|Type of Product:||Book Chapter
based on 2 reviews
|Publication Title:||Inside-Out: Environmental Science in the Classroom and the Field, Grades 3–8
|Grade Level:||Elementary School, Middle School
|See Also:||View all available chapters for this book
View the full version of this book
The same water that has existed on Earth for millions of years travels through a series of steps in a cycle from mountains to the sea, flows in and out of the cells in your body, and comprises 95% of the mass of a jellyfish. In short, water is the connective tissue that inextricably links you and the environment. This free selection includes the Table of Contents, Introduction, and Index. A section of inquiry-based water activities is also included.
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Acids and bases
Scientific habits of mind
|Intended User Role:||Curriculum Supervisor, Elementary-Level Educator, Middle-Level Educator, Teacher
|Educational Issues:||Assessment of students, Classroom management, Curriculum, Inquiry learning, Instructional materials, Interdisciplinary, Professional development, Science safety, Teacher content knowledge, Teacher preparation, Teaching strategies
|Requirements:||Requires Adobe Acrobat Reader
National Standards Correlation
This resource has 22 correlations with the National Standards.
- Physical Science
- Properties and changes of properties in matter
- A substance has characteristic properties, such as density, a boiling point, and solubility. (5-8)
- Chemical Reactions
- A large number of important reactions involve the transfer of hydrogen ions (acid/base reactions) between reacting ions, molecules, or atoms. (9-12)
- Earth Science
- Properties of earth materials
- Earth materials are solid rocks and soils, water, and the gases of the atmosphere.
- Soils have properties of color and texture, capacity to retain water, and ability to support the growth of many kinds of plants, including those in our food supply.
- Structure of the earth system
- Destructive forces include weathering and erosion. (5-8)
- Soil consists of weathered rocks and decomposed organic material from dead plants, animals, and bacteria. (5-8)
- Soils are often found in layers, with each having a different chemical composition and texture. (5-8)
- Water, which covers the majority of the earth's surface, circulates through the crust, oceans, and atmosphere in what is known as the "water cycle." (5-8)
- Water evaporates from the earth's surface, rises and cools as it moves to higher elevations, condenses as rain or snow, and falls to the surface where it collects in lakes, oceans, soil, and in rocks underground. (5-8)
- Water is a solvent. As it passes through the water cycle it dissolves minerals and gases and carries them to the oceans. (5-8)
- Science as Inquiry
- Abilities necessary to do scientific inquiry
- Use data to construct a reasonable explanation.
- 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.
- 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)
- Process Standards for Professional Development
- Introduce teachers to scientific literature, media, and technological resources that expand their science knowledge and their ability to access further knowledge. (NSES)
- Build on the teacher's current science understanding, ability, and attitudes. (NSES)
- 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 provide students with the time, space, and resources needed to learn science.
- Structure the time available so that students are able to engage in extended investigations.
- Create a setting for student work that is flexible and supportive of science inquiry.
||Reviewed by: Betty (Kansas City, MO) on June 13, 2012
||This chapter has an extensive discussion of water and the water cycle. It's best feature are the large group of classic water experiments given at the end of the chapter.
||Water: Book Chapter
||Reviewed by: Dorian Janney (Gaithersburg, MD) on April 12, 2011
||This book chapter would be useful to an educator who was working with students in environmental education activities. The thrust is on understanding both salinity and turbidity of water, and giving educators an in-depth look at why those factors are important when analyzing the cleanliness- or the lack thereof- of water.There is good background information as well as many ready-to-use teaching activities to teach and reinforce these concepts.
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