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Found 9 results

  1. Ok, I'm planning on doing Nebel with my girls this year. I've got a 1st grader who has only done a couple of the lessons, and a 6th grader who is done with BFSU1 but has only done a couple lessons in BFSU2. Organizationally, how have you gotten BFSU to work for you? It's been a major energy-suck in the past... how do you neutralize that aspect of it? And it's not like the lessons are hard! I know that... it's just getting it together that I've had trouble with. Thanks!
  2. http://www.amazon.com/Elementary-Science-Education-Foundations-Understanding/dp/1432762362/ref=sr_1_3?ie=UTF8&qid=1319138132&sr=8-3x Any experience with this science text? Some of the local parents I'm talking to are raving about this. I set up the schedule and some of the texts today. This would be the general science text to build on.
  3. The Kindle version of BFSU is $9.99. Would this work or do you need the hard copy to fully utilize it?
  4. Any blogs out there sharing their BFSU lessons? I'm not looking for schedules/lesson planning, just for blog posts describing how a lesson turned out/sharing the experience. TIA!
  5. Do the lessons need to be done in order or can you jump around a bit? Thanks. :)
  6. I would love to see how you will attack it. Since there is no clear-cut schedule, it's hard for me to "plan" it. I have an idea (thanks April in NC!) Could you share your plan? http://www.amazon.com/Building-Foundations-Scientific-Understanding-Curriculum/dp/1432706101 Thanks. :D
  7. If you looked at BFSU and decided not to use it why did you make that decision? As I mentioned in another post I have chosen to use this book and will be prepping so I can use it in the fall. As I'm doing that I'd like to try to address some of the problems others have had with the curriculum so that maybe more people can use this gem. Can you tell I'm a science geek? :tongue_smilie:
  8. I have been attempting to identify the "ideal" early elementary science curriculum - or at least what I deem is ideal, because as we all know, there is no one-size-fits-all curriculum. This book, Building Foundations of Scientific Understanding, by Nebel, was suggested to me (by Moira and others - thank you!) and I must say it has come closest to my ideal of all the curricula I've explored. Here's my review, as promised. About the book... Organization The book contains 41 carefully planned lessons, made to build on each other conceptually. They is not a linear order of lessons, rather a flow chart which allows some flexibility while at the same time ensures you have covered the needed foundational material on which the lesson can build. The lessons are divided into strands (Nature of Matter, Life Sciences, Physical Sciences, and Earth and Space Sciences) which are meant to be studied concurrently rather than in isolation (biology, then chemistry, etc.). Philosophy Nebel outlines four principles of teaching according to how children learn. He makes of point several times of explaining the ineffectiveness of memorizing facts in isolation of "real" contextual meaning (I agree with his arguement, read the book for more details). Prinicple 1. There are two parts to developing real understanding. There is learning of factual infromation, but understanding comes only as facts are integrated together into a broader, conceptual context. Principle 2. New understanding is constructed on a foundation of exisiting understanding. Principle 3. Effective learning depends on students self-monitoring what they know, and don't know, and striving to fill in gaps. Principle 4. Learning needs to connect to real-life experience. He also makes a distinction between learning and thinking, "thinking does not come from learning; learning comes from thinking." We as teachers are to help turn on thinking by a) creating an atmosphere in which students feel free and safe in asking questions, b) posing questions that will bring students to reflect and contemplate, c) promoting question and answer discussion to guide thinking. He talks a lot about question and answer, and how it is useful both as an assessment of understanding and in helping the student make meaning of what s/he has learned. The last small portion of the educational philosophy section of the book is about "Baloney Detection" - which is a primer on logicical reasoning. Lessons Each lesson has an overview, Time Required, Objectives, Required Background (previous lessons from the flow chart),Teachable Moments, Methods and Procedures, and Questions/Discussion/Activities to Review, Expand, and Assess Learning. My $.02... Keep in mind we haven't done any lessons from the book yet - this is just my opinion as a home schooler and as a science teacher, looking for what to do for science this coming year (1st and pre-K). Some things I was looking for and found in this book it teaches both scientific information and scientific thinking it promotes questioning!!! concrete, "real life" experiences/phenomena that children can directly relate to it is scientifically accurate (believe it or not, some books misunderstand what is going on and present explanations that are not correct) it is rigorous in that it requires students to carefully observe, think, and question (and use exact terminology) while at the same time it is laying general foundational information and principles it does not require many materials that aren't already around the house (a few exceptions: magnets, fruit flies, some pictures you can find on Google images) it includes books for correlated reading The book isn't meant to be a text for twice-a-week science lessons. There are 41 lessons that you could use as frequently or infrequently as you choose, and most lessons have and on-going nature where you take advantage of "teachable moments" that may not arise during the given class time. It does not cover science the way that WTM outlines, and I doubt it will ever be on the curriculum lists in that book. However, I can see it fitting in quite nicely in a classical curriculum of a different style (LCC for instance). For those interested, the book is secular. This book won't be for everyone. It is not scripted, does not give step-by-step directions, is not "pick up and go", and very open-ended in nature. I would make an analogy of this to Spalding's The Writing Road to Reading. There is this wonderful idea of teaching, but it isn't structured in such a way that you can just pick up the book and start teaching. But, if you are wanting a sound foundation in scientific literacy and scientific thinking and are willing to "learn how to use the book" I think it is a wonderful choice. I wanted to add, the book strongly encourages you to say "I don't know" when you don't know the answer, and doesn't expect you to be a scientist in order to teach. Saying "I don't know" gives you a chance to demonstrate how to find the answer, among other things.
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