The primary goal of education is preparing younger generations for their adult life and helping them to integrate into society successfully. Students acquire knowledge and skills that are instrumental in understanding the world around them. Science and social science lessons are central to reaching these goals, and blending these two disciplines through the provision of cross-curricular instruction enhances the learning process.
Effective science and social science instruction is characterized by the use of diverse types of methods and techniques. These tools include but are not confined to lecturing, visual aids, technology use, peer collaboration, and students’ active participation. Educators discuss different topics related to nature by referring to children’s past experiences, such as their knowledge about seasons and their attitudes towards them (Rick Crosslin, 2016). In social sciences, children’s prior knowledge is also used as students contribute to the discussion of complex concepts by describing some ordinary everyday experiences (ELLISA Project, n.d.). Demonstrations and learners’ involvement are specifically important for science instructions as children can actually see the way scientific laws are manifested in the real world (Rick Crosslin, n.d.). Technology use is now essential as it helps educators to enhance students’ motivation, help them understand the world, and see different ways technology can be used for learning (Loretta Harrison, 2016; EditorPublisher, 2017). Science and social science instruction techniques and topics discussed have numerous similarities, which makes these disciplines appropriate for cross-curricular activities.
Cross-curricular instruction facilitates the learning process as students can actually use their knowledge to address particular tasks. Inquiry-based activities are specifically helpful when science and social science topics are discussed (Macmillan Education International Curriculum, 2020). The laws of nature and human society share many aspects in common, which can be used when planning. Importantly, teachers should make the links between topics discussed during science and social science lessons visible, so they should pay attention to the curricular. Bringing some blocks together will help students develop a comprehensive picture of this world and their place in it. For instance, the discussion of seasons can be combined with learning about transportation. Students may think of the most convenient types of transport in different seasons and how seasonal peculiarities could affect the development of different types of transportation. Students should be exposed to different problems to be solved. These solutions should involve knowledge, and some skills children have acquired earlier.
It is noteworthy that children often find such cross-curricular experiences interesting as they can apply their skills and knowledge to find real-life solutions. They understand the value of their knowledge and studies that help them cope with various issues they may encounter. These cross-curricular activities also facilitate peer collaboration as children grasp material differently and concentrate on different aspects of the discussed topics. They contribute to the discussion by highlighting different facets of the problem offering creative solutions. Importantly, students learn how to communicate effectively, make their voices heard and listen to others. These interactions contribute to children’s development, and these skills are critical for further academic growth and adulthood life.
Reflection: Conclusions and Applications
This field experience provides a wealth of insights into the ways to bring science and social sciences together. Cross-curricular instruction may seem rather challenging and demanding as it seems that it requires excessive planning and research. However, cross-curricular instruction and activities for students often arise naturally as these disciplines are connected. I will pay more attention to cross-curricular aspects when planning science and social sciences lessons. I will incorporate diverse types of technology, including videos, PowerPoint presentations, digital pictures, and other tools to enhance students’ motivation. Importantly, I will use their prior knowledge and knowledge about the world around them. The development of these links (the connection between daily routines and concepts, nature and society, and so on) will help students to develop a clear understanding of complex phenomena. They will also grasp the material more easily as it will build on the existing knowledge and skills.
An important insight regarding cross-curricular instruction is its positive effect on learners’ motivation. Children have different needs and learning styles, they are interested in diverse topics and subjects. Blending different disciplines and topics can help to motivate students who will acknowledge the links between something they like and something they are yet to learn about. Lecturing, discussions, hands-on activities will be utilized to ensure that all students are engaged. I will use the problem-solving approach as it also motivates students and facilitates learning. Students will also be encouraged to collaborate, which will help them develop social skills. I will also collaborate with other educators and continue my research into the matter. Watching videos with lessons and reading scholarly sources will equip me with the knowledge that can be used during my lessons. Discussions with peers and sharing ideas will help us develop creative and effective cross-curricular plans. Sharing insights into the most effective techniques to instruct, drill, assess can improve the quality of teachers’ services. This collaboration will also lead to the emergence of new strategies and tactics.
Virtual Observation Log
|Date||Video Title||Video Link||Video Time|
|05/08/2021||L Harrison Social Studies Lesson 2 third grade final||Web.||25:50|
|05/08/2021||Ms. Jennifer Lucas | 2nd Grade Social Studies | Broadmoor Elementary||Web.||24:54|
|05/08/2021||Rick Crosslin Grade 2 Science – What is Force, Motion, and Position?||Web.||31:45|
|05/08/2021||Rick Crosslin Science – Circle of Seasons – Kindergarten Science||Web.||27:54|
|05/09/2021||Developing enquiry based cross curricular skills for primary students||Web.||1:03:08|
|05/10/2021||Past and Present 1 – Transportation – Grade 1 Social Studies Lesson||Web.||42:31|
EditorPublisher. (2017). Ms. Jennifer Lucas | 2nd grade social studies | Broadmoor Elementary [Video]. Youtube.
ELLISA Project. (n.d.). Past and present 1 – Transportation – Grade 1 social studies lesson [Video]. Youtube.
Loretta Harrison. (2016). L Harrison social studies lesson 2 third grade final [Video]. Youtube.
Macmillan Education International Curriculum. (2020). Developing enquiry based cross curricular skills for primary students [Video]. Youtube.
Rick Crosslin. (n.d.). Rick Crosslin grade 2 science – What is force, motion, and position? [Video]. Youtube.
Rick Crosslin. (2016). Rick Crosslin science – Circle of seasons – Kindergarten science [Video]. Youtube.