, New Jersey, USA. Prentice Hall publishes print and digital content for the 6-12 and higher education market. History In 1913, law professor Dr. . Ryan, R. M., Sheldon, K. M., Kasser, T., & Deci, E. L. (1996). All goals are not created equal. An organismic or·gan·ism n. 1. An individual form of life, such as a plant, animal, bacterium, protist, or fungus; a body made up of organs, organelles, or other parts that work together to carry on the various processes of life. 2. perspective on the nature of goals and their regulation. In P. M. Gollwitzer & J. A. Bargh (Eds.), The psychology of action (pp. 7-26). New York: Guilford. Yasso, W. E. (1991). Understanding #1: Discovering science in art, literature, and music. Science Activities, 28(1) |
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