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Kid’s Eye View of Science
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Kid’s Eye View of Science
A Conceptual, Integrated Approach to Teaching Science, K–6

Edited by:

Courses:
Science Methods

September 2010 | 312 pages | Corwin
"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

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.

 


 
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

“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

"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

"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
Key features
  • Numerous (36) charts, graphics, forms, and summaries illustrate the key points throughout and provide readers with opportunities to explore how abstract concepts can be concretely applied to their practice.
  • Chapter endnotes will provide context and historical background for the discussion of brain research and translate it through nine bodybrain-compatible elements
  • Practical, step-by-step advice for improving science programs and increasing student outcomes.

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