FAST (Foundational Approaches to Science Teaching)
Hands-on, Inquiry-based, PBL science curriculum with varied opportunities for integration of technology, and a curriculum well suited to meeting the needs of students with different learning styles and demonstrating multiple intelligences
Source/author: University of Hawaii.
Intended Purpose: Comprehensive science curriculum that uses many of the techniques discussed in this portal, and which not only adapts well to technology integration but also offers a rich and diverse methodology that engages all students
Intended Audience: DASH is an elementary science curriculum and various levels of FAST exist for middle and high school science programs. Generally it is a 6-8 middle school curriculum
Abstract: FAST is a comprehensive upper elementary and middle school science curriculum that fits many of the models we have discussed thus far. Students begin one year, for example, being shown a floating and sinking anomaly (large 1000 ml clear graduated cylinder with two clear liquids separated into distinct layers. Small flasks filled with what appears to be the same green liquid are dropped into the large cylinder one at a time, and flasks with seemingly less liquid sink while the flask with the most liquid floats). The next two months are filled with repeated lab experiments designed to allow hands-on exploration of floating and sinking. (mass, volume, density, buoyancy, etc.) Data is collected and graphed for each lab; discussion is inquiry based and the teacher charged with facilitation but not teaching. No answers are given but students are guided toward understanding of their experiment. For technology, students have graphed data in Excel, collected data and created databases, and captured pictures during labs and then done writing prompts or lab write-ups on word processor that reflect on what happened in that lab.
The culminating project for this section of FAST 1 is a submarine project where students design and build a submarine that will float-sink-float in a 50 gallon "ocean" in the classroom. They may not touch the sub once it enters the water. The sub design use technology but not necessarily computer technology, and during the presentation of each student's sub they're filled digitally explaining the creation process and how the sub works. DVD's are created of all the class subs.
Justification: This curriculum offers ample kinesthetic stimulation through regular inquiry-based experimentation; it offers visual learning through these labs and the processing of results via the technology components (video, photography) and because the teacher does not impart knowlege but instead allows the students to "construct" their understanding of buoyancy the classroom discussion (audio) becomes vital. The various intelligences of Gardner are met through all these methods. I would see a similar justification as that used with our investigation into how WebQuests offer such value to a differentiated classroom.
