Science has never been “tagged” as a boring subject. Never did I hear any student, even during when I was a student myself, said that it was boring. It was difficult (but not as abhorred as Mathematics) but was enjoyable, many of them will say.
I can never agree more. The Science classroom and laboratory seem to offer many interesting and surprising lessons every day. Students look forward to attending their Science classes and see what the teacher has in store for them to discover and investigate. It could be another hour of playing while learning.
One best Science classroom is the garden. Obviously, there are many living things that a student can observe and investigate there. However, more than the creatures living there, what is more important are the learning experiences a student can get. To add, there are lots of benefits besides learning in that “classroom”.
Gardening in itself is a good avenue for getting lots of sunshine and exercise. Being at the garden means a chance to health. There is plenty of fresh air and the gardening is a splendid form of exercise. The weight-bearing motions of weeding, digging holes, and pushing a mower, as well as bone-strengthening movements are just some of the great exercise benefits you get. Also, the green scenery and the yellow sunshine are significant sources for emotional help since these tend to uplift a person’s spirit. As a Science teacher, these are sources of lessons already.
From the garden, photosynthesis, plant kingdom, and the animals and insects found there are valuable lessons students can infer with the teacher already. The exercise of the body is another lesson. The sunshine and fresh air and their benefits can be an interesting topic to discuss, too.
The world is a classroom is an old cliché. In Science, this rings so true. Science teachers can be the most creative teachers especially that they love to discover and investigate. That is just how they function, it seems. With the huge world around them and all its wonderful offerings, teachers can just have overflowing sources of what they can offer and share to their students.
References:
Bartchett, E. (2012). Growing Strong Bones. Garden and Health Journal. January 2012. Vol. 5. 2012. New York.
Famorcan, A. (2015). Teaching is a Science. Bradmore Printing, Inc. Arkansan Press.
Chile, V. (2016). When Classrooms Does Not Work. Educators at the Backyard. Kingstone Project. Arizona Press.
By: Romina Angela T. Valencia
