Relating+Science+to+Everyday+Life

= **Relating Science Topics to Everyday Life** =

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One of the benefits of teaching the science curriculum is that there are many opportunities to relate course material to everyday life. Beginning in grade school, students are taught to use science tools such as graduated cylinders, triple beam balances and rulers to measure volume, weight or length of objects found in everyday lives. Further, students gradually learn about the nature around them, the anatomy of animals and humans, chemical reactions that are taking place daily and the calculations necessary to measure density, kinetic and potential energy, as well as force. Science promotes change in the world around us on a minute to minute basis, so why not make this material engaging to the students in their everyday lives. ======

** Below is the video of a BBC Special – “How Science Changed the World” - **
media type="youtube" key="3oH6apmb6sY" height="349" width="560" align="center"

Now before the exponential growth of technology, teachers were able to use the resources around them to compare science to their everyday lives. With no computers, they used nature, animals, chemicals and regular objects to display how all things in the world around them worked together. These methods, although some may consider obsolete, remain as a great way to promote the relating of everyday science topics to their lives. Below are some strategies of promoting this integration without the use of technology.

= ** Workshop in Relation to Bloom’s Taxonomy **  = This page incorporates several of the beginning stages of Bloom’s Taxonomy:

**Knowledge**: The incorporation of videos incorporating everyday science topics to real life allow for individuals to improve basic knowledge of topics in a new light. For example, learning about pollination and then viewing pollination as it occurs in nature, allows for students to increase knowledge they may already have.

**Comprehension**: By incorporating technology into everyday lives, students will not only increase knowledge but learn to apply this new knowledge to the world around them. This incorporates stage 2 of comprehension, where students are asked to summarize, translate or explain new found knowledge in their own words.

**Application**: Furthermore, students can use their previous knowledge and understanding to apply it. For example, students learning about the anatomy of certain animals or a human being can further be applied during animal dissections in class, as well as in comparison to the student’s own body anatomy. By using technology to offer further application problems and activities, students will develop a deeper understanding of the topic at hand.

= ** How to Promote Integration without Technology: ** = = = //Go Outside// – Observe nature around you to relate weather patterns, nature and earth sciences

//Use Hands-On Materials//- Use hands-on materials when completing labs. The use of comparisons between objects and everyday lives can aid to make the transfer of knowledge.

//Encourage Students to Explore the World Around Them// – In making students aware of their surroundings and how they could relate to the topic or unit they are currently being taught, students will be more likely to observe their natural surroundings through scientific terms. For example: watching their parents boil macaroni, allows them to notice the change of water, a liquid, to a gas, steam. Students may also become aware of the decomposition of vegetables and fruits that have been sitting out to long, as well as the growth and ripening of new vegetables in their gardens. Looking up at the sky or out the window, students become aware of the pressure of the storm system rolling in, the types of clouds in the sky, as well as the change from rain to hail to snow. With the encouragement to look around and notice these things, students will develop a motivation to continue their study of the sciences.

However with the continuing growth of technology, we can also provide students with simulations, interactive activities or labs that relate to the world around them. The increase in scientific technologies have also allowed for the increase in medicinal technologies allowing scientists to create cures for diseases previously considered deadly, as well as the ability to create a computer better at chess or smarter at trivia than any human being. Below are some ways to relate scientific knowledge to their daily lives.

= ** Promoting Integration with the Use of Technology **   = // Make Students Aware of Scientific Discoveries That Are Relevant to Their Everyday Lives - //[] --This website displays changes in Scotch 3m Brand Tape from the early 1900’s to today. Students will be able to see the relevance of these changes to their everyday lives. The website offers interactive labs, virtual simulations, as well as a kitchen with interactive links questioning students about their scientific knowledge of objects found in their homes.

**Using YouTube and Teacher Tube to Simulate How Scientific Phenomenon’s Occur** – (always review videos before displaying them to students!) Color Changing Chameleon- [] Ape Man to Neanderthal - [] Hurricane Katrina Footage - []

**Dissections**//-// Frog Dissection- []

** Science Blogs & Wikis – ** ScienceRay- [] Abby Sunderland – Girl Who Sailed Around the World Alone - [] Making Science Fun: Steve Spangler Blog - []

=** NETS Standards ** = = In using these resources to relate science materials to everyday lives, students work by the following NETS Standards: = ** Creativity and Innovation ** Students demonstrate creative thinking, construct knowledge and develop innovative products and processes using technology. Students: a. Apply existing knowledge to generate new ideas, products and processes b. Create original works as a means of personal or group expression c. Use models and simulations to explore complex systems and issues d. Identify trends and forecast possibilities. ** Communication and Collaboration ** Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students: a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media b. Communicate information and ideas effectively to multiple audiences using a variety of media and formats c. Develop cultural understandings and global awareness by engaging with learners of other cultures d. Contribute to project teams to produce original works or solve problems ** Critical Thinking, Problem Solving and Decision Making ** Students use critical thinking skills to plan and conduct research, manage projects, solve problems and make informed decisions using appropriate digital tools and resources. Students: a. Identify and define authentic problems and significant questions for investigation b. Plan and manage activities to develop a solution or complete a project c. Collect and analyze data to identify solutions and/or make informed decisions d. Use multiple processes and diverse perspectives to explore alternative solutions

= Workshop Activity = = =
 * Please use the information and links displayed above to complete the following activity:**

Choose one link displayed above, or incorporate a new resource of your own to create the basic outline of a lesson on how you would incorporate this resource into your classroom.

Please include the following:
 * Background information including the curriculum area, topic and resource
 * The procedure you would use to incorporate this resource into your classroom lesson
 * The type of technological resources used throughout the lesson
 * The way the resource helps students to relate the scientific topic to everyday life
 * A brief conclusion including student assessment activity or evaluation