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Utilizing Community Resources
Peter Szczap
Science Magnet School, Buffalo Museum of Science, Buffalo, New York
Subject: Community Studies/Science
Grade: 5-6
"Once teachers look beyond the four walls of their classrooms,
the possibilities for an exciting program become easily available."
Purpose and Description of Project
This project was carried out "helping teacher" Peter
Szczap and five classroom teachers from the Science Magnet School's
fifth- and sixth-grade component, located at the Buffalo Museum
of Science.
Primary goals of the project were to have students (1) develop
basic skills in such content areas as language arts, science,
reading, and social studies; (2) gain an understanding of scientific
methods and learn to use process skills (such as observing, classifying,
and predicting) to solve problems; and (3) develop a respect for
the environment and an understanding of the need for natural preservation.
During their investigations, students explored many aspects of
the science museum and went on field trips to such sites as an
aquarium in Niagara Falls and the Shale Creek Nature Preserve.
Photographs were central to the students' studies before, during,
and after their many learning activities. They also produced a
wide variety of booklets, exhibits, and displays that not only
reinforced what they had learned but can serve as resources for
other teachers and students.
Activities
Given the number of teachers and classes involved in this project,
it is not possible to list here all their specific activities.
Below is a sample of the many units of study, but note that not
all participants in the project were involved in all activities.
- The Niagara Falls aquarium was a treasure lode for both students
and teachers. They photographed marine organisms and animals and
used these pictures to stud vertebrates vs. invertebrates.
- At Atwell Pond, students used water creatures for study and
examined various types of life, such as water spiders and beetles.
They photographed their findings, composed captions, and wrote
reports that were compiled into a booklet.
- Students visiting Welland Canal photographed the canal locks
in a series of operations. They then had to sequence their photographs
and explain how the locks worked.
- In a social studies activity, the students compared the lifestyles
of a reserved New England colony with those of a southern colony
by studying photographs.
- Another group of students made its own fossils by inserting
lubricated objects into soft plaster of paris, removing the objects,
and allowing the image to dry.
- In a combination science, language arts, and reading activity,
students read articles about dinosaurs and then had to answer
questions about the giant reptiles by going to Science Museum
dinosaur exhibits.
Materials, Resources, and Expenses
The use of community resources was, of course, the hub of this
project, and Szczap says that personnel at the museum and outdoor
sites were invaluable both during pre-visits and field trips.
Parents also often participated in the field trips. Cost items
were four Kodak
cameras,
film,
processing, admission to some sites, and bridge tolls.
Outcomes and Adaptability
The youngsters did improve in the basic skills, process skills,
and in appreciation of the environment. Student attitudes toward
learning improved and many valuable resource materials have been
created for use by other students and teachers.
Szczap concludes, "If the project is to be judged on the
basis of parent and student response, then it was an unqualified
success." The use of photography made the learning process
more exciting not just for the students but for teachers as well.
While acknowledging that the average school is neither located
in a museum nor has access to a daily bus shuttle, Szczap believes
that photography can be profitably integrated into the activities
of any school that is involved in even one field trip a year.