The Magic School Bus Television Series

Once I found out that science is second nature to me, I spent countless hours studying and researching how exactly to become a scientist. Now, I am carrying out the plans that I made from my research to make my dream come true. Even though I found myself struggling with some subjects, I worked even harder to make sure I have all the required knowledge for my journey.

Science is in my blood. I grew up always being fascinated in science both physical and environmental. My love for science started early when I was able to play outside every day and performing my own experiments in the backyard. Throughout middle school and high school, I took every available science course, I simply just wanted to know more. I did not know my exact path of study until my senior year in high school. I enrolled into an AP Environmental Science class, a brand new test run course at my school. Thinking back to AP Environmental Science, it was not just the material that directed my study. Ultimately it was my teacher, Mrs. Andre, who strengthen the flames of desire and intrigue to continue along the environmental studies path. Her drive and passion every day is what inspired me to focus on environmental education and communication.

Time and time again I've found myself declaring education as the central pillar of my growth and development, that of which has been consistent throughout my life and educational career. From the age of 8 I've attributed school and learning as a way to escape the outside world, both willingly, and as an involuntary coping mechanism; school was a refuge, a safe place where I could build healthy relationships and escape my worries. I felt valued by my teachers, and I was given opportunities to contribute to a community, and for the first time felt autonomous- and that I could control my future.

Growing up, most kids in my generation had Disney Channel or Barbie Dolls. As I was raised with 6 siblings and cousins and having just emigrated from England, my family did not have ample money to expend on cable or fancy toys; subsequently, I resorted to books. As I read more and more, my interests began to broaden, and my keen admiration and curiosity for how and why things work in certain ways progressed. As I grew older, I realized that science could be used to answer many of life’s most complex questions. Once I was accepted early into The University of Georgia, I declared my major as Biology with a pre-medical intent, deciding to further pursue my curiosity about living organisms. I soon realized that I needed to achieve more, and decided

As a STEM student in the Biomedical pathway I am constantly introduced to new forms of science every single day, which is certainly a privilege because as a STEM student I am exposed to new ways of learning which aren’t covered in a typical classroom setting. In fact, Science is my favorite subject because it’s a constantly evolving subject that is responsible for the fluidity of earths processes. Moreover, my interest to increase my knowledge base leads to my interest in the Science aspect of the Governor’s Honor Program.

Science has always been one of my favorite subjects, an always found myself fascinated by it. In elementary school, while most of my classmates dreaded going to school, I always looked forward to it. Everyday I would make sure to get to school early, because I just couldn’t wait to see what new things we would learn each day. My eagerness to learn hasn’t changed as I have gotten older. Although attending Harper College has allowed me to obtain my associate's degree, I am now ready to move on and work towards earning my bachelor's degree in Speech and Hearing Science.

In undergrad, I volunteered my time as a teacher for the Saturday Science Academy on the campus of Charles R. Drew University. My work with the high school students reminded me that to make a difference, you must first care about the individual and understand their circumstances. The Saturday Science

When teaching natural sciences and technology, teachers need to promote an understanding of seeing these subjects as activities to promote curiosity and enjoyment about the world and that what we encounter around us. The history of science and technology should also be integrated with other subjects. Science and technology should be seen as a contribution to social justice and societal development (Motshekga, 2011). A growing need of discovery in science and technology needs to be promoted in order to form interest in ourselves, society and

All children need a safe place to be after school with caring, responsible adults and engaging activities that connect each child to his/her school, family and community. One method to provide this is through an after-school program. After school programs are any organized program, which invites children to participate in the traditional school day. In Lynda Barry´s essay, “The Sanctuary of School”, the author describes how the school helped her feel in a better environment since his parents had many problems and did not pay enough attention to her. Yes, Barry´s assessment of after-school programs is accurate. They are very important to children because from a social aspect it helps the children develop relationships, get them out of their comfort zones to try new things, meet new people, and overall improve on their general outlook on situations they may not have engaged on their own.

Science has accomplished many great things. It’s explained melting ice caps, it’s saved lives, and it’s even literally been able to create black holes in a lab, but it never the less has failed the “modern” education system on a spectacular level time and time again. One of the biggest surprises in why this system is so “modern” is because its designer, Horace Mann, developed it in 1873 based similarly to factories built during the Industrial Revolution (Einsemann 259). While Mann was designing this system, he founded and edited The Common School Journal. Targeting the public schools and their issues, he made six main principles. These principles were;

After-school programs have proven to have positive effects on social and emotional development. The benefits are protection and opportunities for enrichment, socialization, and acculturation. Also, after-school programs help to increase educational attainment. This is important when only about 20% of learning happens in the classroom. After-school programs provide activities such as art, sports, recreation and educational enrichment. It also allows children to form relationships with peers and adults. Another benefit of after-school programs that it encourages the development of identity and personal exploration (Greenberg, 2014, pp 243-251).

In 9th grade, I began tutoring every Tuesday after school and this continued through 10th grade. During that time, I discovered that my students had a negative disposition towards science. Many saw science as "boring." I wanted to change that idea, to help them realize the wonders of science, to prove that science is fascinating and entertaining. The following summer, I prepared my proposal and pitched my ideas to Mr. Terrence Davis, Director of the Boys and Girls Club of Hopkinsville.

My personal quest for knowledge has been ongoing since the first day I picked up a science book. I have never been more interested in any subject. It truly spoke to me. At a college level, there is a magnitude of opportunities. I had the opportunity to participate in the Student Dissector program on campus in the Spring of 2015, I visited the Stanford Cadaver Lab with Biology Club this semester, and I traveled to see a talk by the world renowned American astrophysicist, cosmologist, author, and science communicator, Neil deGrasse Tyson.

After school, from 3 to 6 p.m, is a critical period of time in a child’s life. After school programs help keep kids safe and inspire them to learn during that period of time. After school programs are organized programs that youth can participate in outside of a traditional school day. Enrolling children in afterschool programs would provide them with benefits that unenrolled children would not receive, such as reduce risky behavior and promote physical health. After school programs provide a safe environment for children, while positively impacting their academics, safety, and their future.

The National Curriculum for Science (2013), anticipates to advance all pupils’ scientific knowledge and conceptualise understanding through the segmented scientific approaches; biology, chemistry and physics. In addition, pupils should have an awareness of the nature, processes and approaches used within science, through the various scientific enquires that enable pupils to answer questions related to the world and life. Finally, the aims of the science curriculum also consider that children must have the resources to fund the knowledge that is necessary to use science in the, present and future tense states the Department of Education (2013).