Creating an Interest in Learning Science

Childhood Education, Summer 2005 by Haggerty, Dorothy L

Setting the Bait

Too often, students are bored with science. Irrelevant facts, numerous definitions, and confusing diagrams clutter the student's mind. To help motivate students, teachers should, instead, choose fun, interesting, relevant, and current topics. Paris and Turner (1994) found that intrinsic value or interest plays a role in student motivation. Others have defined intrinsic motivation to learn as the intention to engage in a specific learning activity because the activity itself is interesting, enjoyable, or otherwise satisfying (e.g., Deci & Ryan, 1985; Pintrich & Schunk, 1996; Ryan, Sheldon, Kasser, & Deci, 1996).

Therefore, science learning can be enriched when we bring our senses and emotions to the object or phenomenon being studied. Artistic explorations of a topic can excite our interest and involvement in the study. While multimedia, such as videos and DVDs, can offer an artistic presentation through which students can learn science, many educational videos do not engage students. Therefore, the challenge is to find a video or movie that excites and motivates students to stay attentive and learn science.

The film Finding Nemo was not only a box office smash, it also offers a fascinating and accurate scientific journey for students (Abbott, 2004). Ask any elementary-age student to describe Nemo or Dory and his eyes will light up in excitement. Finding Nemo is truly a science teacher's dream, for it is the perfect blend of artistic expression, cool music, interesting plot, and scientific concepts.

A Full Tackle Box

The first time I watched Finding Nemo, my mind was flooded with ways to incorporate this movie into a science lesson. This movie provides teachers the perfect teaching tool to cover numerous grade-level appropriate science topics. The seven-minute documentary on "Exploring the Reef" contained in the DVD version of Finding Nemo uses the characters in the movie to investigate a coral reef from a scientific focus. The film itself contains several marine science, life science, and environmental science concepts, including predator-prey relationships, coral reefs, ocean species, waves, currents, ocean animal behaviors, mutations, pollution, defense mechanisms, life spans, communication under water, and much more.

Nibble At This . . .

The following is a sample lesson plan for grades K-2.

Title: Finding Nemo: A Study of Marine Life

Overview: In this lesson, students will become aware of the many different forms of ocean life and their identifying characteristics.

Science Standards:

Science as Inquiry. Students develop the abilities to do scientific inquiry.

Life Science. Each plant or animal has different structures that serve different functions in growth, survival, and reproduction.

Objectives: The students will:

* Predict possible marine life that may be seen in the film

* Discuss marine environments

* Identify at least 10 different marine organisms while watching Finding Nemo

* Choose one specific organism to observe during the movie

* List characteristics of one marine organism

* Create a Venn diagram comparing and contrasting specific marine organisms

* Design a poster illustrating each identified marine organism and its identifying characteristics.

Motivation: Show the students a picture of Nemo or other characters from the movie. Discuss a marine environment with the students, and ask them for input. List the types of organisms they predict they will find in the marine environment of Finding Nemo. Clarify what anatomical structures and physiological functions are needed to live underwater.

Procedure: Show the students the first 20 minutes of the movie. Have them list at least 10 different marine organisms they have observed. Let each student choose a specific organism to observe. (Don't allow them all to study the same character.) Show the next 20 minutes of the movie, then let them write down their observations. Make sure they include physical characteristics and behavioral characteristics, if appropriate. Continue to show the movie and stop at about 20- or 30-minute intervals; discuss observations and write down characteristics.

At the conclusion of the movie, put the students into groups according to their chosen organism. Have them share their observations and complete the identification of characteristics for their organism. You may need to use several Venn diagrams, depending on the number of organisms chosen. Use the students' information for the diagrams and include a discussion of why certain structures are needed to survive underwater.

Have each student draw and color his or her organism on a 4'' x 4'' piece of paper. Under each drawing, list two identifying characteristics of the organism. Collect these, paste them on a poster board, and laminate. Display inside or outside your classroom for all to see!

Assessments:

* Observation list of characteristics

* Venn diagram discussion and contributions

* Drawing and identifying characteristics for poster presentation.

The following is a sample lesson plan for grades 3-5.