science curriculum resource gr. 2
I Wonder Why Soap Makes Bubbles and other questions about science
Summary
This is a non-fiction science picture book published in 2013 that could be used for the grade 2 Ontario curriculum. Its table of contents is a list of 31 questions relating to science. While the title is regarding one example of air and water, bubbles, the book refers to many closely linked topics. On every page there are relatable brief examples of daily tasks children do that relate to science. There are also very colourful cartoon and drawn pictures of children and scientific attributes. If kids had a coffee table, this book would be there. The questions are an insightful way to peak the interests of students because they will think about the question, wonder what the answer is and keep reading. As a result, this encourages reading and self-motivation to learn. The book contains many examples of the facts and simple experiments to try.
Analysis
We as human beings are all a part of the human race. This book makes a point of representing children of what appears to be different cultures and/or racial groupings. This is a fundamental requirement to be representative of all children in that way at least. In order to be culturally responsive teachers, Villegas & Lucas (2002) outline six essential attributes, namely, being socially conscious (understands multi-cultural presence and bias), affirming of culturally diverse backgrounds (space for students to be themselves), believe that you can influence educational change (creating a safe space for sensitive conversations), building upon previous knowledge (understanding of where to start teaching from), a willingness to learn about students’ lives outside of school (connection with students), and using culturally responsive methods in the classroom (reading stories with diversity). All of these refer to the fundamental importance of representation in the curriculum of students that are in the country of Canada and as a result in the classrooms.
When students feel accepted being themselves, they feel appreciated (Malhotra et al, 2001). Building working relationships with your students is essential to creating a mutual learning space where the teacher feels respected as a facilitator and the student feels comfortable being vulnerable to learn, create, and make mistakes.
In order to create a classroom with an inclusive curriculum, teachers can build connections by sharing students’ experiences in order to be cognizant of biases and discrimination that exists, even today (Malhotra et al, 2001). The example you provide in the classroom is that of a mentor, guide, and facilitator in addition to a teacher. Grasping the full weight of that responsibility in the lives of children is the first step empowering yourself to provide an inclusive curriculum for your students. The Ontario Ministry of Education document defines what inclusive education means and is expected to be within the classroom:
Inclusive Education: Education that is based on the principles of acceptance and inclusion of all students. Students see themselves reflected in their curriculum, their physical surroundings, and the broader environment, in which diversity is honoured and all individuals are respected. (Realizing the promise of diversity: Ontario’s Equity and Inclusive Education Strategy, 2009, p. 4)
This resource is representative of many racial groupings of students conducting various science experiments and taking part in science in their daily lives. Using a racially representative resource is one way to oppose racially biased teaching (Henry & Tator, 2006). Promoting and practicing inclusive teaching starts with each teacher.
Curriculum: Science
Grade 2 - Understanding Earth and Space Systems: Air and Water in the Environment
The overall expectations that are addressed are the following:
1.2 assess personal and family uses of water as responsible/efficient or wasteful, and create a plan to reduce the amount of water used, where possible.
2.4 investigate the stages of the water cycle, including evaporation, precipitation, and collection
2.5 investigate water in the natural environment
2.6 use appropriate science and technology vocabulary, including solid, liquid, vapour, evaporation, condensation, and precipitation, in oral and written communication.
3.3 describe ways in which living things, including humans, depend on air and water
3.4 identify sources of water in the natural and built environment
Activities
There are numerous experiments that can be conducted using this book with the examples it provides. These would satisfy additional science curriculum expectations to be met as well. In grade two, I would read this book to my students because it has large colourful pictures and the words may be challenging for some. They would all feel included by the representative students portrayed in the book conducting science and feel like they could try it too. We would attempt one of the experiments per topic in order to incorporate active engagement with learning.
This resource would allow for many different science areas to explore as they touch upon not only air and water, but energy, liquids, solids, movement, and space. There are so many topics broached in this book about science that it is truly a great resource for inclusive education.
References
Henry, F., & Tator, C. (2006). Racism in Canadian education. In F. Henry & C. Tator (Eds.). The colour of democracy: Racisms in Canadian society, 119-215 & 223-229.
Malhotra, N., Mathews, M., Migwans, J., & Major, M. (2001). Antiracism and ethnocultural equity teacher manual (AREE). Ottawa-Carleton District School Board.
Realizing the promise of diversity: Ontario’s Equity and Inclusive Education Strategy. (2009). Toronto: Ministry of Education.
The Ontario curriculum, grades 1-8: Science and technology. (Rev. ed.). (2007). Toronto: The Ministry of Education.
Villegas, A. M., & Lucas, T. (2002). Preparing Culturally Responsive Teachers: Rethinking the Curriculum. Journal of Teacher Education, 53(1), 20-32.
This is a non-fiction science picture book published in 2013 that could be used for the grade 2 Ontario curriculum. Its table of contents is a list of 31 questions relating to science. While the title is regarding one example of air and water, bubbles, the book refers to many closely linked topics. On every page there are relatable brief examples of daily tasks children do that relate to science. There are also very colourful cartoon and drawn pictures of children and scientific attributes. If kids had a coffee table, this book would be there. The questions are an insightful way to peak the interests of students because they will think about the question, wonder what the answer is and keep reading. As a result, this encourages reading and self-motivation to learn. The book contains many examples of the facts and simple experiments to try.
Analysis
We as human beings are all a part of the human race. This book makes a point of representing children of what appears to be different cultures and/or racial groupings. This is a fundamental requirement to be representative of all children in that way at least. In order to be culturally responsive teachers, Villegas & Lucas (2002) outline six essential attributes, namely, being socially conscious (understands multi-cultural presence and bias), affirming of culturally diverse backgrounds (space for students to be themselves), believe that you can influence educational change (creating a safe space for sensitive conversations), building upon previous knowledge (understanding of where to start teaching from), a willingness to learn about students’ lives outside of school (connection with students), and using culturally responsive methods in the classroom (reading stories with diversity). All of these refer to the fundamental importance of representation in the curriculum of students that are in the country of Canada and as a result in the classrooms.
When students feel accepted being themselves, they feel appreciated (Malhotra et al, 2001). Building working relationships with your students is essential to creating a mutual learning space where the teacher feels respected as a facilitator and the student feels comfortable being vulnerable to learn, create, and make mistakes.
In order to create a classroom with an inclusive curriculum, teachers can build connections by sharing students’ experiences in order to be cognizant of biases and discrimination that exists, even today (Malhotra et al, 2001). The example you provide in the classroom is that of a mentor, guide, and facilitator in addition to a teacher. Grasping the full weight of that responsibility in the lives of children is the first step empowering yourself to provide an inclusive curriculum for your students. The Ontario Ministry of Education document defines what inclusive education means and is expected to be within the classroom:
Inclusive Education: Education that is based on the principles of acceptance and inclusion of all students. Students see themselves reflected in their curriculum, their physical surroundings, and the broader environment, in which diversity is honoured and all individuals are respected. (Realizing the promise of diversity: Ontario’s Equity and Inclusive Education Strategy, 2009, p. 4)
This resource is representative of many racial groupings of students conducting various science experiments and taking part in science in their daily lives. Using a racially representative resource is one way to oppose racially biased teaching (Henry & Tator, 2006). Promoting and practicing inclusive teaching starts with each teacher.
Curriculum: Science
Grade 2 - Understanding Earth and Space Systems: Air and Water in the Environment
The overall expectations that are addressed are the following:
- Assess ways in which the actions of humans have an impact on the quality of air and water, and ways in which the quality of air and water has an impact on living things;
- Investigate the characteristics of air and water and the visible/invisible effects of and changes to air and/or water in the environment; and
- Demonstrate an understanding of the ways in which air and water are used by living things to help them meet their basic needs.
1.2 assess personal and family uses of water as responsible/efficient or wasteful, and create a plan to reduce the amount of water used, where possible.
2.4 investigate the stages of the water cycle, including evaporation, precipitation, and collection
2.5 investigate water in the natural environment
2.6 use appropriate science and technology vocabulary, including solid, liquid, vapour, evaporation, condensation, and precipitation, in oral and written communication.
3.3 describe ways in which living things, including humans, depend on air and water
3.4 identify sources of water in the natural and built environment
Activities
There are numerous experiments that can be conducted using this book with the examples it provides. These would satisfy additional science curriculum expectations to be met as well. In grade two, I would read this book to my students because it has large colourful pictures and the words may be challenging for some. They would all feel included by the representative students portrayed in the book conducting science and feel like they could try it too. We would attempt one of the experiments per topic in order to incorporate active engagement with learning.
This resource would allow for many different science areas to explore as they touch upon not only air and water, but energy, liquids, solids, movement, and space. There are so many topics broached in this book about science that it is truly a great resource for inclusive education.
References
Henry, F., & Tator, C. (2006). Racism in Canadian education. In F. Henry & C. Tator (Eds.). The colour of democracy: Racisms in Canadian society, 119-215 & 223-229.
Malhotra, N., Mathews, M., Migwans, J., & Major, M. (2001). Antiracism and ethnocultural equity teacher manual (AREE). Ottawa-Carleton District School Board.
Realizing the promise of diversity: Ontario’s Equity and Inclusive Education Strategy. (2009). Toronto: Ministry of Education.
The Ontario curriculum, grades 1-8: Science and technology. (Rev. ed.). (2007). Toronto: The Ministry of Education.
Villegas, A. M., & Lucas, T. (2002). Preparing Culturally Responsive Teachers: Rethinking the Curriculum. Journal of Teacher Education, 53(1), 20-32.