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Teaching Science for All Children: Inquiry Lessons for Constructing Understanding 3rd edition [Pehme köide]

  • Formaat: Paperback / softback, 272 pages, kõrgus x laius x paksus: 234x10x10 mm, kaal: 429 g
  • Ilmumisaeg: 15-Oct-2004
  • Kirjastus: Pearson
  • ISBN-10: 0205431526
  • ISBN-13: 9780205431526
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  • Formaat: Paperback / softback, 272 pages, kõrgus x laius x paksus: 234x10x10 mm, kaal: 429 g
  • Ilmumisaeg: 15-Oct-2004
  • Kirjastus: Pearson
  • ISBN-10: 0205431526
  • ISBN-13: 9780205431526
For this third edition of a resource for classroom and home schooling teachers, Martin (Ohio University) adds 60 new science lessons that provide 150 different activities. The book includes many of the same lessons from the fourth edition of the authors' Teaching Science for All Children: An Inquiry Approach . This edition features expanded coverage of environmental science, and each lesson now addresses NSES Content Standards. Appendices have been revised to support the reform efforts advocated by the NSES. Annotation ©2004 Book News, Inc., Portland, OR (booknews.com)

Contains more than 50 complete science lessons organized according to the disciplines identified by the NSES: life, physical, and earth and space sciences. Each lesson now features a leadinginquiry question, to help guide students in learning the concepts of the activity. Reflects the most up to date coverage of educational technology and NETS standards. These lessons containmore than 150 different activities that encourage hands-on/minds-on student activity and stimulates high levels of concept formation.Science Content and Methods for teaching K-8. Designed as a main text for K-8 science methods courses offered in departments of curriculum & instruction.

Preface vii
Who, What, Why, and How?
Things You Want To Know About Inquiry Science Lessons
1(12)
Users of This Text
1(1)
Objectives of This Text
2(1)
Beliefs About Learning and Teaching
2(1)
Beliefs into Action
3(1)
The 4--E Science Learning Cycle
3(4)
Safe Science
7(1)
Chapter Summary
8(5)
Does Educational Technology Make A Difference?
Using Educational Technology to Enrich Your Science Lessons
13(12)
What Is Educational Technology?
13(3)
Why Use Educational Technology?
16(1)
Levels of Use
17(1)
The Networked Classroom---Removing the Walls
18(2)
How Can Educational Technology Be Applied in the Context of Science Teaching?
20(3)
Chapter Summary
23(2)
Lessons for Constructing Understanding
25(220)
Life Science Lessons
26(71)
Plant Parts and Needs (K--4)
27(3)
Osmosis and Capillary Action (5--8)
30(2)
Plant Photosynthesis (5--8)
32(3)
Impact of Light in the Forest (5--8)
35(4)
Starch Exploration (5--8)
39(3)
Colors of Wildlife (K--4)
42(3)
Bird Life (K--2)
45(3)
Wildlife and Domesticated Animals (K--4)
48(3)
A Bug's Life (3--4)
51(3)
Crickets: Basic Needs of an Organism (5--8)
54(4)
Animal Adaptations (5--8)
58(3)
Owl Pellets (5--8)
61(2)
Humans and Trash (K--4)
63(3)
Pollution Search (3--4)
66(5)
Useful Waste (5--8)
71(3)
Litter in Our Waterways (5--8)
74(3)
Sense of Taste (K--4)
77(3)
Skeleton (1--4)
80(3)
Temperature Receptors on Skin (5--8)
83(3)
Building Microscope Skills (5--8)
86(3)
Sex-Linked Genes (5--6)
89(4)
Passing of Traits (7--8)
93(4)
Physical Science Lessons
97(73)
Sound versus Noise (K--4)
98(2)
Sounds Are Different (2--4)
100(3)
Vibrations Causing Sound (2--4)
103(2)
Loudness and Pitch (2--4)
105(4)
Sound Movement as Waves (2--4)
109(3)
Sound Waves (5--8)
112(3)
Sound Production (5--8)
115(4)
Characteristics of Matter (3--4)
119(4)
Physical Properties of Matter (K--4)
123(4)
Air (K--1)
127(2)
Changing Matter (5--8)
129(4)
Identification of an Unknown (5--8)
133(5)
Bubbles (5--8)
138(2)
Using the Scientific Method to Solve Problems (5--8)
140(4)
Heat Energy (1--4)
144(2)
Magnets (K--2)
146(2)
Simple Circuits (3--4)
148(3)
Structure Strength (5--8)
151(3)
Make a Sinker Float: Clay Boats (5--8)
154(3)
Mirrors and Reflection (5--8)
157(2)
The Slinky Potential (7--8)
159(4)
Toys in Space (5--8)
163(2)
Simple Machines: The Lever (5--8)
165(5)
Earth and Space Science Lessons
170(75)
The Solar System and the Universe (K--3)
171(3)
The Expanding Universe (5--8)
174(4)
Constellations (5--8)
178(2)
Earth Layers (K--4)
180(3)
Fossils (2--4)
183(4)
Investigating Soil (5--8)
187(4)
Rock Types (5--8)
191(3)
Cooling Crystals (5--8)
194(4)
Weathering (5--8)
198(4)
Crustal Plate Movement (5--8)
202(2)
Aging Human/Aging Earth (7--8)
204(5)
Rain Formation (K--4)
209(3)
Dew Formation (K--4)
212(3)
Radiant Energy (2--4)
215(2)
Water Cycle (5--8)
217(2)
Weather Forecasting (5--8)
219(4)
Air Mass Movement (5--8)
223(4)
Air Pressure (5--8)
227(4)
Solar Heating (5--8)
231(3)
Air Movement and Surface Temperature (5--8)
234(3)
Uneven Heating of the Earth (5--8)
237(8)
Appendix A: National Science Education Standards: Content Standards for K--4 and 5--8 245(6)
Appendix B: NSTA Position Statement: Guidelines for Responsible Use of Animals in the Classroom 251(1)
Appendix C: NSTA Position Statement: Liability of Teachers for Laboratory Safety and Field Trips 252(1)
Appendix D: NSTA Position Statement: Laboratory Science 253(2)
References 255(2)
Index 257