Teaching Science as Inquiry

by Bass, Joel E.; Contant, Terry L.; Carin, Arthur A.

• ISBN13: 9780131181656
• ISBN10: 0131181653
• Edition: 10th
• Format: Paperback
• Copyright: 2009-01-01
• Publisher: Prentice Hall

Summary

Research tells us that an inquiry approach to science teaching motivates and engages every type of student, helping students understand science's relevance to their lives as well as the nature of science itself. But is there a Manageable way for new and experienced teachers to bring inquiry into their science classrooms? Teaching Science as Inquiry models this effective approach to science teaching with a two-part structure: Methods for Teaching Science as Inquiry and Activities for Teaching Science as Inquiry. The Methods portion scaffolds concepts and illustrates instructional models to help readers understand the inquiry approach to teaching. The Activities portion follows the 5-E model (Engage, Explore, Explain, Elaborate, Evaluate), which is a Learning Cycle model introduced in the methods chapters that reflects the NSES Science as Inquiry Standards. Integrating an inquiry approach, science content, teaching methods, standards, and a bank of inquiry activities, Teaching Science as Inquiry demonstrates the manageable way for new and experienced teachers to bring inquiry into the science classroom. bull; bull;Integrated standards coverage in all chapters provides a clear picture of the best ways to let the NSES Standards inform instruction. bull;Each activity is keyed to the NSES Standards, further developing new and experienced teachers' fluency with a standards-based science classroom. bull;Margin notes throughout methods chapters link readers to activities that model science teaching methods and the development of science content. bull;Annenberg videos, fully integrated in the text through reflective cases, ground chapter concepts by illustrating inquiry teaching in classrooms.

Table of Contents

METHODS FOR TEACHING SCIENCE AS INQUIRY	1	(1)
``Messing about in Science''	2	(2)
Children, Science, and Inquiry	4	(32)
Why Should Children Learn Science?	6	(4)
Video Case Study: Jennie	10	(2)
U.S. Science Education: Where Have We Been, Where Are We Now, Where Are We Going?	12	(4)
The ``Alphabet Soup'' Programs	13	(1)
Integrating Processes and Content	13	(1)
Developing National Science Education Standards	13	(1)
No Child Left Behind	14	(2)
What Is the Nature of Science?	16	(4)
Order and Organization	16	(1)
Evidence and Explanations	16	(2)
Science Is Dynamic	18	(1)
Science in Action	18	(1)
Science as a Human Endeavor	19	(1)
What Shall We Teach in Science?	20	(14)
Scientific Inquiry	20	(4)
Scientific Knowledge	24	(3)
Scientific Attitudes and Human Values	27	(2)
Science and Technology	29	(4)
Goals for Elementary and Middle School Science	33	(1)
Summary	34	(1)
References	34	(2)
Processes of Science and Scientific Inquiry	36	(32)
Processes of Science	37	(1)
Video Case Study: Linda	38	(9)
Observing	38	(3)
Measuring	41	(1)
Classifying	41	(1)
Inferring	42	(2)
Predicting	44	(1)
Experimenting	45	(1)
Hypothesizing	46	(1)
Incorporating Science Processes in Scientific Investigations	47	(18)
Descriptive Investigations	49	(3)
Classificatory Inquiries	52	(3)
Experimental Investigations	55	(10)
Teachers and Children's Inquiry	65	(1)
Summary	66	(1)
References	66	(2)
Learning Science with Understanding	68	(30)
How Do Children Learn?	70	(9)
A Constructivist Model of Learning	70	(1)
The Role of Prior Knowledge	70	(3)
Discovery Learning	73	(1)
Acquisition Learning	74	(4)
Learning with Understanding	78	(1)
Children's Alternative Conceptions and Science Learning	79	(2)
The Soda Straw: A Persistent Alternative Conception	80	(1)
Conceptual Change	81	(1)
Learning and Cognitive Development	81	(9)
Piaget, Cognitive Development, and Knowledge Construction in Science	82	(5)
Developmentally Appropriate Science	87	(1)
Vygotsky's Theory of Instruction and Development	87	(3)
Video Case Study: Patricia	90	(2)
Learning, Development, and Instruction: The Case of the Cartesian Diver	92	(3)
Summary	95	(1)
References	96	(2)
Teaching Science Through Inquiry	98	(28)
Essential Features of Inquiry Instruction	99	(3)
Learners Are Engaged by Scientific Questions	100	(1)
Learners Give Priority to Evidence as They Plan and Conduct Investigations	100	(1)
Learners Develop Descriptions, Explanations, and Predictions Using Evidence	101	(1)
Learners Connect Evidence and Explanations to Developing Scientific Knowledge	101	(1)
Learners Engage in Critical Discourse with Others about Procedures, Evidence, and Explanations	102	(1)
Video Case Study: Sarah	102	(1)
Teachers: The Key Ingredient in Inquiry Instruction	102	(1)
Research on the Effectiveness of Inquiry Instruction	103	(2)
Models for Inquiry Instruction	105	(12)
Guided Discovery	105	(5)
The 5-E Model of Instruction	110	(7)
Conceptual Change and the 5-E Model of Inquiry Teaching	117	(4)
Identify Alternative Conceptions	120	(1)
Promote Dissatisfaction with Alternative Conceptions	120	(1)
Introduce Scientific Conceptions	121	(1)
Provide for Application of New Conceptions	121	(1)
Teaching Science Through Direct Instruction	121	(2)
Selecting Instructional Approaches for Teaching Science	123	(1)
Summary	123	(1)
References	124	(2)
Questioning Strategies for Inquiry Teaching	126	(28)
Questioning: An Essential Tool for Teachers	128	(2)
Closed and Open-Ended Questions	128	(2)
Using Questions to Engage Students in Inquiry	130	(7)
Creating Motivation and Interest	130	(1)
Questioning to Assess Prior Knowledge	131	(1)
Questioning to Initiate Inquiry	131	(2)
Questioning to Guide Discussion of Observations	133	(1)
Questioning to Guide Discussion of Explanations	134	(2)
Questioning to Guide Discussions of Applications to New Situations	136	(1)
Responding Strategically to Student Ideas	137	(1)
Accepting Student Responses	137	(1)
Video Case Study: Erien (1)	138	(5)
Extending Student Responses	141	(1)
Probing Student Responses	142	(1)
Develop Your Own Questioning and Responding Strategies	143	(5)
Analyzing Inquiry Teaching Behaviors	143	(3)
Questioning Strategies in the Classroom: Properties of Air in First Grade	146	(2)
Some Considerations in Questioning	148	(3)
Increase Your Wait-Time	148	(1)
Gradually Fade Your Questioning Support	149	(1)
Listen to One Another	150	(1)
Consider Cultural Implications of Your Questions	150	(1)
Remember, We All Need Strokes!	151	(1)
Summary	151	(1)
References	151	(3)
Assessing Science Learning	154	(56)
What Is Assessment?	156	(4)
Uses and Users of Assessment Data	156	(3)
Diagnostic, Formative, and Summative Assessment	159	(1)
Assessment and Inquiry Science	160	(5)
What Shall Students Learn in Science?	161	(2)
What Assessment Techniques Shall We Use to Determine Where Students Are in Science?	163	(2)
Designing a Performance Task	165	(1)
Focus	165	(1)
Context	165	(1)
Directions	165	(1)
Scoring Guides	165	(1)
Video Case Study: Tom	166	(5)
Examples of Science Assessment Items and Tasks	171	(35)
Assessing Knowledge of Science Facts, Concepts, Principles, and Procedures	171	(6)
Assessing Understanding of Conceptual Knowledge in Science	177	(7)
Assessing the Application of Concepts and Principles	184	(2)
Assessing the Application of Inquiry Procedures and Science Processes	186	(10)
Assessing the Planning and Implementing of Inquiry Procedures in Science	196	(3)
Assessment of Science Attitudes	199	(2)
Assessing Multiple Objectives in Science	201	(3)
Teacher Self-Reflection on Instruction	204	(2)
Science Assessment: Putting It All Together	206	(1)
Summary	207	(1)
References	207	(3)
Preparing for Inquiry Instruction	210	(34)
Designing Inquiry Science Lessons	212	(2)
Selecting Appropriate Science Knowledge	212	(1)
Developing Your Science Background	213	(1)
Video Case Study: Erien (2)	214	(16)
Writing a Science Lesson Plan	216	(9)
An Example Lesson Plan on Floating and Sinking	225	(5)
Arranging the Science Classroom for Learning	230	(6)
Science Classroom Learning Centers	233	(2)
Live Animals in the Classroom	235	(1)
Science Learning Just Outside Your Classroom	235	(1)
Grouping Students for Learning	236	(1)
Safety in the Science Classroom	237	(1)
Classroom Discipline	238	(1)
Implementing Learning Activities	239	(2)
Summary	241	(1)
References	242	(2)
Connecting Science with Other Subjects	244	(32)
Connecting Science and Mathematics	246	(12)
Quantifying the Real World	247	(3)
Using Graphs to Organize and Interpret Data	250	(3)
Using Patterns and Relationships	253	(1)
Operating on Numerical Data	254	(4)
Connecting Science and Literacy	258	(4)
Science and Reading	259	(3)
Writing in Science	262	(1)
Video Case Study: Donna	262	(1)
Connecting Science and Social Studies	263	(8)
Plan Lessons Around Science/Technology/Society Themes	263	(8)
Curriculum Integration	271	(2)
Insects as the Theme of an Integrated Curriculum Unit	271	(1)
The Environment and Native American Culture as the Theme of an Integrated Unit	271	(2)
Summary	273	(1)
References	274	(2)
Science for All Learners	276	(32)
Video Case Study: Jean	278	(2)
Students with Special Learning Needs	280	(1)
Teachers as Bridge Builders	280	(2)
Examining Your Attitude	280	(1)
People-First Language	281	(1)
Recognizing Students' Abilities	281	(1)
The Role and Importance of Friendship	281	(1)
Combating Learned Helplessness	281	(1)
Involving Parents	282	(1)
Common Standards, Common Assessments, Diverse Pathways	282	(2)
Assisting All Students to Attain Proficiency in Science	282	(2)
Students with Disabilities	284	(16)
Making Modifications for Students with Special Learning Needs	285	(1)
Science for Students with Learning Disabilities	286	(7)
Science for Students with Mental Retardation	293	(1)
Science for Students with Emotional/Behavioral Disorders	294	(2)
Science for Students with Orthopedic Impairments	296	(1)
Science for Students with Visual Impairments	297	(1)
Science for Students with Hearing Impairments	298	(2)
Science for Gifted and Talented Students	300	(2)
Make Real Inclusion a Goal	301	(1)
Stimulate Gifted Students by the Way You Teach	301	(1)
Provide Opportunities for Leadership	302	(1)
Learn with and from Your Gifted and Talented Students	302	(1)
Science for Students from Linguistically and Culturally Diverse Backgrounds	302	(3)
Limited-English-Proficient Students and Inquiry Science	303	(2)
Students from Culturally Diverse Backgrounds and Inquiry Science	305	(1)
Fostering the Learning and Acceptance of All Students	305	(1)
Summary	306	(1)
References	306	(2)
Educational Technology and the Science Curriculum	308	(2)
Educational Technology	310	(1)
Technology Standards	311	(1)
Technology Standards and Science Education	311	(1)
Learning about Technology in Science Classes	311	(3)
Internet Basics	312	(1)
Develop Technology Literacy Through Science Classes	313	(1)
Learning from Educational Technology in Science Classes	314	(6)
Embed Electronically Stored Images into Your Instruction	315	(1)
Use Computer Assisted Instruction Packages	316	(1)
Use Computer Simulations	317	(3)
Learning with Educational Technology in Science Classes	320	(6)
Contribute to and Use Computer Databases	321	(1)
Use MBLs and CBLs to Collect and Process Data	322	(2)
Use Spreadsheets to Organize and Analyze Data	324	(1)
Communicate Through Multimedia Presentations	325	(1)
Managing Educational Technology in the Science Classroom	326	(2)
Schoolwide Computer/Multimedia Center or Lab	326	(1)
The One-Computer Classroom	326	(1)
More Than One Computer---A Multimedia Arrangement	327	(1)
Video Case Study: Dotty	328	(4)
Selecting Science Software and Internet Sites	331	(1)
Acceptable Use Policies for the Internet	332	(1)
Take the Plunge---Join the Information Age	332	(1)
Summary	333	(1)
References	334
ACTIVITIES FOR TEACHING SCIENCE AS INQUIRY	1	(1)
Teaching Inquiry Science Activities	3	(13)
When Scientists and Students Inquire	4	(1)
Phases of Inquiry Instruction	4	(4)
Engagement	4	(2)
Exploration	6	(1)
Explanation	7	(1)
Elaboration	7	(1)
Evaluation	7	(1)
Characteristics of Inquiry Classrooms	8	(3)
Discourse	8	(1)
Cooperative Groups	8	(2)
Scaffolding	10	(1)
Planning for Inquiry Instruction	11	(1)
Getting Started with Inquiry Science	11	(3)
Using the Science Activities in This Book	14	(1)
References	15	(1)
Physical Science Activities	16	(121)
Properties of Matter	17	(26)
How Are Buttons Alike and Different? (K--2)	17	(1)
What Are Some Different Ways You Can Group Buttons? (K--2)	18	(3)
How Much Water Can Heap Up in a Cup? (2--4)	21	(2)
How Many Paper Clips Can You Add to a Cup of Water? (2--4)	23	(1)
Can You Get a Paper Clip to ``Float'' on Top of Water? Why Does the Paper Clip Not Sink? (2--4)	23	(1)
What Does Soap Do to the Skinlike Effect of Water? (2--4)	24	(1)
What Happens to Water Drops on Different Surfaces? (2--4)	25	(1)
When the Surfaces Are Slanted, Will Water Drops Run Down Faster on Wax Paper, Plastic Wrap, or Aluminum Foil? (3--5)	26	(1)
How Do the Cohesive and Adhesive Bonds of Different Liquids Compare? (2--4)	27	(1)
Why Do Several Streams of Water Cohere Into One Stream? (2--4)	28	(2)
What Are the Properties of Oobleck? (1--6)	30	(2)
What Are the Distinguishing Properties of Common White Powders? (3--6)	32	(2)
How Can You Determine the Identity of a Mystery Powder? (3--6)	34	(2)
What Do Kites Need to Fly? (1--4)	36	(1)
Is Air a Real Material Substance Like Solids and Liquids? (1--4)	37	(1)
How Does Air Interact with Water? (1--4)	38	(1)
How Can Air Keep Water Out of a Container? (1--4)	39	(1)
How Can You Use a Syringe to Feel Air Pressure? (3--5)	40	(1)
How Does a Medicine Dropper Work? (3--5)	40	(1)
How Does a Soda Straw Work? (3--5)	41	(1)
How Can You Push a Soda Straw Through a Potato? (3--5)	42	(1)
How Can You Demonstrate That Air Expands When It Is Heated? (1--4)	42	(1)
Motion and Forces	43	(22)
What Is Friction? How Can Friction Be Reduced? (3--6)	44	(2)
What Factors Affect the Equilibrium of an Equal-Arm Balance? (3--6)	46	(2)
What Is a Lever? How Could You Use One? (2--6)	48	(1)
How Is a Lever Like a Balance? (3--6)	49	(2)
What Is an Inclined Plane? How Can You Use It? (3--6)	51	(2)
What Is a Movable Pulley, and How Can You Use It? (3--6)	53	(1)
How Can a Pulley Arrangement Help You Use a Small Force to Overpower a Large Force? (4--6)	54	(2)
What Is Bernoulli's Principle? How Can You Use a Piece of Paper to Investigate It? (4--6)	56	(1)
How Can You Use a Piece of Paper in Another Way to Investigate Bernoulli's Principle? (3--6)	57	(2)
How Can You Use a Bottle and a Piece of Paper to Investigate Bernoulli's Principle? (3--6)	59	(1)
How Can You Use a Funnel and Ping-Pong Ball to Investigate Bernoulli's Principle? (3--6)	60	(1)
What Is a Pendulum? (5--8)	61	(1)
What Factors Might Affect the Rate of Swing of a Pendulum? (5--8)	62	(3)
Sound	65	(14)
How Are Sounds Produced? (2--4)	66	(1)
What Affects the Pitch and Loudness of a Sound? (2--4)	67	(1)
How Is Sound Produced by a Tuning Fork? (2--4)	67	(1)
How Is Sound Produced When You Talk or Sing? (2--4)	68	(1)
How Is Sound Produced by a Drum? (2--4)	68	(1)
How Is Sound Produced by a Banjo? (2--4)	69	(1)
How Can You Make a Drinking Straw Flute? (2--4)	70	(1)
How Can You Make a Pop-Bottle Pipe Organ? What Affects the Pitch of the Sound Produced by a Pop Bottle? (2--4)	71	(2)
Does Sound Travel Through Air, Solids, and Liquids? (2--4)	73	(1)
How Is the Movement of Sound Like Waves on Water? (2--4)	74	(1)
How Can Sounds Be Heard Better? (2--4)	75	(3)
Can Sound Travel Through a String? (2--4)	78	(1)
How Can You Make a Demonstration Telephone? (2--4)	78	(1)
Temperature and Heat	79	(13)
What Makes Things Get Hotter? (K--5)	80	(2)
How Can You Heat Up the Sand in a Jar? (3--6)	82	(2)
What Are Some Sources of Heat? (K--5)	84	(1)
How Does Heat Affect the Dissolving Time of Substances? (3--6)	85	(1)
What Affects the Temperature Change of Water Heated by Radiation? (3--6)	86	(1)
How Is Heat Transferred Through Convection? (3--6)	87	(1)
How Is Heat Transferred Through Conduction? (4--6)	88	(2)
What Affects the Final Temperature of a Water Mixture? (3--6)	90	(2)
Light	92	(18)
How Do We See Things? (1--5)	93	(1)
Why Can We See Clearly Through Some Materials and Not Others? (K--2)	94	(1)
What Type of Path Does Light Take as It Travels? (1--4)	95	(1)
How Are Shadows Formed? (1--4)	96	(2)
What Is Refraction? (3--6)	98	(2)
What Is a Magnifier? How Does It Work? (3--6)	100	(1)
What Do Lenses Do in Cameras? (3--6)	101	(3)
What Are Images in Mirrors Like? What Is Meant by Mirror Symmetry? (1--4)	104	(1)
How Does Light Reflect from a Mirror? (3--6)	105	(1)
Where Are the Images Formed in Reflecting Surfaces? (4--6)	106	(2)
What Is White Light? (K--4)	108	(1)
How Can You Make a Pinhole Camera? (3--6)	109	(1)
Magnetism	110	(10)
How Does a Magnet Interact with Different Objects? (1--4)	112	(1)
Can Magnets Interact with Objects Through Different Materials? (1--4)	113	(2)
What Happens When Two Magnets Interact? (2--4)	115	(1)
How Do the Ends (Poles) of Two Magnets Interact with Each Other? (2--6)	116	(1)
What Are Magnetic Force Lines? (2--6)	116	(1)
How Does a Magnet Interact with the Earth, and What Are North-Seeking and South-Seeking Poles of a Magnet? (2--6)	117	(2)
How Can You Make a Magnet? (2--6)	119	(1)
Electricity	120	(17)
How Can You Demonstrate Static Electric Forces? (3--6)	121	(2)
How Can I Demonstrate Positive and Negative Electrical Charges? (2--6)	123	(2)
How Can You Construct a Circuit in Which a Bulb Lights? (2--6)	125	(2)
What Happens When There Is More Than One Bulb or Battery, or a Motor in a Circuit? (2--6)	127	(2)
What Is a Series Circuit? (3--6)	129	(1)
What Is a Parallel Circuit? (3--6)	129	(2)
What Are Conductors and Nonconductors? (3--6)	131	(1)
What Is a Switch and How Does It Work? (2--6)	132	(1)
How Do Compass Needles Interact with Current-Carrying Wires? (4--6)	133	(1)
What Is an Electromagnet, and How Can You Make One? (3--6)	134	(2)
How Can You Increase the Strength of an Electromagnet? (3--6)	136	(1)
Life Science Activities	137	(82)
Characteristics of Organisms	138	(39)
What Is Inside a Bean Pod? (K--4)	139	(1)
Where Are Seeds Found? How Are Seeds Alike and Different? (K--2)	140	(1)
How Do Seedpods Vary? (K--4)	140	(1)
What Are the Properties of Seeds? (K--4)	141	(1)
What Does the Inside of a Seed Look Like? (K--4)	142	(1)
How Much Water Can a Bean Seed Soak Up? (K--4)	143	(1)
What Happens to Seeds When They Germinate? (K--4)	144	(2)
What Is the Function of Each Seed Part in the Growth of the Plant? (3--6)	146	(1)
What Conditions Are Needed for Seeds to Germinate or Sprout? (3--6)	147	(2)
What Seeds Do We Eat? (K--4)	149	(2)
What Is a Tree Like? (K--2)	151	(1)
How Do the Characteristics of Leaves Vary? (K--2)	151	(2)
How Can Some Plants Grow Without Seeds? (K--2)	153	(1)
What Are Roots Like? (K--5)	154	(1)
What Is the Function of Roots? (K--5)	155	(1)
Do Plants Get Water Through Roots or Leaves? (K--5)	155	(1)
What Is the Function of a Stem? (K--5)	156	(2)
How Much Water Is Enough for Healthy Plant Growth? (K--5)	158	(1)
How Much Fertilizer Is Enough for Health Plant Growth? (K--5)	159	(1)
What Is the Effect of Light on Plant Growth? (3--5)	160	(1)
What Makes Leaves Green? (3--5)	161	(1)
What Makes Leaves Green? (Method Two) (3--6)	162	(1)
How Does Light Affect Plants? (K--2)	163	(1)
What Comes Out of Leaves in Sunlight? (3--5)	164	(1)
What Else Comes Out of Leaves in Sunlight? (3--5)	165	(2)
What Is the Effect of Gravity on the Growth of Roots and Stems? (K--5)	167	(2)
What Stages Do Insects Go Through? (K--5)	169	(1)
How Do Ants Live? (K--2)	170	(3)
What Do You Know About the Birds Around You? (K--6)	173	(1)
What Kinds of Foods Do Different Birds Prefer? (K--6)	174	(1)
How Do Birds Interact with Their Surroundings? (3--6)	175	(1)
How Can You Find Out More About Birds? (3--6)	175	(2)
How Do Bird Bones Differ from Mammal Bones? (3--6)	177	(1)
Organisms and Their Environments	177	(11)
How Can I Construct an Aquarium Habitat? (1--3)	178	(2)
What Can I Observe in an Aquarium? (1--3)	180	(1)
What Environmental Factors Can Affect Life in an Aquarium Habitat? (4--6)	181	(2)
What Is in Soil? (K--5)	183	(1)
What Is an Earthworm Like? (K--5)	184	(1)
How Can We Build a Terrarium Environment for Earthworms? (1--3)	184	(2)
How Can We Build a Desert Terrarium? (3--5)	186	(1)
How Can We Build a Wetland Terrarium? (3--5)	187	(1)
Structures and Functions of Human Systems	188	(31)
How Does Breathing Change Your Chest Size? (2--4)	189	(1)
What Is in Our Breath? (3--6)	190	(1)
How Can We Test the Gases in Our Breath? (3--6)	190	(2)
What Makes You Breathe Faster? (3--8)	192	(1)
How Can We Make a Model of Lungs? (3--8)	193	(2)
How Big Are Your Lungs? (3--5)	195	(1)
How Does Your Body Cool Itself? (K--5)	196	(2)
How Does Our Skin Protect Us? (3--8)	198	(2)
How Much Water Is in Our Foods? (5--8)	200	(2)
What Is Starch, and How Can We Test for It? (5--8)	202	(1)
What Are Fats, and How Do We Test For Them? (5--8)	203	(2)
What Is Glucose, and How Do We Test for It? (5--8)	205	(3)
How Can You See Which Soda Has More Sugar? (5--8)	208	(1)
What Are Proteins, and How Do We Test for Them? (5--8)	209	(3)
What Are Minerals, and How Do We Test for Them? (5--8)	212	(1)
What Are Vitamins, and How Do We Test for Them? (5--8)	213	(2)
How Much of Each Nutrient Does Your Body Need, and How Can You Find Out What Is in Each Food? (5--8)	215	(4)
Earth and Space Science Activities	219	(1)
Structure of the Earth	219	(17)
What Are Rocks and Minerals Like? (2--5)	220	(1)
What Is Meant by the Streak of a Mineral and How Can We Test for It? (2--5)	221	(1)
How Can Minerals Be Identified by Feel? (2--5)	222	(1)
What Is Meant by the Hardness of a Mineral and How Can We Test for It? (2--5)	223	(1)
What Is Meant by Luster and How Can It Be Used in Identifying Minerals? (2--5)	223	(2)
How Can the Transmission of Light Through a Mineral Be Used to Identify the Mineral? (2--5)	225	(1)
What Can the Shape of a Mineral Tell Us? (2--5)	225	(1)
What Special Properties Do Different Minerals Have? (2--5)	225	(1)
How Can You Identify an Unknown Mineral? (2--5)	226	(1)
How Can Salt Crystals Be Grown? (3--6)	227	(1)
How Can Sugar Crystals Be Grown? (3--6)	228	(1)
How Does the Rate of Cooling During Crystal Formation Affect Crystal Size? (3--6)	229	(1)
What Are Stalactites and Stalagmites, and How Are They Formed? (3--6)	230	(3)
How Can Living Things Produce Forces that Can Change the Earth's Surface? (K--2)	233	(1)
What Is in Soil? (3--6)	234	(1)
What Is Core Sampling, and How Can We Use It to Infer Layers in the Earth? (K--5)	235	(1)
The Atmosphere, Weather, and Climate of the Earth	236	(21)
How Much Water Evaporates from an Open Aquarium? (K--2)	238	(1)
Where Does Water Go When It Evaporates? (K--2)	239	(1)
How Can You Promote the Evaporation of Water? (K--2)	239	(1)
Which Evaporates More Quickly, Water or Rubbing Alcohol? (4--6)	240	(1)
How Fast Does Water in a Wet Sponge Evaporate? (3--6)	241	(1)
What Variables Affect How Quickly Water Evaporates in a Wet Sponge? (3--6)	242	(1)
What Is Condensation? How Does It Occur? (3--6)	243	(1)
How Can Evaporation and Condensation Be Used to Desalinate Salt Water? (3--5)	244	(1)
What Is the Temperature at Which Condensation Takes Place? (3--6)	245	(1)
How Can We Describe the Weather? (K--3)	246	(1)
How Does Outside Temperature Change Throughout a Day and from Day to Day? (2--4)	247	(2)
How Are Clouds and Fog Formed? (3--6)	249	(1)
How Can You Make a Wind Vane, and How Is It Used to Determine Wind Direction? (3--6)	250	(2)
How Can You Measure How Fast the Wind Blows? How Does Wind Speed Vary with Location and Time? (3--6)	252	(1)
How Can You Measure Air Pressure Changes, and How Do Air Pressure Changes Affect Weather? (3--6)	253	(2)
How Can You Measure Relative Humidity and Humidity Changes? (3--6)	255	(2)
The Earth's Oceans	257	(10)
What Part of the Earth's Surface Is Covered by Oceans? (3--6)	258	(1)
What Part of the Earth's Water Is in the Oceans? (3--8)	259	(1)
Do Objects Float Differently in Salt Water than in Fresh Water? (4--6)	260	(1)
What Affects the Pressure of a Stream of Water? (3--5)	261	(1)
What Foods Contain Products from the Ocean? (4--6)	262	(2)
What Are Some Effects of Water Pollution? (3--8)	264	(2)
How Can We Try to Reverse the Effects of an Oil Spill? (3--8)	266	(1)
Viewing the Sky from Earth	267	(2)
What Causes Shadows? (K--2)	269	(1)
How Can Shadows Be Changed? (K--2)	269	(1)
How Do Shadows Caused by the Sun Change During the Day? (K--4)	270	(1)
How Can Shadows Tell You When It Is Local Noon? (4--6)	271	(2)
Why Is There Day and Night? (2--4)	273	(1)
How Does the Appearance of the Moon's Shape Change Over Time? (2--4)	274	(1)
Why Does It Appear That There Are Phases of the Moon? (4--6)	275	(2)
How Can We Describe Positions of Objects in the Sky? (4--6)	277	(3)
How Spread Out Are the Planets in Our Solar System? (3--6)	280	(1)
How Do the Planets in Our Solar System Compare in Size? (5--8)	281	(1)
How Could You Make a Scale Model of the Earth and Moon? (5--8)	282
APPENDIXES
A Sixty Years of Elementary School Science: A Guided Tour	2	(4)
B Science Supplies, Equipment, and Materials Obtainable from Community Sources	6	(2)
C Selected Sources of Scientific Supplies, Models, Living Things, Kits, and Software	8	(1)
D Noncommercial Sources and Containers for Living Things	9	(2)
E Constructing Storage Areas for Supplies and Houses for Living Things	11	(3)
F Food Requirements for Various Animals	14	(2)
G Safety Suggestions for Elementary and Middle School Inquiry Activities	16	(1)
H Measuring Tools, Measuring Skills	17	(5)
I Selected Science Education Periodicals for Teachers and Children	22	(1)
J Professional Societies for Teachers, Supervisors, and Science Educators	23	(1)
K Contemporary Elementary Science Projects and Programs	24
Index	1

Excerpts

THE RAPID ADVANCEof cognitive teaming theories in the past few years has led educators to realize the need for students to be more actively engaged in their own construction of knowledge. This research tells us that an inquiry approach to science teaching motivates and engages every type of student, helping them understand science's relevance to their lives, as well as the nature of science itself. Inquiry is both a way for scientists and students to investigate the world, and a way to teach. In this instructional environment, teachers act as facilitators of teaming, guiding students in asking simple but thoughtful questions about the world and finding ways to engage them in answering their questions. Inquiry incorporates the use of hands-on and process-oriented activities for the benefit of knowledge construction, while building investigation skills and habits of mind in students. Inquiry encourages students to connect their prior knowledge to observations and to use their observations as evidence to increase personal scientific knowledge and explain how the world works. But is there a manageable way for new and experienced teachers to bring inquiry into their science classrooms? Drawing on a solid understanding of inquiry with a teaching framework that builds in accountability for science content learning, and using inquiry-based activities, teachers can create and manage an engaging, productive science classroom. By integrating an inquiry approach, science content, teaching methods, standards, and a bank of inquiry activities, the tenth edition ofTeaching Science as Inquirydemonstrates a manageable way for new and experienced teachers to bring inquiry successfully into the science classroom. The Inquiry Framework In this edition we have taken theNational Science Education Standards(NSES) and the 5-E Learning Cycle model of instruction to create an inquiry framework for science teaching.Teaching Science as Inquirymodels this effective approach to science teaching with a two-part structure.Part I: Methods for Teaching Science as Inquirylays the foundation for teaching standards-based elementary science, scaffolding an understanding of an inquiry lesson model and how to use it to teach science. Part 2: Activities for Teaching Science as Inquiryutilizes the 5-E instructional model, clarified in Part I of the text, as a framework for all inquiry activities. By keying each activity to theNational Science Education Standards,the text further provides new and experienced teachers with a solid foundation for science teaching. National Science Education Standards Many years of work and research in the science education community have provided a coherent, research-based vision for a new era of science education. As a result, theNational Science Education Standards(NSES) were created to coordinate the goals and objectives for science instruction. Throughout this edition, you will have an opportunity to become familiar with theNational Science Education Standardsthrough margin notes and lengthier features quoting from theStandardsdocument, showing theStandards'relationship to chapter content and specifically connecting activities to theStandards.This integrated coverage in all chapters and activities highlights the importance of using theNational Science Education Standardsto inform instruction. 5-E Model TheActivitiesportion of the text follows the 5-E model of instruction, which frames each activity in terms of engaging, exploring, explaining, elaborating, and evaluating. This Learning Cycle model, introduced early in the text, reflects the NSESScience as Inquiry Standards,seamlessly integrating inquiry and theStandardsto create a science teaching framework best suited for engaging students in meaningful science learning while prov