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-----Original Message-----
From: Informal Science Education Network
[mailto:[log in to unmask]] On Behalf Of Eric Siegel
Sent: Friday, February 22, 2008 1:42 PM
To: [log in to unmask]
Subject: Science Song Inquiry
ISEN-ASTC-L is a service of the Association of Science-Technology Centers
Incorporated, a worldwide network of science museums and related
institutions.
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*
Hello, all:
This from a colleague who is an opera singer and new science teacher
in a Bronx elementary school. Any ideas, please forward to me either
on or off list.
Many thanks...she is doing her best to avoid losing her voice!
Eric Siegel
Director and
Chief Content Officer
New York Hall of Science
www.nyscience.org
(718) 699-0005 x 317
esiegel at nyscience dot org
>
> If you can help, or know anyone that might be able to help, please
> pass this along...
>
> I am preparing to do an action research project, to fulfill one of
> the final requirements of my masters degree. I will be doing
> research with about 10 fourth grade students in my school and my
> question that I'm researching is:
>
> What impact will learning science songs have on retention of
> science vocabulary and concepts?
>
> It is a short research project, with only a two-week window to do
> the research in late March/early April.
>
> Right now, I am collecting science songs that are appropriate for
> fourth graders, though mine range from ages 9 to 11. They will
> respond to songs for even younger students, but the criteria I need
> is that the songs:
>
> 1. are fun and easy to sing
> 2. are easy to teach and learn in one 30 minute period (familiar
> tunes work best)
> 3. contain language that explains the science vocabulary and/or
> concepts.
>
> For instance, I've already used this one as a test to see whether
> the students would respond to this research:
>
> (sung to "Oh, my darlin Clementine" or even "La cucuracha"!)
> Evaporation,
> Condensation,
> Precipitation all around.
> Accumulation,
> Evaporation,
> the water cycle goes round and round.
>
> The students loved this. It helps them remember the order of the
> cycle, but doesn't explain the meaning, The students created hand
> gestures to help remember what the vocabulary words meant.
>
> I'm particularly looking for songs that address:
>
> - more on the water cycle (including erosion, deposition,
> groundwater, runoff)
> - states of matter (liquid, solid, gas)
> - electricity and energy (conductor, insulator, magnetism, poles,
> friction, gravity, etc.)
> - insect life cycle (larva, pupa, chrysalis, cocoon)
> - plant structure and adaptations (germination, dispersal, etc.)
> - animal adaptations and traits (migration, hibernation)
> - food chain/web (predator, prey, decomposer, producer, consumer,
> etc.)
> - metric measurment terms (volume, liter, linear, meter, etc.
> - scientific instruments (pan balance, graduated cylinder, beaker,
> etc.)
> - simple machines (lever, inclined plane, wheel, pulley, wedge, screw)
>
> If you know of any songs that I could use or adapt, or feel like
> writing one, please let me know!
>
> Feel free to pass this along.
>
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For information about the Association of Science-Technology Centers and the Informal Science Education Network please visit www.astc.org.
Check out the latest case studies and reviews on ExhibitFiles at www.exhibitfiles.org.
The ISEN-ASTC-L email list is powered by LISTSERVR software from L-Soft. To learn more, visit
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