Great Books

Many middle school teachers across the United States use student science notebooks as part of their classroom instruction. Some middle school teachers have a systematic approach for their use and some do not. Many who are not using student science notebooks would like to but are not sure exactly how to start. This book is designed to assist middle school teachers who are currently using student science notebooks as a part of their classroom science instruction by providing them with a systematic research-based approach to extend and build upon what they are presently doing. This book is also designed to assist middle school teachers who may be just starting using student science notebooks in their classrooms. The purpose of this book is threefold: 1) to provide middle school science classroom teachers with a deeper understanding on the use of student science notebooks as an effective means for students to make meaning and to develop a deep understanding of science content from their classroom instruction; 2) to provide middle school teachers with research-based best practices on how to implement student science notebooks in their classrooms; and 3) to provide teachers with effective research-based strategies to use student science notebooks as an effective assessment tool.

By C. Jill Swango and Sally Boles Steward. This straightforward how-to manual is packed with ideas, examples, and tips that even veteran teachers will find noteworthy. Includes suggestions for safe and effective lab lessons, classroom management, assessment, and more. Filled with forms, quizzes, recipes, references, and correlations to NSE Standards. 133 pages. Grades 6-8.

SCIENCE STORIES helps teachers build their own instructional knowledge through the use of narratives about science in real-world classrooms that demonstrate important content, learning, and strategies in action. Stories are followed by Expanding Meanings sections that highlight the Teaching Ideas, Science Ideas, and Science Standards applicable to each one. Author Janice Koch's constructivist approach guides teachers in the discovery and exploration of their "scientific selves" so that they can learn from students' experiences and become effective scientific explorers in their own classrooms.

 Solidly grounded in current recommendations of the National Science Education Standards, this text offers teaching guidance and strategies for physical, biological, and earth science courses for middle school, junior high, and high school. The authors' extensive curriculum development experience imbues the text with a practical focus. Their collective knowledge of the field balances coverage of the theory and research behind the strategies they present. Also, inherent in the text is a description of the role of constructivism in science teaching and the connection between science and society including how technological development is driven by societal needs.   A seven-part organization includes an introduction, historical perspectives and contemporary trends, goals and objectives, curriculum perspectives, planning for instruction and assessment, understanding and working with students, and induction and professional development. For middle through secondary school science teachers.    

An indispensable guide for middle school science teachers who have inclusive classrooms The third volume in the Differentiated Instruction series, Differentiated Instruction for the Middle School Science Teacher offers teachers proven techniques for designing and delivering effective science instruction, measuring success, getting students to work together, and collaborating with other professionals. The ready-to-use activities are tied to core curriculum standards for middle school students and each lesson incorporates adaptations for students with different learning needs. Includes strategies for teaching a standards-based science curriculum Contains a wealth of activities that can be adapted for learners of all abilities Offers information for delivering effective instruction, measuring success, and student collaboration The authors, both experienced teachers, offer a range of techniques, such as station/group activities, enrichment activities, and modifications for students with specific disabilities.

This science methods textbook is designed to provide middle and high school science teachers with the skills they need to help students become scientifically and technologically literate.  To be successful, beginning teachers must master the basic functions of teaching.  They are:  Understanding the purpose of science teaching Planning science lessons that are engaging and lead to meaningful learning Managing the science learning environment in ways that emphasize student responsibility Assessing students science learning throughout the instructional process Teaching in a way that is both active and personally rewarding.     Once these basic skills have been mastered, then pre-service teachers are ready to tackle the other important topics relevant to science teaching and learning.  In order to meet this goal, the authors immediately engage their readers with six introductory chapters on these basic skills.  The remaining chapters focus on the foundational areas of science education and strategies for science teaching.  Many vignettes and examples of classroom practices are included to reinforce the chapter content.  The appendices provide Puzzling Situations, science demonstrations, science laboratory activities, and a scoring key for the science inventory found in Chapter One.    New To This Edition:   NEW:  Opens each of the six introductory chapters with revised vignettes that serve as advanced organizers of the chapter–Focuses on the basic functions of science teaching-purpose: planning, assessing, teaching, and managing.   NEW!  Correlates the chapter content with the NSTA/NCATE 2003 Professional Standards for Science Teacher Preparation–Facilitates the preparation of the NCATE review process at many universities.   NEW!  Uses backwards design strategies (Wiggins & McTighe, 2005) to guide the discussion of instructional planning in Chapter Three–Emphasizes unit planning (rather than lesson planning) and the state science standards. Guided by backward design strategies, the book stresses the use of state and locally developed curriculum frameworks and science literacy (strand) maps presented online by the National Science Digital Library.  NEW! Introduces a Beginning Science Teacher’s Checklist for evaluating lesson assessment practices (Chapter 4)–These three sections focus on assessment practices that should be addressed before, during, and after a lesson.   NEW!  Addresses Differentiated Instruction in Chapter 8 Diverse Adolescent Learners and Differentiated Instruction–Suggests ways teachers can address the diverse learning needs of today’s students.   NEW!  Emphasizes the use of Technological Tools of Science Learning such as computer data collection probe-ware and graphing calculators in Chapter 15–Discusses their use in student investigations.  NEW!  Addresses learning through talk and argumentation in sections of Chapter 11–Shows uses of discussion, demonstration, and lecture in science teaching.

Just as middle schoolers are wired to learn in active, hands-on ways, this book is wired to help you spark a vital connection to these students to keep them tuned-in to science. Doing Good Science in Middle School combines practical insights about adolescent learners with what master teachers know about how to shift from passive, textbook-centered instruction to inquiry-based investigations. Chapters cover the psychology of the middle school learner; why inquiry and collaboration are the cornerstones of good science; integrating science, literacy, math, and technology; classroom management and safety; plus additional resources and sample forms. But at the book s core are 10 must-do activities. All are developmentally appropriate, inquiry- and Standards-based lessons of use to teachers at all experience levels (including preservice). Doing Good Science is a truly comprehensive practitioner s guide. It brings you ideas for presenting curriculum, strategies for reaching all students, and a research basis for justifying your practices in the classroom all through a combination of humor and true stories from experienced educators who make a solid case for inquiry in real-world middle school.

In this second edition of Hands-On General Science Activities with Real Life Applications, Pam Walker and Elaine Wood have completely revised and updated their must-have resource for science teachers of grades 5–12. The book offers a dynamic collection of classroom-ready lessons, projects, and lab activities that encourage students to integrate basic science concepts and skills into everyday life.

What is science for a child? How do children learn about science and how to do science? Drawing on a vast array of work from neuroscience to classroom observation, "Taking Science to School" provides a comprehensive picture of what we know about teaching and learning science from kindergarten through eighth grade. By looking at a broad range of questions, this book provides a basic foundation for guiding science teaching and supporting students in their learning."Taking Science to School" answers such questions as: When do children begin to learn about science? Are there critical stages in a child's development of such scientific concepts as mass or animate objects? What role does nonschool learning play in children's knowledge of science? How can science education capitalize on children's natural curiosity? What are the best tasks for books, lectures, and hands-on learning? and, How can teachers be taught to teach science? This book also provides a detailed examination of how we know what we know about children's learning of science - about the role of research and evidence. This book will be an essential resource for everyone involved in K-8 science education - teachers, principals, boards of education, teacher education providers and accreditors, education researchers, federal education agencies, and state and federal policy makers. It will also be a useful guide for parents and others interested in how children learn.

What do Galileo, Isaac Newton, Louis Pasteur, and Albert Einstein have in common? They've all ridden on the Magic School Bus, of course! Ms. Frizzle is back in action and she has a mission: her students need science fair projects - and fast. What better way to get ideas than to learn from some of the all-time greats? The class heads to the Walkerville Science Museum to see the exhibit on GREAT SCIENTISTS THROUGH THE AGES, where, suddenly, Galileo comes to life! He is about to make a great discovery, but he needs a ride home. Thank goodness Ms. Frizzle knows the way! (cont.)