Primary Foundations

Chris Ohana

I heard this question just last week: Can’t we wait until sixth grade to teach science and then catch the kids up? The school in question is struggling with new expectations in literacy and mathematics. What are the consequences of not teaching science until middle school? In this issue we will show just how profound a loss that may be. Our focus is on the younger child and on developing in students an understanding of some basic cycles that are integral to science. Looking at learning and teaching science from a “cycles” perspective is not common. But, understanding some of the basic cycles in science coupled with an understanding of inquiry gives students the tools they need to address futures challenges in science with skill and knowledge.

• “How Do You Know That?” (p. 20) addresses a commonly missed but essential element of science teaching: What is your evidence? Children are often encouraged to make predictions that are merely guesses if they are not required to provide evidence. The expectation that predictions and explanations require evidence is a foundation that can—and should—start early.
• I have sometimes heard that young children are not ready for inquiry: They lack the thinking skills necessary to develop and understand inquiry. “A DASH of Inspiration” (p. 26) dispels this notion as the author describes a journey with her first graders and their developing skills of inquiry.
• “Fabulous Weather Day” (p. 30) describes a culminating teaching event in which first graders learn about the water cycle and other weather lessons.

Our departments address the second strand of the issue—teaching through the unifying theme of “cycles.” Understanding cyclic patterns and distinguishing them from other patterns is critical to understanding the Earth and beyond. Star cycles, rock cycles, life cycles, carbon cycles. This is the stuff of science. It is a fundamental way to understand and describe the universe. These descriptions require skills of measurement and graphing usually learned in elementary schools.

• Teaching Through Trade Books (p.12) starts our focus on cycles through an examination of the rock cycle. Students learn about how rocks are made, how this makes them different, and the cycle they go through as they are made. The rock cycle, like most things, is not quite as simple as we sometimes present it in classes. But as we learn more, it becomes even more interesting.
• In The Early Years (p.16), the basic cycles of night and day are introduced. Cycles don’t have to be abstract. The daily pattern of night and day or monthly pattern of Moon phases can develop an understanding of cycles that can be extended.
• Science Shorts (p. 50) wades into a common cycle—waves. Whether the crashing waves of Oahu’s Pipeline or the less dramatic but soothing ripples from a rock thrown into a pond, waves are a common experience for children. You can help your students understand this common cycle using this lesson.
  • What causes the seasons? More than a decade after asking Harvard graduates and faculty this question in a popular Annenberg video, often students still have serious misconceptions about this topic. Learn the science behind this basic but misunderstood concept in Science 101 (p. 54).

We hope you appreciate this dual-focus issue. The ideas are powerful—both to reach and teach the youngest students and to teach through a unifying idea.

Chris Ohana

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