Kid’s Eye View of Science
A Conceptual, Integrated Approach to Teaching Science, K–6
Susan J. Kovalik
- The Center for Effective Learning
Karen D. Olsen
- Mid-California Science Improvement Program
Purchase
eBook
ISBN:
9781452237428
Available from
January 0001
Paperback
ISBN:
9781412990912
Available from
January 0001
Description
"An excellent guide for integrating new developments in cognitive neuroscience research with an appropriate 21st-century elementary science curriculum. Susan J. Kovalik's pioneering Highly Effective Teaching (HET) model has continually evolved for more than 30 years."
—Robert Sylwester, Emeritus Professor of Education
University of Oregon
"This is a book to savor. The content is a woven tapestry: many colorful threads elucidate ideas based in sound research. Marvel at how the authors weave the threads to provide a cohesive, understandable, beautiful educational perspective."
— Lawrence Lowery, Professor
Graduate School of Education, University of California, Berkeley
—Robert Sylwester, Emeritus Professor of Education
University of Oregon
"This is a book to savor. The content is a woven tapestry: many colorful threads elucidate ideas based in sound research. Marvel at how the authors weave the threads to provide a cohesive, understandable, beautiful educational perspective."
— Lawrence Lowery, Professor
Graduate School of Education, University of California, Berkeley
A step-by-step approach to taking giant leaps in science learning
Kid's Eye View of Science 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 inquiry-based science, this valuable resource's highlights include:
- Charts, graphics, forms, and summaries that help teachers translate abstract concepts into concrete lessons
- A comprehensive discussion of brain research, including helpful tips to assimilate 10 bodybrain-compatible elements into the classroom
- 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.
Contents
Welcome From the Authors
Welcome From the Authors
Dedication
Dedication
Preface
Preface
Acknowledgments
Acknowledgments
Introduction
- Chapter 1: The Science of Teaching Science
- The Quest
- Four Principles From Brain Research
- Curriculum and the Brain
- Bringing Together Being There Locations and State/District Curriculum Standards
- Integration Made Easy
- Chapter 2: Making Curriculum Bodybrain Compatible
- The Challenges
- Common Threads
- Curriculum Examples
- Kindergarten
- First Grade
- Second Grade
- Third Grade
- Fourth Grade
- Fifth Grade
- Sixth Grade
- Science Resources
- Chapter 3: Localizing Curriculum
- Making Curriculum as Conceptual as Possible
- Choosing and Using an Organizing Concept
- Designing Classroom Curriculum to Fit How the Brain Learns
- Key Points: What You Want Students to Understand
- Three Kinds of Key Points
- Guidelines for Improving Key Points
- Examples of Key Points
- Chapter 4: Making Learning Memorable
- Using Inquiries to Add Action
- Guidelines for Writing Inquiries
- Examples of Inquiries
- Characteristics of Good Inquiries
- Chapter 5: The Scientific Thinking Processes
- Relating Brain Research With the Scientific Thinking Processes
- The Scientific Thinking Processes
- Chapter 6: Instructional Leadership
- Setting the Groundwork
- Preparation
- Mindful Selection of Instructional Strategies
- The HET Discovery Process
- Direct Instruction
- Other Strategies
- Chapter 7: Age-Appropriate Curriculum
- Age Three to First Grade—Comparing the Known to the Unknown
- Second to Third Grade—Putting Things Together, Taking Things Apart
- Fourth to Sixth Grade—Simultaneous Ideas
- Implications
- Chapter 8: Assessment
- Assessment and the Two-Step Learning Process
- A Word About Summative Assessment
- Thoughts on Criterion-Referenced Assessment
- Built-in Assessment Tools
- Basing Formative and Summative Assessment on Inquiries
- How to Transform an Inquiry into an Assessment Tool
- Science Assessment Resources
- Chapter 9: Foundations of Bodybrain-Compatible Learning
- Science Versus Intuition and Our Own Experiences
- Mounds of Brain Research . . . Four Consistent Themes
- Chapter 10: Learning Principle 1—Intelligence as a Function of Experience
- Physiological Changes
- Enrichment Theory
- Lessons to Take Home With You
- Chapter 11: Learning Principle 2—The Inseparable Bodybrain Learning Partnership
- A Brief History
- Emotion—Gatekeeper to Learning and Performance
- Movement to Enhance Learning
- Chapter 12: Learning Principle 3—Multiple Intelligences
- Nature Versus Nurture
- The Theory of Multiple Intelligences
- Multiple Intelligences in Action
- Lessons to Take Home
- Chapter 13: Principle 4—Learning Is a Two-Step Process
- Step One: Pattern Seeking
- Step Two: Developing Programs to Use What We Understand
- Lessons to Take Home
- Chapter 14: Creating a Bodybrain–Compatible Learning Environment
- Ten Elements of a Bodybrain–Compatible Environment
- 1–Absence of Threat and Nurturing Reflective Thinking
- 2–Being There Experiences
- 3–Movement and Aerobic Exercise to Enhance Learning
- 4–Meaningful Content
- 5–Enriched Environment
- 6–Choices
- 7–Adequate Time
- 8–Collaboration
- 9–Immediate Feedback
- 10–Mastery/Application
Appendix A: Getting the Most Out of Your Being There Study Trips
- Preplanning
- Training Chaperones
- Preparing Your Students
- The Day Before the Study Trip
- 30 Minutes Before the Study Trip
- The Bus Trip
- Responsibilities On-Site
- Teacher Responsibilities After the Study Trip
Appendix B: Lesson Planning Template
- Lesson Planning Template
- Example of Lesson Planning Template for Fifth Grade
Glossary
Glossary
List of Figures
List of Figures
About the Authors
About the Authors
Bibliography
Bibliography
Index
Index
Additional materials
Description
"An excellent guide for integrating new developments in cognitive neuroscience research with an appropriate 21st-century elementary science curriculum. Susan J. Kovalik's pioneering Highly Effective Teaching (HET) model has continually evolved for more than 30 years."
—Robert Sylwester, Emeritus Professor of Education
University of Oregon
"This is a book to savor. The content is a woven tapestry: many colorful threads elucidate ideas based in sound research. Marvel at how the authors weave the threads to provide a cohesive, understandable, beautiful educational perspective."
— Lawrence Lowery, Professor
Graduate School of Education, University of California, Berkeley
—Robert Sylwester, Emeritus Professor of Education
University of Oregon
"This is a book to savor. The content is a woven tapestry: many colorful threads elucidate ideas based in sound research. Marvel at how the authors weave the threads to provide a cohesive, understandable, beautiful educational perspective."
— Lawrence Lowery, Professor
Graduate School of Education, University of California, Berkeley
A step-by-step approach to taking giant leaps in science learning
Kid's Eye View of Science 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 inquiry-based science, this valuable resource's highlights include:
- Charts, graphics, forms, and summaries that help teachers translate abstract concepts into concrete lessons
- A comprehensive discussion of brain research, including helpful tips to assimilate 10 bodybrain-compatible elements into the classroom
- 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.
Contents
Welcome From the Authors
Welcome From the Authors
Dedication
Dedication
Preface
Preface
Acknowledgments
Acknowledgments
Introduction
- Chapter 1: The Science of Teaching Science
- The Quest
- Four Principles From Brain Research
- Curriculum and the Brain
- Bringing Together Being There Locations and State/District Curriculum Standards
- Integration Made Easy
- Chapter 2: Making Curriculum Bodybrain Compatible
- The Challenges
- Common Threads
- Curriculum Examples
- Kindergarten
- First Grade
- Second Grade
- Third Grade
- Fourth Grade
- Fifth Grade
- Sixth Grade
- Science Resources
- Chapter 3: Localizing Curriculum
- Making Curriculum as Conceptual as Possible
- Choosing and Using an Organizing Concept
- Designing Classroom Curriculum to Fit How the Brain Learns
- Key Points: What You Want Students to Understand
- Three Kinds of Key Points
- Guidelines for Improving Key Points
- Examples of Key Points
- Chapter 4: Making Learning Memorable
- Using Inquiries to Add Action
- Guidelines for Writing Inquiries
- Examples of Inquiries
- Characteristics of Good Inquiries
- Chapter 5: The Scientific Thinking Processes
- Relating Brain Research With the Scientific Thinking Processes
- The Scientific Thinking Processes
- Chapter 6: Instructional Leadership
- Setting the Groundwork
- Preparation
- Mindful Selection of Instructional Strategies
- The HET Discovery Process
- Direct Instruction
- Other Strategies
- Chapter 7: Age-Appropriate Curriculum
- Age Three to First Grade—Comparing the Known to the Unknown
- Second to Third Grade—Putting Things Together, Taking Things Apart
- Fourth to Sixth Grade—Simultaneous Ideas
- Implications
- Chapter 8: Assessment
- Assessment and the Two-Step Learning Process
- A Word About Summative Assessment
- Thoughts on Criterion-Referenced Assessment
- Built-in Assessment Tools
- Basing Formative and Summative Assessment on Inquiries
- How to Transform an Inquiry into an Assessment Tool
- Science Assessment Resources
- Chapter 9: Foundations of Bodybrain-Compatible Learning
- Science Versus Intuition and Our Own Experiences
- Mounds of Brain Research . . . Four Consistent Themes
- Chapter 10: Learning Principle 1—Intelligence as a Function of Experience
- Physiological Changes
- Enrichment Theory
- Lessons to Take Home With You
- Chapter 11: Learning Principle 2—The Inseparable Bodybrain Learning Partnership
- A Brief History
- Emotion—Gatekeeper to Learning and Performance
- Movement to Enhance Learning
- Chapter 12: Learning Principle 3—Multiple Intelligences
- Nature Versus Nurture
- The Theory of Multiple Intelligences
- Multiple Intelligences in Action
- Lessons to Take Home
- Chapter 13: Principle 4—Learning Is a Two-Step Process
- Step One: Pattern Seeking
- Step Two: Developing Programs to Use What We Understand
- Lessons to Take Home
- Chapter 14: Creating a Bodybrain–Compatible Learning Environment
- Ten Elements of a Bodybrain–Compatible Environment
- 1–Absence of Threat and Nurturing Reflective Thinking
- 2–Being There Experiences
- 3–Movement and Aerobic Exercise to Enhance Learning
- 4–Meaningful Content
- 5–Enriched Environment
- 6–Choices
- 7–Adequate Time
- 8–Collaboration
- 9–Immediate Feedback
- 10–Mastery/Application
Appendix A: Getting the Most Out of Your Being There Study Trips
- Preplanning
- Training Chaperones
- Preparing Your Students
- The Day Before the Study Trip
- 30 Minutes Before the Study Trip
- The Bus Trip
- Responsibilities On-Site
- Teacher Responsibilities After the Study Trip
Appendix B: Lesson Planning Template
- Lesson Planning Template
- Example of Lesson Planning Template for Fifth Grade
Glossary
Glossary
List of Figures
List of Figures
About the Authors
About the Authors
Bibliography
Bibliography
Index
Index
Additional materials
Reviews
Kid’s Eye View of Science
A Conceptual, Integrated Approach to Teaching Science, K–6
September 2010 | 312 pages | Corwin
| Format | Published Date | ISBN | Price |
|---|---|---|---|
| Paperback | 27/02/2023 | 9781412990912 | $48.95 |
| Lifetime | 01/02/2026 | 9781452237428 | $45.00 |
"An excellent guide for integrating new developments in cognitive neuroscience research with an appropriate 21st-century elementary science curriculum. Susan J. Kovalik's pioneering Highly Effective Teaching (HET) model has continually evolved for more than 30 years."
—Robert Sylwester, Emeritus Professor of Education
University of Oregon
"This is a book to savor. The content is a woven tapestry: many colorful threads elucidate ideas based in sound research. Marvel at how the authors weave the threads to provide a cohesive, understandable, beautiful educational perspective."
— Lawrence Lowery, Professor
Graduate School of Education, University of California, Berkeley
—Robert Sylwester, Emeritus Professor of Education
University of Oregon
"This is a book to savor. The content is a woven tapestry: many colorful threads elucidate ideas based in sound research. Marvel at how the authors weave the threads to provide a cohesive, understandable, beautiful educational perspective."
— Lawrence Lowery, Professor
Graduate School of Education, University of California, Berkeley
A step-by-step approach to taking giant leaps in science learning
Kid's Eye View of Science 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 inquiry-based science, this valuable resource's highlights include:
- Charts, graphics, forms, and summaries that help teachers translate abstract concepts into concrete lessons
- A comprehensive discussion of brain research, including helpful tips to assimilate 10 bodybrain-compatible elements into the classroom
- 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.
Table Of Contents:
- Welcome From the Authors
- Dedication
- Preface
- Acknowledgments
- Introduction
- Chapter 1: The Science of Teaching Science
- The Quest
- Four Principles From Brain Research
- Curriculum and the Brain
- Bringing Together Being There Locations and State/District Curriculum Standards
- Integration Made Easy
- Chapter 2: Making Curriculum Bodybrain Compatible
- The Challenges
- Common Threads
- Curriculum Examples
- Kindergarten
- First Grade
- Second Grade
- Third Grade
- Fourth Grade
- Fifth Grade
- Sixth Grade
- Science Resources
- Chapter 3: Localizing Curriculum
- Making Curriculum as Conceptual as Possible
- Choosing and Using an Organizing Concept
- Designing Classroom Curriculum to Fit How the Brain Learns
- Key Points: What You Want Students to Understand
- Three Kinds of Key Points
- Guidelines for Improving Key Points
- Examples of Key Points
- Chapter 4: Making Learning Memorable
- Using Inquiries to Add Action
- Guidelines for Writing Inquiries
- Examples of Inquiries
- Characteristics of Good Inquiries
- Chapter 5: The Scientific Thinking Processes
- Relating Brain Research With the Scientific Thinking Processes
- The Scientific Thinking Processes
- Chapter 6: Instructional Leadership
- Setting the Groundwork
- Preparation
- Mindful Selection of Instructional Strategies
- The HET Discovery Process
- Direct Instruction
- Other Strategies
- Chapter 7: Age-Appropriate Curriculum
- Age Three to First Grade—Comparing the Known to the Unknown
- Second to Third Grade—Putting Things Together, Taking Things Apart
- Fourth to Sixth Grade—Simultaneous Ideas
- Implications
- Chapter 8: Assessment
- Assessment and the Two-Step Learning Process
- A Word About Summative Assessment
- Thoughts on Criterion-Referenced Assessment
- Built-in Assessment Tools
- Basing Formative and Summative Assessment on Inquiries
- How to Transform an Inquiry into an Assessment Tool
- Science Assessment Resources
- Chapter 9: Foundations of Bodybrain-Compatible Learning
- Science Versus Intuition and Our Own Experiences
- Mounds of Brain Research . . . Four Consistent Themes
- Chapter 10: Learning Principle 1—Intelligence as a Function of Experience
- Physiological Changes
- Enrichment Theory
- Lessons to Take Home With You
- Chapter 11: Learning Principle 2—The Inseparable Bodybrain Learning Partnership
- A Brief History
- Emotion—Gatekeeper to Learning and Performance
- Movement to Enhance Learning
- Chapter 12: Learning Principle 3—Multiple Intelligences
- Nature Versus Nurture
- The Theory of Multiple Intelligences
- Multiple Intelligences in Action
- Lessons to Take Home
- Chapter 13: Principle 4—Learning Is a Two-Step Process
- Step One: Pattern Seeking
- Step Two: Developing Programs to Use What We Understand
- Lessons to Take Home
- Chapter 14: Creating a Bodybrain–Compatible Learning Environment
- Ten Elements of a Bodybrain–Compatible Environment
- 1–Absence of Threat and Nurturing Reflective Thinking
- 2–Being There Experiences
- 3–Movement and Aerobic Exercise to Enhance Learning
- 4–Meaningful Content
- 5–Enriched Environment
- 6–Choices
- 7–Adequate Time
- 8–Collaboration
- 9–Immediate Feedback
- 10–Mastery/Application
- Appendix A: Getting the Most Out of Your Being There Study Trips
- Preplanning
- Training Chaperones
- Preparing Your Students
- The Day Before the Study Trip
- 30 Minutes Before the Study Trip
- The Bus Trip
- Responsibilities On-Site
- Teacher Responsibilities After the Study Trip
- Appendix B: Lesson Planning Template
- Lesson Planning Template
- Example of Lesson Planning Template for Fifth Grade
- Glossary
- List of Figures
- About the Authors
- Bibliography
- Index
Recent Product Reviews:
"The authors present a humanistic and highly effective approach to classroom science. This book is a keeper and should be a part of a teacher's professional library."
Dutchie Riggsby, Professor, NSTA Recommends, www.nsta.org/recommends
"This is a book to savor. The content is a woven tapestry; many colorful threads elucidate ideas based in sound research. Marvel at how the authors weave the threads to provide a cohesive, understandable, beautiful educational perspective."
Lawrence Lowery, Professor, Graduate School of Education, University of California at Berkeley
“An excellent guide for integrating new developments in cognitive neuroscience research with an appropriate 21st century elementary science curriculum. Susan Kovalik’s pioneering Integrated Thematic Instruction (ITI) model has continually evolved for 30+ years.”
Robert Sylwester, Emeritus Professor of Education, University of Oregon