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Catching a Cold


By: Page Keeley and Joyce Tugel

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Details

Type of Product:Book Chapter
Average Rating:
 based on 1 review
Publication Title:Uncovering Student Ideas in Science, Volume 4: 25 New Formative Assessment Probes
Publication Date:3/1/2009
Pages:40
Grade Level:Elementary School, Middle School, High 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


Description

The purpose of this assessment probe is to elicit students’ ideas about infectious disease. The probe is designed to find out whether students use the germ theory to explain what causes an infectious disease like the common cold. This free selection includes the Preface, Introduction, Table of Contents, and the Index.


Ideas For Use

This probe is appropriate at all grade levels. The last distracter on the list—“imbalance of body fluids”—comes from a predominant historical belief that subsequently led people to treat illness by inducing vomiting, bleeding, or purging in order to adjust body fluids. As this phrase may be unfamiliar to younger students, consider eliminating it from the list when used with younger children. For older students who can distinguish between different types of microbes, you might consider deleting “germs” and adding two responses—“viruses” and “bacteria.”

Additional Info

Science Discipline: (mouse over for full classification)
Scientists and inventors
Scientific habits of mind
Disease
Viruses
Bacteria
Intended User Role:Curriculum Supervisor, Elementary-Level Educator, New Teacher, Teacher
Educational Issues:Assessment of students, Classroom management, Curriculum, Educational research, Inquiry learning, Instructional materials, Professional development, Teacher content knowledge, Teacher preparation, Teaching strategies

Technical

Resource Format:application/pdf
Size:810 KB
Requirements:Requires Adobe Acrobat Reader


National Standards Correlation

This resource has 12 correlations with the National Standards.  
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This resource has 12 correlations with the National Standards.  
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  • Life Science
    • Structure and function in living systems
      • Disease is a breakdown in structures or functions of an organism. Some diseases are the result of intrinsic failures of the system. Others are the result of damage by infection by other organisms. (5-8)
  • Science as Inquiry
    • Abilities necessary to do scientific inquiry
      • Think critically and logically to make the relationships between evidence and explanations.
  • Science in Personal and Social Perspectives
    • Personal health
      • Individuals have some responsibility for their own health. Students should engage in personal care--dental hygiene, cleanliness, and exercise--that will maintain and improve health.
      • Understandings include how communicable diseases, such as colds, are transmitted and some of the body's defense mechanisms that prevent or overcome illness.
    • Personal and community health
      • The severity of disease symptoms is dependent on many factors, such as human resistance and the virulence of the disease-producing organism. (9-12)
  • History and Nature of Science
    • Science as a human endeavor
      • Men and women have made a variety of contributions throughout the history of science and technology.
      • Individuals and teams have contributed and will continue to contribute to the scientific enterprise. (9-12)
  • Process Standards for Professional Development
    • Design
      • Introduce teachers to scientific literature, media, and technological resources that expand their science knowledge and their ability to access further knowledge. (NSES)
    • Learning
      • Build on the teacher's current science understanding, ability, and attitudes. (NSES)
  • 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 teaching and assessment strategies that support the development of student understanding and nurture a community of science learners.
    • Teachers of science engage in ongoing assessment of their teaching and of student learning.
      • Analyze assessment data to guide teaching.


Customer Reviews
Catching the Idea
  Reviewed by: Heidi McAllister on July 14, 2011
  I think that this article was great. I actually looked up some of the organizations mentioned to find out further information. I would love to try to implement this into our Science department PD days.

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