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Science Fairs Plus: Reinventing an Old Favorite, Grades K-8 (e-book)
$12.97 - Member Price  
$14.96 - Nonmember Price

Details

Type of Product:e-Book (our e-books are in PDF format and can be viewed on your computer or any compatible reading device) (also see print version of this book)
Publication Date:7/6/2009
Pages:98
Stock Number:PB173Xe
ISBN:978-1-935155-33-1
Grade Level:Elementary School, Middle School


Description

At last: a sure cure for science fair fatigue. This new book -- a collection of 20 articles from NSTA's member journals for elementary, middle, and high school teachers -- is bound to re-energize the way you plan and produce these mainstay events. The articles explore all aspects of getting ready for a science fair. You'll learn how to help students pick their projects; understand what makes for fair judging; and create innovative alternatives, including festivals and expos. Several articles even debate the pros and cons of sponsoring a science fair. You'll find yourself turning again and again to the back of the book which features an up-to-date annotated bibliography of science fair and project books and an annotated list of Web sites. Highly practical and wide-ranging, Science Fairs may be the only guide you'll ever need to run successful fairs at your school.


Ideas For Use

Additional Info

Science Discipline: (mouse over for full classification)
Science process skills
Intended User Role:Elementary-Level Educator, Informal Educator, Middle-Level Educator, New Teacher, Teacher
Educational Issues:Achievement, Assessment of students, Classroom management, Educational research, Informal education, Inquiry learning, Instructional materials, Learning theory, Teacher content knowledge, Teacher preparation, Teaching strategies

Contents

About This Book

NSTA Position Statement on Science Competitions

SciLinks

Introduction
 Volcanoes are OK and Other Divine Secrets of Successful K–8 Science Fairs, Expos, and Festivals Donna Gail Shaw

Section I: Science Fairs

Preparation
Getting a Jump on the Science Fair
Deborah C. Fort
Mastering the Science Fair
Ruth Bombaugh

Prepare for Science Fair
Susan Shaffer


Project Selection
“Oh No! A Science Project!”
Gail C. Foster

Scientific Investigations
Stephen C. Blume

The One-Hour Science Fair
Charlene M. Czerniak

Potpourri
What Have Researchers Been Saying about Science Fairs?
Lawrence J. Bellipanni and James Edward Lilly

Whoever Invented the Science Fair…
Linda H. Sittig

Science Fairs? Why? Who?
Evelyn Streng

Science Fairs for All: A Science Fair Project with a Diverse Group of Young Learners
Donna Gail Shaw, Cheryl Cooke, and Teralyn Ribelin

In the Balance
Lawrence J. Bellipanni, Donald R. Cotten, and Jan Marion Kirkwood

Science Fair Fatigue
Cecelia Cope

Points of View
The Need to Explore: Nonexperimental Science Fair Projects
Margaret McNay

Why Science Fairs Don’t Exhibit the Goals of Science Teaching
Norman F. Smith

The Trouble with Science Fairs
John Stiles

Section II: Expos and Festivals

Science Fairs: Tired of the Same Old, Same Old?
Debbie Silver

Go for an Expo!
Daniel Wolfe

Step Right Up to the Science Carnival
Doug Cooper

Science Festival Fun: A Teaching and Learning Experience
Verilette Parker and Brian Gerber

Appendix A: Resource List

Appendix B: NSTA Contests

Appendix C: List of Contributors


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National Standards Correlation

This resource has 10 correlations with the National Standards.  
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This resource has 10 correlations with the National Standards.  
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  • 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.
      • Challenge students to accept and share responsibility for their own learning.
      • Recognize and respond to student diversity and encourage all students to participate fully in science learning.
    • 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.
      • Make the available science tools, materials, media, and technological resources accessible to students.
      • Identify and use resources outside the school.
      • Engage students in designing the learning environment.
    • Teachers of science actively participate in the ongoing planning and development of the school science program.
      • Participate in decisions concerning the allocation of time and other resources to the science program.
  • Science as Inquiry
    • Abilities necessary to do scientific inquiry
      • NA


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