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National Science Education Standards (NSES) References in the Book, IFC-1
Copyright, iv
About the Authors, vii
Preface, xix
Part One. Inquiry Methods for Teaching Science, 1
Chapter 1. What Is the Nature of Science?, 2
How Do Children Perceive Science?, 5
Science Is ..., 5
Scientists Are ..., 6
What Changes Have Occurred in Elementary Science?, 7
Teaching and Learning, 8
The Nature of Science, 10
Three Essential Characteristics of Science, 12
Science Attitudes, 16
Science Process Skills, 16
What Research Says: Attitudes and the Nature of Science, 18
Science Knowledge, 21
Learning Cycle Featured Lesson: Physical Science: Physical Properties of Matter, 24
The Aims of Standards and Research-Based Reform in Science Education, 28
Teachers on Science Teaching: How Do Science and Real Life Connect?, 29
Chapter Summary, 30
Reflect and Respond, 30
MyEducationLab, 31
Chapter 2. How Do Children Learn Science?, 32
What Role Does Brain Development and Processing Play in Learning?, 36
Simplified Brain Anatomy, 36
Simplified Brain Development and Function, 36
Signal Processing, 37
Making Connections Makes Learning, 39
Reducing Stress Nurtures Learning, 40
Where Do Children’s Ideas Come From and How Do They Influence Learning?, 40
Preconceptions, 41
Misconceptions, 41
What Do We Know about Children’s Ideas?, 43
What Research Says: Brain-Based Learning, 44
What Is the Dominant Perspective about How Children Learn Science?, 46
Jessica: A Constructivist Attempt, 46
Constructivism, 47
Jessica: The Novelty Wore Off, 50
Teachers on Science Teaching: How Can You Teach Skills Now, Content Later?, 52
What Techniques and Roles Support Constructivist Learning?, 53
A Constructivist Learning and Teaching Model, 53
Learning Cycle Featured Lesson: Physical Science: Bubbles, 54
Constructivist Teaching Roles, 57
How Jessica Constructs Knowledge, 57
Chapter Summary, 59
Reflect and Respond, 60
MyEducationLab, 60
Chapter 3. How Can You Improve Science Learning for Diverse Learners?, 62
Science for All, 66
Celebrating Diversity, 66
How Can You Help Non-English-Speaking Students?, 69
Is Gender Equality a Special Need?, 73
Teachers on Science Teaching: How Can You Teach Science for All Children?, 74
Similarities in Learning, 78
Science for Exceptional Children, 80
Teaching Children Who Have Learning Disabilities, 81
Teaching Children Who Have Cognitive Disabilities, 85
Teaching Children Who Have Physical Disabilities, 85
Teaching Learners Who Are Gifted and Talented, 88
What Research Says: Teaching Students Who Have Exceptionalities, 90
How Can Families Help Meet Children’s Special Needs?, 91
Learning Cycle Featured Lesson: Physical Science: Magnets, 92
How Can Families Help Their Children Study and Prepare for Science?, 94
What Are Some Ways in Which Families Can Help Their Children?, 95
Chapter Summary, 96
Reflect and Respond, 96
MyEducationLab, 98
Chapter 4. How Do You Plan for the Inquiry-Based Classroom?, 100
Using the National Science Education Standards for Content and Promoting Science Inquiry, 103
Concept Mapping, 105
Necessary Definitions, 105
What Are Concept Maps?, 106
Why Develop Concept Maps?, 107
Steps for Developing a Concept Map, 109
Planning Constructive Inquiry Science Lessons, 111
Using Standards for Selecting Performance Outcomes and Developing Curriculum, 112
What Research Says: Standards-Based Science Lesson Planning, 114
Planning the Lesson: A Learning Cycle Model, 114
Teachers on Science Teaching: Providing Creative Learning Opportunities for Science, 116
Learning Cycle Featured Lesson: Physical Science: Air, 118
Chapter Summary, 122
Reflect and Respond, 123
MyEducationLab, 123
Chapter 5. What Inquiry Methods Help Learners to Construct Understanding?, 124
What Is Scientific Literacy?, 128
Defining Scientific Literacy, 128
Promoting Scientific Literacy, 128
Science as Inquiry for Literacy, 130
The Importance of Scientific Inquiry, 131
Methods That Use Inquiry to Promote Student Concept Formation and Discovery, 132
A Science Learning Cycle, 132
Scientific Method: How Can You Use Principles of Scientific Investigation While Teaching?, 137
Learning Cycle Featured Lesson: Clay Boats, 138
The Principles of Scientific Inquiry as a Teaching Method, 140
What Research Says: The Science Learning Cycle, 142
Suchman’s Inquiry: How Can You Get Students to Think and Question?, 143
Demonstrations for Inquiry, 145
How Can Children Learn Science Through Play?, 147
Problem-Based Learning, 150
Techniques for Promoting Student Cooperation, 152
What Roles Do Socialization and Cooperative Learning Have in Science?, 152
Cooperative Inquiry Groups, 153
Teachers on Science Teaching: What Is a Question Box?, 154
Recommendations for Enhancing Students’ Learning of Science, 157
Chapter Summary, 158
Reflect and Respond, 158
MyEducationLab, 159
Chapter 6. How Can You Use Questions to Foster Scientific Inquiry?, 160
Questions on Questions, 163
What Kinds of Questions Do Teachers Ask and What Kinds of Answers Do They Require?, 163
Why Do Teachers Use Questions?, 164
How Do Questions Affect Students?, 164
Teachers on Science Teaching: How Do Questions Create Independent Thinkers?, 166
How Are Teacher Questions and Student Answers Related?, 166
How Do Teachers Use Questions to Involve All Students?, 167
What Is Wait-Time and Why Is It Important?, 168
What Types of Questions Are Used Most in Elementary Science Books and Tests?, 171
What Research Says: Using Questions in Science Classrooms, 172
What Are the Different Types of Questions?, 172
What Are the Keys to Effective Questioning?, 177
Learning Cycle Featured Lesson: Investigating Soil, 178
How Can You Improve Your Questioning?, 183
Why Use Students’ Questions?, 184
Why Bother with Students’ Questions?, 184
How Can You Stimulate Students’ Questions?, 185
How Can You Use Students’ Questions Productively?, 188
Chapter Summary, 189
Reflect and Respond, 190
MyEducationLab, 190
Chapter 7. How Do You Develop and Use Authentic Assessment?, 192
Evaluating Student Learning, 195
Purposes and Limits of Assessment, 196
Alignment of the Assessment and the Lesson, 197
Learning Cycle Featured Lesson: Simple Circuits, 198
Selecting the Tool for the Task, 200
Teachers on Science Teaching: Embedded Assessment, 202
Pictorial Assessment, 203
Reflective Questioning, 203
Hands-On Assessment, 205
Teacher Records and Observations, 206
What Research Says: Assessment: What to Emphasize?, 208
Rubrics, 209
Systematic Observation, 215
Student Self-Assessments, 220
Chapter Summary, 224
Reflect and Respond, 224
MyEducationLab, 224
Chapter 8. How Do You Integrate Technology That Enriches Science Learning?, 226
Why Use Technology in the Science Classroom?, 231
National Educational Technology Standards, 232
Technology Tools for Science, 232
Removing Classroom Walls to Expand Learning, 236
Teachers on Science Teaching: Bringing Students Eureka! Moments, 237
Emerging Technologies in the Science Classroom, 240
Assistive Technologies in the Science Classroom, 240
How Can Technology Be Applied in the Context of Science Teaching?, 241
Learning Cycle Featured Lesson: Impact of Light in the Forest, 242
Chapter Summary, 245
Reflect and Respond, 245
MyEducationLab, 246
Chapter 9. How Do You Plan for and Integrate Science with Other Disciplines?, 248
What Is Integration?, 250
Approaches to Integration, 251
Across the Standards Approach, 251
Driving Question Approach, 257
Learning Cycle Featured Lesson: Pollution Search: Across the Standards Approach, 258
What Research Says: Integration and the Curriculum, 262
Learning Cycle Featured Lesson: Pollution Search: Driving Question Approach, 264
Challenges to Integration, 266
Teachers on Science Teaching: Science Comes to Life for Students and Teachers, 266
Chapter Summary, 268
Reflect and Respond, 268
MyEducationLab, 268
Chapter 10. How Can You Design and Manage a Safe Inquiry-Based Science Classroom?, 270
Recommendations for Safe Science Experiences, 275
Common Factors That Influence Science Classroom Accidents, 276
Overcrowding and Class Size, 276
Teacher Characteristics, 278
How Do You Plan for Safety?, 278
What Are Your Legal Responsibilities?, 279
Learning Cycle Featured Lesson: Cooling Crystals, 280
Tort, 283
Reasonable and Prudent Judgment, 284
Foreseeability, 284
Negligence, 285
Due Care, 285
Federal and State Legislation, 294
Safety Equipment, 297
Eye Protective Equipment, 297
Electrical Equipment, 298
Heating Equipment, 298
Flammable Liquid Storage, 298
Loose Clothing and Long Hair, 298
Aprons and Gloves, 299
Fire Blankets, 299
Fire Extinguishers, 299
First Aid Kit, 299
Eyewash and Shower, 300
Performing Safety Assessments, 300
What Materials Are Necessary for the Activities?, 301
Items Purchased Through a Scientific Supplier, 302
Items Purchased Locally, 303
Items Made from Recycled Materials, 304
Live Items, 304
Storage, 306
Central or Classroom Storage Access, 306
Storing and Dispensing Materials, 308
Room Arrangement, 310
Large-Group Science Activities, 311
Chapter Summary, 311
Reflect and Respond, 312
MyEducationLab, 313
Chapter 11. What Materials and Resources Promote Inquiry-Based Science?, 314
Lessons Learned, 316
Legacy of the Past, 316
Alphabet-Soup Programs, 317
Significant Gains, 318
Selecting and Using Textbooks, 320
Shortcomings and Differences in Textbooks, 320
Enhancing the Textbook, 321
Teachers on Science Teaching: How Toys Can Enhance Your Teaching, 322
Changing the Sequence, 323
Selecting the Best Textbook, 324
Using Trade Books, 325
Best Practices, 327
Identifying Best Practices, 327
What Research Says: Emphasis on Excellence, 328
A Site for Best Practices, 328
Supported Beliefs about Effective Elementary Science Programs, 329
Resources for Best Practices, 330
Programs and Print Resources, 331
Learning Cycle Featured Lesson: Water Cycle, 334
Science Learning Centers, 336
Bulletin Boards and Other Displays, 337
Human Resources, 340
Chapter Summary, 342
Reflect and Respond, 343
MyEducationLab, 343
Part Two. Learning Cycle Inquiry Lessons for Teaching Science: Lessons and Activities to Meet the NSE Standards for Elementary and Middle School Science, 345
Section I. Life Science Lessons, 346
Plant Parts and Needs, 347
Osmosis and Capillary Action, 350
Plant Photosynthesis, 353
Starch Exploration, 356
Colors of Wildlife, 359
Bird Life, 361
Wildlife and Domesticated Animals, 364
A Bug’s Life, 367
Crickets: Basic Needs of an Organism, 370
Animal Adaptations, 373
Owl Pellets, 376
Humans and Trash, 378
Useful Waste, 381
Litter in Our Waterways, 384
Sense of Taste, 387
Skeleton, 390
Temperature Receptors on Skin, 393
Building Microscope Skills, 396
Sex-Linked Genes, 399
Passing of Traits, 403
Section II. Physical Science Lessons, 406
Sound versus Noise, 407
High versus Low and Soft versus Loud Sound, 410
Vibrations Causing Sound, 413
Loudness and Pitch, 416
Sound Movement as Waves, 419
Sound Waves, 423
Energy Changes in Sound Production, 426
States of Matter, 430
Changing Matter, 435
Identification of an Unknown, 439
Using the Scientific Method to Solve Problems, 444
Heat Energy, 448
Structure Strength, 450
Mirrors and Reflection, 453
The Slinky Potential, 456
Toys in Space, 460
Simple Machines: The Lever, 462
Section III. Earth and Space Science Lessons, 466
The Solar System and the Universe, 467
The Expanding Universe, 470
Constellations, 473
Earth Layers, 476
Fossils, 479
Rock Types, 483
Cooling Crystals, 486
Weathering, 489
Crustal Plate Movement, 492
Aging Human/Aging Earth, 495
Rain Formation, 499
Dew Formation, 502
Radiant Energy, 505
Weather Forecasting, 508
Air Mass Movement, 512
Air Pressure, 516
Solar Heating, 520
Air Movement and Surface Temperature, 523
Uneven Heating of the Earth, 526
Appendix: National Science Education Standards: Content Standards for K–4 and 5–8, A1
References, R-1
Index, I-1
Credits, C-1

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