Preface | |
The Scientist Within | |
An Invitation to Teaching Science | |
What Is Science, and Why Teach It? | |
Science as a Process, a Set of Ideas, and a Way of Thinking | |
The Value of Teaching Science | |
Video CASE: Inquiry Learning | |
How Do Students Learn Science? | |
Key Tenets of Constructivist Theory | |
Implications for Teaching | |
Science Story: Listening to Students' Ideas | |
Science Story: The Search for Understanding: A Toaster Story | |
Standards for Science Education | |
The Diversity of Science Students | |
Questions to Ask About Your Students | |
Connecting Science to All Students | |
The Role of Technology in Today's Science Teaching | |
Technology Education Standards | |
Ways of Using Technology | |
Issues of Technology Access | |
Becoming a Science Teacher | |
Locating Your Scientific Self | |
Science Story: Why the Balloon Doesn't Pop: An Experience for New Teachers | |
Teachers as Scientists | |
Beliefs About Science: We Teach What We Think | |
What Is a Scientist? | |
Stereotype Versus Reality | |
Drawing a Scientist | |
Interviewing a Scientist | |
Reflective Practice I: Your Science Autobiography | |
Writing Your Science Autobiography | |
Reflecting on Your Science Autobiography | |
Reflective Practice II: Keeping a Science Journal | |
A Bird Story: Sample Entries from a Science Journal | |
Learning from Your Science Journal | |
Some Guidelines for Your Own Science Journal | |
The Inner Scientist | |
Doing Science With Students: Inquiry In Practice | |
The Teacher as Mediator and Facilitator of Student Learning | |
Science Story: The Bottle and the Balloon | |
expanding Meanings | |
The Teaching Ideas Behind This Story | |
The Science Ideas Behind This Story | |
The Standards Behind This Story | |
Exploring Further | |
Resources for Further Exploration | |
Helping Students Construct Meaning | |
Prior Knowledge | |
Valuing the Students' Thinking | |
Mediating the Students' Learning | |
science Story: Icicles | |
The Next Day: From Icicles to Ice Cubes | |
expanding Meanings | |
The Teaching Ideas Behind This Story | |
The Science Ideas Behind This Story | |
The Standards Behind This Story | |
Exploring Further | |
Resources for Further Exploration | |
Mediation and Alternative Conceptions | |
Video Case: Inquiry Learning | |
Science Story: The "Skin" of Water | |
An Experiment to Explore Shondra's Question | |
Further Experiments and Discussion | |
More Challenges | |
expanding Meanings | |
The Teaching Ideas Behind This Story | |
The Science Ideas Behind This Story | |
The Standards Behind This Story | |
Exploring Further | |
Resources for Further Exploration | |
Students as Knowers | |
Science as a Process: Using the Skills of Scientific Study | |
Science Notebooks | |
The Science Circus | |
Science Story: The Circus Comes to Mount Holly | |
An Old Log | |
The Soda Can | |
Crazy Rocks | |
The Leaky Faucet | |
The Penny in the Pie Pan | |
Three Types of Soil | |
The Weather Station | |
Expanding Meanings | |
The Teaching Ideas Behind This Story | |
The Science Ideas Behind This Story | |
The Standards Behind This Story | |
Exploring Further | |
Resources for Further Exploration | |
Extending Our Senses with Computer Technology | |
Real-Time Data Collection Software | |
Digital Video Technology | |
Science in the Classroom and in Everyday Life | |
Family Science Night | |
Making Connections: Scientific Explorations in the Students' Own Environment | |
Green Science and the Importance of Experiences with Nature | |
Diversity Within and Without | |
Seeing the Larger Picture: Content Plus Context | |
From Alienation to Inclusion | |
Video Case: Gender Equity in Science Learning | |
Science Corners | |
Making the Science Corner an Interactive Experience | |
Connections to Literature and Other Subjects | |
Sample Science Corners from Around the Country | |
Local Explorations of Global Environmental Issues | |
Science Story: Ecology Disrupted | |
Expanding Meanings | |
The Teaching Ideas Behind This Story | |
The Science Ideas Behind This Story | |
The Standards Behind This Story | |
Exploring Further | |
Resources for Further Exploration | |
Science Story: How Much Milk Are We Wasting? | |
Expanding Meanings | |
The Teaching Ideas Behind This Story | |
The Science Ideas Behind This Story | |
The Standards Behind This Story | |
Exploring Further | |
Resources for Further Exploration | |
Field Trips | |
Science Story: Making Connections, Inside and Outside the Classroom | |
An Urban Park and the Story in the Rocks | |
The Osage | |
A Snow Story | |
Two Seashores | |
Investigating a Natural Disaster | |
Coconuts Outside the Door | |
A Virtual Field Trip | |
Expanding Meanings | |
The Teaching Ideas Behind These Stories | |
The Science Ideas Behind These Stories | |
The Standards Behind These Stories | |
Exploring Further | |
Resources for Further Exploration | |
The Daily Life of the Classroom | |
Matter Matters: Getting Messy With Ordinary Objects | |
Classifying | |
Science Story: Exploring Solids, Liquids, and Gases | |
Science Story: Mysterious Matter | |
Expanding Meanings | |
The Teaching Ideas Behind These Stories | |
The Science Ideas Behind These Stories | |
The Standards Behind These Stories | |
Exploring Further | |
Resources for Further Exploration | |
If It's So Messy, Can It Be Science? | |
Messiness in the Classroom | |
Video Case: A Return to the Mystery Bag Lesson | |
Messiness in the Categories | |
Sustained Inquiry: Explorations of Living Things | |
Science Story: What Does It Mean to Be Alive? | |
What Makes a Rabbit Real? | |
Are Plants Alive? | |
Expanding Meanings | |
The Teaching Ideas Behind These Stories | |
The Science Ideas Behind These Stories | |
The Standards Behind These Stories | |
Exploring Further | |
Resources for Further Exploration | |
Plants and Animals in Your Science Corner | |
Science Story: From Seed to Plant: A Failed Experiment | |
Science Story: What's Inside a Seed? | |
The Following Days: Germination Bags | |
Expanding Meanings | |
The Teaching Ideas Behind These Stories | |
The Science Ideas Behind These Stories | |
The Standards Behind These Stories | |
Exploring Further | |
Resources for Further Exploration | |
Science Story: Planting in a Vacant Lot | |
Science Story: When Is a Vegetable a Fruit? | |
Expanding Meanings | |
The Teaching Ideas Behind These Stories | |
The Science Ideas Behind These Stories | |
The Standards Behind These Stories | |
Exploring Further | |
Resources for Further Exploration | |
A Classroom Invertebrate | |
Observing and Investigating Earthworms | |
Science Story: Learning About Earthworms | |
Questions for Investigations | |
Expanding Meanings | |
The Teaching Ideas Behind This Story | |
The Science Ideas Behind This Story | |
The Standards Behind This Story | |
Exploring Further | |
Resources for Further Exploration | |
Working Together to Conduct Investigations over Time | |
Spiraling Curriculum: Explorations of Density | |
Science Story: Looking at Liquids | |
The Next Day: Building Science Toys to Illustrate Density | |
Expanding Meanings | |
The Teaching Ideas Behind This Story | |
The Science Ideas Behind This Story | |
The Standards Behind This Story | |
Exploring Further | |
Resources for Further Exploration | |
Science Story: Delving Deeper into Density | |
The Floating Egg | |
Expanding Meanings | |
The Teaching Ideas Behind This Story | |
The Science Ideas Behind This Story | |
The Standards Behind This Story | |
Exploring Further | |
Resources for Further Exploration | |
Extending Curriculum: Taking Advantage of Emerging Relevance | |
Video Case: Effective Teaching | |
Science Story: Floating and Sinking Fruits | |
Expanding Meanings | |
The Teaching Ideas Behind This Story | |
The Science Ideas Behind This Story | |
The Standards Behind This Story | |
Exploring Further | |
Resources for Further Exploration | |
Looking Back to Look Ahead | |
Science Story: Apples, Potatoes, and Density | |
The Following Days: Further Tests and Measurements | |
Expanding Meanings | |
The Teaching Ideas Behind This Story | |
The Science Ideas Behind This Story | |
The Standards Behind This Story | |
Exploring Further | |
Resources for Further Exploration | |
"Replacement" of Understandings | |
Virtual and Concrete Models: Explorations in the Solar System | |
The Usefulness of Models | |
Science Story: An Edible Solar System | |
Expanding Meanings | |
The Teaching Ideas Behind This Story | |
The Science Ideas Behind This Story | |
The Standards Behind This Story | |
Exploring Further | |
Resources for Further Exploration | |
Science Story: A Model Orbit | |
Video Case: Studying Genes with a Simulation | |
Expanding Meanings | |
The Teaching Ideas Behind This Story | |
The Science Ideas Behind This Story | |
The Standards Behind This Story | |
Exploring Further | |
Resources for Further Exploration | |
Science Story: Shapes of the Moon | |
The Same Side of the Moon | |
Modeling the Moon Phases | |
Expanding Meanings | |
The Teaching Ideas Behind This Story | |
The Science Ideas Behind This Story | |
The Standards Behind This Story | |
Exploring Further | |
Resources for Further Exploration | |
Using Moon-Phase Journals | |
Moving Beyond the Science Kit: Explorations of Electricity and Atoms | |
Science Story: Batteries, Bulbs, and Wires | |
Science Story: Batteries, Bulbs, and Wires Revisited | |
The Next Day: Lighting a Shoebox House | |
Bye-Bye Light Bulb | |
Continuing Investigations | |
Expanding Meanings | |
The Teaching Ideas Behind These Stories | |
The Science Ideas Behind These Stories | |
The Standards Behind These Stories | |
Exploring Further | |
Resources for Further Exploration | |
Thinking About Teaching and Learning | |
Science Story: Making Models of Atoms | |
Exploring the History of Atomic Theory | |
Mystery Boxes | |
Discussing the Nucleus | |
The Periodic Table | |
The Atom Design Challenge | |
Expanding Meanings | |
The Teaching Ideas Behind This Story | |
The Science Ideas Behind This Story | |
The Standards Behind This Story | |
Exploring Further | |
Resources for Further Exploration | |
Design Technology | |
Creating The Science Experience In Your Classroom | |
Planning for Science: Lesson Plans and Instructional Strategies | |
An Activity Is Not a Lesson | |
Planning the Lesson | |
A Planning Guide | |
If I Know It, Do I Have to Write It? | |
Time Allotment | |
After the Planning, the Letting Go! The Role of Questioning | |
Types of Questions | |
A Word About Wait Time | |
Science Learning Groups: Creating an Environment for Cooperative Learning | |
Cooperative Learning Groups | |
Constructivism and Small-Group Learning | |
Scientific Investigation and Group Learning | |
Structuring Cooperative Learning Groups in Your Classroom | |
Group Learning with Technology: WebQuests and Online Collaborations | |
Science Story: A WebQuest on Marine Organisms | |
Underwater Adventure | |
Mission | |
Resources | |
Conclusion | |
Inclusive Science Education | |
Science and the Inclusion Model | |
Classroom Strategies for Doing | |
Science with Students with Disabilities | |
Technology to Increase the Success of Students with Disabilities | |
Video Case: Assistive Technology | |
Questions for Your Own Reflection | |
Science Content and Curriculum: The Big Ideas and Your Scientific Self | |
Making Big Ideas Your Own Ideas | |
Ways of Thinking About Science Topics | |
Systems | |
The Solar System | |
Thinking About Systems: The Interconnection of Parts | |
Human Body Systems | |
Thinking About Systems: Noticing Similarities and Differences | |
Simple Machines | |
Thinking About Systems: Simple Machines as Systems | |
Thinking About Systems: The Benchmarks for Science Literacy | |
The Earth as a Super-System | |
Interactions and Patterns of Change | |
Heat Energy and Matter | |
Thinking About Interactions: Chemical and Physical Changes | |
Thinking About Interactions: Links | |
Between Interactions and Systems | |
Electricity | |
Light | |
Thinking About Interactions: Making Connections: From Electricity to Heat and Light | |
Sound | |
Thinking About Interactions: Sound | |
Energy and Musical Instruments | |
Magnetism | |
From Content to Curriculum | |
Who Creates the Curriculum? | |
National Influence and Local Control | |
STEM Curriculum | |
Other Interdisciplinary Trends | |
Developing Curriculum Units | |
Aligning a Unit of Study with the Standard | |
Selecting Activities | |
What Is Missing? | |
A Checklist for the Science Curriculum | |
What's the Big Idea? | |
Matching Assessment to Instruction | |
Assessment and Testing | |
Assessment and the Instructional Context | |
Writing as an Assessment Tool in Science | |
A Sample Structure for a Science Notebook | |
Integrating Technology with Science Notebooks | |
Drawing Pictures and Telling Stories | |
Assessing Student Notebooks | |
Other Types of Writing Assignments | |
Science Story: Middle Schoolers Blog About Organelles | |
Video CASE: Using Blogs | |
Using Science Portfolios for Assessment | |
Assessing Student Portfolios | |
Using Science Conversations for Assessment | |
Using Technology to Assess Understanding | |
Concept Maps | |
Concept Cartoons | |
Electronic Presentations | |
Multiple Types of Performances | |
Science Story: Third Graders Enact the Water Cycle | |
Science Story: Second Graders Do a Station | |
Assessment for a Unit on Matter | |
Assessment and National Standards | |
Teaching, Learning, and Assessing | |
Pulling it All Together: Reflection and Self-Assessment | |
Your Scientific Self | |
Becoming a Reflective Teacher | |
Video CASE: Information Processing and Reflection | |
Developing a Personal Philosophy | |
Professional Development | |
Networking in the Profession | |
Promotion and Certification Requirements | |
Further Means of Professional Development | |
How Am I Doing? | |
A Guide to Self-Evaluation | |
Looking Back to Look Ahead: A New Chapter in Your Science | |
Autobiography | |
Key Terms | |
Resources for Further Exploration | |
Glossary | |
References | |
Index | |
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