Animated Learning: Integrating ELA and Coding into Environmental Science

Autor/inn/en	Robertson, Laura; Lamie, Catherine; Moran, Renee; Tai, Chih-Che
Titel	Animated Learning: Integrating ELA and Coding into Environmental Science
Quelle	In: Science and Children, 58 (2021) 5, S.30-34 (5 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8148
Schlagwörter	Leitfaden; Unterricht; Lehrer; Environmental Education; Science Instruction; Language Arts; Coding; Ecology; Animation; Critical Thinking; Interdisciplinary Approach; Earth Science; Grade 5; Elementary School Science; Grade 4; Writing (Composition); Educational Technology; Technology Uses in Education + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Umweltbildung; Umwelterziehung; Umweltpädagogik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Sprachkultur; Codierung; Programmierung; Ökologie; Kritisches Denken; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Earth sciences; Geowissenschaften; School year 05; 5. Schuljahr; Schuljahr 05; School year 04; 4. Schuljahr; Schuljahr 04; Schreibübung; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen
Abstract	This article describes a project that integrates English Language Arts (ELA) and coding into environmental science. For this project, students researched science content about human impact on the environment, communicated their findings through a traditionally formatted narrative story, and then used a coding program called Scratch to create an animation. Students had to use critical thinking to design an animation that effectively used text and visuals to communicate science concepts in an engaging and coherent way. The purpose of this interdisciplinary project on human impacts on the environment was threefold. First, it sought to deepen students' three-dimensional science learning by purposefully integrating related ELA standards. The reading and writing standards reinforced the science and engineering practice of obtaining, evaluating, and communicating information and the crosscutting concept of cause and effect (NRC 2012) within the context of Earth science. Second, it broadens students' understanding of human impacts on the environment; this is important not only from an academic learning standpoint but also from a global citizenship standpoint. Finally, it engages students in an opportunity to use coding to demonstrate their science and ELA learning. This lesson is aligned to fifth-grade Next Generation Science Standards (NGSS) and Common Core State Standards (CCSS) ELA standards; however, it was implemented in a fourth-grade classroom. The discrepancy exists because of slight differences between state and national standards. (ERIC).
Anmerkungen	National Science Teaching Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: https://www.nsta.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01