Model-based inquiry in biology :: three-dimensional instructional units for grades 9-12 /
"This book helps teachers shift the emphasis of high school biology curriculum away from "we need to learn about this topic in order to do well in class" to "we need to figure out why or how things happen in the world." Using the book's model-based inquiry (MBI) framewo...
Gespeichert in:
| Hauptverfasser: | , |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Arlington, VA :
National Science Teaching Association,
[2022]
|
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Zusammenfassung: | "This book helps teachers shift the emphasis of high school biology curriculum away from "we need to learn about this topic in order to do well in class" to "we need to figure out why or how things happen in the world." Using the book's model-based inquiry (MBI) framework lets teachers create meaningful learning experiences for students as they strive to make sense of the world around them. Aligned with A Framework for K-12 Science Education and the Next Generation Science Standards (NGSS), the book's curriculum integrates disciplinary core ideas, crosscutting concepts, and science and engineering practices. The goal is to engage biology students in constructing, critiquing, revising, and testing models to explain real-world phenomena"-- |
| Beschreibung: | 1 online resource (unpaged) : illustrations |
| Bibliographie: | Includes bibliographical references. |
| ISBN: | 9781681406749 1681406748 9781681406756 1681406756 |
Internformat
MARC
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| 100 | 1 | |a Gray, Ron, |d 1976- |e author. |0 http://id.loc.gov/authorities/names/n2022017106 | |
| 245 | 1 | 0 | |a Model-based inquiry in biology : |b three-dimensional instructional units for grades 9-12 / |c Ron Gray and Todd Campbell. |
| 246 | 3 | |a Model-based inquiry in biology : |b 3D instructional units for grades nine through twelve | |
| 264 | 1 | |a Arlington, VA : |b National Science Teaching Association, |c [2022] | |
| 300 | |a 1 online resource (unpaged) : |b illustrations | ||
| 336 | |a text |b txt |2 rdacontent | ||
| 337 | |a computer |b c |2 rdamedia | ||
| 338 | |a online resource |b cr |2 rdacarrier | ||
| 504 | |a Includes bibliographical references. | ||
| 505 | 0 | |a Intro -- Title Page -- Copyright -- Contents -- Preface -- About the Authors -- About the Contributors -- Acknowledgments -- Introduction -- Section 1 Using Model-Based Inquiry -- Chapter 1. Model-Based Inquiry -- Chapter 2. Framing, Tools, and Routines for Supporting MBI Instruction -- Section 2 The MBI Units -- Unit 1. From Molecules to Organisms-Structures and Processes (LS1): General Sherman -- Unit Summary -- Eliciting Ideas About the Phenomenon Stage Summary -- Negotiating Ideas and Evidence Through Tasks Stage Summary -- Task 1. What's Inside a Seed? -- Teacher Notes -- Student Handout | |
| 505 | 0 | |a Task 2. What Is the Function of the Endosperm? -- Teacher Notes -- Student Handout -- Task 3. How Do Trees Use Sugar? -- Teacher Notes -- Student Handout -- Task 4. How Does the Endosperm Produce Sugar? -- Teacher Notes -- Student Handout -- Midunit Model Revision for Unit 1 -- Task 5. How Do Plants Grow? -- Teacher Notes -- Student Handout -- Task 6. Where Does All That Matter Come From? -- Teacher Notes -- Student Handout -- Task 7. What's Inside a Tree? -- Teacher Notes -- Student Handout -- Task 8. Does the Environment Affect Plant Growth? -- Teacher Notes -- Student Handout | |
| 505 | 0 | |a Task 9. How Do Trees Survive in Different Climates? -- Teacher Notes -- Student Handout -- Building Consensus Stage Summary -- Establishing Credibility Stage Summary -- Evaluation -- Unit 2. Ecosystems-Interactions, Energy, and Dynamics (LS2): Whale Plumes Change the Atmosphere -- Unit Summary -- Eliciting Ideas About the Phenomenon Stage Summary -- Negotiating Ideas and Evidence Through Tasks Stage Summary -- Task 10. #WhaleLife: Interdependence in Marine Communities -- Teacher Notes -- Student Handout -- Task 11. Limiting Factors for Phytoplankton -- Teacher Notes -- Student Handout | |
| 505 | 0 | |a Task 12. Energy Flow in an Ecosystem -- Teacher Notes -- Student Handout -- Midunit Model Revision for Unit 2 -- Task 13. Trophic Cascades -- Teacher Notes -- Student Handout -- Task 14. Carbon Cycle Game -- Teacher Notes -- Student Handout -- Task 15. Testing Your Model: Chlorella Investigation -- Teacher Notes -- Student Handout -- Building Consensus Stage Summary -- Establishing Credibility Stage Summary -- Evaluation -- Unit 3. Heredity-Inheritance and Variation of Traits (LS3): Skin Cancer -- Unit Summary -- Eliciting Ideas About the Phenomenon Stage Summary | |
| 505 | 0 | |a Negotiating Ideas and Evidence Through Tasks Stage Summary -- Task 16. What Is Melanoma? -- Teacher Notes -- Student Handout -- Task 17. Freja's Factors -- Teacher Notes -- Student Handout -- Task 18. Control of the Cell Cycle Online Simulation -- Teacher Notes -- Student Handout -- Midunit Model Revision for Unit 3 -- Task 19. DNA Structure Pop Bead Model -- Teacher Notes -- Student Handout -- Task 20. What Are Proteins? -- Teacher Notes -- Student Handout -- Task 21. Protein Synthesis Simulation -- Teacher Notes -- Student Handout -- Task 22. Mistakes Happen -- Teacher Notes -- Student Handout | |
| 520 | |a "This book helps teachers shift the emphasis of high school biology curriculum away from "we need to learn about this topic in order to do well in class" to "we need to figure out why or how things happen in the world." Using the book's model-based inquiry (MBI) framework lets teachers create meaningful learning experiences for students as they strive to make sense of the world around them. Aligned with A Framework for K-12 Science Education and the Next Generation Science Standards (NGSS), the book's curriculum integrates disciplinary core ideas, crosscutting concepts, and science and engineering practices. The goal is to engage biology students in constructing, critiquing, revising, and testing models to explain real-world phenomena"-- |c Provided by publisher. | ||
| 588 | |a Description based on online resource; title from digital title page (viewed on June 07, 2023). | ||
| 650 | 0 | |a Biology |x Study and teaching (High school) | |
| 650 | 0 | |a Biological models. |0 http://id.loc.gov/authorities/subjects/sh85014180 | |
| 650 | 2 | |a Models, Biological |0 https://id.nlm.nih.gov/mesh/D008954 | |
| 650 | 6 | |a Modèles biologiques. | |
| 650 | 7 | |a Biological models |2 fast | |
| 700 | 1 | |a Campbell, Todd, |d 1969- |e author. |0 http://id.loc.gov/authorities/names/n2015004938 | |
| 776 | 0 | 8 | |i Print version: |a Gray, Ron, 1976- |t Model-based inquiry in biology |d Arlington, VA : National Science Teaching Association, [2022] |z 9781681406732 |w (DLC) 2022011560 |
| 856 | 4 | 0 | |l FWS01 |p ZDB-4-EBA |q FWS_PDA_EBA |u https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=3612442 |3 Volltext |
| 938 | |a Gale Cengage Learning |b GVRL |n GVRL58NF | ||
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| 049 | |a DE-863 | ||
Datensatz im Suchindex
| DE-BY-FWS_katkey | ZDB-4-EBA-on1309079686 |
|---|---|
| _version_ | 1816882559147048960 |
| adam_text | |
| any_adam_object | |
| author | Gray, Ron, 1976- Campbell, Todd, 1969- |
| author_GND | http://id.loc.gov/authorities/names/n2022017106 http://id.loc.gov/authorities/names/n2015004938 |
| author_facet | Gray, Ron, 1976- Campbell, Todd, 1969- |
| author_role | aut aut |
| author_sort | Gray, Ron, 1976- |
| author_variant | r g rg t c tc |
| building | Verbundindex |
| bvnumber | localFWS |
| callnumber-first | Q - Science |
| callnumber-label | QH315 |
| callnumber-raw | QH315 .G73 2022 |
| callnumber-search | QH315 .G73 2022 |
| callnumber-sort | QH 3315 G73 42022 |
| callnumber-subject | QH - Natural History and Biology |
| collection | ZDB-4-EBA |
| contents | Intro -- Title Page -- Copyright -- Contents -- Preface -- About the Authors -- About the Contributors -- Acknowledgments -- Introduction -- Section 1 Using Model-Based Inquiry -- Chapter 1. Model-Based Inquiry -- Chapter 2. Framing, Tools, and Routines for Supporting MBI Instruction -- Section 2 The MBI Units -- Unit 1. From Molecules to Organisms-Structures and Processes (LS1): General Sherman -- Unit Summary -- Eliciting Ideas About the Phenomenon Stage Summary -- Negotiating Ideas and Evidence Through Tasks Stage Summary -- Task 1. What's Inside a Seed? -- Teacher Notes -- Student Handout Task 2. What Is the Function of the Endosperm? -- Teacher Notes -- Student Handout -- Task 3. How Do Trees Use Sugar? -- Teacher Notes -- Student Handout -- Task 4. How Does the Endosperm Produce Sugar? -- Teacher Notes -- Student Handout -- Midunit Model Revision for Unit 1 -- Task 5. How Do Plants Grow? -- Teacher Notes -- Student Handout -- Task 6. Where Does All That Matter Come From? -- Teacher Notes -- Student Handout -- Task 7. What's Inside a Tree? -- Teacher Notes -- Student Handout -- Task 8. Does the Environment Affect Plant Growth? -- Teacher Notes -- Student Handout Task 9. How Do Trees Survive in Different Climates? -- Teacher Notes -- Student Handout -- Building Consensus Stage Summary -- Establishing Credibility Stage Summary -- Evaluation -- Unit 2. Ecosystems-Interactions, Energy, and Dynamics (LS2): Whale Plumes Change the Atmosphere -- Unit Summary -- Eliciting Ideas About the Phenomenon Stage Summary -- Negotiating Ideas and Evidence Through Tasks Stage Summary -- Task 10. #WhaleLife: Interdependence in Marine Communities -- Teacher Notes -- Student Handout -- Task 11. Limiting Factors for Phytoplankton -- Teacher Notes -- Student Handout Task 12. Energy Flow in an Ecosystem -- Teacher Notes -- Student Handout -- Midunit Model Revision for Unit 2 -- Task 13. Trophic Cascades -- Teacher Notes -- Student Handout -- Task 14. Carbon Cycle Game -- Teacher Notes -- Student Handout -- Task 15. Testing Your Model: Chlorella Investigation -- Teacher Notes -- Student Handout -- Building Consensus Stage Summary -- Establishing Credibility Stage Summary -- Evaluation -- Unit 3. Heredity-Inheritance and Variation of Traits (LS3): Skin Cancer -- Unit Summary -- Eliciting Ideas About the Phenomenon Stage Summary Negotiating Ideas and Evidence Through Tasks Stage Summary -- Task 16. What Is Melanoma? -- Teacher Notes -- Student Handout -- Task 17. Freja's Factors -- Teacher Notes -- Student Handout -- Task 18. Control of the Cell Cycle Online Simulation -- Teacher Notes -- Student Handout -- Midunit Model Revision for Unit 3 -- Task 19. DNA Structure Pop Bead Model -- Teacher Notes -- Student Handout -- Task 20. What Are Proteins? -- Teacher Notes -- Student Handout -- Task 21. Protein Synthesis Simulation -- Teacher Notes -- Student Handout -- Task 22. Mistakes Happen -- Teacher Notes -- Student Handout |
| ctrlnum | (OCoLC)1309079686 |
| dewey-full | 570.71 |
| dewey-hundreds | 500 - Natural sciences and mathematics |
| dewey-ones | 570 - Biology |
| dewey-raw | 570.71 |
| dewey-search | 570.71 |
| dewey-sort | 3570.71 |
| dewey-tens | 570 - Biology |
| discipline | Biologie |
| format | Electronic eBook |
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| id | ZDB-4-EBA-on1309079686 |
| illustrated | Illustrated |
| indexdate | 2024-11-27T13:30:32Z |
| institution | BVB |
| isbn | 9781681406749 1681406748 9781681406756 1681406756 |
| language | English |
| lccn | 2022011561 |
| oclc_num | 1309079686 |
| open_access_boolean | |
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| owner_facet | MAIN DE-863 DE-BY-FWS |
| physical | 1 online resource (unpaged) : illustrations |
| psigel | ZDB-4-EBA |
| publishDate | 2022 |
| publishDateSearch | 2022 |
| publishDateSort | 2022 |
| publisher | National Science Teaching Association, |
| record_format | marc |
| spelling | Gray, Ron, 1976- author. http://id.loc.gov/authorities/names/n2022017106 Model-based inquiry in biology : three-dimensional instructional units for grades 9-12 / Ron Gray and Todd Campbell. Model-based inquiry in biology : 3D instructional units for grades nine through twelve Arlington, VA : National Science Teaching Association, [2022] 1 online resource (unpaged) : illustrations text txt rdacontent computer c rdamedia online resource cr rdacarrier Includes bibliographical references. Intro -- Title Page -- Copyright -- Contents -- Preface -- About the Authors -- About the Contributors -- Acknowledgments -- Introduction -- Section 1 Using Model-Based Inquiry -- Chapter 1. Model-Based Inquiry -- Chapter 2. Framing, Tools, and Routines for Supporting MBI Instruction -- Section 2 The MBI Units -- Unit 1. From Molecules to Organisms-Structures and Processes (LS1): General Sherman -- Unit Summary -- Eliciting Ideas About the Phenomenon Stage Summary -- Negotiating Ideas and Evidence Through Tasks Stage Summary -- Task 1. What's Inside a Seed? -- Teacher Notes -- Student Handout Task 2. What Is the Function of the Endosperm? -- Teacher Notes -- Student Handout -- Task 3. How Do Trees Use Sugar? -- Teacher Notes -- Student Handout -- Task 4. How Does the Endosperm Produce Sugar? -- Teacher Notes -- Student Handout -- Midunit Model Revision for Unit 1 -- Task 5. How Do Plants Grow? -- Teacher Notes -- Student Handout -- Task 6. Where Does All That Matter Come From? -- Teacher Notes -- Student Handout -- Task 7. What's Inside a Tree? -- Teacher Notes -- Student Handout -- Task 8. Does the Environment Affect Plant Growth? -- Teacher Notes -- Student Handout Task 9. How Do Trees Survive in Different Climates? -- Teacher Notes -- Student Handout -- Building Consensus Stage Summary -- Establishing Credibility Stage Summary -- Evaluation -- Unit 2. Ecosystems-Interactions, Energy, and Dynamics (LS2): Whale Plumes Change the Atmosphere -- Unit Summary -- Eliciting Ideas About the Phenomenon Stage Summary -- Negotiating Ideas and Evidence Through Tasks Stage Summary -- Task 10. #WhaleLife: Interdependence in Marine Communities -- Teacher Notes -- Student Handout -- Task 11. Limiting Factors for Phytoplankton -- Teacher Notes -- Student Handout Task 12. Energy Flow in an Ecosystem -- Teacher Notes -- Student Handout -- Midunit Model Revision for Unit 2 -- Task 13. Trophic Cascades -- Teacher Notes -- Student Handout -- Task 14. Carbon Cycle Game -- Teacher Notes -- Student Handout -- Task 15. Testing Your Model: Chlorella Investigation -- Teacher Notes -- Student Handout -- Building Consensus Stage Summary -- Establishing Credibility Stage Summary -- Evaluation -- Unit 3. Heredity-Inheritance and Variation of Traits (LS3): Skin Cancer -- Unit Summary -- Eliciting Ideas About the Phenomenon Stage Summary Negotiating Ideas and Evidence Through Tasks Stage Summary -- Task 16. What Is Melanoma? -- Teacher Notes -- Student Handout -- Task 17. Freja's Factors -- Teacher Notes -- Student Handout -- Task 18. Control of the Cell Cycle Online Simulation -- Teacher Notes -- Student Handout -- Midunit Model Revision for Unit 3 -- Task 19. DNA Structure Pop Bead Model -- Teacher Notes -- Student Handout -- Task 20. What Are Proteins? -- Teacher Notes -- Student Handout -- Task 21. Protein Synthesis Simulation -- Teacher Notes -- Student Handout -- Task 22. Mistakes Happen -- Teacher Notes -- Student Handout "This book helps teachers shift the emphasis of high school biology curriculum away from "we need to learn about this topic in order to do well in class" to "we need to figure out why or how things happen in the world." Using the book's model-based inquiry (MBI) framework lets teachers create meaningful learning experiences for students as they strive to make sense of the world around them. Aligned with A Framework for K-12 Science Education and the Next Generation Science Standards (NGSS), the book's curriculum integrates disciplinary core ideas, crosscutting concepts, and science and engineering practices. The goal is to engage biology students in constructing, critiquing, revising, and testing models to explain real-world phenomena"-- Provided by publisher. Description based on online resource; title from digital title page (viewed on June 07, 2023). Biology Study and teaching (High school) Biological models. http://id.loc.gov/authorities/subjects/sh85014180 Models, Biological https://id.nlm.nih.gov/mesh/D008954 Modèles biologiques. Biological models fast Campbell, Todd, 1969- author. http://id.loc.gov/authorities/names/n2015004938 Print version: Gray, Ron, 1976- Model-based inquiry in biology Arlington, VA : National Science Teaching Association, [2022] 9781681406732 (DLC) 2022011560 FWS01 ZDB-4-EBA FWS_PDA_EBA https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=3612442 Volltext |
| spellingShingle | Gray, Ron, 1976- Campbell, Todd, 1969- Model-based inquiry in biology : three-dimensional instructional units for grades 9-12 / Intro -- Title Page -- Copyright -- Contents -- Preface -- About the Authors -- About the Contributors -- Acknowledgments -- Introduction -- Section 1 Using Model-Based Inquiry -- Chapter 1. Model-Based Inquiry -- Chapter 2. Framing, Tools, and Routines for Supporting MBI Instruction -- Section 2 The MBI Units -- Unit 1. From Molecules to Organisms-Structures and Processes (LS1): General Sherman -- Unit Summary -- Eliciting Ideas About the Phenomenon Stage Summary -- Negotiating Ideas and Evidence Through Tasks Stage Summary -- Task 1. What's Inside a Seed? -- Teacher Notes -- Student Handout Task 2. What Is the Function of the Endosperm? -- Teacher Notes -- Student Handout -- Task 3. How Do Trees Use Sugar? -- Teacher Notes -- Student Handout -- Task 4. How Does the Endosperm Produce Sugar? -- Teacher Notes -- Student Handout -- Midunit Model Revision for Unit 1 -- Task 5. How Do Plants Grow? -- Teacher Notes -- Student Handout -- Task 6. Where Does All That Matter Come From? -- Teacher Notes -- Student Handout -- Task 7. What's Inside a Tree? -- Teacher Notes -- Student Handout -- Task 8. Does the Environment Affect Plant Growth? -- Teacher Notes -- Student Handout Task 9. How Do Trees Survive in Different Climates? -- Teacher Notes -- Student Handout -- Building Consensus Stage Summary -- Establishing Credibility Stage Summary -- Evaluation -- Unit 2. Ecosystems-Interactions, Energy, and Dynamics (LS2): Whale Plumes Change the Atmosphere -- Unit Summary -- Eliciting Ideas About the Phenomenon Stage Summary -- Negotiating Ideas and Evidence Through Tasks Stage Summary -- Task 10. #WhaleLife: Interdependence in Marine Communities -- Teacher Notes -- Student Handout -- Task 11. Limiting Factors for Phytoplankton -- Teacher Notes -- Student Handout Task 12. Energy Flow in an Ecosystem -- Teacher Notes -- Student Handout -- Midunit Model Revision for Unit 2 -- Task 13. Trophic Cascades -- Teacher Notes -- Student Handout -- Task 14. Carbon Cycle Game -- Teacher Notes -- Student Handout -- Task 15. Testing Your Model: Chlorella Investigation -- Teacher Notes -- Student Handout -- Building Consensus Stage Summary -- Establishing Credibility Stage Summary -- Evaluation -- Unit 3. Heredity-Inheritance and Variation of Traits (LS3): Skin Cancer -- Unit Summary -- Eliciting Ideas About the Phenomenon Stage Summary Negotiating Ideas and Evidence Through Tasks Stage Summary -- Task 16. What Is Melanoma? -- Teacher Notes -- Student Handout -- Task 17. Freja's Factors -- Teacher Notes -- Student Handout -- Task 18. Control of the Cell Cycle Online Simulation -- Teacher Notes -- Student Handout -- Midunit Model Revision for Unit 3 -- Task 19. DNA Structure Pop Bead Model -- Teacher Notes -- Student Handout -- Task 20. What Are Proteins? -- Teacher Notes -- Student Handout -- Task 21. Protein Synthesis Simulation -- Teacher Notes -- Student Handout -- Task 22. Mistakes Happen -- Teacher Notes -- Student Handout Biology Study and teaching (High school) Biological models. http://id.loc.gov/authorities/subjects/sh85014180 Models, Biological https://id.nlm.nih.gov/mesh/D008954 Modèles biologiques. Biological models fast |
| subject_GND | http://id.loc.gov/authorities/subjects/sh85014180 https://id.nlm.nih.gov/mesh/D008954 |
| title | Model-based inquiry in biology : three-dimensional instructional units for grades 9-12 / |
| title_alt | Model-based inquiry in biology : 3D instructional units for grades nine through twelve |
| title_auth | Model-based inquiry in biology : three-dimensional instructional units for grades 9-12 / |
| title_exact_search | Model-based inquiry in biology : three-dimensional instructional units for grades 9-12 / |
| title_full | Model-based inquiry in biology : three-dimensional instructional units for grades 9-12 / Ron Gray and Todd Campbell. |
| title_fullStr | Model-based inquiry in biology : three-dimensional instructional units for grades 9-12 / Ron Gray and Todd Campbell. |
| title_full_unstemmed | Model-based inquiry in biology : three-dimensional instructional units for grades 9-12 / Ron Gray and Todd Campbell. |
| title_short | Model-based inquiry in biology : |
| title_sort | model based inquiry in biology three dimensional instructional units for grades 9 12 |
| title_sub | three-dimensional instructional units for grades 9-12 / |
| topic | Biology Study and teaching (High school) Biological models. http://id.loc.gov/authorities/subjects/sh85014180 Models, Biological https://id.nlm.nih.gov/mesh/D008954 Modèles biologiques. Biological models fast |
| topic_facet | Biology Study and teaching (High school) Biological models. Models, Biological Modèles biologiques. Biological models |
| url | https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=3612442 |
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