Look at this picture- what is it? Can you tell? It is zoomed in pretty close. Some of you may be able to figure it out, but some will not have a clue. Teaching the standards sometimes feels like you are looking under a microscope. It is necessary in order to understand the minute details of a larger concept. Teaching plant organelles for instance- we need to ZOOM IN for students to understand the parts of a plant at a microscopic level. We need to teach each of the organelles and their function. We need them to understand the process of photosynthesis. But, if we never zoom out and show how photosynthesis affects systems in the larger world- if we never show them WHY it is important and how it affects THEIR lives, then the concept will be lost on some students. This is true of all concepts we are teaching. We NEED to zoom in so that students can FOCUS on how things work and learn detailed information.
But we also need to… ZOOM OUT
Now look at the picture below- can you tell what it is now? Sometimes we have to zoom out to see the big picture before things start to make sense. Zooming out allows students to find the meaning in what they are learning. Why are subatomic particles important? Because they make up atoms, which make up molecules, which make up matter- EVERYTHING around us in this universe (including us) is matter.
Students learn about moon phases and the revolution of the moon around the earth- but why does the moon matter to them? When we zoom out and talk about the moon’s relationship with earth- the tides, and even the moon’s effect on behavior- it suddenly becomes more interesting and helps students to understand WHY we study the moon, or anything in space for that matter.
How can I ZOOM IN & ZOOM OUT
in my classroom?
As you go through your standards, map out how they connect with one another and then work to teach them in a way that allows students to see both the details and the big picture. Concepts shouldn’t be taught- one and done; rather teaching of concepts should interweave through units, connecting ideas. Chemical change isn’t just something we discuss when we learn about matter & energy in our chemistry unit… we revisit chemical change with our study of photosynthesis, with digestion as we study body systems, with our Force & Motion units as talk about energy conversions, etc. Finding ways to tie concepts together further stresses the importance of what students are learning. Revisiting concepts through other units provides a link in the students’ minds that creates meaning and helps with understanding and knowledge retention.
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