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001 ocn617425443;

003 OCoLC;

005 20141212055215.0;

008 100528s2010 caua b 001 0 eng ;

010 a| 2010021883;

020 a| 9781412990912 (pbk.);

020 a| 1412990912 (pbk.);

029 1 a| AU@b| 000045671506;

029 1 a| AU@b| 000046400421;

029 1 a| NZ1b| 13479703;

035 a| (Sirsi) o617425443;

035 a| (OCoLC)617425443;

049 a| EREE;

050 00 a| LB1585b| .K69 2010;

082 00 a| 372.3/52| 22;

100 1 a| Kovalik, Susan.=| ^A346447;

245 10 a| Kid's eye view of science :b| a conceptual, integrated approach to teaching science, K-6 /c| Susan J. Kovalik, Karen D. Olsen.;

300 a| 1 volume (various pagings) :b| illustrations ;c| 28 cm;

336 a| text2| rdacontent;

337 a| unmediated2| rdamedia;

338 a| volume2| rdacarrier;

504 a| Includes bibliographical references and index.;

505 2 a| 1. The science of teaching science. The quest -- Four principles from brain research : Principal A: Intelligence as a function of experience ; Principle B: Learning is an inseparable partnership between the brain and the body ; Principle C: There are multiple intelligences ; Principle D: Learning is a two-step process -- Curriculum and the brain : Anchoring curriculum in real-life locations ; Examples of engaging being there locations -- Bringing together being there locations and state/district curriculum standards : Guidelines for selecting being there locations -- Integration made easy : Integrating subject content ; The arts -- 2. Making curriculum bodybrain compatible. The challenges : Time ; Fragmentation ; Age-inappropriate content ; Creating relevance by localizing curriculum -- Common threads : Localized in a being there location ; As conceptual as possible ; New brain-based definition of learning ; Age-appropriate content -- Curriculum examples : Science continuum of concepts, grades K-6 -- Kindergarten : Concepts and significant knowledge to learn ; Possible being there locations ; Examples of expected performance levels -- First grade : Concepts and significant knowledge to learn ; Possible being there locations ; Examples of expected performance levels -- Second grade : Concepts and significant knowledge to learn ; Possible being there locations ; Examples of expected performance levels -- Third grade : Concepts and significant knowledge to learn ; Possible being there locations ; Examples of expected performance levels -- Fourth grade : Concepts and significant knowledge to learn ; Possible being there locations ; Examples of expected performance levels -- Fifth grade : Concepts and significant knowledge to learn ; Possible being there locations ; Examples of expected performance levels -- Sixth grade : Concepts and significant knowledge to learn ; Possible being there locations ; Examples of expected performance levels -- Science resources --;

505 2 a| 3. Localizing curriculum. Making curriculum as conceptual as possible : What is a concept? ; Many reasons for concepts ; Concepts: curriculum structures without borders -- Choosing and using an organizing concept : Getting started ; What makes a concept powerful? ; Basing curriculum in sensory-rich being there locations -- Designing classroom curriculum to fit how the brain learns -- Key points: what you want students to understand : Concepts versus factoids ; Traditions to avoid -- Three kinds of key points : Conceptual key points ; Significant knowledge key points ; Guidelines for improving key points ; Examples of key points -- 4. Making learning memorable. Using inquiries to add action : Inquiries defined ; How to write inquiries -- Guidelines for writing inquiries : Providing choice through inquiries -- Examples of inquiries -- Characteristics of good inquiries --;

505 2 a| 5. The scientific thinking processes. Relating brain research with the scientific thinking processes -- The scientific thinking processes : Observing, scientific thinking process #1 ; Communicating, scientific thinking process #2 ; Comparing, scientific thinking process #3 ; Organizing, scientific thinking process #4 ; Relating, scientific thinking process #5 ; Inferring, scientific thinking process #6 ; Applying, scientific thinking process #7 -- 6. Instructional leadership. Setting the groundwork : Agreed-upon behaviors ; Lifelong guidelines ; Lifeskills ; How to teach the lifelong guidelines and lifeskills ; Creating a safe and predictable environment ; Civility -- Preparation : Powerful curriculum ; Leadership requisites ; The art and science of lesson design ; Using resource people -- Mindful selection of instructional strategies -- The HET discovery process -- Direct instruction : What is direct instruction? ; When is direct instruction effective? ; Planning and conducting direct instruction -- Other strategies : Teaching through the lives of those at the being there location ; Role-playing ; Collaboration --;

505 2 a| 7. Age-appropriate curriculum. Age three to first grade, comparing the known to the unknown : Trial and error ; One property at a time ; Age-appropriate scientific thinking processes ; Age-appropriate curriculum -- Second to third grade, putting things together, taking things apart : Less trial and error, more mental structuring ; Reversing direction without distortion ; Age-appropriate scientific thinking processes ; Age-appropriate curriculum -- Fourth to sixth grade, simultaneous ideas : Multiple properties ; Age-appropriate scientific thinking processes ; Age-appropriate curriculum -- Implications -- 8. Assessment. Assessment and the two-step learning process -- A word about summative assessment : The inadequacies of standardized tests -- Thoughts on criterion-referenced assessment -- Built-in assessment tools : The role of key points in assessment ; The role of inquiries in assessment -- Basing formative and summative assessment on inquiries : Why use inquiries as assessment tools? ; Key to reliability and validity -- How to transform an inquiry into an assessment tool : Selecting an inquiry for assessment ; Sharpening the focus ; Reaping the rewards, competence and confidence ; Tweaking for a definitive yes/no determination -- Science assessment resources --;

505 2 a| 9. Foundations of bodybrain-compatible learning. Science versus intuition and our own experiences -- Mounds of brain research, four consistent themes -- 10. Learning principle 1: Intelligence as a function of experience. Physiological changes : Neurons, dendrites, and axons ; Communication of neurons across the synaptic gap ; Communication among neurons via information substances -- Enrichment theory : The 20 senses ; More about sensory input ; Six kinds of sensory input ; Why being there experiences? -- Lessons to take home with you --;

505 2 a| 11. Learning principle 2: The inseparable bodybrain learning partnership. A brief history -- Emotion, gatekeeper to learning and performance : Emotions and learning ; Information substances: the rest of the story -- Movement to enhance learning -- 12. Learning principle 3: Multiple intelligences. Nature versus nurture -- The theory of multiple intelligences : The multiple intelligences defined ; Multiple intelligences versus modalities ; A reality check -- Multiple intelligences in action : Logical-mathematical intelligence : Linguistic intelligence ; Spatial intelligence ; Bodily-kinesthetic intelligence ; Musical intelligence ; Intrapersonal and interpersonal intelligences ; Naturalist intelligence -- Lessons to take home --;

505 2 a| 13. Principle 4: Learning is a two-step process. Step one: pattern seeking : What is a pattern? ; Amazing flexibility ; Perception: pattern or hodgepodge -- Step two: Developing programs to use what we understand : What is a program? ; The program cycle ; The acquisition of useful programs ; The power of programs ; Lessons to take home -- 14. Creating a bodybrain, compatible learning environment. Ten elements of a bodybrain, compatible environment -- 1: Absence of threat and nurturing reflective thinking : creating absence of threat ; Nurturing reflective thinking ; Implications for curriculum and instruction -- 2: Being there experiences : Why being there experiences? ; Where? ; The when and how of being there experiences ; Implications for curriculum and instruction -- 3: Movement and aerobic exercise to enhance learning : Movement ; Aerobic exercise -- 4: Meaningful content : Some universal truths ; Words alone are weak conveyors of meaning ; The power of meaningful content ; Implications for curriculum and instruction -- 5: Enriched environment : Enriched does not mean cluttered or overly stimulating ; Enriched does mean sensory rich ; Implications for curriculum and instruction -- 6: Choices : Offering choices ; Implications for curriculum and instruction -- 7: Adequate time : Learning takes time ; Implications for curriculum and instruction -- 8: Collaboration : Solid research base ; A balancing act ; Implications for curriculum and instruction -- 9: Immediate feedback : Why immediate feedback is important ; The best kinds of immediate feedback ; Immediate feedback and motivation ; Implications for curriculum and instruction -- 10: Mastery/application : Teacher tools for ensuring mastery ; Student tools for ensuring mastery ; Mastery and emotions ; Implications for curriculum and instruction -- 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.;

650 0 a| Sciencex| Study and teaching (Elementary)=| ^A18040;

650 0 a| Science teachersx| In-service training.=| ^A312665;

700 1 a| Olsen, Karenq| (Karen D.)=| ^A1033919;

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Kid's eye view of science : a conceptual, integrated approach to teaching science, K-6 / Susan J. Kovalik, Karen D. Olsen.

Author/creator	Kovalik, Susan
Other author	Olsen, Karen (Karen D.)
Format	Book
Publication Info	Thousand Oaks, Calif. : Corwin, ©2010.
Description	1 volume (various pagings) : illustrations ; 28 cm
Subjects	Science--Study and teaching (Elementary). Science teachers--In-service training.

Partial contents	1. The science of teaching science. The quest -- Four principles from brain research : Principal A: Intelligence as a function of experience ; Principle B: Learning is an inseparable partnership between the brain and the body ; Principle C: There are multiple intelligences ; Principle D: Learning is a two-step process -- Curriculum and the brain : Anchoring curriculum in real-life locations ; Examples of engaging being there locations -- Bringing together being there locations and state/district curriculum standards : Guidelines for selecting being there locations -- Integration made easy : Integrating subject content ; The arts -- 2. Making curriculum bodybrain compatible. The challenges : Time ; Fragmentation ; Age-inappropriate content ; Creating relevance by localizing curriculum -- Common threads : Localized in a being there location ; As conceptual as possible ; New brain-based definition of learning ; Age-appropriate content -- Curriculum examples : Science continuum of concepts, grades K-6 -- Kindergarten : Concepts and significant knowledge to learn ; Possible being there locations ; Examples of expected performance levels -- First grade : Concepts and significant knowledge to learn ; Possible being there locations ; Examples of expected performance levels -- Second grade : Concepts and significant knowledge to learn ; Possible being there locations ; Examples of expected performance levels -- Third grade : Concepts and significant knowledge to learn ; Possible being there locations ; Examples of expected performance levels -- Fourth grade : Concepts and significant knowledge to learn ; Possible being there locations ; Examples of expected performance levels -- Fifth grade : Concepts and significant knowledge to learn ; Possible being there locations ; Examples of expected performance levels -- Sixth grade : Concepts and significant knowledge to learn ; Possible being there locations ; Examples of expected performance levels -- Science resources --
Partial contents	3. Localizing curriculum. Making curriculum as conceptual as possible : What is a concept? ; Many reasons for concepts ; Concepts: curriculum structures without borders -- Choosing and using an organizing concept : Getting started ; What makes a concept powerful? ; Basing curriculum in sensory-rich being there locations -- Designing classroom curriculum to fit how the brain learns -- Key points: what you want students to understand : Concepts versus factoids ; Traditions to avoid -- Three kinds of key points : Conceptual key points ; Significant knowledge key points ; Guidelines for improving key points ; Examples of key points -- 4. Making learning memorable. Using inquiries to add action : Inquiries defined ; How to write inquiries -- Guidelines for writing inquiries : Providing choice through inquiries -- Examples of inquiries -- Characteristics of good inquiries --
Partial contents	5. The scientific thinking processes. Relating brain research with the scientific thinking processes -- The scientific thinking processes : Observing, scientific thinking process #1 ; Communicating, scientific thinking process #2 ; Comparing, scientific thinking process #3 ; Organizing, scientific thinking process #4 ; Relating, scientific thinking process #5 ; Inferring, scientific thinking process #6 ; Applying, scientific thinking process #7 -- 6. Instructional leadership. Setting the groundwork : Agreed-upon behaviors ; Lifelong guidelines ; Lifeskills ; How to teach the lifelong guidelines and lifeskills ; Creating a safe and predictable environment ; Civility -- Preparation : Powerful curriculum ; Leadership requisites ; The art and science of lesson design ; Using resource people -- Mindful selection of instructional strategies -- The HET discovery process -- Direct instruction : What is direct instruction? ; When is direct instruction effective? ; Planning and conducting direct instruction -- Other strategies : Teaching through the lives of those at the being there location ; Role-playing ; Collaboration --
Partial contents	7. Age-appropriate curriculum. Age three to first grade, comparing the known to the unknown : Trial and error ; One property at a time ; Age-appropriate scientific thinking processes ; Age-appropriate curriculum -- Second to third grade, putting things together, taking things apart : Less trial and error, more mental structuring ; Reversing direction without distortion ; Age-appropriate scientific thinking processes ; Age-appropriate curriculum -- Fourth to sixth grade, simultaneous ideas : Multiple properties ; Age-appropriate scientific thinking processes ; Age-appropriate curriculum -- Implications -- 8. Assessment. Assessment and the two-step learning process -- A word about summative assessment : The inadequacies of standardized tests -- Thoughts on criterion-referenced assessment -- Built-in assessment tools : The role of key points in assessment ; The role of inquiries in assessment -- Basing formative and summative assessment on inquiries : Why use inquiries as assessment tools? ; Key to reliability and validity -- How to transform an inquiry into an assessment tool : Selecting an inquiry for assessment ; Sharpening the focus ; Reaping the rewards, competence and confidence ; Tweaking for a definitive yes/no determination -- Science assessment resources --
Partial contents	9. Foundations of bodybrain-compatible learning. Science versus intuition and our own experiences -- Mounds of brain research, four consistent themes -- 10. Learning principle 1: Intelligence as a function of experience. Physiological changes : Neurons, dendrites, and axons ; Communication of neurons across the synaptic gap ; Communication among neurons via information substances -- Enrichment theory : The 20 senses ; More about sensory input ; Six kinds of sensory input ; Why being there experiences? -- Lessons to take home with you --
Partial contents	11. Learning principle 2: The inseparable bodybrain learning partnership. A brief history -- Emotion, gatekeeper to learning and performance : Emotions and learning ; Information substances: the rest of the story -- Movement to enhance learning -- 12. Learning principle 3: Multiple intelligences. Nature versus nurture -- The theory of multiple intelligences : The multiple intelligences defined ; Multiple intelligences versus modalities ; A reality check -- Multiple intelligences in action : Logical-mathematical intelligence : Linguistic intelligence ; Spatial intelligence ; Bodily-kinesthetic intelligence ; Musical intelligence ; Intrapersonal and interpersonal intelligences ; Naturalist intelligence -- Lessons to take home --
Partial contents	13. Principle 4: Learning is a two-step process. Step one: pattern seeking : What is a pattern? ; Amazing flexibility ; Perception: pattern or hodgepodge -- Step two: Developing programs to use what we understand : What is a program? ; The program cycle ; The acquisition of useful programs ; The power of programs ; Lessons to take home -- 14. Creating a bodybrain, compatible learning environment. Ten elements of a bodybrain, compatible environment -- 1: Absence of threat and nurturing reflective thinking : creating absence of threat ; Nurturing reflective thinking ; Implications for curriculum and instruction -- 2: Being there experiences : Why being there experiences? ; Where? ; The when and how of being there experiences ; Implications for curriculum and instruction -- 3: Movement and aerobic exercise to enhance learning : Movement ; Aerobic exercise -- 4: Meaningful content : Some universal truths ; Words alone are weak conveyors of meaning ; The power of meaningful content ; Implications for curriculum and instruction -- 5: Enriched environment : Enriched does not mean cluttered or overly stimulating ; Enriched does mean sensory rich ; Implications for curriculum and instruction -- 6: Choices : Offering choices ; Implications for curriculum and instruction -- 7: Adequate time : Learning takes time ; Implications for curriculum and instruction -- 8: Collaboration : Solid research base ; A balancing act ; Implications for curriculum and instruction -- 9: Immediate feedback : Why immediate feedback is important ; The best kinds of immediate feedback ; Immediate feedback and motivation ; Implications for curriculum and instruction -- 10: Mastery/application : Teacher tools for ensuring mastery ; Student tools for ensuring mastery ; Mastery and emotions ; Implications for curriculum and instruction -- 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.
Bibliography note	Includes bibliographical references and index.
LCCN	2010021883
ISBN	9781412990912 (pbk.)
ISBN	1412990912 (pbk.)

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Kid's eye view of science : a conceptual, integrated approach to teaching science, K-6 / Susan J. Kovalik, Karen D. Olsen.

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