http://www.nytimes.com/learning/teachers/lessons/20000919tuesday.html?searchpv=learning_lessons

Singing in the H2O
Teaching and Learning Science Concepts through Song

Author(s)
Eric Miller, The New York Times Learning Network

Grades: 6-8, 9-12
Subjects: Language Arts, Science
Interdisciplinary Connections

Overview of Lesson Plan: In this lesson, students compose new lyrics to the tune of a popular song in order to teach and explain a challenging science concept being studied in class.
Review the Academic Content Standards related to this lesson.

Suggested Time Allowance: 1 hour

Objectives:
Students will:
1. Brainstorm learning strategies and techniques for mastering difficult material.
2. Explore creative methods of presenting and teaching science concepts by reading and discussing "A Conversation with Lynda Jeanne Williams."
3. Work in groups to write song lyrics that explain and teach a science concept being studied in class.
4. Perform song lyrics to the class in group presentations.
5. Compose short critical review of another group's song and presentation.

Resources / Materials:
-student journals or lab notebooks
-paper
-pens/pencils
-classroom blackboard
-copies of "A Conversation with Lynda Jeanne Williams" (one per student)

Activities / Procedures:
1. WARM-UP/DO-NOW: Students respond to the following in their journals (written on the board prior to class): "As you learn new science concepts, what creative devices or strategies have you used to help you understand or memorize ideas and information? Which of your strategies do you find most effective? Which do you find most enjoyable?" After five to ten minutes, students share and discuss their responses. Record the ideas students have suggested on the board. Explain that today's featured article focuses on a woman who uses some very creative strategies to help people learn and appreciate difficult science concepts.

2. As a class, read and discuss "A Conversation with Lynda Jeanne Williams," focusing on the following questions:
a. What is Lynda Jeanne Williams "act"?
b. What work does Ms. Williams do when she is not performing?
c. To which celebrities is Ms. Williams compared?
d. How does Ms. Williams use popular songs to teach science concepts?
e. Where did Ms. Williams get the idea for her performance and character?
f. How does Ms. Williams prepare herself with background knowledge for a new song?
g. Beyond educating people about science concepts, what other reasons does Ms. Williams site for creating these science performances?
h. How does Ms. Williams feel about the role of women in science?
i. What was one of Ms. Williams's worst audience experiences?
j. What was one of Ms. Williams's best audience experiences?

3. Divide the class into groups of 3 or 4 students. Explain to the class that each group will be responsible for selecting a science topic or concept that is being studied in class (or one that has previously been studied). Groups will write song lyrics that teach about this particular concept. Before they begin, each group should agree upon a process for decision-making in their group (majority rules, consensus, etc.) Students should use the following steps in developing their song.
--Select a science topic of interest to the group.
--Brainstorm key vocabulary, concepts, and facts that pertain to this topic.
--Select the most challenging concepts in this topic that could benefit from a creative method of explanation (such as a song!).
--Discuss creative strategies for teaching this topic (pneumonic devices, rhymes, real world applications/relevance to people, ties to other fields of science, distinguishing characteristics).
--Determine a theme or central focus for the song.
--Select a popular song to use as the base for the new song.
--Write out the lyrics to the popular song (at least the chorus and first verse) and look at the structure of the song (rhymes, rhythm, repetition, etc.).
--Modify the first verse and the chorus of the song to integrate science content into the song structure. Remember to stay true to some of the original song elements listed above.
--If time allows, create lyrics for the additional verses in this song.

4. WRAP-UP/HOMEWORK: Student groups present their songs to the class, providing a hard copy of the lyrics for students to follow along as they watch. Audience members take notes on each presentation rating the group's achievement in presentation, science concepts presented, and the group's ability to integrate the new words into the old song structure. For homework, students select one song presentation and write a brief review of as a "science/music critic." Reviews should focus on how effective and appropriate the song was for teaching about the selected science topic.

Further Questions for Discussion:
--Have you ever used a song to help you remember or learn a new concept?
--Why do you think Ms. Williams has a policy that she will not appear at a conference if there aren't other women presenters?
--What are some other ways to take complicated facts and information and make them more fun and understandable?
--Do you know any of the celebrities Ms. Williams is compared to and why they are famous? (Madonna, Eartha Kitt, Bette Midler, Carl Sagan, Tom Lehrer, and Mae West)
--Ms. Williams describes herself as a "feminist." What is your definition of a feminist?
--Do you think there are a significant number of women entering into science fields? Why or why not?

Evaluation / Assessment:
Students will be evaluated based on written journal entries, participation in class discussions and group song writing, completed song lyrics, presentation of songs to the class, and short written reviews.

Vocabulary:
chanteuse, lame, quarks, leptons, vaudeville, parodies, repartee, esoteric, nitrides, lyrical, relativity, passe

Extension Activities:
1. Visit the Web site of the "physics chanteuse," Lynda Williams (http://www.physics.sfsu.edu/Physics_public_html/lwilliam/demo.htm). Browse the lyrics to some of her song adaptations. Write a critical review of one song. Do you think this song is an appropriate and effective method for conveying and making understandable the highlighted science topic? Why or why not?

2. In the featured article, Ms. Williams is compared to celebrities such as Madonna and Eartha Kitt, Bette Midler and Carl Sagan, and Tom Lehrer and Mae West. Use the Internet to find out about these people. Compare and contrast the styles of these celebrities with the style of Ms. William's performances.

3. Research important women scientists and their contributions to various fields of science. Select one female scientist and create a report detailing her life, field of study, and significant work.

4. Create a survey and interview your peers on their feelings about pursing a career in the sciences. Ask them if they see science as a future career. If so, what field of science is of interest to them? Analyze your data. Do the responses form patterns along gender lines? What do you think are possible explanations for the results you have obtained?

Interdisciplinary Connections:
American History- Explore the role of music in the U.S. Civil Rights Movement. Select one song to analyze. How was this song used to educate people about the movement, its struggles, and victories? How does the song structure and sound help convey its intended message? How is this song used and taught today? What does the song teach us about the history of the Civil Rights Movement? A starting place could be songwriter Pete Seeger's text, "Everybody Says Freedom" (a detailed history of the civil rights movement). As an added challenge, explore other social movements that have used songs to educate others about important issues and information.

Math- Explore the relationship between math and music. What math concepts are used in writing, reading, and performing music? As a starting point, think about musical notation, tempo, time signatures, beats and rests. What mathematical concepts does one need to understand to be able to read and write music?

Other Information on the Web
The Physics Chanteuse Demo Reel (http://www.physics.sfsu.edu/Physics_public_html/lwilliam/demo.htm) provides some of Lynda Jeanne Williams' selected songs and lyrics, taped performances and more.

Science Rock (http://www.genxtvland.simplenet.com/SchoolHouseRock/science.hts?hi) offers the lyrics, audio and video, and trivia on these School House Rock classic cartoons about science topics.

Academic Content Standards:
This lesson plan may be used to address the academic standards listed below. These standards are drawn from Content Knowledge: A Compendium of Standards and Benchmarks for K-12 Education: 2nd Edition and have been provided courtesy of the Mid-continent Research for Education and Learning in Aurora, Colorado.

In addition, this lesson plan may be used to address the academic standards of a specific state. Links are provided where available from each McREL standard to the Achieve website containing state standards for over 40 states. The state standards are from Achieve's National Standards Clearinghouse and have been provided courtesy of Achieve, Inc. in Cambridge Massachusetts and Washington, DC.

Grades 6-8
Science Standard 16- Understands the scientific enterprise. Benchmarks: Knows that people of all backgrounds and with diverse interests, talents, qualities, and motivations engage in fields of science and engineering- some of these people work in teams and others work alone, but all communicate extensively with others; Knows that the work of science requires a variety of human abilities, qualities, and habits of mind; Knows various settings in which scientists and engineers may work; Knows ways in which science and society influence one another
Connect to State Standard
Language Arts Standard 1- Demonstrates competence in the general skills and strategies of the writing process. Benchmarks: Uses style and structure appropriate for specific audiences and purposes; Writes expository compositions; Writes in response to literature
Connect to State Standard
Language Arts Standard 6- Demonstrates competence in the general skills and strategies for reading a variety of literary texts. Benchmarks: Applies reading skills and strategies to a variety of literary passages and texts; Recognizes the use of specific literary devices; Identifies point of view in a literary text
Connect to State Standard

Grades 9-12
Science Standard 16- Understands the scientific enterprise. Benchmarks: Understands that individuals and teams contribute to science and engineering at different levels of complexity; Knows that science and technology are essential social enterprises, but alone they can only indicate what can happen, not what should happen; Understands that science involves different types of work in many different disciplines Connect to State Standard
Language Arts Standard 1- Demonstrates competence in the general skills and strategies of the writing process. Benchmarks: Writes compositions that fulfill different purposes; Writes expository compositions; Writes descriptive compositions; Writes reflective compositions; Writes in response to literature
Connect to State Standard
Language Arts Standard 6- Demonstrates competence in the general skills and strategies for reading a variety of literary texts. Benchmarks: Applies reading skills and strategies to a variety of literary texts; Recognizes archetypes and symbols across literary texts; Understands the effects of complex literary devices and techniques on the overall quality of a work