Teachers will learn to implement hands-on science activities in their classrooms through a web-based tutorial. The goals are for teachers to use at least 3 hands-on activities per week by December 2012. Objectives include incorporating 1 activity most weeks in October, 2 activities most weeks in November, and 3 activities each week in December. Reasons for using hands-on activities include engagement, retention, and higher-level thinking. Tips are provided on grouping students, lesson planning, room arrangement, finding materials and ideas.

1. Using Hands-
On Activities in
the Science
Classroom
Rebecca Hardner

2. Goals of this
lesson
Teachers will be able to
implement hands-on, inquiry
based learning activities in the
classroom using the science
curriculum and planning
guide and materials provided
by the district or other source,
at least three times a week by
December 2012. This will be
assessed by the administration
through lesson plans and
classroom visits.

3. Sequential Objectives
• Teachers will view the web based
tutorial in September and be
able to successfully incorporate 1
hands on activity in their
classroom 4 out of the 5 weeks in
October.
• Teachers will continue to have
access to the web based tutorial
for review purposes and will
implement at least 2 hands on
activities in the classroom 3 out
of the 4 weeks in November.
• Teachers will continue to have
access to materials and websites
from the tutorial and will include
at least 3 hands on activities of
their choice each week in
December.

4. Why Teach Science?
Click on the link below to watch a video on the
importance of teaching science.
http://vimeo.com/3531977

5. http://www.ehow.com/
What are
video_4974405_types- hands-on
teaching-aids.html science
activities?
• Learning by doing
• Involves the student in
the total learning
process
http://www.ehow.com/ • Encourages higher
level thinking
video_4974402_reviewin • Engages the learner
Reaches multiple
g-science-teaching-
•
learning styles at once
supplies.html • Differentiates

6. Which of the following is a hands-on
activity?
1. Watching a video on how matter changes from
one form to another.
2. Students moving through stations and
manipulating ice as it changes states of matter.
3. Looking at pictures of scientific tools.
4. Students handling different scientific tools and
determining how they might be used.

7. Why use hands-on
activities?
• Fun • Click on the links below to
read an article on why to use
• Creativity hands on activities.
• Retention
• Accomplishment http://www.squidoo.com
/top-6-reasons-hands-on-
• Review
projects
• Cooperation
http://www.ehow.com/in
fo_8255645_use-hands-
activities-motivate-
students.html

8. Getting Started
• How do I get the
students to work in
groups?
• What will my lesson
plan look like?
• Should I change the
room arrangement?
• What materials are
available to me?
• Where do I find ideas?

9. How do I get the students to
work in groups?
• Science lends itself to collaboration
• Students learn from one another when they work
together
• All students are engaged in the learning process
http://www.ncrel.org/sdrs/areas/issues/content/cntar
eas/science/eric/eric-7.htm

10. What will my lesson plan
look like?
• Teachers will act as a facilitator- less teaching more
walking around the room and asking questions
• Let the students dictate the learning-learn through
inquiry and experimentation
• There are NO wrong answers
• Below is a link on tips for planning:
http://www.reachoutmichigan.org/funexperiments/vo
ltips.html

11. INP/MOD: TTW say, “All matter is made up of atoms and molecules. Molecules are made up of two or more
atoms (draw an example of O2 on the board). This is an element because it only has the
element oxygen in it, but it has two atoms of oxygen (explain that the number tells you how
many of each atom). When two elements combine they form a compound, like water (draw
H2O on the board). This contains two atoms of hydrogen and 1 atom of oxygen-two different
elements.”
GP TTW pass out the Marshmallow Matter page, colored marshmallows and toothpicks. TTW read
the directions aloud. TTW walk the class through creating a water molecule using two red
marshmallows (hydrogen) and one white marshmallow (oxygen). TTW walk around the room
and help as needed as the students complete the worksheet.
TTW ask the following questions as he/she moves through the room:
1. What is the difference between an element and a compound?
2. Can you show me an element? A compound?
3. What do the different colors of marshmallows represent?
IP TSW build models of molecules and compounds using marshmallows.
C Compare and contrast atoms and molecules
Sample Lesson Plan

12. Which of the following will be
in your lesson plan?
1. Students will read pages XYZ and answer questions
on page Z to turn in.
2. Students will identify the correct instrument and use
it to measure the mass, length and volume of
several given objects and record the information in
their science journals.
3. Students will move through stations and
manipulate ice through the three states of
matter.
4. Students will complete the attached worksheet
and turn it in for a grade.

13. Should I change my
room arrangement?
• Group seating arrangements
work particularly well for science
classrooms and lab work, but
may also be an efficient setup if
you have your students work
regularly in small groups. Set up
your desk or work area in the
center or front of the room; your
role as a facilitator and monitor is
important and you'll be away
from your desk when utilizing this
classroom arrangement because
you'll be checking in with each
group. Group desks together in
groups of four or five throughout
the classroom, leaving space in
between them to facilitate group
communication and movement
around the room

14. Sample Room
Arrangements
All of these arrangements
encourage collaboration and
group work.

15. Articles on Room
Arrangement
• Click on the links below
to read articles on
setting up a classroom
to accommodate
hands on science
• http://www.ehow.com
/how_6928715_design-
ideal-classroom-
arrangement.html
• http://nstacommunities
.org/blog/2010/08/14/c
lassroom-seating-
arrangements/

16. What materials are
available?
• Check the library- there are many items available
from the science department for use
(microscopes, weather
instruments, videos, beakers, balances, etc.)
• Share resources with other teachers (check with
other teachers in the building-many have
equipment and are willing to share)
• Call the science department or speak to the school
science chair if you need something specific-it may
be available for loan

17. Where do I get ideas?
• Collaborate with teachers in
your building
• Attend district professional
development opportunities
• Collaborate with the head
of your science department
• Meet with your school
assigned science specialist
• Check out the library-lots of
videos and books to help
you get started
• Google and the World Wide
Web

18. Links to Good Science
Websites
Below are some really good science websites. You
can always tailor an activity to meet the needs of
your students.
http://www.stevespanglerscience.com/
http://www.exploratorium.edu/explore/
http://www.siemensscienceday.com/activities/hands-
on-science-activities.cfm
http://www.spacegrant.hawaii.edu/class_acts/
http://www.kids-science-experiments.com/index.html
http://www.all-science-fair-projects.com/

19. Certificate
This is to certify that
___________________________
completed the web based
tutorial entitled “Using Hands on
Activities in the Classroom”
successfully.
Please print this certificate and turn it in to the administration no later than October 1, 2012.