The integration of literature and science : animal life cycles
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Date
2000
Authors
Westra, Susan A
University of Lethbridge. Faculty of Education
Journal Title
Journal ISSN
Volume Title
Publisher
Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2000
Abstract
This project concerns the integration ofliterature with the teaching of science.
More specifically, it involves the foundational understanding, design, and delivery of an
instructional unit in a grade three classroom in which literature was integrated to support
the learning of scientific concepts concerning animal life cycles. In addition, it concerns
the teacher's learning regarding the value of integration when she taught the Animal Life
Cycle Unit from Topic E of the Alberta Program of Studies for Science.
The project, as reported here, involves a limited study of the relevant research
literature, a discussion of the advantages of integrating literature and science, a unit plan
for the Animal Life Cycles Unit, and the teacher's reflections and recommendations. The
research literature presents four themes: (a) increase in student achievement,
concentrating on the implementation of the program and the ease in which the students
understood the information; (b) improvement of students' attitudes and provision of
background information, success provided the stimulus to further interest the students'
studies; (c) selection and integration of high-quality literature, choosing a piece of
literature that provides a link to the science curriculum; and (d) challenges integrating
literature and science, highlighting the literature and need for further research in this area.
Discussion of each includes examples from the teacher's classroom.
The unit plan includes all lesson plans and lists of resources. All lessons draw
upon and are adapted from literature sources. The blueprint of this unit includes
objectives, resources, lesson plans, and assessment tools.
In each lesson the scientific concepts are explored through literature and
experimentation. Finally, the teacher's reflections include references to her learning as the instruction proceeded and her suggestions for how her teaching colleagues might
facilitate integrated instruction. The majority of her suggestions concentrate on the
organization of an integrated classroom. In brief, she concludes that the integration of
literature and science enhances classroom learning, helping young students to make
connections among concepts and to have the language needed to express their
understanding.
Description
viii, 75 leaves : ill. ; 29 cm. --
Keywords
Science -- Study and teaching (Primary) -- Alberta , Literature -- Study and teaching , Literature and science , Interdisciplinary approach in education