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Kid’s Eye View of Science

A Conceptual, Integrated Approach to Teaching Science, K–6

By: Susan J. Kovalik, Karen D. Olsen

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 authors guide 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. Rich with instructional strategies for exploring inquiry-based science, the book's highlights include:

Charts, graphics, forms, and summaries that help teachers translate abstract concepts into concrete lessons
Helpful tips to assimilate 10 bodybrain-compatible elements into the classroom
Hands-on guidance for enriching science programs and improving student outcomes

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Product Details

Grade Level: K-6
ISBN: 9781412990912
Published By: Corwin
Year: 2010
Page Count: 312
Publication date: June 08, 2012

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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
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.

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.

Author(s)

Susan J. Kovalik

After graduating in 1961 from California State University, San Jose, with a B.A. in elementary Education, Susan J. Kovalik began her teaching career as a sixth grade elementary teacher followed by a science teacher in a K-6 elementary school of 1,200 and a GATE (Gifted and Talented Education) teacher in five schools. In 1984, Susan was awarded the California Gifted and Talented Teacher of the Year. During this time, she also found time to share her love for experiential learning as the community leader of a multi-faceted 4-H club with 50 families and 37 projects.

Building on her own teaching experiences and emerging brain research, Susan developed the ITI model (Integrated Thematic Instruction), now referred to as the HET model (Highly Effective Teaching). Over the next 25 years, Susan and her remarkably talented associates have trained thousands of teachers in hundreds of schools throughout the United States, Europe, and Asia.

In 1987, the ITI Model was selected by the David and Lucile Packard Foundation to support the teaching of science in Monterey County, CA. Over 700 teachers participated in the program known as Monterey County Science Improvement Project (MCSIP).

The ITI/HET model was one of the 56 programs in the national Comprehensive School Reform Catalog , was selected for inclusion in the college text, Charles Reigaluth’s Instructional-Design Theories and Models: A New Paradigm of Instructional Theory and selected by the American Youth Policy Forum targeting Service Learning and Educational Reform as one of their 22 models.

Susan has created support materials, publications, and media products for teachers in brain-compatible instruction. Several of her 20 training videos received both the Gold Apple and Silver Apple awards from the National Educational Film and Video Festival.

A keynoter of national reputation, Susan continues to dedicate herself to improving education and helping others in implementing a bodybrain-compatible learning environment for students and their teachers.

Karen D. Olsen

Karen D. Olsen is author, co-author, and contributing editor of two dozen books focusing on using brain research to create schoolwide change. Her most recent book, What Brain Research Can Teach Us About Cutting School Budgets, is also published by Corwin Press. Her experience includes serving as executive director of the Mid-California Science Improvement Program (MCSIP), a ten-year effort funded by the David and Lucile Packard Foundation to improve science education using the ITI/HET model. She also served as executive director of the Bay Area Middle School Program, a project to create model middle schools. Olsen was one of the original founders of the California Institute of School Improvement, a non-profit organization designed to support schools and districts in a wide range of school change issues. As program director, she conducted seminars on a range of topics including implications of recent legislation, schoolwide planning and program quality review processes, and the role of mentor teachers as change agents. Addtional experience includes planning and development for the California State Department of Education.

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

Reviews

“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

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