Science K-8 An Integrated Approach

by Victor, Edward; Kellough, Richard D.; Tai, Robert H.

• ISBN13: 9780131992108
• ISBN10: 0131992104
• Edition: 11th
• Format: Hardcover
• Copyright: 2007-07-10
• Publisher: Pearson

Summary

Packed with the science content future teachers must know, and based on the premise that integrated learning by inquiry is the cornerstone of effective science teaching, the eleventh edition of this classic again focuses on the four developmental components of both teaching and learning-thewhy, what, how,andhow wellof teaching. Unique to this text are complete content outlines covering the big ideas of life, earth, and phyisical science. Teachers can use these outlines and sequence concepts to build science units with an assurance they will be complete. Content correlates with NSES standards, while being ideally balanced between the attention span of kindergartners and the genuine interest of eighth graders, addressing the full range of learners in between. Includes thorough coverage of the relationship among curriculum standards, assessment, and high-stakes achievement testing. Thorough, current science content fills in any gaps in students fundamental science knowledge and readies them for current science curriculum standards. Includes up-to-date lists of science-oriented websites.For future elementary and/or middle school teachers.

Table of Contents

Teaching Science K-8	p. 1
Teaching Science in Grades K-8: Then and Now	p. 2
Reasons for Science in the K-8 Curriculum	p. 4
In the Beginning	p. 4
Pestalozzi and Object Teaching	p. 4
The Nature Study Movement	p. 4
Landmarks in the Development of the K-8 Science Curriculum	p. 4
John Dewey	p. 5
School Restructuring	p. 5
Gerald S. Craig	p. 5
Yearbooks of the National Society for the Study of Education	p. 5
The National Curriculum Development Projects of the 1960s	p. 6
Back to the Basics	p. 7
Decade of the Reports	p. 7
The Final Decade of the 20th Century	p. 8
Key Trends and Practices Today	p. 8
Focus on Science and Technology Literacy	p. 8
Focus on Curriculum Standards	p. 9
Preparing Students for High-Stakes Testing: When All Students Are Expected to Do Well on a Mandated Assessment, Then All Should Be Given Equal Opportunity to Prepare for It	p. 10
Problems and Issues That affect the School Science Program	p. 11
The Integrated Approach	p. 12
Curriculum Integration	p. 13
Curriculum Integration	p. 13
Curriculum Integration	p. 14
Curriculum Integration	p. 14
Curriculum Integration	p. 14
Integrated Curriculum in a Standards-Based Environment	p. 14
Key Reasons for Science in Grades K-8	p. 14
Building Positive Attitudes Is Important	p. 14
Building Foundations for Understandings	p. 15
Summary	p. 16
Questions for Class Discussion	p. 16
Goals and Objectives for K-8 Science	p. 17
Goals for K-8 Science	p. 18
To Become Scientifically Literate	p. 19
Terms That Are Basic to Understanding Science and Attaining the Goal of Scientific Literacy	p. 19
To Solve Problems by Thinking Critically and Creatively	p. 20
To Understand Our Environment and the Problems of Preserving It and Making It Better	p. 20
To Understand How Science, Technology, and Society Are Inextricably Interconnected	p. 21
To Live Successfully and Productively in a Constantly Changing World	p. 21
To Grow Intellectually, Emotionally, and Socially According to Individual Abilities, Interests, and Needs	p. 22
Objectives for K-8 Science	p. 22
Aims, Goals, and Objectives and their Roles in Planning for Science Instruction	p. 22
Learning Targets and Goal Indicators	p. 23
Overt and Covert Performance Outcomes	p. 23
Balance of Behaviorism and Constructivism	p. 23
Teaching Toward Multiple Objectives, Understandings, and Appreciations	p. 23
Preparing Instructional Objectives	p. 24
Components: The ABCDs of Writing Objectives	p. 24
Classification of Learning Objectives	p. 24
The Domains of Learning and the Developmental Needs of Children	p. 25
Using the Taxonomies	p. 28
Learning That Is Not Immediately Observable	p. 29
Summary	p. 29
Questions for Class Discussion	p. 30
Understanding the Nature of Science and Sciencing	p. 31
Understanding the Nature of Science	p. 33
Understanding Children and How They Learn	p. 34
Styles of Learning and Implications for Science Teaching	p. 34
Understanding Sciencing	p. 37
Understanding That the Process of Sciencing Is Cyclic	p. 37
Pedagogy for Sciencing: The Learning Cycle	p. 39
Understanding the Sciencing Cycle Processes	p. 39
Sciencing Cycle and the Learning Cycle	p. 39
The Processes: Thinking Skills	p. 40
Teaching Thinking for Intelligent Behavior: Developing a Sense of "I Can" and the Feeling of "I Enjoy"	p. 41
Characteristics of Intelligent Behavior	p. 41
Understanding the Origin and Nature of Misconceptions	p. 43
Summary	p. 44
Questions for Class Discussion	p. 44
Questioning and Other Behaviors That Provide the Foundation for Active Science Learning	p. 45
Teacher Behaviors That Facilitate Student Learning	p. 47
Facilitating Behaviors and Instructional Strategies: A Clarification	p. 47
Structuring the Learning Environment	p. 47
Accepting and Sharing Instructional Accountability	p. 48
Demonstrating Withitness and Overlapping	p. 49
Providing a Variety of Motivating and Challenging Activities	p. 50
Modeling Appropriate Behaviors	p. 50
Facilitating Student Acquisition of Data	p. 50
Creating a Psychologically Safe Environment	p. 50
Clarifying Whenever Necessary	p. 52
Using Periods of Silence	p. 52
Questioning Thoughtfully	p. 53
Questioning: The Foundation for Sciencing	p. 54
Purposes for Using Questions	p. 54
Questions to Avoid Asking	p. 55
Types of Cognitive Questions	p. 55
Levels of Cognitive Questions and the Relationship to Student Thinking	p. 56
Guidelines for Using Questioning	p. 58
Preparing Questions	p. 58
Implementing Questioning	p. 58
Questions from Students: The Question-Driven Science Classroom	p. 60
Summary	p. 61
Questions for Class Discussion	p. 61
Strategies for Helping Children Learn Science	p. 62
Modes of Instruction	p. 63
Multilevel Teaching: A Blend of Modes	p. 64
Inquiry Teaching and Discovery Learning	p. 64
Problem Solving	p. 64
Inquiry versus Discovery	p. 65
Problem Solving and Decision Making in the Real World Is an Integrated and Interdisciplinary Inquiry Activity	p. 68
The Critical Thinking Skills (Processes) of Discovery and Inquiry	p. 68
General Rule in Selecting Learning Activities	p. 69
The Classroom as a Learning Laboratory	p. 70
Guidelines for Doing Exploratory Investigations	p. 70
Teacher Talk: Formal and Informal	p. 73
Teacher Talk: Cautions and General Guidelines	p. 74
Teacher Talk: Specific Guidelines	p. 75
Grouping Children for Instruction	p. 77
Mastery Learning and Personalized Instruction	p. 77
Today's Emphasis: Quality Learning for Each Child	p. 77
Learning Alone	p. 78
Learning in Pairs	p. 78
The Learning Center	p. 79
Learning in Small Groups	p. 80
Cooperative Learning	p. 80
The Cooperative Learning Group	p. 80
Whole-Class Discussion	p. 83
Equality in the Classroom: Ensuring Equity	p. 84
Demonstrations	p. 84
Guidelines for Using a Demonstration	p. 84
Learning from Assignments and Homework	p. 85
Purposes for Assignments	p. 85
Guidelines for Using Assignments	p. 86
Opportunities for Recovery	p. 87
Project-Centered Learning	p. 88
Guiding Students in Project-Centered Learning	p. 88
Student Journals	p. 90
Integrating Strategies for Integrated Learning	p. 90
Summary	p. 92
Questions for Class Discussion	p. 92
Selecting and Using Media and Other Instructional Aids and Resources	p. 94
Printed Materials, the Internet, and Visual Displays	p. 95
Student Textbooks	p. 95
The Internet	p. 98
Professional Journals and Periodicals	p. 99
The ERIC Information Network	p. 99
Copying Printed Materials	p. 99
The Classroom Writing Board	p. 100
The Classroom Bulletin Board	p. 101
The Community as a Resource	p. 101
Home and School Connections	p. 101
Service Learning	p. 102
Professional Resources File	p. 102
Telecommunications Networks	p. 102
Guest Speakers	p. 103
Field Trips	p. 104
Media Tools	p. 105
When Equipment Malfunctions	p. 105
The Overhead Projector	p. 106
Multimedia Program	p. 108
Computers and Computer-Based Instructional Tools	p. 108
The Placement and Use of Computers	p. 109
Using Copyrighted Video, Computer, and Multimedia Programs	p. 110
Summary	p. 111
Questions for Class Discussion	p. 111
Planning the Instruction	p. 113
Unit Planning	p. 114
Steps for Planning and Developing a Unit of Instruction	p. 115
Unit Format, Inclusive Elements, and Duration	p. 117
Developing the Learning Activities: The Heart and Spirit of Any Unit Plan	p. 117
Lesson Planning	p. 118
Assumptions about Lesson Planning	p. 118
A Continual Process	p. 119
Well Planned but Subject to Change	p. 119
The Problem of Time	p. 119
Format, Components, and Samples	p. 120
Personalizing the Unit and Lessons: Celebrating, Planning for, and Teaching with Student Diversity	p. 130
Developmentally Appropriate Practice	p. 131
The Challenge	p. 131
Instructional Practices That Provide for Student Differences: General Guidelines	p. 132
Recognizing and Working with Students with Special Needs	p. 132
Recognizing and Working with Students of Diversity and Differences	p. 134
Recognizing and Working with Students Who Are Gifted	p. 136
Meaningful Curriculum Options: Multiple Pathways to Success	p. 137
Summary	p. 138
Questions for Class Discussion	p. 138
Assessing and Reporting Student Achievement	p. 140
Purposes and Principles That Guide the Assessment Program	p. 143
Terms Used in Assessment: A Clarification	p. 144
Assessment and Evaluation	p. 144
Measurement and Assessment	p. 144
Validity and Reliability	p. 144
Authentic Assessment	p. 144
Diagnostic, Formative, and Summative Assessment	p. 145
Assessing Student Learning: Three Avenues	p. 145
Assessing What a Student Says and Does	p. 145
Assessing What a Student Writes	p. 147
Assessment for Affective and Psychomotor Domain Learning	p. 148
Student Participation in Assessment	p. 149
Using Student Portfolios	p. 149
Portfolio Assessment: Knowing and Dealing with Its Limitations	p. 149
Using Checklists	p. 149
Guidelines for Using Portfolios for Assessment	p. 149
Maintaining Records of Student Achievement	p. 152
Teacher's Log with a Caution about Anecdotal Comments	p. 152
Grading and Marking Student Achievement	p. 152
Criterion-Referenced versus Norm-Referenced Grading	p. 153
Determining Grades	p. 153
About Makeup Work	p. 154
Testing for Achievement	p. 155
Standardized and Nonstandardized Tests	p. 155
Purposes for Testing	p. 155
Frequency for Testing	p. 155
Test Construction	p. 156
Administering Tests	p. 156
Controlling Cheating	p. 157
Determining the Time Needed to Take a Test	p. 157
Preparing Assessment Items	p. 157
Classification of Assessment Items	p. 158
General Guidelines for Preparing for Assessment of Student Learning	p. 159
Attaining Content Validity	p. 159
Types of Assessment Items: Descriptions, Examples, and Guidelines for Preparing and Using	p. 160
Arrangement	p. 160
Completion Drawing	p. 161
Completion Statement	p. 161
Correction	p. 161
Essay	p. 161
Guidelines for Using Essay Items	p. 162
Grouping	p. 162
Identification	p. 162
Matching	p. 163
Multiple Choice	p. 164
Guidelines for Using Multiple-Choice Items	p. 164
Performance	p. 165
Short-Explanation	p. 165
True-False	p. 166
Guidelines for Using True-False Items	p. 169
Reporting Student Achievement	p. 169
The Grade Report	p. 169
Teacher Parental/Guardian Connections	p. 169
Summary	p. 171
Questions for Class Discussion	p. 171
Basic Science Information, Learning Activities, and Other Resources: An Introduction to Inquiry
The Universe and Earth	p. 173
The Universe	p. 174
The Sun	p. 175
The Solar System	p. 178
The Effects of the Sun on the Earth	p. 186
Earth's Moon	p. 189
Beyond the Solar System	p. 195
Space Exploration Programs	p. 199
Student Books and Other Resources for "The Universe"	p. 203
The Earth	p. 205
The Composition of the Earth	p. 206
Air	p. 212
Forces that Shape and Change the Earth's Surface	p. 220
Soil	p. 228
Geologic History of the Earth	p. 231
Water, Weather, and Climate	p. 241
Water	p. 242
The Earth's Sea	p. 250
Winds	p. 256
Water in the Air	p. 259
Weather	p. 265
Meteorology and Climatology	p. 270
Living Things	p. 289
Plants	p. 290
Classification and Composition of Living Things	p. 291
The Plant Kingdom	p. 296
The Bryophytes	p. 296
The Tracheophytes	p. 298
Ferns, Horsetails, and Club Mosses	p. 299
Roots	p. 300
Stems	p. 302
Leaves	p. 305
Flowers	p. 309
Fruits and Seeds	p. 311
Caring for Earth's Plants	p. 314
Neither Plant nor Animal	p. 319
Classification of Organisms That Are Neither Plant nor Animal	p. 320
Viruses	p. 320
Bacteria	p. 323
Fungi	p. 328
Slime Molds	p. 330
Lichens	p. 330
Algae	p. 331
Protozoans	p. 334
Animals	p. 339
Classification of Animals	p. 340
Sponges and Coelenterates	p. 340
Worms	p. 343
Echinoderms and Mollusks	p. 348
Arthropods	p. 351
Vertebrates	p. 361
Fish	p. 361
Amphibians	p. 365
Reptiles	p. 368
Birds	p. 372
Mammals	p. 375
The Human Body	p. 384
Makeup of the Human Body	p. 385
Integumentary System	p. 385
Skeletal System	p. 388
Muscular System	p. 389
Nutrients	p. 391
Digestive System	p. 394
Cardiovascular System	p. 396
Lymphatic System	p. 400
Respiratory System	p. 400
Urinary System	p. 403
Nervous System	p. 404
Reproductive System	p. 410
Endocrine System	p. 412
Matter, Energy, and Technology	p. 417
Changes in Matter and Energy	p. 418
The Structure of Matter	p. 419
Energy	p. 429
Nuclear Energy	p. 431
Friction and Machines	p. 438
Friction	p. 439
Machines	p. 440
Heat, Fire, and Fuels	p. 456
The Nature of Heat	p. 457
Temperature	p. 460
Methods of Heat Travel and Their Effects	p. 462
Fire	p. 466
Fuels	p. 471
Sound	p. 476
Producing and Transmitting Sound	p. 477
Musical Instruments	p. 480
Light	p. 486
The Nature of Light	p. 487
Visible Light	p. 488
The Reflection of Light	p. 490
The Refraction of Light	p. 492
Color	p. 494
Magnetism and Electricity	p. 499
Magnetism	p. 500
Static Electricity	p. 503
Current Electricity	p. 508
Electronics and Integrated Circuits	p. 515
Bibliography	p. 525
Index	p. 541
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