By: Richard Konicek-Moran
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More Everyday Science Mysteries: Stories for Inquiry-Based Science Teaching
2010 Finalist for Distinguished Achievement Award
|Type of Product:||NSTA Press Book (also see downloadable PDF version of this book)
based on 2 reviews
|Publication Title:||Everyday Science Mysteries Series
|Grade Level:||Elementary School, Middle School
|Read Inside:||Read a sample chapter: Worms Are for More Than Bait
|Author Blog:||Read Dick Konicek's blog
Our reviewers—top-flight teachers and other outstanding science educators—have determined that this resource is among the best available supplements for science teaching.
[Read the full review]
Where do rotten apples go after they fall off the tree? Does the temperature of the wood affect the heat of the fire? Can you make water boil faster? How large a mirror do you need to see your whole body? This second volume of 15 mystery stories examines more science concepts and reinforces the value of learning science through inquiry. Each mystery presents opportunities for students to create questions, form hypotheses, test their ideas, and come up with explanations. Focused on concepts such as weather and climate, thermodynamics, interdependency of living things, adaptation, life cycles, properties of matter, reflection and refraction, and chemical bonds, these mysteries draw students into the stories by grounding them in experiences students are familiar with, providing them with the foundation for classroom discussion and inquiry.
“These stories are bound to reveal the wonderful ideas all students have, give them the confidence to explore their own thinking, and provide opportunities for them to ‘do’ science rather than have science ‘done’ to them.”
—Page Keeley, NSTA President 2008–09
(mouse over for full classification)
Global climate change
Scientific habits of mind
|Intended User Role:||Curriculum Supervisor, Elementary-Level Educator, Middle-Level Educator, Teacher
|Educational Issues:||Classroom management, Curriculum, Educational research, Inquiry learning, Instructional materials, Interdisciplinary, Professional development, Teacher preparation, Teaching strategies
Introduction: Case Studies on How to Use the Stories in the Classroom
Chapter 1: Theory Behind the Book
Chapter 2: Using the Book and the Stories
Chapter 3: Using This Book in Different Ways
Chapter 4: The Link Between Science, Inquiry, and Language Literacy
• The Stories and Background Material for Teachers
• Matrix for Earth Systems Science and Technology
Chapter 5: What’s Hiding in the Woodpile?
Chapter 6: The New Greenhouse
Chapter 7: Rotten Apples
Chapter 8: Now Just Wait a Minute!
Chapter 9: Cool It, Dude!
• Matrix for Biological Sciences
Chapter 10: Worms Are for More Than Bait
Chapter 11: What Did That Owl Eat?
Chapter 12: Trees From Helicopters, Continued
Chapter 13: Flowers: More Than Just Pretty
Chapter 14: A Tasteful Story
• Matrix for Physical Sciences
Chapter 15: The Magnet Derby
Chapter 16: Pasta in a Hurry
Chapter 17: Iced Tea
Chapter 18: Color Thieves
Chapter 19: A Mirror Big Enough
This Title Also Available as Part of a Set:
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National Standards Correlation
This resource has 21 correlations with the National Standards.
- 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)
- Light, heat, electricity, and magnetism
- Light can be reflected by a mirror, refracted by a lens, or absorbed by the object. (K-4)
- Transfer of Energy
- Light interacts with matter by transmission (including refraction), absorption, or scattering (including reflection). To see an object, light from that object—emitted by or scattered from it—must enter the eye. (5-8) (5-8)
- Life Science
- Life cycles of organisms
- Plants and animals have life cycles that include being born, developing into adults, reproducing, and eventually dying. The details of this life cycle are different for different organisms. (K-4)
- Many characteristics of an organism are inherited from the parents of the organism, but other characteristics result from an individual's interactions with the environment. Inherited characteristics include the color of flowers and the number of limbs of an animal. (K-4)
- Organisms and environments
- All organisms cause changes in the environment where they live. Some of these changes are detrimental to the organism or other organisms, whereas others are beneficial.
- Diversity and adaptations of organisms
- Species acquire many of their unique characteristics through biological adaptation, which involves the selection of naturally occurring variations in populations. (5-8)
- Biological adaptations include changes in structures, behaviors, or physiology that enhance survival and reproductive success in a particular environment (5-8)
- Earth Science
- Changes in earth and sky
- Weather changes from day to day and over the seasons.
- Weather can be described by measurable quantities, such as temperature, wind direction and speed, and precipitation.
- Science as Inquiry
- Abilities necessary to do scientific inquiry
- Ask a question about objects, organisms, and events in the environment. (K-4)
- Use appropriate tools and techniques to gather, analyze, and interpret data.
- Develop descriptions, explanations, predictions, and models using evidence.
- Think critically and logically to make the relationships between evidence and explanations.
- 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)
- Process Standards for Professional Development
- Incorporate ongoing reflection on the process and outcomes of understanding science through inquiry. (NSES)
- Teaching Standards
- 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.
- Orchestrate discourse among students about scientific ideas.
- Teachers provide students with the time, space, and resources needed to learn science.
- Create a setting for student work that is flexible and supportive of science inquiry.
||Critical thinking / habits of minds
||Reviewed by: Ethelinda Guy-Joco (Kota Bekasi, ) on September 10, 2009
||honestly,i'm not familiar in this subject matter may i know more information on this? and help me also how to implenment in my elementary students teaching science. Thank you so much for your help! God bless!
||Beginning Inquiry-Based Science
||Reviewed by: David Szagola (Chambersburg, PA) on June 24, 2009
||This is a great book for K-8 teachers. It focuses on teaching Systems and Technology, Biology, and Physical sciences through short, open-ended, mysteries. Differentiated lesson guidelines allow any K-8 teacher to begin inquiry-based science exploration. It also provides the scientific background necessary for each mystery concept, common pitfalls of teachers and students during the exploration of the mystery, and the National Science Education Standards (NSES) for grades K-8.
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