Five easy steps to a balance science program for primary grades: kindergarten to grade 2
Saved in:
| Main Author: | |
|---|---|
| Format: | Book |
| Language: | English |
| Published: |
Englewood, Colo
Lead And Learn Press
2010
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| Subjects: | |
| Online Access: | Inhaltsverzeichnis |
| Physical Description: | XV, 296 S. Ill. |
| ISBN: | 9781933196954 |
Staff View
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| 245 | 1 | 0 | |a Five easy steps to a balance science program for primary grades |b kindergarten to grade 2 |c Lynn F. Howard |
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Record in the Search Index
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| adam_text | IMAGE 1
CONTENTS
ACKNOWLEDGMENTS XII
ABOUT THE AUTHOR XIII
PREFACE XIV
INTRODUCTION
ESSENTIAL QUESTION 1
KEY POINTS 1
SEIENCE EDUCATION TODAY 1
THE NATIONAL SCIENCE EDUCATION STANDARDS 2
THE PURPOSE OF FIVEEASYSTEPS 5
DESIGNING THE BALANCED SCIENCE PRO GRAM 6
THE FIVEEASYSTEPS 7
THE NATIONAL ASSESSMENT OF EDUCATIONAL PROGRESS (2005) 8
SO WHAT S STANDING IN OUR WAY? 9
ORGANIZATION OF THE BOOK 10
BALANCING YOUR SCIENCE PROGRAM 11
GETTING STARTED 11
REFLECTING ON MY LEARNING 13
THE FIVEEASY5TEPS
CHAPTER 1
STEP 1: ESTABLISHING AN EFFECTIVE
SCIENCEENVIRONMENT
ESSENTIAL QUESTION 17
KEY POINTS 17
DEFINITION OF SCIENCE 18
STUDENT PERCEPTIONS OF SCIENTISTS 18
DEALING WITH STUDENT PERCEPTIONS AT THE BEGINNING OF THE YEAR 19
THE EFFECTIVE SCIENCE CLASSROOM 19
COMMUNICATION 20
IMAGE 2
IV
FIVE EASY STEPS TO A BALANCED SCIENCE PROGRAM FOR PRIMARY GRADES
CONNECTION 20
CONSISTENCY 20
EFFECTIVE SCIENCE TEACHERS 20
BUILDING A RELATIONSHIP WITH SCIENCE 21
CLASSROOM ATMOSPHERE 21
BUILDING POSITIVE RELATIONSHIPS WITH STUDENTS 23
MEET YOUR SCIENCE TEACHER 23
WHO S IN THE SCIENCE LAB? 24
SEIEN CE SCAVENGER HUNT 24
THE ABCS OF SEIENCE 24
EQUIPMENT BINGO 24
VIDEO TIC- TAC-TOE 25
BEING A RESPONSIBLE AND SAFE SCIENCE TEACHER 25
WHAT DO YOU KNOW ABOUT SAFETY IN THE SCIENCE CLASSROOM? 26
THE PHYSICAL ENVIRONMENT 27
GUIDELINES, RULES, AND PROCEDURES 27
MATERIALS AND TOOLS 27
VISUAL DISPLAYS 28
THE SCIENCE SAFETY CONTRACT 28
SAFETY QUIZ 28
SAFE, ETHICAL, AND HUMANE TREATMENT OF LIVING ORGANISMS .31
PLANNING FOR SAFE STORAGE, HANDLING, AND DISPOSAL OF CHEMIEALS
AND SUBSTANCES 31
PARENT AND STUDENT RESPONSIBILITIES .32
DESIGNING A SAFE SEIEN CE ENVIRONMENT TEMPLATE 32
THE SCIENCE LAB EXPERIENCE 32
PLANNING FOR A SCIENCE LAB 32
FOUR SUGGESTIONS FOR CREATING EFFECTIVE SCIENCE LABS 35
THE SCIENCE LAB REPORT 37
THE ROLE OF CLASSROOM MANAGEMENT.. .40
MANAGING A SCIENCE CLASSROOM: THREE SIMPLE STRATEGIES FOR
ESTABLISHING SCIENCE PROCEDURES .40
THE FOCUS BOARD 41
THE SPOT 42
SIX-STEP DIRECTIONS 42
DIFFERENTIATION IN THE SCIENCE CLASSROOM .42
IMAGE 3
FIVE EASY STEPS TO A BALANCED SCIENCE PROGRAM FOR PRIMARY GRADES
CHOICES IN SCIENCE DIFFERENTIATION .43
WHAT DOES DIFFERENTIATION LOOK LIKE IN THE SCIENCE CLASSROOM? .43
DIFFERENTIATION STRATEGIES 43
THINGS TO CONSIDER 43
REFLECTING ON MY LEARNING 47
CHAPTER 2
STEP 2: PROBLEMSOLVING
ESSENTIAL QUESTION 49
KEY POINTS 49
WHAT IS PROBLEM SOLVING? 50
SCIENCE AS INQUIRY 50
RATIONALE FOR SCIENCE AS INQUIRY 51
FIVE ESSENTIAL FEATURES OF SCIENCE INQUIRY 51
THE SCIENCE PROCESS SKILLS 52
PROBLEM SOLVING AND THE SCIENCE PROCESS SKILLS .53
SELECTING THE PROBLEM -SOLVING TASK .53
THE TEACHER S ROLE 54
THE INSTRUCTIONAL SEQUENCE 55
WHOLE-CLASS AND INDEPENDENT WORK .55
COOPERATIVE TEAMS OR PAIRS 61
SUGGESTED STEPS FOR TEACHING PROBLEM SOLVING 61
PROBLEM-SOLVING STEPS FOR PRIMARY GRADES 63
PROBLEM-SOLVING TASK WRITE- UP GUIDE 63
TAKING TIME FOR PROBLEM SOLVING 63
CREATIVE PROBLEM -SOLVING CHALLENGES 63
PROBLEM -SOLVING SCORING GUIDES 70
ISSUES TO ADDRESS IN CREATING PROBLEM-SOLVING SCORING GUIDES 71
GUIDELINES FOR WRITING THE PROBLEM-SOLVING SCORING GUIDE 71
STEPS IN DESIGNING A SCIENCE PROBLEM-SOLVING SCORING GUIDE 71
ASSESSING STUDENTS 72
PROBLEM SOLVING AND DISCREPANT EVENTS .74
THE VALUE OF DISCREPANT EVENTS 75
TEN THINGS TO REMEMBER IF DOING A DISCREPANT EVENT 75
DISCREPANT EVENT COMPETITION 79
SCIENCE FAIRS 99
REFLECTING ON MY LEARNING 99
V
IMAGE 4
VI
FIVE EASY STEPS TO A 8ALANCED SCIENCE PROGRAM FOR PRIMARY GRADES
CHAPTER 3
STEP 3: CONCEPTUALUNDERSTANDING DESIGNING A CONCEPTUAL UNIT
............*.....................................................*.....
10 1
ESSENTIAL QUESTIONS 101
KEY POINTS 101
A BASIC UNDERSTANDING OF SCIENCE INSTRUCTION 102
RATIONALE FOR THE USE OF CONCEPTUAL UNITS 102
THE VALUE OF COLLABORATIVELY PLANNING A CONCEPTUAL UNIT 103
CONCEPTUAL UNIT DESIGN 103
STEPS IN DESIGNING A SCIENCE CONCEPTUAL UNIT 104
PRIMARY EXAMPLE OF A CONCEPTUAL UNIT.. 109
QUESTIONING
...............................*........................................................*...........
116
BLOOM S TAXONOMY OF COGNITIVE THINKING 116
QUESTIONING TAXONOMY 116
TYPES OF QUESTIONS IN SCIENCE 117
STRATEGIES FOR INCORPORATING QUESTIONING 120
QUESTIONING DISPLAYS 120
QUESTIONING CUBES 121
QUESTIONING WHEELS 121
QUESTIONING ORGANIZERS 121
COOPERATIVE LEARNING
.........*..........*...............................................................
122
COOPERATIVE LEARNING ROLES IN SCIENCE 123
COOPERATIVE ROLES IN SCIENCE 124
SCIENCE LITERACY
............................*................................................................*
125
READING IN SCIENCE 125
THE SCIENCE TEXTBOOK 126
UNDERSTANDING INFORMATIONAL TEXT 127
READING ALOUD 129
READING STRATEGIES FOR THE SCIENCE CLASSROOM 130
STAGES OF READING 131
PRE- READING 131
TJ.P. = TITLE, INFORMATION, AND PREVIEW 132
TELL ME WHAT YOU KNOW 132
ANTICIPATION GUIDES 132
WORD SPLATTER 134
THE P.O.A. METHOD (PEOPLE, OBJECTS, ACTION) 134
IMAGE 5
FIVE EASY STEPS TO A BALANCED SCIENCE PROGRAM FOR PRIMARY GRADES
DURING READING 136
THE K.LO. METHOD (KEYVOCABULARY, INFORMATION, DETAILS) 136
FIVE- THREE-ONE 136
FOUR-SQUARE THINKING 139
READ- WRITE-SHARE 139
AFTER READING 139
THREE- TWO-ONE 139
ABCD ASSESSMENT 139
MY SUMMARY 141
REFLECTING ON MY LEARNING 141
CHAPTER 4
STEP 4: MASTERY OF SCIENCEINFORMATION ESSENTIAL QUESTION 143
KEY POINTS 143
HOW PEOPLE LEARN 144
THE WEEKLY SCIENCE REVIEW 144
THE WEEKLY SCIENCE REVIEW TEMPLATES 145
AREAS TO ADDRESS IN THE WEEKLY SCIENCE REVIEW 149
RESOURCES FOR THE WEEKLY SCIENCE REVIEW 150
METHODS FOR PROCESSING SCIENCE REVIEW PROBLEMS 150
THE TEACHER S ROLE 150
HOLDING STUDENTS ACCOUNTABLE 151
SUGGESTED TIME FRAME FOR IMPLEMENTATION 151
WRITING IN SCIENCE 155
FOUR FUNDAMENTAL REASONS WHY EVERY STUDENT SHOULD WRITE
FREQUENTLY 155
FOUR BASIC TYPES OFWRITING 155
WRITING PROMPTS 157
HOW TO USE WRITING PROMPTS 157
WHEN TO USE WRITING PROMPTS 158
HOW TO DESIGN WRITING PROMPTS 158
TYPES OF WRITING PROMPTS 158
ATTITUDINAL 158
CONTENT 158
PROCESS 159
VII
IMAGE 6
VIII FIVE EASY STEPS TO A BALANCED SCIENCE PROGRAM FOR PRIMARY GRADES
SCIENCE WRITING PROMPTS 159
SCIENCE JOURNALING 160
WHAT 1S A SCIENCE JOURNAL? 160
COMPONENTS OF A SCIENCE JOURNAL 161
TIDE PAGE 161
GEMS OF WISDOM 161
TABLE OF CONTENTS 161
STUDENT PAGES 161
FEEDBACK PAGE 162
MASTERING SCIENCE VOCABULARY 162
IDENTIFYING PRIORITY SCIENCE STANDARD VOCABULARY 163
SUGGESTED SCIENCE VOCABULARY STRATEGIES 164
MENTAL MIND MAPS 164
VOCABULARY WEBS 164
AEROBIC SPELLING 166
VOCABULARY CHAIN 166
SCIENCE LOOPS 167
VOCABULARY BRAINSTORM 167
USING GRAPHIE ORGANIZERS IN SCIENCE 168
REFLECTING ON MY LEARNING 177
CHAPTER 5
STEP 5: COMMONFORMATIVEASSESSMENTS ESSENTIAL QUESTION 179
KEY POINTS 179
RATIONALE BEHIND COMMON FORMATIVE ASSESSMENTS 180
HOW POWERFUL PRACTICES WORK TOGETHER. 180
WHAT ARE COMMON FORMATIVE ASSESSMENTS? 181
DATA TEAMS: THE FIVE-STEP PROCESS 181
PREPARING THE STANDARDS FOUNDATION 182
PURPOSE AND BENEFITS OF COMMON FORMATIVE ASSESSMENTS 182
FORMATS AND FOCUS OF COMMON FORMATIVE ASSESSMENTS 182
STEPS FOR IMPLEMENTING COMMON FORMATIVE SCIENCE ASSESSMENTS 183
1MPORTANT CONSIDERATIONS 184
GENERAL GUIDELINES FOR WRITING TEST ITEMS 184
FIVE ROADBLOCKS TO EFFECTIVE ITEM WRITING 184
IMAGE 7
FIVE EASY STEPS TO A BALANCED SCIENCE PROGRAM FOR PRIMARY GRADES
HOW MANY ITEMS TO WRITE? 186
TYPES OF RESPONSE ITEMS FOR COMMON FORMATIVE ASSESSMENTS 186
SELECTED -RESPONSE ITEMS 186
CRITERIA FOR WRITING SELECTED-RESPONSE ITEMS 187
CONSTRUCTED -RESPONSE ITEMS 187
PERFORMANCE TASKS 188
DESIGNING A PERFORMANCE TASK 190
DEVELOPING THE PERFORMANCE TASKS 191
SCORING GUIDE 191
BEGIN WITH PROFIEIENT 193
HOW DO TEACHERS USE ASSESSMENT RESULTS? 195
REFLECTING ON MY LEARNING 195
INSIDETHE CLASSROOM
CHAPTER 6
INSIDETHE KINDERGARTEN CLASSROOM STEP 1: ESTABLISHING AN EFFECTIVE
SCIENCE ENVIRONMENL 199
STEP 2: PROBLEM SOLVING 200
PROBLEM -SOLVING TASK 20 1
STEP 3: CONCEPTUAL UNDERSTANDING UNIT FOR KINDERGARTEN 201
STEP 4: MASTERY OF SCIENCE INFORMATION 201
WEEKLY SCIENCE REVIEWS 20 1
USING GRAPHIE ORGANIZERS 204
MASTERING KINDERGARTEN SCIENCE VOCABULARY 204
STEP 5: COMMON FORMATIVE ASSESSMENTS 206
CHAPTER 7
INSIDETHE FIRST-GRADE CLASSROOM STEP 1: ESTABLISHING AN EFFECTIVE
SCIENCE ENVIRONMENT 207
STEP 2: PROBLEM SOLVING 208
PROBLEM -SOLVING TASK 209
STEP 3: CONCEPTUAL UNDERSTANDING UNIT FOR FIRST GRADE 209
STEP 4: MASTERY OF SCIENCE INFORMATION 209
SCIENCE REVIEWS 209
IX
IMAGE 8
X
FIVE EASY STEPS TO A BALANCED SCIENCE PROGRAM FOR PRIMARY GRADES
USING GRAPHIE ORGANIZERS 212
MASTERING FIRST -GRADE SEIENEE VOEABULARY 214
STEP 5: COMMON FORMATIVE ASSESSMENTS 214
CHAPTER 8
INSIDE THE SECOND-GRADECLASSROOM STEP 1: ESTABLISHING AN EFFEETIVE
SEIENEE ENVIRONMENT.. 215
STEP 2: PROBLEM SOLVING 216
PROBLEM -SOLVING TASK 217
STEP 3: CONEEPTUAL UNDERSTANDING UNIT FOR SEEOND GRADE 217
STEP 4: MASTERY OF SEIENEE INFORMATION 217
SEIENEE REVIEWS 217
USING GRAPHIE ORGANIZERS 220
MASTERING SECOND-GRADE SEIENEE VOEABULARY 220
STEP 5: COMMON FORMATIVE ASSESSMENTS 222
CHAPTER 9
PUTTING IT ALL TOGETHER
TIME MANAGEMENT 225
SEHEDULING THE FIVE EASY STEPS 226
FREQUENTLY ASKED QUESTIONS 226
A FRAMEWORK FOR IMPLEMENTATION 233
RETHINKING SCIENEE INSTRUETION 233
GETTING STARTED WITH THE FIVE EASY STEPS TO A BALANCED SCIENCE PROGRAM
233
PLANNING TEMPLATES FOR THE FIVE EASY STEPS 233
APPENDIX
REPRODUCIBLES
STEP 1: ESTABLISHING AN EFFEETIVE SCIENEE CLASSROOM 250
EXHIBIT A.L: WHO S IN THE SEIENEE LAB? 250
EXHIBIT A.2: SCIENEE SEAVENGER HUNT 251
EXHIBIT A.3: THE ABCS OF SEIENEE 252
EXHIBIT A.4: EQUIPMENT BINGO 253
IMAGE 9
FIVE EASY STEPS TO A BALANCED SCIENCE PROGRAM FOR PRIMARY GRADES
EXHIBIT A.5: VIDEO TIC- TAC-TOE 254
STEP 2: PROBLEM SOLVING 255
EXHIBIT A.6: PROBLEM-SOLVING TASK DATA SHEET FOR STUDENTS:
PRIMARY TEMPLATE 255
EXHIBIT A.7: SAMPIE CREATIVE CHALLENGE ACTIVITIES 256
STEP 3: CONCEPTUAL UNDERSTANDING 266
EXHIBIT A.8: THE CONCEPTUAL UNIT DESIGN TEMPLATE 266
EXHIBIT A.9: QUESTIONING CUBE 271
EXHIBIT A.L 0: QUESTIONING WHEELS 272
EXHIBIT A.LL: QUESTIONING ORGANIZER 273
EXHIBIT A.12: BE A SCIENTIST: CREATIVE CONNECTOR 274
EXHIBIT A.13: BE A SCIENTIST: DISCUSSION DIRECTOR 275
EXHIBIT A.14: BE A SCIENTIST: LITERARY LUMINARY 276
EXHIBIT A.15: BE A SCIENTIST: ILLUSTRATOR 277
EXHIBIT A.16: BE A SCIENTIST: SUMMARIZER 278
EXHIBIT A.17: BE A SCIENTIST: WORD WIZARD 279
STEP 4: MASTERY OF SCIENCE INFORMATION 280
EXHIBITA.18: WEEKLY SCIENCE REVIEW: STANDARDS-BASED TEMPLATE 280
EXHIBITA.19: WEEKLY SCIENCE REVIEW: CONTENT-BASED TEMPLATE 281
EXHIBIT A.20: WEEKLY SCIENCE REVIEW: TAXONOMY- BASED TEMPLATE 282
REFERENCES 283
SUGGESTED READING 286
WEBOGRAPHY 289
INDEX 292
XI
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| spelling | Howard, Lynn F. Verfasser aut Five easy steps to a balance science program for primary grades kindergarten to grade 2 Lynn F. Howard Englewood, Colo Lead And Learn Press 2010 XV, 296 S. Ill. txt rdacontent n rdamedia nc rdacarrier Science--Study and teaching (Primary) United States Grundschule (DE-588)4022349-8 gnd rswk-swf Naturwissenschaftlicher Unterricht (DE-588)4041425-5 gnd rswk-swf USA USA (DE-588)4078704-7 gnd rswk-swf USA (DE-588)4078704-7 g Grundschule (DE-588)4022349-8 s Naturwissenschaftlicher Unterricht (DE-588)4041425-5 s DE-604 V:DE-604 application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=022625264&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Howard, Lynn F. Five easy steps to a balance science program for primary grades kindergarten to grade 2 Science--Study and teaching (Primary) United States Grundschule (DE-588)4022349-8 gnd Naturwissenschaftlicher Unterricht (DE-588)4041425-5 gnd |
| subject_GND | (DE-588)4022349-8 (DE-588)4041425-5 (DE-588)4078704-7 |
| title | Five easy steps to a balance science program for primary grades kindergarten to grade 2 |
| title_auth | Five easy steps to a balance science program for primary grades kindergarten to grade 2 |
| title_exact_search | Five easy steps to a balance science program for primary grades kindergarten to grade 2 |
| title_full | Five easy steps to a balance science program for primary grades kindergarten to grade 2 Lynn F. Howard |
| title_fullStr | Five easy steps to a balance science program for primary grades kindergarten to grade 2 Lynn F. Howard |
| title_full_unstemmed | Five easy steps to a balance science program for primary grades kindergarten to grade 2 Lynn F. Howard |
| title_short | Five easy steps to a balance science program for primary grades |
| title_sort | five easy steps to a balance science program for primary grades kindergarten to grade 2 |
| title_sub | kindergarten to grade 2 |
| topic | Science--Study and teaching (Primary) United States Grundschule (DE-588)4022349-8 gnd Naturwissenschaftlicher Unterricht (DE-588)4041425-5 gnd |
| topic_facet | Science--Study and teaching (Primary) United States Grundschule Naturwissenschaftlicher Unterricht USA |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=022625264&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
| work_keys_str_mv | AT howardlynnf fiveeasystepstoabalancescienceprogramforprimarygradeskindergartentograde2 |