A Reason For Science More Information

A Reason For® Science was designed for children, the handwork of an infinite God - young minds created with an unlimited capacity to think, to learn, and to discover!

Because of this emphasis on children and how they learn. A Reason For® Science is based on a different paradigm from the traditional textbook approach. Why? In an effort to address standards and accountability, many of today's science textbooks seem to get learning backwards. They focus primarily on building a knowledge base, assuming students will later attach meaning to memorized facts. The problem is that few elementary students master information presented this way because they simply never become engaged with the material.

A New Paradigm!
By contrast, A Reason For® Science is based on the premise that learning science is an active process. It's something children do, not something done to them. According to the National Science Education Standards, ". . . active science learning means shifting emphasis away from teachers presenting information and covering science topics. The perceived need to include all the topics and information . . . is in direct conflict with the central goal of having students learn scientific knowledge with understanding." To paraphrase William Butler Yeats, "Teaching is not filling a pail. It's lighting a fire!"

Inquiry - Based Learning
A Reason For® Science is designed to teach basic Life, Earth, and Physical Science concepts through fun, hands-on activities. Its focus is to make learning both fun and meaningful. But hands-on activities by themselves are not enough. To truly master a concept, students must have "minds-on" experiences as well! This means actively engaging the material through a variety of activities such as group discussion, problem solving, and journaling. It also requires thought-provoking questions that help develop higher-level cognitive skills. The weekly format of A Reason For® Science is designed to reflect this inquiry-based model.

According to the National Science Education Standards, "Inquiry is central to science learning. When engaging in inquiry, students describe objects and events, ask questions, construct explanations, test those explanations against current scientific knowledge, and communicate their ideas to others . . . In this way, students actively develop their understanding of science by combining scientific knowledge with reasoning and thinking skills." Since different students achieve understanding in different degrees, the flexible format of A Reason For® Science also encourages multiple learning styles and allows for individual differences. Activities challenge students to develop their own unique skills, and encourage them to come up with creative solutions.

Frequently Asked Questions (FAQ's)

Question? What "level" Science Worktext should I order for my child?

Answer: In general, Level A = first grade, Level B = second grade, etc. However, the Student Worktexts can be easily slid up or down to accomodate student need.

Question? Is the Science Teacher Guidebook really necessary?

Answer: The Teacher Guidebook contains specific instructions for using the curriculum, plus detailed lesson plans, answer keys, extension activities, and much more. It is impossible to conduct the activities or use the Student Worktexts effectively without this information.

Question? Can I buy just the Student Worktext?

Answer: No. Student Worktexts are interactive, and are of little use without the related materials and the Teacher Guidebook.

Question? Is a Science "scope & sequence" available?

Answer: Yes! The Scope & Sequence (Click here) correlates to the National Science Education Content Standards.

Question? Why do I need a Materials Kit?

Answer: The "hands-on" nature of this curriculum requires the use of specific manipulatives. Without correct materials, concepts taught in each lesson are difficult to grasp. With the materials, however, concepts become clear and are easy to teach, even for those with little or no Science background.

Question? Can this curriculum be used as a supplement to standard texts?

Answer: Although not the most effective way to use this material, some schools have taken this route. Often this decision relates to curriculum adoption cycles. Please bear in mind, however, that the fundamental philosophy of A Reason For® Science learning key concepts rather than the more traditional goal of memorizing facts! This means integrating it with existing texts takes a degree of skill.

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