Implementing an Imaginative Unit: Wonders of the Water Cycle

Autor/in	Hrennikoff, Margo
Titel	Implementing an Imaginative Unit: Wonders of the Water Cycle
Quelle	In: Educational Perspectives, 39 (2006) 2, S.27-33 (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1849
Schlagwörter	Animals; Water; Space Sciences; Paleontology; Physical Sciences; Biological Sciences; Science Instruction; Science Curriculum; Earth Science; Plants (Botany); Evaluation; Figurative Language; Story Telling; Science Education + Suchen Sie Ihr Suchwort? Animal; Tier; Tiere; Wasser; Paläontologie; Natural sciences; Naturwissenschaften; Naturwissenschaft; Abwasserbiologie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Earth sciences; Geowissenschaften; Pflanze; Evaluierung; Naturwissenschaftliche Bildung
Abstract	The grade three curriculum set out by the British Columbia Ministry of Education has four categories for science: Processes of Science, Life Science, Physical Science, and Earth and Space Science. Within each of these categories there are numerous topics to teach. For example, the physical science curriculum requires students to learn about magnetism, energy, matter, and sound. In addition, students are expected to be able to classify, demonstrate, describe, create, distinguish, identify, evaluate, classify, compare, and infer different aspects of each of these topics as needed. This is an overwhelming task and covering all the material in a meaningful way, so that every child develops and expands their concepts, is a challenge, to say the least. In the Integrated Resource Package that outlines the curriculum for life science, students are to learn about the life cycles of different plants and animals and compare them. Students are to learn what each needs for survival, discuss the environment, fossils, endangerment, and extinction. In an effort to tie these topics together, the author decided to introduce the water cycle as a basis for understanding what students are required to learn about plants and animals. The unit presented in this article is based on Kieran Egan's "mythic framework". The author's aim is to introduce the students to how plants and animals (including humans) are connected to the water cycle and explore these topics in depth in later units. As future science units will explore these topics in greater detail, this unit will provide a basis for future learning. Interconnectedness is the main concept to be developed in this unit. (ERIC).
Anmerkungen	College of Education, University of Hawaii at Manoa. Wist Annex 2 Room 131, 1776 University Avenue, Honolulu, HI 96822. Tel: 808-956-8002; e-mail: coe@hawaii.edu; Web site: http://www.coe.hawaii.edu/research/ep
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10