Details
| Type of Product: | NSTA Press Book (also see downloadable PDF version of this book) |
| Publication Date: | 9/15/2009 |
| Pages: | 176 |
| Stock Number: | PB270X |
| ISBN: | 978-1-935155-24-9 |
| Grade Level: | Elementary School, Middle School |
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] |
Description
This valuable and entertaining compendium of Bill Robertson’s popular “Science 101” columns, from NSTA member journal Science and Children, proves you don’t have to be a science geek to understand basic scientific concepts. The author of the best-selling Stop Faking It! series explains everything from quarks to photosynthesis, telescopes to the expanding universe, and atomic clocks to curveballs—all with his trademark wit and irreverence.
The 33 short columns, plus a new introduction, provide an introductory science course of sorts, covering topics in life science, Earth and space science, physical science, technology, and more—perfect for K-8 teachers, homeschoolers, or parents who just want to boost their science know-how. Easily understood prose and lively illustrations by cartoonist Brian Diskin make this volume an engaging—and more important, readable—course you can pass with flying colors.
Bill Robertson has written nine Stop Faking It! books to date, drawing on his many years of experience as a college physics instructor, cognitive science researcher, curriculum developer, science reviewer, and teacher workshop leader as inspiration for his informative but humorous approach to science. The family’s two dogs, Misha and Pasha, sometimes help too.
Brian Diskin illustrates all of Bill’s books and columns … when he’s not drawing a blank.
Additional Info
| Intended User Role: | Curriculum Supervisor, Elementary-Level Educator, Middle-Level Educator, New Teacher, Parent, Teacher |
| Educational Issues: | Classroom management, Curriculum, Inquiry learning, Interdisciplinary, Professional development, Student populations: Home schoolers, Teacher content knowledge, Teacher preparation, Teaching strategies |
Contents
General Science
What writing represents what scientists actually do?
When drawing graphs from collected data, why don’t you just “connect the dots”?
How is reading science books different from reading other kinds of books?
Why do we classify things in science?
Do balances and scales determine an object’s mass or its weight?
How does a scientific theory become a scientific law?
Teaching Methods
How can hands-on science teach long-lasting understanding?
What makes for a good science fair project?
How much overlap is there across science disciplines?
Life Science
How does the human body turn food into useful energy?
If an insect grows to human size, will it have superhuman strength?
How does photosynthesis work?
How do animals navigate during migration?
How do animals communicate underwater?
Do plants communicate?
Earth and Space Science
What causes lightning and thunder?
Why is a light-year a unit of distance rather than a unit of time?
Why is Pluto no longer a planet?
Is it possible to turn coal into diamonds?
What causes the seasons?
How do we know the universe is expanding, and what exactly does that mean?
Why are oceans salty and lakes and rivers not?
Physical Science
How do we know protons, electrons, and quarks really exist?
Why does a color change indicate a chemical change?
Why does air expand when you heat it, and why does hot air rise?
What exactly is energy?
How can an ocean liner made of steel float on water?
Why are there so many different models of light?
How do atomic clocks work?
What causes the different states of matter?
What makes a curveball curve?
Technology
How does a telescope work?
How does wireless internet work?
Index
Published Reviews
“Each topic is introduced as a question, such as ‘Is it possible to turn coal into diamonds?’ after which follow a hands-on demonstration and an explanation that answers the question. The hands-on activities are often novel, and Robertson corrects a lot of misconceptions. These are among the strongest points of the book. To his credit, he clearly defines a law, theory, and hypothesis, all of which science teachers routinely confuse and misrepresent, and offers constructive criticism of hands-on learning and science fair projects. This is a solid work, one from which all teachers of young students can benefit.”
SB&F, April 2010
“The author has the knack of making his subjects comprehensible. … Robertson frames each query, provides background information on the topic, and defines terms before advancing to an explanation.”
School Library Journal’s Curriculum Connections blog, February, 2, 2010
Customer Reviews
This resource has not yet been reviewed by a customer.
If you wish to review this resource, click here.