Details

The Science Teacher's Toolbox


The Science Teacher's Toolbox

Hundreds of Practical Ideas to Support Your Students
The Teacher's Toolbox Series 1. Aufl.

von: Tara C. Dale, Mandi S. White, Larry Ferlazzo, Katie Hull Sypnieski

22,99 €

Verlag: Wiley
Format: EPUB
Veröffentl.: 09.04.2020
ISBN/EAN: 9781119570196
Sprache: englisch
Anzahl Seiten: 592

DRM-geschütztes eBook, Sie benötigen z.B. Adobe Digital Editions und eine Adobe ID zum Lesen.

Beschreibungen

<p><b>A winning educational formula of engaging lessons and powerful strategies for science teachers in numerous classroom settings</b></p> <p>The <i>Teacher’s Toolbox</i> series is an innovative, research-based resource providing teachers with instructional strategies for students of all levels and abilities. Each book in the collection focuses on a specific content area. Clear, concise guidance enables teachers to quickly integrate low-prep, high-value lessons and strategies in their middle school and high school classrooms. Every strategy follows a practical, how-to format established by the series editors.</p> <p><i>The Science Teacher's Toolbox</i> is a classroom-tested resource offering hundreds of accessible, student-friendly lessons and strategies that can be implemented in a variety of educational settings. Concise chapters fully explain the research basis, necessary technology, Next Generation Science Standards correlation, and implementation of each lesson and strategy.    </p> <p>Favoring a hands-on approach, this bookprovides step-by-step instructions that help teachers to apply their new skills and knowledge in their classrooms immediately. Lessons cover topics such as setting up labs, conducting experiments, using graphs, analyzing data, writing lab reports, incorporating technology, assessing student learning, teaching all-ability students, and much more. This book enables science teachers to:</p> <ul> <li>Understand how each strategy works in the classroom and avoid common mistakes</li> <li>Promote culturally responsive classrooms</li> <li>Activate and enhance prior knowledge</li> <li>Bring fresh and engaging activities into the classroom and the science lab</li> </ul> <p>Written by respected authors and educators<b>, </b><i>The Science Teacher's Toolbox: Hundreds of Practical Ideas to Support Your Students </i>is an invaluable aid for upper elementary, middle school, and high school science educators as well those in teacher education programs and staff development professionals.</p>
<p>About the Authors xxv</p> <p>About the Editors of the Toolbox Series xxvii</p> <p>Acknowledgments xxix</p> <p>Letter from the Editors xxxi</p> <p>Introduction xxxiii</p> <p><b>I Science Labs 1</b></p> <p><b>1. Strategies for Teaching Lab Safety 3</b></p> <p>What is It? 3</p> <p>Why We Like It 3</p> <p>Supporting Research 3</p> <p>Skills for Intentional Scholars/NGSS Standards 4</p> <p>Application 4</p> <p>Student Handouts and Examples 7</p> <p>What Could Go Wrong? 7</p> <p>Technology Connections 8</p> <p>Attribution 8</p> <p>Figures 8</p> <p>Figure 1.1 Science Safety Contract English (Student Handout) 8</p> <p>Figure 1.2 Science Safety Contract Spanish (Student Handout) 11</p> <p>Figure 1.3 Identifying Broken Lab Safety Rules (Student Handout) 13</p> <p>Figure 1.4 Identifying Broken Lab Safety Rules—Answer Key 14</p> <p>Figure 1.5 Science Lab Safety Quiz (Student Handout) 15</p> <p><b>2. Strategies for Teaching Lab Procedures 17</b></p> <p>What is It? 17</p> <p>Why We Like It 17</p> <p>Supporting Research 18</p> <p>Skills for Intentional Scholars/NGSS Standards 18</p> <p>Application 18</p> <p>Student Handouts and Examples 29</p> <p>What Could Go Wrong? 29</p> <p>Technology Connections 30</p> <p>Attributions 30</p> <p>Figures 31</p> <p>Figure 2.1 Folder Activity—Outside and Inside—Thermal Power Plant  31</p> <p><b>3. Strategies for Teaching the Scientific Method and Its Components 33</b></p> <p>What is It? 33</p> <p>Why We Like It 34</p> <p>Supporting Research 34</p> <p>Skills for Intentional Scholars/NGSS Connections 35</p> <p>Application 35</p> <p>Student Handouts and Examples 50</p> <p>What Could Go Wrong? 50</p> <p>Technology Connections 52</p> <p>Figures 54</p> <p>Figure 3.1 Student Research Organizer (Student Handout) 54</p> <p>Figure 3.2 Identifying Independent and Dependent Variables (Student Handout) 55</p> <p>Figure 3.3 Identifying Independent and Dependent Variables—Answer Key 58</p> <p>Figure 3.4 How to Write a Hypothesis (Student Handout) 61</p> <p>Figure 3.5 How to Write a Hypothesis—Answer Key 64</p> <p>Figure 3.6 Student Materials List (Student Handout) 67</p> <p>Figure 3.7 Finding Controls and Making Data Tables (Student Handout) 68</p> <p>Figure 3.8 Finding Controls and Making Data Tables—Answer Key 70</p> <p>Figure 3.9 Example and Checklist—Making Graphs (Student Handout) 73</p> <p>Figure 3.10 Discussion of Results (Student Handout) 74</p> <p>Figure 3.11 Conclusion (Student Handout) 76</p> <p>Figure 3.12 Discussion of Results and Conclusion Modified Version (Student Handout) 78</p> <p>Figure 3.13 Scientific Method Pretest Stations 80</p> <p>Figure 3.14 Scientific Method Pretest—Student Answer Sheet (Student Handout) 82</p> <p>Figure 3.15 Scientific Method Pretest—Answer Key 84</p> <p><b>4. Strategies for Teaching the Inquiry Process 87</b></p> <p>What is It? 87</p> <p>Why We Like It 88</p> <p>Supporting Research 89</p> <p>Skills for Intentional Scholars/NGSS Connections 89</p> <p>Application 89</p> <p>Student Handouts and Examples 99</p> <p>What Could Go Wrong? 99</p> <p>Technology Connections 100</p> <p>Attributions 100</p> <p>Figures 102</p> <p>Figure 4.1 Quantitative vs. Qualitative Examples (Student Handout) 102</p> <p>Figure 4.2 Quantitative vs. Qualitative Examples—Answer Key 103</p> <p>Figure 4.3 Observing with Quantitative and Qualitative Data (Student Handout) 104</p> <p>Figure 4.4 Observing with Quantitative and Qualitative Data—Answer Key 105</p> <p>Figure 4.5 Owl Pellet Step-by-Step Procedures and Questions (Student Handout) 106</p> <p>Figure 4.6 Question Stems for Observers (Student Handout) 108</p> <p>Figure 4.7 Discussion of Results and Conclusion (Student Handout) 109</p> <p>Figure 4.8 Using the Inquiry Process (Student Handout) 111</p> <p>Figure 4.9 Checklist for Verifying Online Resources (Student Handout) 113</p> <p><b>5. Strategies for Using Project-Based Learning 115</b></p> <p>What is It? 115</p> <p>Why We Like It 115</p> <p>Supporting Research 116</p> <p>Skills for Intentional Scholars/NGSS Connections 116</p> <p>Application 117</p> <p>Student Handouts and Examples 126</p> <p>What Could Go Wrong? 127</p> <p>Technology Connections 127</p> <p>Attributions 128</p> <p>Figures 128</p> <p>Figure 5.1 Example of Project-Based Learning Task Manager—Carbon Footprint of a Restaurant (Student Handout) 128</p> <p>Figure 5.2 Blank Project-Based Learning Task Manager (Student Handout) 129</p> <p>Figure 5.3 Example of PBL Scoring Guide—Restaurant Project (Student Handout) 130</p> <p>Figure 5.4 Example of PBL Rubric—Location of the Next Wind Farm in the United States (Student Handout) 131</p> <p>Figure 5.5 Peer Presentation Evaluation (Student Handout) 132</p> <p><b>6. Strategies for Teaching the Engineering Process 133</b></p> <p>What is It? 133</p> <p>Why We Like It 135</p> <p>Supporting Research 135</p> <p>Skills for Intentional Scholars/NGSS Connections 136</p> <p>Application 136</p> <p>Student Handouts and Examples 149</p> <p>What Could Go Wrong? 149</p> <p>Technology Connections 150</p> <p>Attributions 152</p> <p>Figures 153</p> <p>Figure 6.1 Student Examples of Mousetrap Catapult Designs 153</p> <p>Figure 6.2 Mousetrap Catapult Lab Worksheet (Student Handout) 154</p> <p>Figure 6.3 Mousetrap Catapult Picture 155</p> <p>Figure 6.4 Mousetrap Catapult Rubric (Student Handout) 156</p> <p>Figure 6.5 Mousetrap Catapult Sentence Frames (Student Handout) 157</p> <p><b>II Integration of ELA, Mathematics, and the Arts 159</b></p> <p><b>7. Strategies for Teaching Vocabulary 161</b></p> <p>What is It? 161</p> <p>Why We Like It 161</p> <p>Supporting Research 162</p> <p>Skills for Intentional Scholars/NGSS Standards 162</p> <p>Application 162</p> <p>Student Handouts and Examples 170</p> <p>What Could Go Wrong? 171</p> <p>Technology Connections 171</p> <p>Attributions 171</p> <p>Figures 172</p> <p>Figure 7.1 The Language of Introductory Ecology (Student Handout) 172</p> <p>Figure 7.2 Vocabulary Definition Worksheet (Student Handout) 174</p> <p>Figure 7.3 Word Wall Challenge Rubric (Student Handout) 175</p> <p>Figure 7.4 Word Wall Examples (Student Examples) 176</p> <p>Figure 7.5 Limiting Factors: Interactive Fast Facts (Student Handout) 177</p> <p>Figure 7.6 Limiting Factors: Interactive Fast Facts—Answer Key 179</p> <p><b>8. Strategies for Teaching Reading Comprehension 181</b></p> <p>What is It? 181</p> <p>Why We Like It 181</p> <p>Supporting Research 181</p> <p>Skills for Intentional Scholars/NGSS Standards 182</p> <p>Application 182</p> <p>Student Handouts and Examples 192</p> <p>What Could Go Wrong? 193</p> <p>Technology Connections 193</p> <p>Attributions 193</p> <p>Figures 194</p> <p>Figure 8.1 Annotations 194</p> <p>Figure 8.2 Annotations Model Think Aloud Example (Teacher Model) 194</p> <p>Figure 8.3 Example of a Text-Dependent Question and Answer (Student Example) 195</p> <p>Figure 8.4 Photochemical and Industrial Smog Venn Diagram (Student Example) 195</p> <p>Figure 8.5 Cultural Eutrophication Cause and Effect (Teacher Model) 196</p> <p>Figure 8.6 Water Cycle Concept Map (Student Example) 197</p> <p>Figure 8.7 Carbon Cycle Story (student handout) 198</p> <p>Figure 8.8 Example of the Carbon Cycle (Student Example) 199</p> <p>Figure 8.9 Hints for Drawing the Atmospheric Layers—High School (Student Handout) 200</p> <p>Figure 8.10 Drawing the Atmospheric Layers—Elementary and Junior High School 201</p> <p>Figure 8.11 Drawing the Atmospheric Layers—Answer Key 202</p> <p>Figure 8.12 4 × 4 (Student Example) 203</p> <p>Figure 8.13 Jigsaw Directions 203</p> <p><b>9. Strategies for Teaching Writing 205</b></p> <p>What is It? 205</p> <p>Why We Like It 205</p> <p>Supporting Research 206</p> <p>Skills for Intentional Scholars/NGSS Connections 206</p> <p>Application 206</p> <p>Student Handouts and Examples 220</p> <p>What Could Go Wrong? 220</p> <p>Technology Connections 221</p> <p>Attributions 222</p> <p>Figures 223</p> <p>Figure 9.1 Severe Weather Book Project Research (Student Handout) 223</p> <p>Figure 9.2 Severe Weather Book Project Scoring Guide (Student Handout) 224</p> <p>Figure 9.3 Severe Weather Book Project Research Example 225</p> <p>Figure 9.4 Plot Map Outline (Student Handout) 226</p> <p>Figure 9.5 Severe Weather Book Plot Map Example 227</p> <p>Figure 9.6 Comic Strip PSA Checklist (Student Handout) 228</p> <p>Figure 9.7 Chicken Pox PSA Comic Strip (Student Example) 230</p> <p>Figure 9.8 Asthma PSA Comic Strip (Student Example) 231</p> <p>Figure 9.9 Ecology Essential Questions Argument Essay (Student Handout) 233</p> <p>Figure 9.10 Argument Essay Organizer (Student Handout) 235</p> <p>Figure 9.11 Ecology Example Argument Essay Organizer 236</p> <p>Figure 9.12 Argument Essay Peer Editing Checklist (Student Handout) 237</p> <p><b>10. Strategies for Discussions 239</b></p> <p>What is It? 239</p> <p>Why We Like It 239</p> <p>Supporting Research 239</p> <p>Skills for Intentional Scholars/NGSS Connections 240</p> <p>Application 240</p> <p>Student Handouts and Examples 251</p> <p>What Could Go Wrong? 251</p> <p>Technology Connections 253</p> <p>Figures 254</p> <p>Figure 10.1 Discussion Ground Rules (Teacher Poster) 254</p> <p>Figure 10.2 Group Discussion Ratings Scale 255</p> <p>Figure 10.3 Socratic Seminar Participation Checklist (Student Handout) 256</p> <p><b>11. Strategies for Teaching Math 257</b></p> <p>What is It? 257</p> <p>Why We Like It 258</p> <p>Supporting Research 258</p> <p>Skills for Intentional Scholars/NGSS Connections 259</p> <p>Application 259</p> <p>Student Handouts and Examples 282</p> <p>What Could Go Wrong? 283</p> <p>Technology Connections 284</p> <p>Figures 285</p> <p>Figure 11.1 Bar Graph Example for Teaching Graphing to Fourth Grade Students (Student Handout) 285</p> <p>Figure 11.2 Line Graph Example for Teaching Graphing to Fifth Grade and Beyond (Student Handout) 287</p> <p>Figure 11.3 Example of Graphing Pretest (Student Handout) 289</p> <p>Figure 11.4 Example of Graphing Pretest—Answer Key 290</p> <p>Figure 11.5 Which Type of Graph Should I Use? (Student Handout) 291</p> <p>Figure 11.6 Which Type of Graph Should I Use?—Answer Key 292</p> <p>Figure 11.7 Temperature vs. Number of Escherichia coli Colonies 294</p> <p>Figure 11.8 Year vs. Number of Deer and Wolves 295</p> <p>Figure 11.9 Wildlife Strike Data Analysis and Interpretation (Student Handout) 295</p> <p>Figure 11.10 Wildlife Strike Data Analysis and Interpretation—Answer Key 297</p> <p>Figure 11.11 Dimensional Analysis Practice (Student Handout) 299</p> <p>Figure 11.12 Dimensional Analysis Practice—Answer Key 301</p> <p>Figure 11.13 Practice Measuring Your Friends and Their Things (Student Handout) 303</p> <p>Figure 11.14 Practice Measuring Your Friends and Their Things—Answer Key 305</p> <p>Figure 11.15 Metric System Ladder 307</p> <p>Figure 11.16 Converting Within the Metric System (Student Handout) 308</p> <p>Figure 11.17 Metric System Ladder and Abbreviations 309</p> <p>Figure 11.18 Converting Within the Metric System—Answer Key 310</p> <p>Figure 11.19 Metric System Measuring Challenge (Student Handout) 313</p> <p>Figure 11.20 Example of 10 Items to be Measured 314</p> <p>Figure 11.21 Metric System Measuring Challenge—Answer Key 315</p> <p>Figure 11.22 Metric and Imperial System Internet Search Lab (Student Handout) 317</p> <p>Figure 11.23 Metric and Imperial System Internet Search Lab—Answer Key 320</p> <p>Figure 11.24 Excel—Selecting All Cells in a Spreadsheet 323</p> <p>Figure 11.25 Excel—Pop-up Box 323</p> <p>Figure 11.26 Excel—Rows vs. Columns 323</p> <p>Figure 11.27 Celebrating Pi Day in the Sky (Student Handout) 324</p> <p>Figure 11.28 Excel—Calculating Radius 325</p> <p>Figure 11.29 Excel—Screenshots of Before and After Cell Fix 325</p> <p>Figure 11.30 Excel—Screenshot of the Formula Bar 325</p> <p>Figure 11.31 Excel—The Sun’s Surface Area 325</p> <p>Figure 11.32 Celebrating Pi Day in the Sky—Answer Key 326</p> <p>Figure 11.33 Making Graphs in Excel (Student Handout) 327</p> <p>Figure 11.34 Excel—Graph for Celebrating Pi Day in the Sky 329</p> <p><b>12. Strategies for Incorporating the Arts and Kinesthetic Movement 331</b></p> <p>What is It? 331</p> <p>Why We Like It 331</p> <p>Supporting Research 331</p> <p>Skills for Intentional Scholars/NGSS Connections 332</p> <p>Application 332</p> <p>Student Handouts and Examples 353</p> <p>What Could Go Wrong? 353</p> <p>Technology Connections 354</p> <p>Attributions 355</p> <p>Figures 356</p> <p>Figure 12.1 Engineering Process: A Case Study in Inventions (Student Handout) 356</p> <p>Figure 12.2 Rewriting a Song (Student Handout) 357</p> <p>Figure 12.3 Example of the First Rewritten Stanza for Twinkle Twinkle Little Star 359</p> <p>Figure 12.4 Rubric for Cell and Germ Theories Skit (Student Handout) 360</p> <p>Figure 12.5 Timeline Graphic Organizer for the Cell and Germ Theories (Student Handout) 361</p> <p>Figure 12.6 Timeline Graphic Organizer for the Cell and Germ Theories—Answer Key 362</p> <p>Figure 12.7 Directions and Scoring Guide for Rube Goldberg Cartoon (Student Handout) 363</p> <p>Figure 12.8 Picture of a Student’s Constructed Rube Goldberg Machine 365</p> <p>Figure 12.9 Dams! are They Constructive or Destructive? (Student Handout) 366</p> <p>Figure 12.10 Meiosis vs. Mitosis Review (Student Handout) 368</p> <p><b>III Additional Resources 371</b></p> <p><b>13. Strategies for Activating Prior Knowledge 373</b></p> <p>What is It? 373</p> <p>Why We Like It 373</p> <p>Supporting Research 373</p> <p>Skills for Intentional Scholars/NGSS Connections 374</p> <p>Application 374</p> <p>Student Handouts and Examples 386</p> <p>What Could Go Wrong? 386</p> <p>Technology Connections 387</p> <p>Attributions 387</p> <p>Figures 388</p> <p>Figure 13.1 KWL Chart Example—States of Matter 388</p> <p>Figure 13.2 Astronomy Anticipation Guide (Student Handout) 389</p> <p>Figure 13.3 Blind Kahoot! Nervous System Notes (Student Handout) 390</p> <p>Figure 13.4 Blind Kahoot! Teacher Notes—Nervous System 391</p> <p>Figure 13.5 Altitude Pretest for Misconceptions (Student Handout) 392</p> <p>Figure 13.6 Climate Change Pretest for Misconceptions (Student Handout) 393</p> <p><b>14. Strategies for Cultural Responsiveness 395</b></p> <p>What is It? 395</p> <p>Why We Like It 396</p> <p>Supporting Research 396</p> <p>Skills for Intentional Scholars/NGSS Connections 397</p> <p>Application 397</p> <p>Student Handouts and Examples 415</p> <p>What Could Go Wrong? 415</p> <p>Technology Connections 415</p> <p>Attributions 417</p> <p>Figures 418</p> <p>Figure 14.1 All About Me! Form (Student Handout) 418</p> <p>Figure 14.2 First Day of School Student Survey (Student Handout) 419</p> <p>Figure 14.3 High School Student Survey (Student Handout) 420</p> <p>Figure 14.4 Contributors to Science (Student Handout) 421</p> <p>Figure 14.5 13 Culturally Responsive Teaching Ideas 422</p> <p><b>15. Strategies for the Beginning and Ending of Class 423</b></p> <p>What is it?.423</p> <p>Why We Like It 423</p> <p>Supporting Research 424</p> <p>Skills for Intentional Scholars/NGSS Connections 424</p> <p>Application 424</p> <p>Student Handouts and Examples 433</p> <p>What Could Go Wrong? 433</p> <p>Technology Connections 433</p> <p>Figures 434</p> <p>Figure 15.1 is Water Wet? 434</p> <p>Figure 15.2 Reviewing Previous Material 434</p> <p><b>16. Strategies for Reviewing Content 435</b></p> <p>What is It? 435</p> <p>Why We Like It 435</p> <p>Supporting Research 436</p> <p>Skills for Intentional Scholars/NGSS Connections 436</p> <p>Application 436</p> <p>Student Handouts and Examples 448</p> <p>What Could Go Wrong? 448</p> <p>Technology Connections 449</p> <p>Figures 450</p> <p>Figure 16.1 Blank BINGO Card (Student Handout) 450</p> <p>Figure 16.2 are the Winners Losers? Game Cards 451</p> <p><b>17. Strategies for Assessing Student Learning 453</b></p> <p>What is It?.453</p> <p>Why We Like It 454</p> <p>Supporting Research 455</p> <p>Skills for Intentional Scholars/NGSS Connections 455</p> <p>Application 456</p> <p>Student Handouts and Examples 479</p> <p>What Could Go Wrong? 479</p> <p>Technology Connections 480</p> <p>Attributions 481</p> <p>Figures 482</p> <p>Figure 17.1 Final Day Cool Down Activity 482</p> <p>Figure 17.2 Example Scale 482</p> <p>Figure 17.3 Example of a Unit’s First Practice Test 483</p> <p>Figure 17.4 Reflecting on My Learning—Blank (Student Handout) 484</p> <p>Figure 17.5 Reflecting on My Learning—Completed Example 486</p> <p>Figure 17.6 Toxicology Unit Thinking Test (Student Handout) 487</p> <p>Figure 17.7 Toxicology Unit Thinking Test—Answer Key 490</p> <p>Figure 17.8 Student-Choice Performance-Based Assessment (Student Handout) 493</p> <p>Figure 17.9 Cell City Models—Student Examples 494</p> <p>Figure 17.10 Checklist for Cell City Models (Student Handout) 497</p> <p>Figure 17.11 Toxicology Unit Thinking Test Modified (Student Handout) 498</p> <p><b>18. Strategies for Co-Teaching 501</b></p> <p>What is It? 501</p> <p>Why We Like It 501</p> <p>Supporting Research 502</p> <p>Skills for Intentional Scholars/NGSS Connections 502</p> <p>Application 502</p> <p>What Could Go Wrong? 508</p> <p>Technology Connections 508</p> <p>References 509</p> <p>Index 531</p>
<p><b>TARA C. DALE</b> 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. <p><b>MANDI S. WHITE</b> 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. <p><b>LARRY FERLAZZO</b> 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 <i>The ELL Teacher's Toolbox</i>, and writes a weekly teacher advice column for <i>Education Week Teacher.</i> 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. <p><b>KATIE HULL SYPNIESKI</b> 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 <i>The ELL Teacher's Toolbox</i>.
<p><b>Spark Engagement in Your Classroom with Hundreds of Low-Prep, High-Value Science Lessons and Strategies</b> <p><i>The Science Teacher's Toolbox</i> offers hundreds of educational strategies that can be easily implemented in any science classroom. Part of the popular <i>Teacher's Toolbox</i> series, this practical, research-based book helps your students actively experience science and strengthen their critical thinking skills. The authors draw from their years of real-world classroom experience to provide high-impact activities, fully aligned with Common Core standards, and step-by-step teaching strategies that emphasize intellectually engaging <i>all</i> students, including students with varied learning abilities. <p>The book focuses on physical sciences, earth and space sciences, life sciences, engineering, technology, and application of science. The strategies and learning activities highlight the Science and Engineering Practices and Crosscutting Concepts identified in the Next Generation Science Standards (NGSS) where applicable. The book presents strategies for teaching essential science lab formats, including the scientific method, project-based learning, and the inquiry process. It also covers integrating English Language Arts (ELA), mathematics, and the arts, and contains additional resources such as strategies for assessing student learning, cultural responsiveness, and activating prior knowledge.
<p>"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 <i>experience</i> (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)."<br />—<b>Dr. Amanda McAdams</b>, Director of Curriculum in Wyoming’s Lincoln County School District #2, 2010 Arizona Teacher of the Year</p> <p>"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."<br />—<b>Robin Norwich</b>, NBCT, Math and Physics teacher, 2019 recipient of the Sloan Award for Excellence in Teaching Science and Mathematics</p> <p>"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.</p> <p>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."<br />—<b>Jon S. Wilson</b>, BSME, MAE, MSIE; 25+ years practicing engineer and 25+ years training practicing engineers</p> <p>"As a teacher, I have often heard professionals discuss the importance of "soft skills" our students require upon graduation.  The ideas in <i>The Science Teacher’s Toolbox</i> 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."<br />—<b>Connie Kennedy</b>, K-12 Mathematics & Science Instructional Support Specialist, Bay City Public Schools</p> <p>"As a science teacher of nearly 20 years, I found the information laid out in <i>The Science Teacher's Toolbox</i> 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."<br />—<b>Jami Spencer</b>, biology teacher and science department chair, Cottonwood High School, Utah</p> <p>"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."<br />—<b>Mike Deignan</b>, Principal, Desert Vista High School</p> <p>"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."<br />—<b>Amy Rankey</b>, 5th Grade Teacher, Hampton Elementary School</p>

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