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Table of Contents
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The Information
Sample Songs and Poems
Resources
Research - Why use songs?
What causes "song stuck syndrome"?
Every so often you may get a song or, even more annoying, a part of a song stuck in your head on repeat. Not much is known about the cause, but it could be the repeating of the neural circuits that represent the melody in our brains. Songs/rhythms are tools that we can use to recall information.
Models of working memory (Baddely and Hitch, 1974)
The phonological loop is composed of the phonological store and the articulatory rehearsal system (aka your "inner ear" and your "inner voice.") As we hear sounds we literally hear them and we also "hear" them in our inner voice which is why we can echo back sound patterns and lyrics.
Gardner's Theory of Multiple Intelligence: Musical-rhythmic intelligence
There is not one magic teaching method that reaches all students... except if you count "differentiation" as just one way. One of the main intelligences according to Gardner is "musical-rhythmic." People with musical intelligence are in tune with noises, rhythms, and sounds in their environment. They seek patterns and are drawn to sound. They also enjoy moving to rhythm; therefore, through music, you also reach kinesthetic learners.
Why else should I use it?
Using poems, songs, rhythms, and chants is enjoyable for many students (and teachers!) It is also a great way to reinforce language arts skills such as fluency, comprehension, and word study.
Every so often you may get a song or, even more annoying, a part of a song stuck in your head on repeat. Not much is known about the cause, but it could be the repeating of the neural circuits that represent the melody in our brains. Songs/rhythms are tools that we can use to recall information.
Models of working memory (Baddely and Hitch, 1974)
The phonological loop is composed of the phonological store and the articulatory rehearsal system (aka your "inner ear" and your "inner voice.") As we hear sounds we literally hear them and we also "hear" them in our inner voice which is why we can echo back sound patterns and lyrics.
Gardner's Theory of Multiple Intelligence: Musical-rhythmic intelligence
There is not one magic teaching method that reaches all students... except if you count "differentiation" as just one way. One of the main intelligences according to Gardner is "musical-rhythmic." People with musical intelligence are in tune with noises, rhythms, and sounds in their environment. They seek patterns and are drawn to sound. They also enjoy moving to rhythm; therefore, through music, you also reach kinesthetic learners.
Why else should I use it?
Using poems, songs, rhythms, and chants is enjoyable for many students (and teachers!) It is also a great way to reinforce language arts skills such as fluency, comprehension, and word study.
Classroom Use
Act-it-out (Kinesthetic)
Make hand motions to go with the song/poem. It is extremely effective if students can generate their own motions that are meaningful to them (besides, they have more ownership of the word if they do it themselves.) One way to do this is to give each table group a science word. They have a few minutes to come up with an appropriate (in older grades this is important to mention) motion that demonstrates the meaning of the word. Then the group teaches the class and the class mimics the motion while saying the word. This is the same motion used for the word all year.
Fluency Practice (Auditory)
Repeated practice reading/performing aloud in different voices in different emotions. Students work on expression and fluid reading (not speed.) Poems and songs are an authentic purpose for practicing fluency. "Fluency is not just about rate. Faster is not always better....Purpose is important in all fluency. Work to create contexts for practice with authentic purposes for fluency." ~ Dr. Timothy Rasinski
Word Work (Verbal/Linguistic)
Look for rhyming words or word families in the poems and songs. Have students list other words in the word family or collect words during the week that follow certain patterns or rules (-ation words, compound words, contractions, certain word families, etc.) Also, keep an eye out for words with common prefixes and root words to do a mini-lesson on context clues within the word. Poems with context clues are excellent to play "Guess the Covered Word." Use sticky notes or index cards to cover a few words for which there are obvious clues as to what those words could be. Have students make guesses and justify their guesses with clues from the text.
Comprehension/Meaning
Main Idea - Poems and songs are written in stanzas and verses, respectively, that typically have one main purpose or main idea.
Visualizations - Poems and songs have content. While students listen, have them close their eyes and see pictures in their head (Movie-in-your-mind) or you can have them sketch what is happening. This can be used as a sequencing activity if poems are about processes such as life cycles.
Make hand motions to go with the song/poem. It is extremely effective if students can generate their own motions that are meaningful to them (besides, they have more ownership of the word if they do it themselves.) One way to do this is to give each table group a science word. They have a few minutes to come up with an appropriate (in older grades this is important to mention) motion that demonstrates the meaning of the word. Then the group teaches the class and the class mimics the motion while saying the word. This is the same motion used for the word all year.
Fluency Practice (Auditory)
Repeated practice reading/performing aloud in different voices in different emotions. Students work on expression and fluid reading (not speed.) Poems and songs are an authentic purpose for practicing fluency. "Fluency is not just about rate. Faster is not always better....Purpose is important in all fluency. Work to create contexts for practice with authentic purposes for fluency." ~ Dr. Timothy Rasinski
Word Work (Verbal/Linguistic)
Look for rhyming words or word families in the poems and songs. Have students list other words in the word family or collect words during the week that follow certain patterns or rules (-ation words, compound words, contractions, certain word families, etc.) Also, keep an eye out for words with common prefixes and root words to do a mini-lesson on context clues within the word. Poems with context clues are excellent to play "Guess the Covered Word." Use sticky notes or index cards to cover a few words for which there are obvious clues as to what those words could be. Have students make guesses and justify their guesses with clues from the text.
Comprehension/Meaning
Main Idea - Poems and songs are written in stanzas and verses, respectively, that typically have one main purpose or main idea.
Visualizations - Poems and songs have content. While students listen, have them close their eyes and see pictures in their head (Movie-in-your-mind) or you can have them sketch what is happening. This can be used as a sequencing activity if poems are about processes such as life cycles.
Any other ideas? Please post a comment below!
With 5-E's
Review of the 5-E's
Engage - Briefly reveals students prior knowledge
Explore - Allows students to begin to articulate the new concept in their own words as a result of actively interacting with the materials and other students who have experience the same materials (usually hands-on, demo, or exploring a model)
Explain - Teachers use various strategies to encourage student understanding of the concept (video/text)
Elaborate – Students apply their understanding in a new or different way.
Evaluate – Students demonstrate their understanding of a concept (often graded using a rubric or formal assessment.)
With songs, poems, chants, riddles...
Engage – Students listen to a song with science content. They respond about what they know about the topic.
Explore – Matching lyrics/stanzas of a song with different pieces of a demonstration, model, or lab activity; sequencing steps or use it as a cloze
Explain – Use a poem or song lyrics as a shared reading. Identify vocabulary and main ideas.
Elaborate/Evaluate – Students create their own song, poem, or chant. Or choreograph the song to match the content meaning.
Engage - Briefly reveals students prior knowledge
Explore - Allows students to begin to articulate the new concept in their own words as a result of actively interacting with the materials and other students who have experience the same materials (usually hands-on, demo, or exploring a model)
Explain - Teachers use various strategies to encourage student understanding of the concept (video/text)
Elaborate – Students apply their understanding in a new or different way.
Evaluate – Students demonstrate their understanding of a concept (often graded using a rubric or formal assessment.)
With songs, poems, chants, riddles...
Engage – Students listen to a song with science content. They respond about what they know about the topic.
Explore – Matching lyrics/stanzas of a song with different pieces of a demonstration, model, or lab activity; sequencing steps or use it as a cloze
Explain – Use a poem or song lyrics as a shared reading. Identify vocabulary and main ideas.
Elaborate/Evaluate – Students create their own song, poem, or chant. Or choreograph the song to match the content meaning.
Have another way to incorporate the musical-rhythmic intelligence in the 5-E's?
Please post a comment below and share!
Performance Options
Have a cool site you want to share?
Please post a comment below with the address!
Of course, students can perform for the class live. This way students learn public performance skills. Some students are shy or feel more comfortable using a "puppet" to perform for them. Students can use the sites below to practice or as a final performance. They can access these sites from home. Some sites require a log-in, however, many times you can create one class log-in and save multiple files in that account. Other sites have educator accounts. See the sites for more details.
Blabberize http://www.blabberize.com
Sample: Layers of the Earth Poem
Vocaroo http://www.vocaroo.com/
Sample: States of Matter Poem
Voki http://www.voki.com/
Sample: Light Poem
Animoto www.animoto.com
Choose songs with science content and present information visually. Animoto will also use videos if you have a digital camera with video features students can perform and animoto it.
sample: science safety
Sample Physical Science
Have a song you want to share?
Please post a comment below with the words!
Electricity
Adapted by C. Dawson
from School House Rock
When you're in the dark and want to see,
Electricity, Electricity!
Flip a switch and what do you get?
Every room can now be lit!
Rub a cat to make it purr,
You're building up static in its fur.
Motionless electricity,
Is called static, let it be!
Current flowing to and fro,
In a closed path, it will go.
It makes a circuit of electricity
The lights turn on, so you can see!
Gravity
by Adele Tolley Wilson
Gravity is a special force
That’s everywhere around.
It holds our Earth in orbit.
It keeps us on the ground.
It pulls things without touching.
When it’s measured, it’s called weight.
To overcome the pull of gravity.
You must accelerate.
Gravity
To the tune, "London Bridge is Falling Down"
Gravity is pulling down,
Pulling down, pulling down,
Gravity is pulling down
All around you!
Take a ball and toss it high.
Will it stay in the sky?
Gravity will pull it down
All around you.
Gravity is pulling down,
Pulling down, pulling down,
Gravity is pulling down
All around you!
Jump up high and down you'll go.
There's a force down below.
Gravity is pulling down
All around you.
Gravity is pulling down,
Pulling down, pulling down,
Gravity is pulling down
All around you
Retrieved from
http://www.cape.k12.mo.us/blanchard/hicks/News%20Pages/scienceforcepoems.htm
The Push-and-Pull Song
To the tune, "Row, Row, Row Your Boat"
Push, push, push your cart,
Gently through the store.
Fill it full of lots of things,
Then let's add some more.
Pull, pull, pull your sled,
Gently through the snow.
Let's get on and zip on down.
How fast can we go?
Push, push, push the boat,
As the wind does blow
Over the ocean and into the sails,
To make the sailboat go.
Pull, pull pull the flag,
As the wind goes by.
Pull the flag to make it flap,
Look how proud it flies!
Push, pull, make it move,
Try and you will see.
Objects move with a push or pull
Even you and me!
Retrieved from http://www.cape.k12.mo.us/blanchard/hicks/News%20Pages/scienceforcepoems.htm
Did You Ever See a Magnet?
(sung to the tune, "Did you ever see a Lassie?")
(sung to the tune, "Did you ever see a Lassie?")
Did you ever see a magnet, a magnet, a magnet?
Did you ever see a magnet pull this way and that?
On iron and steel, its pull is unreal!
Did you ever see a magnet pull this way and that?
A magnet has action, it's called an attraction!
Did you ever see a magnet pull this way and that?
Did you ever see a magnet, a magnet, a magnet?
Did you ever see a magnet pull this way and that?
Magnets
Author Unknown
I am a mighty magnet,
I can be very strong.
But if you use me exactly right
Nothing can go wrong.
I can pick up many objects
But not everything you see,
I only pick up objects
That are attracted to me.
So take me now and try me out
And you will quickly see,
What different kinds of things
Are pushed and pulled by me.
I’ve Turned Magnetic
A Poem by Gregory K.
I wish I could’ve turned athletic,
But just my luck… I’ve turned magnetic.
Paper clips fly up to greet me.
Nails, it seems, can’t wait to meet me.
I’m sticking to the baby’s stroller.
Look at me, I’m so bi-polar.
I make the TV super active.
At least the spoons find me attractive.
The phone’s for me? What’s that you say?
Why don’t I come out to play?
I think I’ll have to join you later…
I’m stuck on our refrigerator.
Sample Earth Science Songs
Have a song you want to share?
Please post a comment below with the words!
Forces that Shape the Earth
by C. Dawson and S. Pritchett
The land on the Earth is slowly changing.
Rocks and soil are rearranging.
Weathering rocks breaks them down,
Erosion simply moves them around,
Deposition drops them to the ground.
Breaking up rocks ,a destructive force,
by wind, ice, water, and plants, of course!
Weathering rocks breaks them down,
Erosion simply moves them around,
Deposition drops them to the ground.
Now deltas and dunes are deposition
Sediment dropped in a new position.
Weathering rocks breaks them down,
Erosion simply moves them around,
Deposition drops them to the ground.
Constructive forces build up the land
Cooling lava from volcanoes and dunes of sand!
Weathering rocks breaks them down,
Erosion simply moves them around,
Deposition drops them to the ground.
The land on the Earth is slowly changing.
Rocks and soil are rearranging.
Layers of the Earth
by C. Dawson and J. Robison
At the center of the Earth is the core,
It’s made of solid iron and nickel ore,
Next comes the mantle, it’s molten and hot,
It’s the thickest layer; it’s not hard to spot.
The crust is in many pieces and it’s on top,
Floating and moving, the plates never stop.
Sometimes the plates slide, crash, and shake,
Take cover! Remember that’s called an earthquake.
Magma rises up, and forms a volcano,
Hot smoke and lava, no es bueno!
Earth has three layers: core, mantle, and crust.
On the planet Earth, all three are a must!
Sample Life Science Songs
Have a song you want to share?
Please post a comment below with the words!
Adaptations
To the Tune of “Spongebob Squarepants Theme”
Lyrics by C. Dawson
Ready, scientists? Aye-aye, teacher.
I can't hear you... Aye-Aye, teacher!!
Oh! What helps organisms to thrive and survive?
Ad-ap-ta-tions!
Parts and behaviors will keep you alive!
Ad-ap-ta-tions!
If you are a bird and its food that you seek…
Ad-ap-ta-tions!
The part that will help you to eat is your beak!
Ad-ap-ta-tions!
Ad-ap-ta-tions! Ad-ap-ta-tions! Ad-ap-ta-tions! Ad-apt-a-tions!
Metamorphosis: A Butterfly Song
(Tune: Up on the Housetop)
First comes a butterfly and lays an egg.
Out comes a caterpillar with many legs.
Oh see the caterpillar spin and spin,
A little chrysalis to sleep in.
Oh, oh ,oh wait and see!
Oh, oh, oh wait and see!
Out of the chrysalis, my oh my,
Out comes a beautiful butterfly!
Butterfly Cycle
(Tune: Row, Row, Row Your Boat)
By Suzy Gazlay
Hatch, hatch little egg, I'm so very small.
Teeny tiny caterpillar, I’m not very tall.
Crawl, crawl, caterpillar, munching on a leaf.
Crawling, munching, crawling, munching, eat and eat and eat.
Form, form chrysalis, I'm a different shape;
Hanging by a silken thread until I can escape.
Rest, rest, chrysalis while I change inside;
Now at last my time has come to be a butterfly.
Stretch, stretch, pretty wings, it's a special day;
Soon they will be strong enough for me to fly away.
Fly, fly, butterfly, fly from flower to tree;
Find a place to lay my eggs so they can grow like me.
Songs
Free science lyrics/poems:
Kids Know It
Science Raps (grades 4-12) (Note: lyrics and clips are free, songs available for purchase)
Force and Motion Poem - The Door
Magnetism Poems and Song
Body Systems Poems
Electricity Chant
Songs to Purchase/Download:
Kid-style: Musically Aligned (K-5) Earth - Physical - Life
Various styles (mostly kid-style): Songs for Teaching (K-5)
Rap-style: Educational Rap (grades 3-12)
Rap-style: Flocabulary (gr. 4-12)
Anchor Activities and Choice Boards:
As one choice on your choice board or as an anchor activity, students can choose to create a poem or song about a science concept. Here are some criteria to use as a guide to making a rubric.
1. Science concept is clearly represented and explained
2. Song has a rhythm or melody. Poem has appropriate format.
3. has auditory appeal (can be sung or chanted)
4. rich science vocabulary
Kids Know It
Science Raps (grades 4-12) (Note: lyrics and clips are free, songs available for purchase)
Force and Motion Poem - The Door
Magnetism Poems and Song
Body Systems Poems
Electricity Chant
Songs to Purchase/Download:
Kid-style: Musically Aligned (K-5) Earth - Physical - Life
Various styles (mostly kid-style): Songs for Teaching (K-5)
Rap-style: Educational Rap (grades 3-12)
Rap-style: Flocabulary (gr. 4-12)
Anchor Activities and Choice Boards:
As one choice on your choice board or as an anchor activity, students can choose to create a poem or song about a science concept. Here are some criteria to use as a guide to making a rubric.
1. Science concept is clearly represented and explained
2. Song has a rhythm or melody. Poem has appropriate format.
3. has auditory appeal (can be sung or chanted)
4. rich science vocabulary
Books
What’s Matter and Other Content Poems by Adele Tolley Wilson http://theperfectpoem.com This book is filled with poems to help reinforce the science curriculum.
Scien-trickery: Riddles in Science by J. Patrick Lewis and Frank Remkewicz
Science Verse by Jon Scieszka
Scien-trickery: Riddles in Science by J. Patrick Lewis and Frank Remkewicz
Science Verse by Jon Scieszka
References
Baddeley, A.D., & Hitch, G. (1974). Working memory. In G.H. Bower (Ed.), The psychology of learning and motivation: Advances in research and theory (Vol. 8, pp. 47--89). New York: Academic Press
Gardner, Howard. (1983) "Frames of Mind: The Theory of Multiple Intelligences." New York: Basic Books
Gardner, Howard. (1993) "Multiple Intelligences: The Theory In Practice." New York: Basic Books
Gardner, Howard. (1999) "Intelligence Reframed: Multiple Intelligences for the 21st Century." New York: Basic Books
Rasinski, T. V. (1989). Fluency for everyone: Incorporating fluency in the classroom. The Reading Teacher, 42, 690-693.
Rasinski, T. V. (2003). The fluent reader: Oral reading strategies for building word recognition, fluency, and comprehension. New York: Scholastic.
Gardner, Howard. (1983) "Frames of Mind: The Theory of Multiple Intelligences." New York: Basic Books
Gardner, Howard. (1993) "Multiple Intelligences: The Theory In Practice." New York: Basic Books
Gardner, Howard. (1999) "Intelligence Reframed: Multiple Intelligences for the 21st Century." New York: Basic Books
Rasinski, T. V. (1989). Fluency for everyone: Incorporating fluency in the classroom. The Reading Teacher, 42, 690-693.
Rasinski, T. V. (2003). The fluent reader: Oral reading strategies for building word recognition, fluency, and comprehension. New York: Scholastic.
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