Context:
The "Science in our Lives: Photo Essay" was completed in the Fall of 2007 for GH 4401, Science and Science Instruction in the Elementary Classroom, under the advisement of Jeff Goodman.
Impact:
This project is a photoessay which incorporates a broad spectrum of scientific questions based on the photographs that I have taken. A presentation of this project can be given at the beginning of the school year in an elementary classroom to spark enthusiasm for science and answering the questions about the science around them. The students will begin to ask their own questions, and can even create their own photoessay.
Alignment:
Standard 15: Elementary teachers encourage underrepresented groups to engage in the schooling process, especially math and science.
Indicator 1: Teachers use a variety of strategies to encourage underrepresented groups to engage in the schooling process, especially math and science. They:
* Utilize community resources
* Give personal attention and encouragement to underrepresented groups of students
* Use relevant and real-world applications that interest a diverse population
* Encourage underrepresented groups to assume leadership roles.
The Science in our Lives Photoessay meets this objective by including questions that are universal to all students. Children who are rich, poor, foreign, or native will all wonder the same things about the world around them. The photos should be taken from the community that these students live in and are familiar with. Students who typically may have felt that science was not for them, will see that science is a part of their own life, that they can excell in studying. When the class completes a photoessay, students are given the initiative to ask questions, which helps them feel like a leader in the classroom. All questions should be treated as valuable questions, so that even the underrepresented students have a place in this assignment.
Science in our Lives
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