The Science Teacher's Toolbox: Hundreds of Practical Ideas to Support Your Students

ISBN-13: 9781119570103 / Angielski / Miękka / 2020 / 592 str.

Tara Dale; Mandi White; Larry Ferlazzo

Recenzje

"If you are a science teacher or homeschool parent looking for a simplified yet engaging approach to teaching science, this book provides a perfect guide to help students experience (not just learn about) science. This organized, research-based resource fits the title of a "toolbox." It can help anyone from the novice to veteran teacher plan and deliver lessons that will excite students about concepts in science (aligned to the Next Generation Science Standards)."--Dr. Amanda McAdams, Director of Curriculum in Wyoming's Lincoln County School District #2, 2010 Arizona Teacher of the Year"This book contains valuable strategies for both new and veteran teachers. It is an organized and interesting compilation of ready to use tools that will engage students at all levels."--Robin Norwich, NBCT, Math and Physics teacher, 2019 recipient of the Sloan Award for Excellence in Teaching Science and Mathematics"This book is a comprehensive collection of creative lesson plan strategies with detailed references and supplementary resources cited. Also, Part III provides many general strategies for effective teaching. Clearly written in both content and organization, it provides specific and detailed concrete examples for putting into practice the authors' Introduction: 'Not having heard something is not as good as having heard it, having heard it is not as good as having seen it, having seen it is not as good as knowing it, knowing it is not as good as putting it into practice'--attributed to Chinese Philosopher Xun Kuang.I recommend it to any science teacher, and especially those new to teaching science or with minimal scientific knowledge. I think, with this book, even I, an engineer, could teach a quality science course."--Jon S. Wilson, BSME, MAE, MSIE; 25+ years practicing engineer and 25+ years training practicing engineers"As a teacher, I have often heard professionals discuss the importance of "soft skills" our students require upon graduation. The ideas in The Science Teacher's Toolbox successfully describe solid strategies for teachers to utilize in their classrooms to get kids experiencing science, producing thinking, problem-solving citizens that the world will need."--Connie Kennedy, K-12 Mathematics & Science Instructional Support Specialist, Bay City Public Schools"As a science teacher of nearly 20 years, I found the information laid out in The Science Teacher's Toolbox extremely valuable. I believe that new teachers would benefit immensely from reading this book, as well as veteran teachers. Over the years I have found that students struggle with the ability to extract the important elements from scientific text as well as how to think critically. This book provides strategies that help students to improve these skills. In addition, as a veteran teacher, I found the information the authors outlined in relation to learning goals and scales invaluable. Using learning goals and scales helps identify the essential elements of what you want your students to know and helps teachers to identify students who need interventions but the most important element of this is that it helps students reflect on their own learning. The strategies found in this book changed the way I teach and can do the same for you, which ultimately impacts student learning, the ultimate goal of a master teacher."--Jami Spencer, biology teacher and science department chair, Cottonwood High School, Utah"As a principal who has worked in K-12 settings for 15 years, I find this book to be remarkably useful. It's application for effectively differentiating science instruction and for developing critical thinking skills in students is far reaching. Any educator will find this resource to be valuable for improving his or her craft."--Mike Deignan, Principal, Desert Vista High School"I love the book and how easy it is to follow. It gives excellent suggestions and examples on how to implement them, with step-by-step instructions and visuals."--Amy Rankey, 5th Grade Teacher, Hampton Elementary School

Spis treści

About the Authors xxvAbout the Editors of the Toolbox Series xxviiAcknowledgments xxixLetter from the Editors xxxiIntroduction xxxiiiI Science Labs 11. Strategies for Teaching Lab Safety 3What is It? 3Why We Like It 3Supporting Research 3Skills for Intentional Scholars/NGSS Standards 4Application 4Student Handouts and Examples 7What Could Go Wrong? 7Technology Connections 8Attribution 8Figures 8Figure 1.1 Science Safety Contract English (Student Handout) 8Figure 1.2 Science Safety Contract Spanish (Student Handout) 11Figure 1.3 Identifying Broken Lab Safety Rules (Student Handout) 13Figure 1.4 Identifying Broken Lab Safety Rules--Answer Key 14Figure 1.5 Science Lab Safety Quiz (Student Handout) 152. Strategies for Teaching Lab Procedures 17What is It? 17Why We Like It 17Supporting Research 18Skills for Intentional Scholars/NGSS Standards 18Application 18Student Handouts and Examples 29What Could Go Wrong? 29Technology Connections 30Attributions 30Figures 31Figure 2.1 Folder Activity--Outside and Inside--Thermal Power Plant 313. Strategies for Teaching the Scientific Method and Its Components 33What is It? 33Why We Like It 34Supporting Research 34Skills for Intentional Scholars/NGSS Connections 35Application 35Student Handouts and Examples 50What Could Go Wrong? 50Technology Connections 52Figures 54Figure 3.1 Student Research Organizer (Student Handout) 54Figure 3.2 Identifying Independent and Dependent Variables (Student Handout) 55Figure 3.3 Identifying Independent and Dependent Variables--Answer Key 58Figure 3.4 How to Write a Hypothesis (Student Handout) 61Figure 3.5 How to Write a Hypothesis--Answer Key 64Figure 3.6 Student Materials List (Student Handout) 67Figure 3.7 Finding Controls and Making Data Tables (Student Handout) 68Figure 3.8 Finding Controls and Making Data Tables--Answer Key 70Figure 3.9 Example and Checklist--Making Graphs (Student Handout) 73Figure 3.10 Discussion of Results (Student Handout) 74Figure 3.11 Conclusion (Student Handout) 76Figure 3.12 Discussion of Results and Conclusion Modified Version (Student Handout) 78Figure 3.13 Scientific Method Pretest Stations 80Figure 3.14 Scientific Method Pretest--Student Answer Sheet (Student Handout) 82Figure 3.15 Scientific Method Pretest--Answer Key 844. Strategies for Teaching the Inquiry Process 87What is It? 87Why We Like It 88Supporting Research 89Skills for Intentional Scholars/NGSS Connections 89Application 89Student Handouts and Examples 99What Could Go Wrong? 99Technology Connections 100Attributions 100Figures 102Figure 4.1 Quantitative vs. Qualitative Examples (Student Handout) 102Figure 4.2 Quantitative vs. Qualitative Examples--Answer Key 103Figure 4.3 Observing with Quantitative and Qualitative Data (Student Handout) 104Figure 4.4 Observing with Quantitative and Qualitative Data--Answer Key 105Figure 4.5 Owl Pellet Step-by-Step Procedures and Questions (Student Handout) 106Figure 4.6 Question Stems for Observers (Student Handout) 108Figure 4.7 Discussion of Results and Conclusion (Student Handout) 109Figure 4.8 Using the Inquiry Process (Student Handout) 111Figure 4.9 Checklist for Verifying Online Resources (Student Handout) 1135. Strategies for Using Project-Based Learning 115What is It? 115Why We Like It 115Supporting Research 116Skills for Intentional Scholars/NGSS Connections 116Application 117Student Handouts and Examples 126What Could Go Wrong? 127Technology Connections 127Attributions 128Figures 128Figure 5.1 Example of Project-Based Learning Task Manager--Carbon Footprint of a Restaurant (Student Handout) 128Figure 5.2 Blank Project-Based Learning Task Manager (Student Handout) 129Figure 5.3 Example of PBL Scoring Guide--Restaurant Project (Student Handout) 130Figure 5.4 Example of PBL Rubric--Location of the Next Wind Farm in the United States (Student Handout) 131Figure 5.5 Peer Presentation Evaluation (Student Handout) 1326. Strategies for Teaching the Engineering Process 133What is It? 133Why We Like It 135Supporting Research 135Skills for Intentional Scholars/NGSS Connections 136Application 136Student Handouts and Examples 149What Could Go Wrong? 149Technology Connections 150Attributions 152Figures 153Figure 6.1 Student Examples of Mousetrap Catapult Designs 153Figure 6.2 Mousetrap Catapult Lab Worksheet (Student Handout) 154Figure 6.3 Mousetrap Catapult Picture 155Figure 6.4 Mousetrap Catapult Rubric (Student Handout) 156Figure 6.5 Mousetrap Catapult Sentence Frames (Student Handout) 157II Integration of ELA, Mathematics, and the Arts 1597. Strategies for Teaching Vocabulary 161What is It? 161Why We Like It 161Supporting Research 162Skills for Intentional Scholars/NGSS Standards 162Application 162Student Handouts and Examples 170What Could Go Wrong? 171Technology Connections 171Attributions 171Figures 172Figure 7.1 The Language of Introductory Ecology (Student Handout) 172Figure 7.2 Vocabulary Definition Worksheet (Student Handout) 174Figure 7.3 Word Wall Challenge Rubric (Student Handout) 175Figure 7.4 Word Wall Examples (Student Examples) 176Figure 7.5 Limiting Factors: Interactive Fast Facts (Student Handout) 177Figure 7.6 Limiting Factors: Interactive Fast Facts--Answer Key 1798. Strategies for Teaching Reading Comprehension 181What is It? 181Why We Like It 181Supporting Research 181Skills for Intentional Scholars/NGSS Standards 182Application 182Student Handouts and Examples 192What Could Go Wrong? 193Technology Connections 193Attributions 193Figures 194Figure 8.1 Annotations 194Figure 8.2 Annotations Model Think Aloud Example (Teacher Model) 194Figure 8.3 Example of a Text-Dependent Question and Answer (Student Example) 195Figure 8.4 Photochemical and Industrial Smog Venn Diagram (Student Example) 195Figure 8.5 Cultural Eutrophication Cause and Effect (Teacher Model) 196Figure 8.6 Water Cycle Concept Map (Student Example) 197Figure 8.7 Carbon Cycle Story (student handout) 198Figure 8.8 Example of the Carbon Cycle (Student Example) 199Figure 8.9 Hints for Drawing the Atmospheric Layers--High School (Student Handout) 200Figure 8.10 Drawing the Atmospheric Layers--Elementary and Junior High School 201Figure 8.11 Drawing the Atmospheric Layers--Answer Key 202Figure 8.12 4 × 4 (Student Example) 203Figure 8.13 Jigsaw Directions 2039. Strategies for Teaching Writing 205What is It? 205Why We Like It 205Supporting Research 206Skills for Intentional Scholars/NGSS Connections 206Application 206Student Handouts and Examples 220What Could Go Wrong? 220Technology Connections 221Attributions 222Figures 223Figure 9.1 Severe Weather Book Project Research (Student Handout) 223Figure 9.2 Severe Weather Book Project Scoring Guide (Student Handout) 224Figure 9.3 Severe Weather Book Project Research Example 225Figure 9.4 Plot Map Outline (Student Handout) 226Figure 9.5 Severe Weather Book Plot Map Example 227Figure 9.6 Comic Strip PSA Checklist (Student Handout) 228Figure 9.7 Chicken Pox PSA Comic Strip (Student Example) 230Figure 9.8 Asthma PSA Comic Strip (Student Example) 231Figure 9.9 Ecology Essential Questions Argument Essay (Student Handout) 233Figure 9.10 Argument Essay Organizer (Student Handout) 235Figure 9.11 Ecology Example Argument Essay Organizer 236Figure 9.12 Argument Essay Peer Editing Checklist (Student Handout) 23710. Strategies for Discussions 239What is It? 239Why We Like It 239Supporting Research 239Skills for Intentional Scholars/NGSS Connections 240Application 240Student Handouts and Examples 251What Could Go Wrong? 251Technology Connections 253Figures 254Figure 10.1 Discussion Ground Rules (Teacher Poster) 254Figure 10.2 Group Discussion Ratings Scale 255Figure 10.3 Socratic Seminar Participation Checklist (Student Handout) 25611. Strategies for Teaching Math 257What is It? 257Why We Like It 258Supporting Research 258Skills for Intentional Scholars/NGSS Connections 259Application 259Student Handouts and Examples 282What Could Go Wrong? 283Technology Connections 284Figures 285Figure 11.1 Bar Graph Example for Teaching Graphing to Fourth Grade Students (Student Handout) 285Figure 11.2 Line Graph Example for Teaching Graphing to Fifth Grade and Beyond (Student Handout) 287Figure 11.3 Example of Graphing Pretest (Student Handout) 289Figure 11.4 Example of Graphing Pretest--Answer Key 290Figure 11.5 Which Type of Graph Should I Use? (Student Handout) 291Figure 11.6 Which Type of Graph Should I Use?--Answer Key 292Figure 11.7 Temperature vs. Number of Escherichia coli Colonies 294Figure 11.8 Year vs. Number of Deer and Wolves 295Figure 11.9 Wildlife Strike Data Analysis and Interpretation (Student Handout) 295Figure 11.10 Wildlife Strike Data Analysis and Interpretation--Answer Key 297Figure 11.11 Dimensional Analysis Practice (Student Handout) 299Figure 11.12 Dimensional Analysis Practice--Answer Key 301Figure 11.13 Practice Measuring Your Friends and Their Things (Student Handout) 303Figure 11.14 Practice Measuring Your Friends and Their Things--Answer Key 305Figure 11.15 Metric System Ladder 307Figure 11.16 Converting Within the Metric System (Student Handout) 308Figure 11.17 Metric System Ladder and Abbreviations 309Figure 11.18 Converting Within the Metric System--Answer Key 310Figure 11.19 Metric System Measuring Challenge (Student Handout) 313Figure 11.20 Example of 10 Items to be Measured 314Figure 11.21 Metric System Measuring Challenge--Answer Key 315Figure 11.22 Metric and Imperial System Internet Search Lab (Student Handout) 317Figure 11.23 Metric and Imperial System Internet Search Lab--Answer Key 320Figure 11.24 Excel--Selecting All Cells in a Spreadsheet 323Figure 11.25 Excel--Pop-up Box 323Figure 11.26 Excel--Rows vs. Columns 323Figure 11.27 Celebrating Pi Day in the Sky (Student Handout) 324Figure 11.28 Excel--Calculating Radius 325Figure 11.29 Excel--Screenshots of Before and After Cell Fix 325Figure 11.30 Excel--Screenshot of the Formula Bar 325Figure 11.31 Excel--The Sun's Surface Area 325Figure 11.32 Celebrating Pi Day in the Sky--Answer Key 326Figure 11.33 Making Graphs in Excel (Student Handout) 327Figure 11.34 Excel--Graph for Celebrating Pi Day in the Sky 32912. Strategies for Incorporating the Arts and Kinesthetic Movement 331What is It? 331Why We Like It 331Supporting Research 331Skills for Intentional Scholars/NGSS Connections 332Application 332Student Handouts and Examples 353What Could Go Wrong? 353Technology Connections 354Attributions 355Figures 356Figure 12.1 Engineering Process: A Case Study in Inventions (Student Handout) 356Figure 12.2 Rewriting a Song (Student Handout) 357Figure 12.3 Example of the First Rewritten Stanza for Twinkle Twinkle Little Star 359Figure 12.4 Rubric for Cell and Germ Theories Skit (Student Handout) 360Figure 12.5 Timeline Graphic Organizer for the Cell and Germ Theories (Student Handout) 361Figure 12.6 Timeline Graphic Organizer for the Cell and Germ Theories--Answer Key 362Figure 12.7 Directions and Scoring Guide for Rube Goldberg Cartoon (Student Handout) 363Figure 12.8 Picture of a Student's Constructed Rube Goldberg Machine 365Figure 12.9 Dams! are They Constructive or Destructive? (Student Handout) 366Figure 12.10 Meiosis vs. Mitosis Review (Student Handout) 368III Additional Resources 37113. Strategies for Activating Prior Knowledge 373What is It? 373Why We Like It 373Supporting Research 373Skills for Intentional Scholars/NGSS Connections 374Application 374Student Handouts and Examples 386What Could Go Wrong? 386Technology Connections 387Attributions 387Figures 388Figure 13.1 KWL Chart Example--States of Matter 388Figure 13.2 Astronomy Anticipation Guide (Student Handout) 389Figure 13.3 Blind Kahoot! Nervous System Notes (Student Handout) 390Figure 13.4 Blind Kahoot! Teacher Notes--Nervous System 391Figure 13.5 Altitude Pretest for Misconceptions (Student Handout) 392Figure 13.6 Climate Change Pretest for Misconceptions (Student Handout) 39314. Strategies for Cultural Responsiveness 395What is It? 395Why We Like It 396Supporting Research 396Skills for Intentional Scholars/NGSS Connections 397Application 397Student Handouts and Examples 415What Could Go Wrong? 415Technology Connections 415Attributions 417Figures 418Figure 14.1 All About Me! Form (Student Handout) 418Figure 14.2 First Day of School Student Survey (Student Handout) 419Figure 14.3 High School Student Survey (Student Handout) 420Figure 14.4 Contributors to Science (Student Handout) 421Figure 14.5 13 Culturally Responsive Teaching Ideas 42215. Strategies for the Beginning and Ending of Class 423What is it?.423Why We Like It 423Supporting Research 424Skills for Intentional Scholars/NGSS Connections 424Application 424Student Handouts and Examples 433What Could Go Wrong? 433Technology Connections 433Figures 434Figure 15.1 is Water Wet? 434Figure 15.2 Reviewing Previous Material 43416. Strategies for Reviewing Content 435What is It? 435Why We Like It 435Supporting Research 436Skills for Intentional Scholars/NGSS Connections 436Application 436Student Handouts and Examples 448What Could Go Wrong? 448Technology Connections 449Figures 450Figure 16.1 Blank BINGO Card (Student Handout) 450Figure 16.2 are the Winners Losers? Game Cards 45117. Strategies for Assessing Student Learning 453What is It?.453Why We Like It 454Supporting Research 455Skills for Intentional Scholars/NGSS Connections 455Application 456Student Handouts and Examples 479What Could Go Wrong? 479Technology Connections 480Attributions 481Figures 482Figure 17.1 Final Day Cool Down Activity 482Figure 17.2 Example Scale 482Figure 17.3 Example of a Unit's First Practice Test 483Figure 17.4 Reflecting on My Learning--Blank (Student Handout) 484Figure 17.5 Reflecting on My Learning--Completed Example 486Figure 17.6 Toxicology Unit Thinking Test (Student Handout) 487Figure 17.7 Toxicology Unit Thinking Test--Answer Key 490Figure 17.8 Student-Choice Performance-Based Assessment (Student Handout) 493Figure 17.9 Cell City Models--Student Examples 494Figure 17.10 Checklist for Cell City Models (Student Handout) 497Figure 17.11 Toxicology Unit Thinking Test Modified (Student Handout) 49818. Strategies for Co-Teaching 501What is It? 501Why We Like It 501Supporting Research 502Skills for Intentional Scholars/NGSS Connections 502Application 502What Could Go Wrong? 508Technology Connections 508References 509Index 531

O autorze

TARA C. DALE is a National Board Certified Teacher (NBCT), currently teaching high school science and working as an instructional coach. She has taught middle school Science and Social Studies as well as Biology, Ecology, Earth Science, AP Psychology, and AP Environmental Science. She sits on the Board of Directors for the Arizona NBCT Network and is on the Superintendent Teacher Advisor Team for Maricopa County, Arizona. Tara has facilitated professional development classes and presented at conferences throughout the United States.MANDI S. WHITE is currently an academic and behavior specialist at Kyrene del Pueblo Middle School in Chandler, Arizona. She has worked as a middle school special education resource teacher and has taught English, Social Studies, and Math. She holds Master's Degrees in Special Education and Educational Leadership, as well as a graduate certificate in Positive Behavior Support. Also, she has helped facilitate professional development for educators in Arizona.LARRY FERLAZZO teaches English, Social Studies, and International Baccalaureate classes to English language learners and others at Luther Burbank High School in Sacramento, California. He is the author and co-author of nine books, including The ELL Teacher's Toolbox, and writes a weekly teacher advice column for Education Week Teacher. He is the recipient of the Ford Foundation's Leadership for a Changing World Award and winner of the International Reading Association Award for Technology and Reading.KATIE HULL SYPNIESKI has taught English language learners and others at the secondary level for over twenty years. She teaches middle school English Language Arts and Social Studies at Fern Bacon Middle School in Sacramento, California, and leads professional development for educators as a consultant with the Area 3 Writing Project at the University of California, Davis. She is co-author of several books, including The ELL Teacher's Toolbox.