| Whether you homeschool or teach science in a school | | | | "Could you explain ______ to me?" If you are doing |
| or co-op setting, science labs remain mysterious and | | | | an activity that does not have discussion questions, |
| intimidating to some. In fact, some teachers shy away | | | | simply use the same questions to lead a discussion |
| from them completely, denying their students an | | | | about the lab. You should refrain from giving advice or |
| important part of science education. The laboratory | | | | outright answers. Most students know that if they |
| experience is just one of the approaches to teaching | | | | remain quiet, a parent or teacher will eventually offer |
| science, but improving this part of your science | | | | the answer for them. Instead, lead them into thinking |
| curriculum can be the key to how to become a better | | | | for themselves by asking a series of questions. "What |
| elementary science teacher or a high school science | | | | do you think?" is often a good way to get a |
| coach. Begin to look at labs as "teaching fun science" | | | | conversation started. Your face should remain |
| and you and your students will have a much better | | | | expressionless, for a student who is reluctant to |
| experience. In this report are six tips to help you | | | | answer will shy away if he thinks you will criticize or |
| improve your labs regardless if you teach 5th grade | | | | reject his answer. If he is going down the wrong path, |
| science or college biology. | | | | just lead him down the correct one with questioning. |
| Preparing Lab Sections | | | | This is an excellent teaching method for getting |
| The most important thing you can do to insure | | | | students to explain concepts in their own words. |
| success is to be prepared for the lab or experiment. | | | | The same approach is used during an experiment. At |
| This is so simple and obvious that it is often | | | | times, something goes wrong and the student |
| overlooked. Don't just gather your materials for the lab | | | | exclaims, "What did I do wrong?!" It is so tempting to |
| you are working on the next day, but look well into the | | | | jump in and help when we see his mistake, but unless |
| future. Look over your plans for the month or the | | | | you let him work it out on his own, he will only increase |
| semester to see if there are any unusual items that | | | | his chances of failure at the same point during the next |
| need to be found. As you finish one lab, look to the | | | | experiment. Instead, have him carefully review the lab |
| next scheduled lab and make sure the materials will be | | | | procedure step by step and see if he made any |
| on hand. Do you need to make ice? Is all of the | | | | errors in sequence, timing, proportions, or interpretation. |
| equipment working properly? An alternative is to | | | | The only assistance you should offer is in the form of |
| gather everything you will need in advance or order a | | | | leading questions to get him on the right track, but let |
| complete science kit for the curriculum you are using. | | | | him make the discovery on his own. This approach |
| Everything can be stored in a plastic box with a lid and | | | | often frustrates students, but they will learn far more in |
| kept in one place. | | | | the long run. |
| Perform the Lab in Advance | | | | Using Technology |
| If at all possible, perform the lab in advance of your | | | | Videos are common supplements for science. |
| student. There is never a guarantee that the | | | | Because it is so widely used for entertainment, most |
| experiment is going to work out as it is written and you | | | | students are used to viewing it passively. We need to |
| will want to be prepared to answer questions in case it | | | | change their viewing habits if it is to be an effective |
| doesn't. If you can't work out the experiment in | | | | tool in an educational setting. To begin with, discuss the |
| advance, at least read through the entire procedure. | | | | reason for watching the video and explain how it |
| Work out any calculations and answer the questions | | | | relates to the lesson or lab. In a sense, you are |
| as the students will as they read through the manual. | | | | preparing the students and telling them what you want |
| Familiarize yourself with the equipment they will be | | | | them to learn from the video. You can even ask them |
| using. While you don't want to take over the lab for | | | | any discussion questions before you watch the video |
| them, you do want to be a prepared coach. | | | | with the intent of having the students glean the |
| Read and Study the Theory Behind the Lab | | | | answers from the presentation. Don't be afraid to stop |
| If you are familiar with the theory behind the | | | | the video during play to discuss any points of interest |
| experiment, then you will be much more effective | | | | that may come up. Afterwards, have the students |
| when handling conceptual questions the students may | | | | answer discussion question, repeat five things they |
| have. If you do not have a strong science background, | | | | have learned, or complete a short writing assignment |
| read the student text that corresponds with the lab. | | | | about the video. |
| Having an understanding of this background will also | | | | Slides are another useful science supplement. In a |
| help you to explain the relevance of this lab to the | | | | homeschool setting, it may be a microscope slide set; |
| content the students are learning. Students need to | | | | in a classroom, it could be an overhead projector or |
| understand relevance, both in the technique they are | | | | slide show. No matter the presentation, slides are the |
| using and in the application of the information being | | | | perfect format for encouraging observation skills. |
| learned. | | | | Consider having each student keep a science journal |
| Preparing the Student | | | | for drawing specimens. Let them draw what they see |
| If the student only has a hazy recollection of the | | | | for a few minutes. When they are done with their initial |
| lesson from the text or lecture, he will probably not | | | | sketches, instruct them to look again and draw for a |
| understand the application of the lab. Have him review | | | | few more minutes. Some may complain, "But I don't |
| notes or highlights in the book before beginning the lab. | | | | see anything else." Do not engage in a lengthy debate, |
| Have a conversation about what the lab is about and | | | | just instruct them again to look, study, and draw some |
| the concepts he will be testing or observing. Have him | | | | more. When they are done, have them repeat the |
| read through the entire activity before he begins to | | | | study and drawing exercise for a third time. In the |
| make sure he understands both the technique and | | | | beginning, this is a truly difficult activity for students with |
| application. | | | | weak observation skills. Gently encourage them to add |
| Discussion | | | | just one more detail each time they draw. Soon, they |
| The discussion that takes place after the lab can be | | | | will gain confidence and find more details each time |
| just as important as the activity itself. Begin by | | | | they study. They will also realize that you are not |
| reviewing the questions in the manual, if there are any. | | | | asking them to stare and draw indefinitely, but for just |
| Ask students to define their terms or expound their | | | | a short period of a few minutes. |
| ideas by asking, "What do you mean by ______?" or | | | | |