| Many teachers agonize about planning science lessons | | | | 2. Students will be able to demonstrate ways that |
| for Grade 1. They think that the students are too | | | | materials can be used to alter their smell and taste |
| young to take part in science experiments. This is | | | | 3. Students will demonstrate ways we can use |
| because they associate science experiments with | | | | materials to make different sounds |
| using chemicals and Bunsen Burners. At this grade | | | | 4. Students will describe ways in which materials can |
| level, there are many experiments you can do in class | | | | be changed to alter their appearance and texture |
| with the students that are perfectly safe and do not | | | | 5. Students will demonstrate how each of the senses |
| put the students in any danger. | | | | helps us to recognize, describe and safely use a |
| For example, it is easy to plan a lesson related to using | | | | variety of materials. |
| the five senses. A taste test, or an experiment where | | | | You can teach all of these objectives using fun |
| the children are blindfolded and have to identify certain | | | | activities to keep the students interested. You have to |
| foods by the way they taste, smell and feel, is | | | | think of the age of the students and realize that these |
| perfectly acceptable. The only precaution you would | | | | activities are very simple, yet relevant to students in |
| have to take in this type of lesson is to make sure that | | | | Grade 1. |
| none of the children have any allergies to the foods | | | | What kind of activity could I use to teach Objective 3 - |
| you plan to bring into the classroom. | | | | Students will describe ways in which materials can be |
| To teach the concept of using the sense of hearing, it | | | | changed to alter their appearance and texture? You |
| is quite easy to make a tape recording of certain | | | | have to keep in mind that you don't have to get the |
| noises and see whether the students can identify | | | | students to do all the experiments. You can do some |
| them. In order to evaluate the lesson to see whether | | | | with them watching and then ask them questions |
| or not the students have achieved the objective, you | | | | about what happened. For this objective, you can take |
| can have them draw a picture to tell what they | | | | a piece of paper towel. Pass it around to all the |
| learned, retell it to you or have them write a sentences | | | | students so that they know what it looks and feels like. |
| in their journal or learning log. | | | | Soak it in water and then show the result. Students |
| If you wish you can also have the students create | | | | can immediately see how the appearance and the |
| noises of their own using materials that you bring in, | | | | texture of the material have changed. |
| such as scraping a comb over glass or the sound of | | | | When you are teaching Science lessons in Grade 1, |
| chalk on the chalkboard. Many of the activities that you | | | | you should always look for appropriate children's |
| use with science lesson plans dealing with sound will | | | | literature so that you start the lesson off with a story |
| also achieve the objectives for your music curriculum | | | | to peak their interest. |
| as well, so you might want to work with the music | | | | "How Paper is Made" by Arthur Lockwood is a good |
| teacher on this section. | | | | book to use for this lesson because it describes the |
| Some of the outcomes that you need to address in | | | | changes in the appearance of a tree from the time it |
| Science lessons for Grade 1 are: | | | | is cut down until it is made into paper. |
| 1. Students will be able to identify the five senses | | | | |