Can reading for knowledge happen in a first grade class? According to Regina Pearse, it’s happening! Mrs. Pearse feels her first grade students are getting a firm understanding of weekly science vocabulary words taught in a hands-on environment. Students not only write and read descriptive words but also use the words often and repeatedly. They are using the words with their teacher and with each other in the lab and are getting a feel for words in the context of sentences.  Students are even showing an interest in nonfiction books! Library book selections are becoming more about real world and scientific concepts. “They are excited and interested and want to read more about these concepts….a real bonus!”

We would love to hear from other teachers using language arts skills in a hands-on science program, particularly the use of descriptive vocabulary words with primary students. Are there any parents who can share how your child has used descriptive vocabulary words at home that have resulted from school hands-on science activities? 

In a 100% hands-on science education environment, there is often no assigned textbook. Students do not memorize words or concepts but learn through applied instruction.   Fourth grade science vocabulary words like  “solute” and “solvent” are introduced and then immediately applied in a laboratory setting by mixing different solutions and discussing observations.  Rather than lugging a textbook home, a homework assignment might be to use the words with friends and family.  With that in mind, many parents explain that they know that their child understands a science concept when they can apply the concept in a real world setting.  For extra curricular experiences, many teachers use today’s internet and even social networking and Web 2.0 technology to extend science instruction beyond the classroom. 

In this blog, Dr. Verner asks teachers and parents to comment on how they use the web to help students and children learn science.  A sample website is discussed.