Five easy steps to a balanced science program: for upper elementary and middle school grades ; grades 3 - 8
Saved in:
| Main Author: | |
|---|---|
| Format: | Book |
| Language: | English |
| Published: |
Englewood, Colo.
Lead + Learn Press
2010
|
| Subjects: | |
| Online Access: | Inhaltsverzeichnis |
| Physical Description: | XVI, 327 S. Ill. |
| ISBN: | 9781933196961 |
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| 245 | 1 | 0 | |a Five easy steps to a balanced science program |b for upper elementary and middle school grades ; grades 3 - 8 |c Lynn F. Howard |
| 264 | 1 | |a Englewood, Colo. |b Lead + Learn Press |c 2010 | |
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Record in the Search Index
| _version_ | 1804145782973005824 |
|---|---|
| adam_text | IMAGE 1
CONTENTS
ACKNOWLEDGMENTS XIII
ABOUT THE AUTHOR XIV
PREFACE XV
INTRODUCTION
ESSENTIAL QUESTION 1
KEY POINTS 1
SCIENCE EDUCATION TODAY 1
THE NATIONAL SCIENCE EDUCATION STANDARDS .3
THE PURPOSE OF FIVE EASY STEPS .5
DESIGNING THE BALANCED SCIENCE PRO GRAM 6
THE FIVE EASY STEPS 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 PRO GRAM 11
GETTING STARTED 11
REFLECTING ON MY LEARNING 13
, ,
THE FIVEEASY5TEPS
CHAPTER 1
STEP 1: ESTABLISHINGAN 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 UPPER ELEMENTARY
AND MIDDLE SCHOOL 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
SCIENCE SCAVENGER HUNT 24
THE ABCS OF SEIEN CE 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 30
PLANNING FOR SAFE STORAGE, HANDLING, AND DISPOSAL OF CHEMIEALS
AND SUBSTANCES 30
PARENT AND STUDENT RESPONSIBILITIES 31
DESIGNING A SAFE SCIENCE ENVIRONMENT TEMPLATE .31
THE SCIENCE LAB EXPERIENCE 31
PLANNING FOR A SCIENCE LAB 31
FOUR SUGGESTIONS FOR CREATIING EFFECTIVE SCIENCE LABS .34
THE SCIENCE LAB REPORT 35
THE ROLE OF CLASSROOM MANAGEMENT .37
MANAGING A SCIENCE CLASSROOM: THREE SIMPLE STRATEGIES FOR
ESTABLISHING SCIENCE PROCEDURES .39
THE FOCUS BOARD 39
THE SPOT 40
SIX-STEP DIRECTIONS 40
DIFFERENTIATION IN THE SCIENCE CLASSROOM .40
IMAGE 3
FIVE EASY STEPS TO A BALANCED SCIENCE PROGRAM FOR UPPER ELEMENTARY AND
MIDDLE SCHOOL GRADES V
CHOICES IN SCIENCE DIFFERENTIATION .41
WHAT DOES DIFFERENTIATION LOOK LIKE IN THE SCIENCE CLASSROOM? .41
DIFFERENTIATION STRATEGIES .45
THINGS TO CONSIDER 45
REFLECTING ON MY LEARNING 45
CHAPTER 2
STEP 2: PROBLEMSOLVING
ESSENTIAL QUESTION 47
KEY POINTS 47
WHAT IS PROBLEM SOLVING? 48
SCIENCE AS INQUIRY 48
RATIONALE FOR SCIENCE AS INQUIRY .49
FIVE ESSENTIAL FEATURES OF SCIENCE INQUIRY .49
THE SCIENCE PROCESS SKILLS 50
PROBLEM SOLVING AND THE SCIENCE PROCESS SKILLS .5 1
SELECTING THE PROBLEM-SOLVING TASK .5 1
THE TEACHER S ROLE 52
THE INSTRUCTIONAL SEQUENCE 52
WHOLE-CLASS AND INDEPENDENT WORK 53
COOPERATIVE TEAMS OR PAIRS 59
SUGGESTED STEPS FOR TEACHING PROBLEM SOLVING .59
PROBLEM-SOLVING STEPS FOR UPPER ELEMENTARY AND MIDDLE GRADES 60
PROBLEM -SOLVING TASK WRITE- UP GUIDE 60
TAKING TIME FOR PROBLEM SOLVING 61
CREATIVE PROBLEM -SOLVING CHALLENGES 61
PROBLEM -SOLVING SCORING GUIDES 68
ISSUES TO ADDRESS IN CREATING PROBLEM-SOLVING SCORING GUIDES 69
GUIDELINES FOR WRITING THE PROBLEM-SOLVING SCORING GUIDE 69
STEPS IN DESIGNING A SCIENCE PROBLEM-SOLVING SCORING GUIDE 69
ASSESSING STUDENTS 70
PROBLEM SOLVING AND DISCREPANT EVENTS .73
THE VALUE OF DISCREPANT EVENTS 74
TEN THINGS TO REMEMBER IFDOING A DISCREPANT EVENT 74
DISCREPANT EVENT COMPETITION 78
SEIENCE FAIRS 97
REFLECTING ON MY LEARNING 97
IMAGE 4
VI FIVE EASY STEPS TO A BALANCED SCIENCE PROGRAM FOR UPPER ELEMENTARY
AND MIDDLE SCHOOL GRADES
CHAPTER 3
5TEP 3: CONCEPTUALUNDERSTANDING DESIGNING A CONCEPTUAL UNIT
.......*.**................*.*...................*....*..***...........*..
99
ESSENTIAL QUESTIONS 99
KEY POINTS 99
A BASIC UNDERSTANDING OF SCIENCE INSTRUCTION 100
RATIONALE FOR THE USE OF CONCEPTUAL UNITS 100
THE VALUE OF COLLABORATIVELY PLANNING A CONCEPTUAL UNIT 101
CONCEPTUAL UNIT DESIGN 10 1
STEPS IN DESIGNING A SCIENCE CONCEPTUAL UNIT 102
UPPER ELEMENTARY EXAMPLE OF A CONCEPTUAL UNIT 107
QUESTIONING
..........*..*.*..............*.................................*..................*...............*
114
BLOOM S TAXONOMY OF COGNITIVE THINKING 114
QUESTIONING TAXONOMY 114
TYPES OF QUESTIONS IN SCIENCE 115
STRATEGIES FOR INCORPORATING QUESTIONING 118
QUESTIONING DISPLAYS 118
QUESTIONING CUBES 119
QUESTIONING WHEELS 119
QUESTIONING ORGANIZERS 119
COOPERATIVE LEARNING
...*............*......................*.........................*.................*
120
COOPERATIVE LEARNING ROLES IN SCIENCE 121
COOPERATIVE ROLES IN SCIENCE 122
SCIENCE LITERACY
..*......*...*...................................*.............................*.............*
123
READING IN SCIENCE 123
THE SCIENCE TEXTBOOK 124
UNDERSTANDING INFORMATIONAL TEXT 125
READING ALOUD 127
READING STRATEGIES FOR THE SCIENCE CLASSROOM 128
STAGES OF READING 129
PRE- READING 129
T.I.P. = TITLE, INFORMATION, AND PREVIEW 129
TELL ME WHAT YOU KNOW 130
ANTICIPATION GUIDES 130
WORD SPLATTER 132
THE P.O.A. METHOD (PEOPLE, OBJECTS, ACTION) 132
IMAGE 5
FIVE EASY STEPS TO A BALANCED SCIENCE PROGRAM FOR UPPER ELEMENTARY AND
MIDDLE SCHOOL GRADES VII
DURING READING 134
THE K.I.D. METHOD (KEY VOCABULARY, INFORMATION, DETAILS) 134
FIVE- THREE-ONE 134
FOUR-SQUARE THINKING 134
READ- WRITE-SHARE 137
AFTER READING 137
THREE- TWO-ONE 137
ABCD ASSESSMENT 137
MY SUMMARY 139
REFLECTING ON MY LEARNING 139
CHAPTER 4
STEP 4: MASTERY OF SCIENCEINFORMATION ESSENTIAL QUESTION 141
KEY POINTS 141
HOW PEOPLE LEARN 142
THE WEEKLY SCIENCE REVIEW 142
THE WEEKLY SCIENCE REVIEW TEMPLATES 143
AREAS TO ADDRESS IN THE WEEKLY SCIENCE REVIEW 147
RESOURCES FOR THE WEEKLY SCIENCE REVIEW 148
METHODS FOR PROCESSING SCIENCE REVIEW PROBLEMS 148
THE TEACHER S ROLE 148
HOLDING STUDENTS ACCOUNTABLE 149
SUGGESTED TIME FRAME FOR IMPLEMENTATION 149
WRITING IN SCIENCE 153
FOUR FUNDAMENTAL REASONS WHY EVERY STUDENT SHOULD WRITE
FREQUENTLY 153
FOUR BASIC TYPES OFWRITING 155
WRITING PROMPTS 156
HOW TO USE WRITING PROMPTS 157
WHEN TO USE WRITING PROMPTS 157
HOW TO DESIGN WRITING PROMPTS 158
TYPES OF WRITING PROMPTS 158
ATTITUDINAL 158
CONTENT 158
PROCESS 158
IMAGE 6
VIII FIVE EASY STEPS TO A BALANCED SCIENCE PROGRAM FOR UPPER ELEMENTARY
AND MIDDLE SCHOOL GRADES
SCIENCE WRITING PROMPTS 158
SEIEN CE JOURNALING 160
WHAT IS A SCIENCE JOURNAL? 160
COMPONENTS OF A SCIENCE JOURNAL 161
TITLE PAGE 161
GEMS OF WISDOM 161
TABLE OF CONTENTS 161
STUDENT PAGES 161
FEEDBACK PAGE 161
MASTERING SCIENCE VOCABULARY 162
IDENTIFYING PRIORITY SCIENCE STANDARD VOCABULARY 163
SUGGESTED SCIENCE VOCABULARY STRATEGIES 163
MENTAL MIND MAPS 163
VOCABULARY WEBS 164
AEROBIC SPELLING 164
VOCABULARY CHAIN 166
SCIENCE LOOPS 166
VOCABULARY BRAINSTORM 167
USING GRAPHIE ORGANIZERS IN SCIENCE 168
REFLECTING ON MY LEARNING 176
CHAPTER 5
STEP 5: COMMONFORMATIVEASSESSMENTS ESSENTIAL QUESTION 177
KEY POINTS 177
RATIONALE BEHIND COMMON FORMATIVE ASSESSMENTS 178
HOW POWERFUL PRACTICES WORK TOGETHER. 178
WHAT ARE COMMON FORMATIVE ASSESSMENTS? 179
DATA TEAMS: THE FIVE-STEP PROCESS 179
PREPARING THE STANDARDS FOUNDATION 180
PURPOSE AND BENEFITS OF COMMON FORMATIVE ASSESSMENTS 180
FORMATS AND FOCUS OF COMMON FORMATIVE ASSESSMENTS 180
STEPS FOR IMPLEMENTING COMMON FORMATIVE SCIENCE ASSESSMENTS 181
IMPORTANT CONSIDERATIONS 182
GENERAL GUIDELINES FOR WRITING TEST ITEMS 182
FIVE ROADBLOCKS TO EFFECTIVE ITEM WRITING 182
IMAGE 7
FIVE EASY STEPS TO A BALANCED SCIENCE PROGRAM FOR UPPER ELEMENTARY AND
MIDDLE SCHOOL GRADES IX
HOW MANY ITEMS TO WRITE? 184
TYPES OF RESPONSE ITEMS FOR COMMON FORMATIVE ASSESSMENTS 184
SELECTED -RESPONSE ITEMS 184
CRITERIA FOR WRITING SELECTED- RESPONSE ITEMS 185
CONSTRUCTED -RESPONSE ITEMS 185
PERFORMANCE TASKS 186
DESIGNING A PERFORMANCE TASK 188
DEVELOPING THE PERFORMANCE TASKS 189
SCORING GUIDE 189
BEGIN WITH PROFIEIENT 191
HOW DO TEACHERS USE ASSESSMENT RESULTS? 193
REFLECTING ON MY LEARNING 193
INSIDETHE CLASSROOM
CHAPTER 6
INSIDETHE THIRD-GRADECLASSROOM STEP 1: ESTABLISHING AN EFFECTIVE SCIENCE
ENVIRONMENT 197
STEP 2: PROBLEM SOLVING 198
PROBLEM -SOLVING TASK 199
STEP 3: CONCEPTUAL UNDERSTANDING UNIT FOR GRADE 3 199
STEP 4: MASTERY OF SCIENCE INFORMATION 199
WEEKLY SCIENCE REVIEWS 199
USING GRAPHIE ORGANIZERS 202
MASTERING THIRD-GRADE SCIENCE VOCABULARY 202
STEP 5: COMMON FORMATIVE ASSESSMENTS 204
CHAPTER 7
INSIDETHE FOURTH-GRADECLASSROOM STEP 1: ESTABLISHING AN EFFECTIVE
SCIENCE ENVIRONMENT 205
STEP 2: PROBLEM SOLVING 206
PROBLEM -SOLVING TASK 207
STEP 3: CONCEPTUAL UNDERSTANDING UNIT FOR GRADE 4 207
STEP 4: MASTERY OF SCIENCE INFORMATION 207
SEIENCE REVIEWS 207
IMAGE 8
X FIVE EASY STEPS TO A 8ALANCED SCIENCE PROGRAM FOR UPPER ELEMENTARY AND
MIDDLE SCHOOL GRADES
USING GRAPHIE ORGANIZERS 210
MASTERING FOURTH-GRADE SCIENEE VOEABULARY 212
STEP 5: COMMON FORMATIVE ASSESSMENTS 212
CHAPTER 8
INSIDE THE FIFTH-GRADECLASSROOM STEP 1: ESTABLISHING AN EFFEETIVE
SCIENEE ENVIRONMENT. 213
STEP 2: PROBLEM SOLVING 214
PROBLEM -SOLVING TASK 215
STEP 3: CONEEPTUAL UNDERSTANDING UNIT FOR GRADE 5 215
STEP 4: MASTERY OF SCIENEE INFORMATION 215
SEIENEE REVIEWS 215
USING GRAPHIE ORGANIZERS 218
MASTERING FIFTH-GRADE SCIENEE VOEABULARY 218
STEP 5: COMMON FORMATIVE ASSESSMENTS 220
CHAPTER 9
INSIDE THE SIXTH-GRADECLASSROOM
STEP 1: ESTABLISHING AN EFFEETIVE SCIENEE ENVIRONMENT.. 221
STEP 2: PROBLEM SOLVING 222
PROBLEM -SOLVING TASK 223
STEP 3: CONEEPTUAL UNDERSTANDING UNIT FOR GRADE 6 223
STEP 4: MASTERY OF SCIENEE INFORMATION 223
SEIENEE REVIEWS 223
USING GRAPHIE ORGANIZERS 226
MASTERING SIXTH -GRADE SCIENEE VOEABULARY 228
STEP 5: COMMON FORMATIVE ASSESSMENTS 228
CHAPTER 10
INSIDE THE SEVENTH-GRADECLASSROOM STEP 1: ESTABLISHING AN EFFEETIVE
SCIENEE ENVIRONMENT.. 229
STEP 2: PROBLEM SOLVING 230
PROBLEM -SOLVING TASK 231
STEP 3: CONEEPTUAL UNDERSTANDING UNIT FOR GRADE 7 231
STEP 4: MASTERY OF SCIENEE INFORMATION 231
SEIENEE REVIEWS 231
IMAGE 9
FIVE EASY STEPS TO A BALANCED SCIENCE PROGRAM FOR UPPER ELEMENTARY AND
MIDDLE SCHOOL GRADES XI
USING GRAPHIE ORGANIZERS 234
MASTERING SEVENTH-GRADE SCIENEE VOEABULARY 236
STEP 5: COMMON FORMATIVE ASSESSMENTS 236
CHAPTER 11
INSIDETHE EIGHTH-GRADECLASSROOM STEP 1: ESTABLISHING AN EFFEETIVE
SCIENEE ENVIRONMENT 237
STEP 2: PROBLEM SOLVING 238
PROBLEM -SOLVING TASK 239
STEP 3: CONEEPTUAL UNDERSTANDING UNIT FOR GRADE 8 239
STEP 4: MASTERY OF SCIENEE INFORMATION 239
SEIENEE REVIEWS 239
USING GRAPHIE ORGANIZERS 242
MASTERING EIGHTH-GRADE SCIENEE VOEABULARY 244
STEP 5: COMMON FORMATIVE ASSESSMENTS 244
RESOURCES FOR IMPLEMENTATION
CHAPTER 12
PUTTING IT ALL TOGETHER
TIME MANAGEMENT 247
SEHEDULING THE FIVE EASY STEPS 248
FREQUENTLY ASKED QUESTIONS 248
A FRAMEWORK FOR IMPLEMENTATION 256
RETHINKING SCIENEE INSTRUETION 256
GETTING STARTED WITH THE FIVE EASY STEPS TO A BALANCED SCIENCE PROGRAM
256
PLANNING TEMPLATES FOR THE FIVE EASY STEPS 263
APPENDIX
REPRODUCIBLES
STEP 1: ESTABLISHING AN EFFEETIVE SCIENEE CLASSROOM 274
EXHIBITA.I: WHO S IN THE SCIENEE LAB? 274
EXHIBIT A.2: SCIENEE SEAVENGER HUNT 275
EXHIBIT A.3: THE ABCS OF SCIENEE 276
EXHIBIT A.4: EQUIPMENT BINGO 277
IMAGE 10
XII FIVE EASY STEPS TO A BALANCED SCIENCE PROGRAM FOR UPPER ELEMENTARY
AND MIDDLE SCHOOL GRADES
EXHIBIT A.5: VIDEO TIC- TAC-TOE 278
STEP 2: PROBLEM SOLVING 279
EXHIBIT A.6: PROBLEM -SOLVING TASK WRITE- UP GUIDE: TEMPLATE
FOR UPPER ELEMENTARY AND MIDDLE GRADES 279
EXHIBITA.7: PROBLEM-SOLVING TASK WRITE-UP GUIDE: TEMPLATE
FOR MIDDLE GRADES AND HIGH SCHOOL 280
EXHIBIT A.8: SAMPIE CREATIVE CHAL1ENGE ACTIVITIES 281
STEP 3: CONCEPTUAL UNDERSTANDING 291
EXHIBITA.9: THE CONCEPTUAL UNIT DESIGN TEMPLATE 291
EXHIBIT A.I 0: QUESTIONING CUBE 296
EXHIBIT A.II: QUESTIONING WHEELS 297
EXHIBIT A.I2: QUESTIONING ORGANIZER 298
EXHIBIT A.13: BE A SCIENTIST: CREATIVE CONNECTOR 299
EXHIBIT A.I4: BE A SCIENTIST: DISCUSSION DIRECTOR .300
EXHIBITA.I5: BE A SCIENTIST: LITERARY LUMINARY .301
EXHIBITA.I6: BE A SCIENTIST: ILLUSTRATOR 302
EXHIBIT A.I7: BE A SCIENTIST: SUMMARIZER .303
EXHIBIT A.I8: BE A SCIENTIST: WORD WIZARD .304
STEP 4: MASTERY OF SCIENCE INFORMATION .305
EXHIBITA.I9: WEEKLY SCIENCE REVIEW: STANDARDS-BASED TEMPLATE .305
EXHIBITA.20: WEEKLY SCIENCE REVIEW: CONTENT-BASED TEMPLATE 306
EXHIBITA.2I: WEEKLY SCIENCE REVIEW: TAXONOMY-BASED TEMPLATE 307
REFERENCES 309
SUGGESTED READING 312
WEBOGRAPHY 316
INDEX 319
|
| any_adam_object | 1 |
| author | Howard, Lynn F. |
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| geographic | USA USA (DE-588)4078704-7 gnd |
| geographic_facet | USA |
| id | DE-604.BV037473578 |
| illustrated | Illustrated |
| indexdate | 2024-07-09T23:24:56Z |
| institution | BVB |
| isbn | 9781933196961 |
| language | English |
| lccn | 2010038818 |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-022625271 |
| oclc_num | 734078632 |
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| owner_facet | DE-29 |
| physical | XVI, 327 S. Ill. |
| publishDate | 2010 |
| publishDateSearch | 2010 |
| publishDateSort | 2010 |
| publisher | Lead + Learn Press |
| record_format | marc |
| spelling | Howard, Lynn F. Verfasser aut Five easy steps to a balanced science program for upper elementary and middle school grades ; grades 3 - 8 Lynn F. Howard Englewood, Colo. Lead + Learn Press 2010 XVI, 327 S. Ill. txt rdacontent n rdamedia nc rdacarrier Naturwissenschaft Science Study and teaching (Elementary) United States Science Study and teaching (Middle school) United States Naturwissenschaftlicher Unterricht (DE-588)4041425-5 gnd rswk-swf Middle school (DE-588)4169776-5 gnd rswk-swf Grundschule (DE-588)4022349-8 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 Middle school (DE-588)4169776-5 s V:DE-604 application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=022625271&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Howard, Lynn F. Five easy steps to a balanced science program for upper elementary and middle school grades ; grades 3 - 8 Naturwissenschaft Science Study and teaching (Elementary) United States Science Study and teaching (Middle school) United States Naturwissenschaftlicher Unterricht (DE-588)4041425-5 gnd Middle school (DE-588)4169776-5 gnd Grundschule (DE-588)4022349-8 gnd |
| subject_GND | (DE-588)4041425-5 (DE-588)4169776-5 (DE-588)4022349-8 (DE-588)4078704-7 |
| title | Five easy steps to a balanced science program for upper elementary and middle school grades ; grades 3 - 8 |
| title_auth | Five easy steps to a balanced science program for upper elementary and middle school grades ; grades 3 - 8 |
| title_exact_search | Five easy steps to a balanced science program for upper elementary and middle school grades ; grades 3 - 8 |
| title_full | Five easy steps to a balanced science program for upper elementary and middle school grades ; grades 3 - 8 Lynn F. Howard |
| title_fullStr | Five easy steps to a balanced science program for upper elementary and middle school grades ; grades 3 - 8 Lynn F. Howard |
| title_full_unstemmed | Five easy steps to a balanced science program for upper elementary and middle school grades ; grades 3 - 8 Lynn F. Howard |
| title_short | Five easy steps to a balanced science program |
| title_sort | five easy steps to a balanced science program for upper elementary and middle school grades grades 3 8 |
| title_sub | for upper elementary and middle school grades ; grades 3 - 8 |
| topic | Naturwissenschaft Science Study and teaching (Elementary) United States Science Study and teaching (Middle school) United States Naturwissenschaftlicher Unterricht (DE-588)4041425-5 gnd Middle school (DE-588)4169776-5 gnd Grundschule (DE-588)4022349-8 gnd |
| topic_facet | Naturwissenschaft Science Study and teaching (Elementary) United States Science Study and teaching (Middle school) United States Naturwissenschaftlicher Unterricht Middle school Grundschule USA |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=022625271&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
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