Details
| Type of Product: | Book Chapter |
| Average Rating: | 
based on 1 review |
| Publication Title: | Doing Good Science in Middle School: A Practical Guide to Inquiry-Based Instruction |
| Publication Date: | 1/1/2004 |
| Grade Level: | Middle School |
| See Also: | View all available chapters for this book
View the full version of this book
View the downloadable PDF version of this book
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Description
Before we move to the activities, we need to give a disclaimer or two concerning the danger of using any "template" for lesson planning. The components of the lesson-plan template presented in these activities are all integral to inquiry-based science instruction, but, as teachers know, units and lessons need to be tailored to the specific needs of different groups of students, different days, and even variations in unit objectives. Teachers using this template are encouraged to modify it as needed to fit their own circumstances. (Suggestions for making modifications are provided in Chapter 7.) What's more, the authors' know that the activities might look cumbersome, but they've opted to include extensive detail so that they are truly ready-to-use.
This chapter includes the following ten inquiry- and standards-based activities:
Thinking Like a Scientist, Attributes, Penny Water, The Incredible, Edible Candle, Sewer Lice, Cartesian Diver, Nut Case, Wrist Taker, Oh, Nuts!, and Gobstoppers
Ideas For Use
Readers should be aware that although the activities in this chapter are offered as examples of inquiry-based instruction, they are in no way intended to represent a complete middle school science curriculum for any particular state or school district. They emphasize the National Science Education Standards content areas of (a) inquiry, (b) unifying concepts and processes, and (c) the nature of science--content standards that make up the foundation of conceptual understanding in middle school and provide a context for further study of, for example, biology, geology, chemistry, physics, and astronomy.
Additional Info
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Science Discipline:
(mouse over for full classification)
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Physical changes
Physical properties
Gases
Liquids
Analyzing data
Classifying
Collecting data
Communicating
Experimenting
Measuring
Observing
Scientific habits of mind
Using mathematics
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| Intended User Role: | Curriculum Supervisor, Middle-Level Educator |
| Educational Issues: | Achievement, Assessment of students, Classroom management, Curriculum, Inquiry learning, Instructional materials, Learning theory, Teacher content knowledge, Teacher preparation, Teaching strategies |
Technical
| Resource Format: | application/pdf |
| Size: | 571 KB |
| Requirements: | Requires Adobe Acrobat Reader |
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National Standards Correlation
This resource has 16 correlations with the National Standards.
[HIDE CORRELATIONS]
- Physical Science
- Properties of objects and materials
- Objects have many observable properties, including the ability to react with other substances. (K-4)
- Objects have many observable properties, including size, weight, shape, color, and temperature. (K-4)
- Materials can exist in different states--solid, liquid, and gas. (K-4)
- Science as Inquiry
- Abilities necessary to do scientific inquiry
- Use appropriate tools and techniques to gather, analyze, and interpret data.
- Think critically and logically to make the relationships between evidence and explanations.
- Use mathematics in all aspects of scientific inquiry.
- Understandings about scientific inquiry
- Types of investigations include describing objects, events, and organisms; classifying them; and doing a fair test (experimenting).
- Scientists develop explanations using observations (evidence) and what they already know about the world (scientific knowledge). Good explanations are based on evidence from investigations. (K-4)
- In presenting data, graphs are used to convey comparisons or trends. (9-12)
- Content Standards
- Quality Teaching
- Deepens educators’ content knowledge, provides them with research-based instructional strategies to assist students in meeting rigorous academic standards, and prepares them to use various types of classroom assessments appropriately. (NSDC)
- Teaching Standards
- Teachers of science plan an inquiry-based science program for their students.
- Select science content and adapt and design curricula to meet the interests, knowledge, understanding, abilities, and experiences of students.
- Select teaching and assessment strategies that support the development of student understanding and nurture a community of science learners.
- Teachers of science guide and facilitate learning. In doing this, teachers
- Encourage and model the skills of scientific inquiry, as well as the curiosity, openness to new ideas and data, and skepticism that characterize science.
- Teachers of science develop communities of science learners that reflect the intellectual rigor of scientific inquiry.
- Model and emphasize the skills, attitudes, and values of scientific inquiry.
- History and Nature of Science
- Physical Science
- Properties and changes of properties in matter
Customer Reviews
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10 Inquiry Activities |
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Reviewed by: Angelika Fairweather (Bradenton, FL) on June 1, 2011 |
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This chapter provides 10 inquiry lessons that are framed to facilitate students to think like scientist. All of the lessons are referenced to the National Standards, have objectives and focus questions. While the entire book is a rich resource, this chapter provides examples of top-notch inquiry activities, where you can see the different stages of inquiry in action. The activities all incorporate elements of the nature of science, such as the scientific method. |
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