|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)
based on 2 reviews
|Grade Level:||Elementary School, Middle School
|Read Inside:||Read a sample chapter: Worms Are for More Than Bait
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
Properties of materials
Science process skills
|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
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National Standards Correlation
This resource has 14 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)
- 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)
- 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.
- 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.
- Science as Inquiry
- Abilities necessary to do scientific inquiry
||Reviewed by: Maureen Stover (Seaside, CA) on April 12, 2011
||As a science teacher, I am continuously looking for ways to effectively connect literacy and science. Like the first book in this series, More Everyday Science Mysteries is a great tool that helps me easily link the two disciplines. Each chapter contains a short, high-interest story with a related lesson plan. The author also includes scilinks and NSTA references. I especially like that the author includes notes to teach the material at the elementary and middle school levels. This is an outstanding tool that I enjoy using to engage my students.
||Reviewed by: Hesham Ghanem (, MO) on February 9, 2010
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