Victoria A. Raucci
The state of Connecticut is presently transitioning from the Connecticut State Science Frameworks to the Common Core Curriculum Standards, on which New Haven Public Schools (NHPS) will base its curriculum. Since 1999, NHPS has been delivering instruction through Science and Technology for Children (STC) kits. These kits are an alternative to traditional textbook-style and rote memorization of scientific concepts. They contain inquiry-based, hands-on activities that focus on various scientific concepts targeted for each grade level.
One of the STC kits presented in the fifth grade is focused on the concepts of light and color. For the past two years that I have taught these units, students greatly enjoyed the activities but there were gaps that prevented them from fully comprehending some of the concepts presented within the kit. The primary objectives of this unit are as follows:
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1) To explain the function of the eye
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2) To explain how the eye sees light
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3) To show how color is perceived
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4) To engage students and encourage higher-order thinking
I will be addressing the above-referenced objectives by comparing canine physiology to human physiology. My reason to use the dog's anatomy is based on my observations that many of my students have dogs as pets, or they know somebody who has a dog. They are eager to share stories, both orally and in writing, about dogs. Children are fully aware of the unconditional love that a dog demonstrates. Many students are not introspective or interested in observing themselves, but I hope to increase their engagement by tapping into the emotional bond between children and dogs.
All lessons and activities included in this unit are to take place after a general introduction to light and color. Important terms regarding the qualities of light, such as "transparent", "translucent", and "opaque", can be covered at any time during or after the lessons in this unit.
