How important is a science "curriculum"?

[happyWImom]

I struggle with science, because it seems like one of our most difficult things to fit it. An actual science curriculum, that is. My dc are constantly learning a lot on their own. They are voracious readers, especially when it comes to animals, they are always looking up types of-whatever (birds, bugs, amphibians,etc...) in animal ref. books, or on the computer, they watch tons of animal shows & dvd's, Bill Nye, science guy.... They spend a lot of time outside, we do weekly nature walks, and we have lots of discussion.

 

I have started soooooo many different curriculums-good ones-but life and their free learning always gets in the way. So, how important in the elementary years is a science curriculum?

 

(Btw, I was thinking about it today; I don't remember anything from my grade school science stuff-I don't remember if we did experiments. )

[CrunchyGirl]

I received a terrible science education and still suffer for it so I've been trying to do a lot of reading on the topic in the hope we can do a much better job. :001_smile:

 

One thing I'm learning is that science is a lot like math. Systematic introduction of concepts is important for building understanding and fluency. Granted not all curriculums are good at that. At this point we are planning on using BFSU specifically for the systematic introduction of concepts and weaving together of various scientific disciplines. My only concern is that it's a lot of work but DH is heavily STEM oriented and is insisting that our children receive a very strong STEM education so I consider the effort to be worth it.

[tuzor]

Depends on who you ask. Some feel that you should read living science books and keep a big book of experiments until around junior high. I struggle with this myself I like the idea of living books and experiments but I fear that will not cover the required material for standardized exams. Sounds like the system you have is working I would stick with it.

[happyWImom]

Depends on who you ask. Some feel that you should read living science books and keep a big book of experiments until around junior high. I struggle with this myself I like the idea of living books and experiments but I fear that will not cover the required material for standardized exams. Sounds like the system you have is working I would stick with it.

 

Our state doesn't require any testing (at this point!), so that's why I'm wondering if I'm stressing out for no reason. I'm constantly second-guessing myself.

 

Ds is really into astronomy, and knows more than I do just by reading, and dd is the same with her animals and birds. I know we do need to get into something soon, but I'm still on the fence.

[Farrar]

It kind of bothers me when people don't do anything at all for science. Or when they go on a few "nature walks" and call that science (not to be confused with a more serious nature study that includes nature walks). However, I think when you're reading plenty of science, watching science shows and documentaries, doing occasion little units or experiment days or something... who cares if you've got some official curriculum? At least for the grammar stage and maybe even the logic stage, I think that can be plenty.

[Mimm]

I've kind of decided not to use an official science curriculum this year. We will keep nature journals, and do projects, science experiment kits, write papers and intentionally practice observation skills. Our projects will be interest driven but probably focus on biology- plants, insects, anatomy, zoology, etc. At least, this is my idea for now. I will buy really cool books and science encyclopedias. My kids naturally pick these up and read anyway. They will also get some science at our co-op and probably be involved in FLL (robotics).

[gevs4him]

We are science lovers - we feel it is important to introduce science concepts, do experiments and learn how to record your work. We do use spines and I do add lots of fun stuff. Will our ds remember everything probably not, but he is given the chance to enrich his mind and grow with the learning process instead of facing it all in high school not knowing a darn thing. And lets face it experimenting and learning about plants, animals, electricity, chemistry, etc. is a blast :D

[CroppinIt]

If they're interested in things and discovering stuff on their own, I'd unschool or loosely school science and call it good. If they're not interested, then I'd push a bit. But as long as they're learning, I wouldn't worry about a formal curriculum until jr high when I'd start Apologia General.

[momsuz123]

We started off the school year with RS4K. It was good. But then, wow - we decided to do what SWB recommends for the younger crowd. Each child picked out 10 animals, and we study them. I have some fun things on my blog when we did our polar animal unit. Today, for example, the girls learned about sea animals and fish that live on a coral reef. My husband read out loud from several library books (then we set aside more read aloud time all week long from these, and quiet reading time). Then he tries to find some videos of the animals. Today the kids watched a Magic School Bus episode on the coral reef. We will watch a coral reef movie later this week. He then got out all of his scuba gear and had the kids try it all on. We will wrap up with a coral reef diarama. Oh, we also have the coral reef Toob that they made a ocean scene with some big tupperware. Hope this helps. Our kiddos are really having fun. We do go the zoo every few weeks to also help tie in the lessons.

[tuzor]

Our state doesn't require any testing (at this point!), so that's why I'm wondering if I'm stressing out for no reason. I'm constantly second-guessing myself.

 

Ds is really into astronomy, and knows more than I do just by reading, and dd is the same with her animals and birds. I know we do need to get into something soon, but I'm still on the fence.

 

My state doesn't either but my hubby does. So I always have what that looming in the back of my mind when I make decisions for curriculum. Sort of sad in some ways. But I did tell him going further my son may not do as well if the test covers material we have not covered.

[lewelma]

No, I do not think you need a curriculum, but I do think that you should be systematic, especially with your 10 year old, otherwise you will miss huge areas of science. There is a large thread on the logic board called "science...again....someone shoot me now" http://www.welltrainedmind.com/forums/showthread.php?t=263107 which has a very similar question to yours. It has lots of ideas from many different people.

 

Here is my first post on that thread:

 

I was a scientist in a previous life and this is how I do science for my kids:

 

I use the WTM rotation: biology, earth/space, chemistry, physics.

 

1) For 8 months we read some good library books, and watch good documentaries (3 times a week) on the subject.

 

2) We do an intensive 6 week long science fair project once a year. The goal of this is to find a questions, a real question, one that neither you nor your kids know the answer to. Then, figure out how to answer it, and go do your experiments. Then write it up. Including methods, results (graphs), discussions (assumptions, what you learned etc). This takes 5-10 hours per week during the time period.

 

Pros to this method:

1. No running around organizing experiments every week which are actually just demonstrations, as we know what the answer will be. ( If the kids want to explore and be creative and have fun they can go outside and build a fort)

2. Having a real science experience, with true frustrations (there will be many, like a home-made kite that would not fly for a month - that takes problem solving), and a decent length of time.

3. Being able to discuss real scientific method problems. Like replication (yes you need >1 plant for each experiment on which type of fertilizer work better; yes, you need to be objective and not drop the silly putty from a higher chair when you think it should bounce higher etc).

4. Doing science that they will remember over the years. (my children can remember 5 years back worth of projects). oldest DS is 10.

 

I have found this method very effective, saves my sanity, and costs little while they are young.

 

Ruth in NZ

Edited April 16, 2012 by lewelma

[sagira]

No, I do not think you need a curriculum, but I do think that you should be systematic, especially with your 10 year old, otherwise you will miss huge areas of science. There is a large thread on the logic board called "science...again....someone shoot me now" http://www.welltrainedmind.com/forums/showthread.php?t=263107 which has a very similar question to yours. It has lots of ideas from many different people.

 

Here is my first post on that thread:

 

I was a scientist in a previous life and this is how I do science for my kids:

 

I use the WTM rotation: biology, earth/space, chemistry, physics.

 

1) For 8 months we read some good library books, and watch good documentaries (3 times a week) on the subject.

 

2) We do an intensive 6 week long science fair project once a year. The goal of this is to find a questions, a real question, one that neither you nor your kids know the answer to. Then, figure out how to answer it, and go do your experiments. Then write it up. Including methods, results (graphs), discussions (assumptions, what you learned etc). This takes 5-10 hours per week during the time period.

 

Pros to this method:

1. No running around organizing experiments every week which are actually just demonstrations, as we know what the answer will be. ( If the kids want to explore and be creative and have fun they can go outside and build a fort)

2. Having a real science experience, with true frustrations (there will be many, like a home-made kite that would not fly for a month - that takes problem solving), and a decent length of time.

3. Being able to discuss real scientific method problems. Like replication (yes you need >1 plant for each experiment on which type of fertilizer work better; yes, you need to be objective and not drop the silly putty from a higher chair when you think it should bounce higher etc).

4. Doing science that they will remember over the years. (my children can remember 5 years back worth of projects). oldest DS is 10.

 

I have found this method very effective, saves my sanity, and costs little while they are young.

 

Ruth in NZ

 

This sounds fabulous! I think I could use BFSU for the 8 months, and read living books and watch pertinent videos on the subjects we cover, and take 6 weeks to work on a science fair project.

 

Thank you! :)

[missmoe]

I struggle with science, because it seems like one of our most difficult things to fit it. An actual science curriculum, that is. My dc are constantly learning a lot on their own. They are voracious readers, especially when it comes to animals, they are always looking up types of-whatever (birds, bugs, amphibians,etc...) in animal ref. books, or on the computer, they watch tons of animal shows & dvd's, Bill Nye, science guy.... They spend a lot of time outside, we do weekly nature walks, and we have lots of discussion.

 

I have started soooooo many different curriculums-good ones-but life and their free learning always gets in the way. So, how important in the elementary years is a science curriculum?

 

(Btw, I was thinking about it today; I don't remember anything from my grade school science stuff-I don't remember if we did experiments. )

 

Sounds like what you are doing it great. Especially if your children are learning to read and research a topic that interest them.

[5LittleMonkeys]

A curriculum is a course of study. Sounds like you're studying science, so I'd say you already have a curriculum.

 

There are going to be lots of varying opinions here, but keep in mind that high school sciences all start at the beginning with the assumption of no prior knowledge. If you continue on the path you are on, making sure your reading, documentaries and occasional experiments span all the sciences your dc will have no trouble moving into a more formal study in highschool ( as long as their math skills match up to the science they are studying).

 

Back when I was asking advice on how to prepare my dd for high school science, as I wanted to ensure a solid study since she would be perusing a veterinarian degree, I was told over and over to simply follow a path similar to the one your dc are following now. I recently asked the vets at the animal hospital dd is working at and they all gave me similar advice.

 

The best thing you can do is create an atmosphere of wonder and discovery. Help them persue their science rabbit trails and provide the time and resources for maybe one or two big projects a year in something that they find fascinating.

[SunnyDays]

You ladies give great advice! :)

 

I've been pondering the subject in a fashion similar to the OP's questions. We did the Abeka 3 Science book this year... it was our first year and I just wanted to "check the box" on science. It worked fine but it was far from exciting.

 

Next year for 4th we're going to do a health unit, but otherwise I think we'll be more relaxed with it. I really like Ruth's plan of soaking up information most of the year, then doing a big project.

 

I guess in a way we're doing that this year... for the last days coming up, we're going to read some Astronomy books, then take the telescope outside a few different times over the course of a month or so, and record our findings. I've invited another family to join us so the kiddos can discuss and discover together.

[Down_the_Rabbit_Hole]

I think it is important to have some plan for science, be it a list of skills or a full curriculum. I see too many people say just read science or do nature studies...but unless there is something to tie it to another something then it is all just trivia. Knowing ahead of time for the month or year what you want to cover will give you direction. Rabbit trails are great but still needs a starting point. Also I think there needs to be some record of your science studies...narration, drawings, pictures, graphs,and lab reports. It makes the child think about what he has read in a book or saw during the nature walk.

[lewelma]

Knowing ahead of time for the month or year what you want to cover will give you direction. Rabbit trails are great but still needs a starting point.

:iagree: I do 9 week units (3 reading topics, 1 large scale investigation). For earth science this year it was astronomy, geology, and oceanography. Then we go to the library every fortnight and get out books on the topic. We follow rabbit trails, but they are rabbit trails within the topic. I don't discourage the kids learning other topics within science when we are studying astronomy, for example, but the whole family is focused on astronomy. We are all noticing the moon cycle and finding stars in the sky. We are reading books and watching docos. And my dh comes home with news on NASA's new launch, and we watch it over breakfast on a streaming NASA TV. It is exciting. If they want to grow a crystal or read a Magic School Bus book on rain forests, fine, but the whole family is focused on astronomy.

 

This systematic focus helps the kids explore topics they never would have thought or on their own (oceanography for example) and helps to direct the rabbit trails within the topics. DS(11) was particularly interested in soil when we studied geology for 9 weeks and spent extra time on that subtopic. For geology, he studied rocks, crystals, plate tectonics, and soil/erosion. I don't think that either of us would have ever thought to study soil. How boring.... until you learn a lot about it. So IMHO, elementary school is about exposure in addition to the excitement that everyone always talks about.

 

Also I think there needs to be some record of your science studies...narration, drawings, pictures, graphs,and lab reports. It makes the child think about what he has read in a book or saw during the nature walk.

This I disagree with. Some children like these types of projects, others find them to be busy work. Science does not need to be processed with language arts skills. We use discussion and oral review.

 

When we do our investigation, there is a need for making charts and graphs. Calculating averages. Writing up hypothesis, methods, results, discussion. Preparing a poster and oral presentation for the science fair. These outputs are purposeful. Writing a report on something you learned is language arts as far as I am concerned. Yes, you can write about science. No, you don't need to write about science in elementary school.

 

Hope this gets you thinking. Obviously, not everyone will agree with me. :001_smile:

 

Ruth in NZ

Edited April 16, 2012 by lewelma

[Lily_Grace]

Science is important here, but specific science curriculum is not.

 

:iagree: I think learning how to think like a scientist, learning the process and giving plenty of hands on discovery time is important. I'm not knocking books, but science needs to be DONE, not only read or watched. There's something in the brain that clicks when there are opportunities to try, fail, retry..it's thinking logically instead of just expecting someone else to find the information and present it to you. In the early years this goes hand in hand with math - the same part of the brain is working when learning how to take concrete evidence and turn it into abstract thought.

 

There is plenty of time in later years to learn specific disciplines but without a good base for how to think and how the world works it becomes harder to learn/apply scientific thought.

[Carrie12345]

I have science curricula (yes, plural) in the house. Right now, we don't really use them the way they were intended, lol.

 

My dds spent K/1-2/3 mostly reading books and getting dirty. This year (3/4), we moved more toward science units. A bit of RS4K, the units from The Happy Scientist, the Intellego Weather unit, and more books and getting dirty.

 

At this point, I want my kids to start getting comfortable with the scientific method. I don't plan to get rid of the books and fun, but I do intend to shift more toward "traditional" study in the next year.

 

For what it's worth, my older daughter did complete the science section on her standardized test last year and scored very high *without any traditional science study. As far as I remember, every question was critical thinking-based, not specific science knowledge.

[pitterpatter]

I think it's pretty important. Having a curriculum helps you remember what you need to teach and how to explain concepts that are on the abstract side. For example, the curriculum we use for DD explained matter way better than I ever could. I would never get all of the terminology of science correct. Nor, do I remember everything. I would never be able to adequately explain the different types of weather, clouds, the water cycle, etc. on my own.

[happyWImom]

No, I do not think you need a curriculum, but I do think that you should be systematic, especially with your 10 year old, otherwise you will miss huge areas of science. There is a large thread on the logic board called "science...again....someone shoot me now" http://www.welltrainedmind.com/forums/showthread.php?t=263107 which has a very similar question to yours. It has lots of ideas from many different people.

 

Here is my first post on that thread:

 

I was a scientist in a previous life and this is how I do science for my kids:

 

I use the WTM rotation: biology, earth/space, chemistry, physics.

 

1) For 8 months we read some good library books, and watch good documentaries (3 times a week) on the subject.

 

2) We do an intensive 6 week long science fair project once a year. The goal of this is to find a questions, a real question, one that neither you nor your kids know the answer to. Then, figure out how to answer it, and go do your experiments. Then write it up. Including methods, results (graphs), discussions (assumptions, what you learned etc). This takes 5-10 hours per week during the time period.

 

Pros to this method:

1. No running around organizing experiments every week which are actually just demonstrations, as we know what the answer will be. ( If the kids want to explore and be creative and have fun they can go outside and build a fort)

2. Having a real science experience, with true frustrations (there will be many, like a home-made kite that would not fly for a month - that takes problem solving), and a decent length of time.

3. Being able to discuss real scientific method problems. Like replication (yes you need >1 plant for each experiment on which type of fertilizer work better; yes, you need to be objective and not drop the silly putty from a higher chair when you think it should bounce higher etc).

4. Doing science that they will remember over the years. (my children can remember 5 years back worth of projects). oldest DS is 10.

 

I have found this method very effective, saves my sanity, and costs little while they are young.

 

Ruth in NZ

 

Ruth:

Thank You for organizing my thoughts! This is what I did mean when I said that I stress myself out-not having a systematic format of some kind. :D I do need to pull out my WTM & put a little order into what we're doing.

 

We do do "units", also. Now, we are starting on a botany study, because dd is thrilled with the herbs are coming up, so I have several herb books for kids, Dover's Med. Herb coloring books, and a Botany book.

 

I do tend to do interest led things for science, because they are so full of enthusiasm, but I realize that I should organize it better.

[lewelma]

Ruth:

I do tend to do interest led things for science, because they are so full of enthusiasm, but I realize that I should organize it better.

 

I thought I might expand a bit on how to get the kids on board and excited about "what is next." Science in my house is both interest driven and organized/systematic. Yes it can be done.:001_smile:

 

I start before summer, mentioning in passing about how "I can't wait until next year because we will be doing earth science." I drop little hints, "did you know that earth science has 4 major fields: astronomy, geology, meteorology, and oceanography." Every couple of week for months, I say something else quite purposefully, dropping seeds of interest. "I know so little about crystals, I can't wait until geology." Eventually, the kids start asking "what are we studying next year again?" or "Do we get to study sand next year?" And "oh, I can't wait until we get to astronomy!"

 

Then, once we are in the earth science year, I drop hints during the first unit on Astronomy, "did you know that geology is next?" A few weeks later, I might mention " wow, I had no idea that geology was such a huge field - rocks, crystals, soil, ground water, plate techtonics, earthquakes, and volcanoes. I just don't think we will be able to do it all. What should we skip?" Then, it goes something like, "ah, mom, we can't skip any of it. I love geology." etc. I think you get the idea. These are breadcrumbs, leading the way to path I want them to follow. It works shockingly well!!! Just today, as I was talking excitedly about finding some good chemistry books in the library for next year, ds(8) asked "what is chemistry?" "Well, it is all about atoms and reactions, like when you put vinegar and baking soda together." "oh, I love chemistry," he says. The first little breadcrumb in place...

 

As the kids get older, I start to ask for input. My ds when he was 10 was quite adamant that he wanted to study microbiology, and I wanted him to study genetics and evolution, so there you go 3 units for 3 terms. The 4th term being for the science fair project. The younger one (1st grade at the time) could obviously not do those topics, so I chose easier things: botany, zoology, and ecology. But it is nicer when both kids are studying the same big topic, which happened this year. Kind of depends on the field.

 

So how do I get the topics for the different sciences? Well, you do some research. Find out the big divisions within the subject for the year. Then, I check the library for good books. I check them out while I am planning for the following year and look over them and make sure there is enough of the good stuff at an appropriate level. If there is not, I have to buy some, but this has been pretty infrequent in 6 years. Then, I make a bit of a schedule. Each term has a topic (geology) and subtopics (as listed above). The term topic is pretty well set in stone, but the subtopics can be very fluid. We often can't get to all of them, because we are following rabbit trails, which is just fine. Too much time spent on crystals and soil, leaves too little time on volcanoes and earthquakes. Oh well. There is always more to learn. But at the beginning of the next term, we start the new topic.

 

I do agree with SWB that systematic study of any field is the hallmark of a classical education. I also like using a spine and then getting more books out, but the spines I use are MUCH more detailed than the ones she suggests. So I get a spine for geology, and a different spine for oceanography. Rather than a spine for earth science, which will be more vague and general because there is more to cover.

 

I disagree with SWB that kids need to summarize, list facts, draw pictures each week to review/document their studies. I have found that this KILLS the love of science learning in my kids. Who wants to read about astronomy if you know you are then going to have to sit at the table and write a summary? yuck:tongue_smilie:. My kids sometimes choose to write about science for their fortnightly reports during writing time. We use IEW, so they spend 1 or 2 weeks with crafting their words/sentences/paragraphs, and then editing and copying over. Much more satisfying than just the repetition of weekly note booking. But each to his own.

 

During each topic, we do some easy hands on stuff as a family. For example, for astronomy, we follow the moon, identify the constellations, and watch NASA launches; for geology, we grow a crystal, look at road cuts, watch the news for earthquakes (ug, think Christchurch); for oceanography we notice jetties, look at sea creatures, and watch the waves; and for meteorology we identify cloud types, study weather maps, and make measurement equipment. All of this is just observing the world-- making what we are learning come to life. It has no scientific method component, and there is no reason to write it up as a lab report. It is just fun and educational.

 

Then, after 3 terms of reading, we do 1 term on a large-scale investigation. This year's investigations are: ds(11)-- how does the wind speed and direction affect longshore transport of sand? And ds(8)-- How does land slope and vegetation affect the depth of the topsoil? I have written them up here http://www.welltrainedmind.com/forums/showthread.php?t=361740 . This is where the kids will write up their project in a scientific report including hypothesis, method, results, and discussion. They make a poster and then present at the science fair.

 

Hope this fleshes things out a bit for you.

 

Ruth in NZ

Edited April 17, 2012 by lewelma

[Aludlam]

Lewelma,

 

You mentioned watching documentaries in one of your post. Would you mind giving some specific examples of the types of videos you are referring too and where you acquired them? We are branching out of Magic School Bus. :)

 

thanks

[imhim]

We tried the welltrainedmind way for 1st, 2nd and half of third grade. My dd did not remember much, I started now half way through 3rd the BJU science curriculum and it is very through and fun book to read, and the workbook helps her to establish the knowledge in her mind. I think she might have needed this from the beginning. We are going to test soon, and we'll see, but really I do not think she remembers much from what we did in first and second a la Well Trained Mind.

I will not make the same mistake with my other three.

But I think each child is different. Maybe other children do learn from just reading books and do not need much review.

[lewelma]

You mentioned watching documentaries in one of your post. Would you mind giving some specific examples of the types of videos you are referring too and where you acquired them? We are branching out of Magic School Bus. :)

 

We get most of them from our public library, which is very large. You need to go to the adult section not just the kids section. We also get them from the NZ netflix equivalent and off the TV (recorded). For my older son, we have just started buying lecture series from TTC, this year we got their medieval series and their earth science series. Very good but much more difficult than a doco.

 

For science and technology: Modern Marvels from the History channel is excellent. There are more than 100 that have been made. Things like building skyscrapers, bridges, roads; development of glue, concrete; mechanization through factories; and large infrastructure systems like physically getting oil from the refinery to your car. MM is a very broad series.

 

Biology: David Attenborough is by far the best for zoology, botany, and ecology. He has produced MANY series: life of mammals, life of birds, life of plants, life in cold blood (reptiles/amphibians); life in the undergrowth, and there are many more. Each series has between 6 and 10 shows, each an hour long.

 

For physics: The Way Things Work cartoons are excellent.

 

We can get BBC horizons, which has been running for decades and discusses "issues," some of which are science related.

 

The Internet Movie Database (imdb) is a search engine with reviews and trailers that you can use to find docos on topics you are interested in. Then you search the library and netflix to find them. For example, here are 2 more series my kids like:

 

The Planets http://www.imdb.com/title/tt0283775/

Walking with Dinosaurs: http://www.imdb.com/title/tt0214382/

 

HTH,

 

Ruth in NZ

Edited April 17, 2012 by lewelma

[Jean in Wisc]

When my kids were in elementary, we usually did the bulk of our science in the summer. I found a science book or curriculum and we cuddle up on the sofa and read straight through the book; sometimes I read to them while they were eating lunch and doing the dishes. It did not take long to get through the book this way--we plowed our way through as quickly as we could.

 

Then I went back through the book and collected what we needed to do the experiments/labs. I marked a time on the calendar for this and we spent a morning or afternoon or two to do as many of the labs as we could. I used this as a review of what we had read, discussing the concepts and getting them to talk about what we had learned.

 

Then, when the school year started in the fall, I let them find books that they wanted to read to themselves (or I read some out loud) that dealt with the science topics we had studied that summer. I did no formal science during the school year.

 

You could do this during the school year....adapt it to what works for you. But I think my kids learned a lot and it was rather painless.

 

FWIW,

Jean

 

P.S. For several of those years we used the Childcraft books, and most libraries have them (lots of times the newest edition is in reference, but they usually have an older edition that can be checked out). It didn't take many days to read through one of these books. It took a little more effort to collect the lab materials because there was no list at the front of the book telling you what supplies were needed, but it didn't take all that long to thumb through the pages and write up a list. Most of the supplies we already owned. We did labs on a couple of days and then were done with the "formal" part of the class. Each week we picked up other books from the library about science after that. It was an inexpensive way to cover a lot of science in a short amount of time.

[happyWImom]

We tried the welltrainedmind way for 1st, 2nd and half of third grade. My dd did not remember much, I started now half way through 3rd the BJU science curriculum and it is very through and fun book to read, and the workbook helps her to establish the knowledge in her mind. I think she might have needed this from the beginning. We are going to test soon, and we'll see, but really I do not think she remembers much from what we did in first and second a la Well Trained Mind.

I will not make the same mistake with my other three.

But I think each child is different. Maybe other children do learn from just reading books and do not need much review.

 

They like to watch lots of science dvd's like "Bill Nye, Science Guy", and he seems to have one on every science subject imaginable! They also watch lots of nature dvd's, like Blue Planet, Frozen Planet, BBC "Life of Mammals" and "Life of Birds" (Sooo good!), as well as DK Eyewitness dvd's, again something on almost everthing they are interested in (DK Eyewitness Bird, Amphibian, Reptile, Skeleton, Fish, etc....) and National Geographic Kids dvd's.

 

They still do love all of the Magic Schoolbus ones, and since we own them, they will watch them over & over, and have learned many facts from them.

[famof5redheads]

This was not my "curriculum" but the monthy magazines from their Zoobooks subscription were read cover to cover by my kids for a few years. Our library also began selling off their old ones for $.25 each somewhere in there and they pretty much completed a collection. I am amazed by how much they know and remember from Zoobooks. My 9 yo still pulls them out and re-reads sometimes. My 7 yo has not really gotten into them yet.