ERIC Number: ED512280
Record Type: Non-Journal
Publication Date: 2010-Sep
Reference Count: 0
Kid's Eye View of Science: A Conceptual, Integrated Approach to Teaching Science, K-6
Kovalik, Susan J.; Olsen, Karen D.
This book examines learning science from multiple perspectives--especially a child's. The whimsical character of Mary Froggins guides readers through the steps of igniting students' natural sense of wonder, incorporating brain research, integrating science concepts with other subjects, and applying science to daily life. The authors demonstrate how to teach science conceptually through the lens of "big ideas" such as change, interdependence, and adaptation. Rich with instructional strategies for exploring of inquiry-based science, this valuable resource's highlights include: (1) Charts, graphics, forms, and summaries that help teachers translate abstract concepts into concrete lessons; (2) A comprehensive discussion of brain research, including helpful tips to assimilate 10 bodybrain-compatible elements into the classroom; and (3) Practical hands-on guidance for enriching science programs and improving student outcomes. Field-tested and applicable to multiple intelligences, the book also provides a comprehensive vision for curriculum development with an eye toward preparing students to use their knowledge to shape the future. It is divided into six chapters. Chapter I, The Science of Teaching Science, includes: (1) The Quest; (2) Four Principles From Brain Research; (3) Curriculum and the Brain; (4) Bringing Together Being There Locations and State/District Curriculum Standards; and (5) Integration Made Easy. Chapter II, Making Curriculum Bodybrain Compatible, includes: (1) The Challenges; (2) Common Threads; (3) Curriculum Examples; (4) Kindergarten; (5) First Grade; (6) Second Grade; (7) Third Grade; (8) Fourth Grade; (9) Fifth Grade; (10) Sixth Grade; and (11) Science Resources. Chapter III, Localizing Curriculum, includes: (1) Making Curriculum as Conceptual as Possible; (2) Choosing and Using an Organizing Concept; (3) Designing Classroom Curriculum to Fit How the Brain Learns; (4) Key Points: What You Want Students to Understand; (5) Three Kinds of Key Points; (6) Guidelines for Improving Key Points; and (7) Examples of Key Points. Chapter IV, Making Learning Memorable, includes: (1) Using Inquiries to Add Action; (2) Guidelines for Writing Inquiries; (3) Examples of Inquiries; and (4) Characteristics of Good Inquiries. Chapter V, The Scientific Thinking Processes, includes: (1) Relating Brain Research With the Scientific Thinking Processes; and (2) The Scientific Thinking Processes. Chapter VI, Instructional Leadership, includes: (1) Setting the Groundwork; (2) Preparation; and (3) Mindful Selection of Instructional Strategies. Welcome From the Authors, Dedication, Preface, Acknowledgments and Introduction are also included.
Descriptors: Educational Strategies, Curriculum Development, Multiple Intelligences, Science Programs, Guidelines, Brain, Elementary School Science, Science Instruction, Science Curriculum, Scientific Concepts, Charts, Graphs, Concept Formation, Research, Hands on Science, State Standards, School Districts, Academic Standards, Kindergarten, Grade 1, Grade 2, Grade 3, Grade 4, Grade 5, Grade 6, Cognitive Style, Cognitive Processes, Inquiry, Teaching Methods
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Publication Type: Books; Guides - Classroom - Teacher
Education Level: Elementary Education; Grade 1; Grade 2; Grade 3; Grade 4; Grade 5; Grade 6; Kindergarten
Authoring Institution: N/A