Doing Good Science in Middle School A Practical Guide to Inquiry-Based Instruction

ISBN-10: 0873552326

ISBN-13: 9780873552325

Edition: 2004

List price: $24.95
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Description: 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 ample 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 humour and true stories from experienced educators who make a solid case for inquiry in real-world middle school.

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Book details

List price: $24.95
Copyright year: 2004
Publisher: National Science Teachers Association
Publication date: 9/1/2004
Binding: Paperback
Pages: 133
Size: 8.25" wide x 10.50" long x 0.50" tall
Weight: 1.100
Language: English

Olaf Jorgenson currently serves as headmaster of Hawai�i Preparatory Academy, an independent boarding and day school with 600 students in grades K-12. He has served as a teacher and school leader in a variety of public and independent schools in the United States and abroad. His publications and conference presentations promote leadership strategies and instructional approaches to benefit practitioners. Jorgenson enjoys consulting and collaborating on projects with other educators who seek to improve teaching and learning.

Jackie P. Cleveland is a retired school teacher of 34 years. She completed her undergraduate study at Spelman College in Atlanta, Georgia where she earned a B.A. degree in Elementary Education. She later received a Master's Degree from Georgia State University in Early Childhood Education. Cleveland taught at seven neighborhood public schools during her teaching career. Six of those schools were located in predominantly poverty-stricken neighborhoods. Through her various teaching experiences, she was able to compare and contrast students learning achievement with their school environmental conditions. These factors which are indicated in her journal appear to have a direct and indirect influence on the lives of the ones she touched. She is the proud parent of three children and the grandmother of five. She continues to reside Atlanta, Georgia.

Tables and Figuresp. viii
Acknowledgmentsp. ix
About the Authorsp. x
SciLinksp. xii
Prefacep. xiii
The Demands of the Middle School Learner: Socialization, Autonomy, and Structurep. 1
The Match Between Middle Schoolers and Inquiryp. 2
Typically Atypicalp. 3
Need for Structurep. 4
Middle School Thinker: Not an Oxymoronp. 5
Passion for Discoveryp. 6
At-Risk Studentsp. 6
The Cornerstones of Good Science: Inquiry and Collaborationp. 9
The Nature of Inquiry-Based Sciencep. 9
The Teacher's Role in Inquiryp. 12
Strength in Numbersp. 13
What Good Science Looks Like in the Classroomp. 17
The 5E Methodp. 18
Learning Science as a Processp. 19
Student Response to Good Sciencep. 20
Good Science and the NSESp. 21
Principles of Scientific Knowingp. 22
It's Good Teaching!p. 22
Research Supportp. 23
Implementation Challengesp. 24
Integration Is Key: Science, Literacy, Math, and Technologyp. 27
Science and Literacyp. 27
Science Lab Notebooksp. 29
Personalizing Literacy in Sciencep. 30
Reading and Sciencep. 31
Science IS Mathematicsp. 32
Good Science Can Be Low Techp. 33
Classroom Management and Safetyp. 35
The First Days with Studentsp. 35
Classroom Managementp. 36
Management vs. Disciplinep. 36
A Strategy to Avoidp. 39
Rewards and Praisep. 39
Acknowledging Differencesp. 40
Lesson Planning for Good Managementp. 40
Teaching Safetyp. 41
An Emotionally Safe Environmentp. 43
Ten Activities for Middle School Science: Developmentally Appropriate, Inquiry- and Standards-Basedp. 45
Content and Kit-Based Instructionp. 46
Activity Templatep. 47
Activitiesp. 48
Thinking Like a Scientistp. 49
Attributesp. 54
Penny Waterp. 56
The Incredible, Edible Candlep. 61
Sewer Licep. 65
Cartesian Diverp. 70
Nut Casep. 74
Wrist Takerp. 78
Oh, Nuts!p. 83
Gobstoppersp. 88
Inquiry Activities in Action: Questioning, Differentiating, and Assessingp. 95
Using Focus Questionsp. 95
A Differentiated, Inquiry-Based Classroomp. 96
Transforming Traditional Lessonsp. 97
Assessment of Inquiry-Based Sciencep. 99
The Diagnosis-Prescription Cyclep. 100
Assessment Rubricsp. 102
Metacognition as an Assessment Outcomep. 105
Where Do I Go From Here? Resources for Good Science in Middle Schoolp. 107
About Our Resource Collectionp. 107
The National Standards for Science, Language Arts, and Mathematicsp. 108
Publications of the National Science Teachers Associationp. 108
Print Resourcesp. 108
Periodicalsp. 111
Web-Based and Multimedia Resourcesp. 111
Associations and Workshopsp. 112
Vendorsp. 113
The Last Wordp. 114
Glossary of Good Science Termsp. 117
Sample Lab Report Formp. 119
NSTA Position Statement: The Nature of Sciencep. 121
Science Lab Safety Rulesp. 123
Bibliographyp. 125
Indexp. 129
Table of Contents provided by Ingram. All Rights Reserved.
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