Background
In Micro Life in a Macro World, ten to thirteen year old students learn how invisible creatures affect our lives. Students are introduced to the building blocks of matter and the states in which it exists. Atoms and their parts, the elements, and molecules are covered. Units of measure at the microscopic level are explored to help students understand that tiny things vary greatly in size. Abiotic and biotic matter and the Kingdoms of Living Things are studied. Cells, cell types, organelles and their functions, and DNA are analyzed. Students learn about microbes and how they live and proliferate. Bacterial disease is contrasted with non-bacterial disease, such as genetic disorders. Treatment for illness is addressed. Viruses and their traits are investigated. Human behaviors that promote or inhibit the spread of disease are identified. Students conduct and present research on careers in science related to any segment of the unit.
My goal for this unit is to impact the future by giving accurate and clear information to children so that they can comprehend fundamental processes of the natural world. Building upon a solid foundation, they will advance in the sciences and never say that they “aren’t the science type.” I want children to know that they are all scientists and innumerable well-paying and interesting jobs in scientific fields exist so they can begin considering career choices, which will make all our lives better. Elementary school teachers often underestimate what children can understand when taught appropriately. Accurate information of nature (Greek φύση, phusika, physics ‘nature’) is the foundation of knowledge.
Pittsburgh Public Schools curriculum introduces fifth grade students to Life Sciences in the first months of the school year. Students learn about cells, but the curriculum is flat with a lots of content information and few applications to make the information meaningful. Intrinsically interesting material is presented in a dull fashion which lacks connections to other science disciplines and applications of science. This unit creates a context for studying cells with a realistic investigation into interrelated aspects life science and physical science by examining the physical structure and different types of microscopic life. Lessons will be tiered to facilitate multiple entry points into the learning and scaffolded to support students who lack background knowledge and those who need multiple iterations to ensure learning, as well as students who enjoy extending their learning beyond the essential concepts. The Disciplinary Core detailed in Next Generation Science Standards is referenced throughout the unit.
These goals are particularly important at my school, Pittsburgh Colfax K-8, because of our unusual demographics. About a third of our students are “identified as gifted,” many of whom have parents working at Carnegie Mellon University, University of Pittsburgh, other colleges, as well as the numerous Pittsburgh hospitals and research facilities. About another third of our students are English Language Learners, often the children of Ph.D. students and visiting professors and doctors. The home languages are diverse, including Chinese, Japanese, Dutch, French, Spanish, and Portuguese. Additionally, more than a quarter of our students are economically disadvantaged and have not had access to the knowledge and resources of the more affluent children. These demographics underscore the importance of making scientific learning accessible so that all students can pursue scientific endeavors in the future.
Comments: