Science4Us is an effective—and fun—program that helps your youngest learners understand and appreciate science and scientific concepts.
But even the best products can work better when used in conjunction with other resources and strategies.
In this three-part series, we’ll share some activities that can help you make teaching with Science4Us successful across grade levels and learning styles.
Part I: Activating Prior Knowledge
Prior Knowledge Strategies
KWL—Knowing, Wondering, Learning—Chart
A KWL chart is a teaching strategy used to activate prior knowledge. Use chart paper and make a three-column graphic organizer as illustrated in the example below. Students brainstorm everything they know about a topic. The teacher records this information in the “K” column. All student responses should be accepted and recorded. In the “W” column, the teacher should record what students want to find out about the topic. A KWL chart is a working document that should be referred to daily throughout the unit so new information can be added or misconceptions can be corrected as appropriate. This chart should be posted in the classroom where it is easily accessible and visible at all times. At the conclusion of the unit, revisit the KWL to correct any misconceptions that were listed under the “K” column and to fill out the “L” column with all the new information students learned.
KLEW—Knowing, Learning, Evidence, Wondering—Chart
A KLEW chart is a teaching strategy used to activate prior knowledge. Use chart paper and make a four-column graphic organizer as illustrated in the example below. Students brainstorm everything they know about a topic. The teacher records this information in the “K” column. All student responses should be accepted and recorded. The “L” column and the “E” column should be filled out at the same time. The “L” column should reflect what students learn as the unit progresses, and the “E” column should support these statements with evidence. A KLEW chart is a working document that should be referred to daily throughout the unit to add information or correct misconceptions as appropriate. This chart should be posted in the classroom where it is easily accessible and visible at all times. At the conclusion of the unit, use the KLEW chart as a tool to review the unit and then add to the “W” column what students are wondering now.
