|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, High School
Before your students can discover accurate science, you need to uncover the preconceptions they already have. This book helps pinpoint what your students know (or think they know) so you can monitor their learning and adjust your teaching accordingly. Loaded with classroom-friendly features you can use immediately, the book is comprised of 25 “probes”—brief, easily administered activities designed to determine your students’ thinking on 44 core science topics (grouped by light, sound, matter, gravity, heat and temperature, life science, and Earth and space science).
The probes are invaluable formative assessment tools to use before you begin teaching a topic or unit. The detailed teacher materials that accompany each probe review science content; give connections to National Science Education Standards and Benchmarks; present developmental considerations; summarize relevant research on learning; and suggest instructional approaches for elementary, middle, and high school students. Other books may discuss students’ general misconceptions about scientific ideas. Only this one provides probes—single, reproducible sheets— you can use to determine students’ thinking about, for example, photosynthesis, moon phases, conservation of matter, reflection, chemical change, and cells. Each probe has been field-tested with hundreds of students across multiple grade levels, so they’re proven effective for helping your students reexamine and further develop their understanding of science concepts.
Ideas For Use
Each of the probes in this book contains detailed teacher notes to help you to (a) decide how, when, and with whom to use the assessment probe; (b) link the ideas addressed by the probe to related standards; (c) examine research that informed the development of the probe and that provides additional insight into students' thinking; (d) consider new instructional strategies; and (e) access additional information to learn more about the topic addressed by the probe.
(mouse over for full classification)
Phases of the moon
Acid base reactions
Oxidation reduction reactions
States of matter
Science process skills
|Intended User Role:||Curriculum Supervisor, Elementary-Level Educator, High-School Educator, Middle-Level Educator, New Teacher, Teacher
|Educational Issues:||Achievement, Assessment of students, Classroom management, Curriculum, Educational research, Inquiry learning, Instructional materials, Learning theory, Teacher content knowledge, Teacher preparation, Teaching strategies
• Need for Formative Assessment Tools in Science
• Development and Use of the Probes
• Next Steps
• About the Authors
• Classroom Assessment
• What Is a Formative Assessment Probe?
• Assessment Probe Design and Features
• Formative Assessment Probes in This Book
• Using the Probes
• Teacher Notes That Accompany the Probes
• Elementary School: Using the Probe “Is It an Animal?”
• Middle School: Using the Probe “Wet Jeans”
• High School: Using the Probe “Is It Matter?”
• Concept Matrices and Probe Set
Physical Science Assessment Probes
• Concept Matrix
• 1 Can It Reflect Light?
• 2 Apple in the Dark
• 3 Birthday Candles
• 4 Making Sound
• 5 Ice Cubes in a Bag
• 6 Lemonade
• 7 Cookie Crumbles
• 8 Seedlings in a Jar
• 9 Is It Melting?
• 10 Is It Matter?
• 11 Is It Made of Molecules?
• 12 The Rusty Nails
• 13 Talking About Gravity
• 14 The Mitten Problem
• 15 Objects and Temperature
Life, Earth, and Space Science Assessment Probes
• Concept Matrix
• 16 Is It an Animal?
• 17 Is It Living?
• 18 Is It Made of Cells?
• 19 Human Body Basics
• 20 Functions of Living Things
• 21 Wet Jeans
• 22 Beach Sand
• 23 Mountain Age
• 24 Gazing at the Moon
• 25 Going Through a Phase
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National Standards Correlation
This resource has 27 correlations with the National Standards.
- Physical Science
- Structure of atoms
- Matter is made of minute particles called atoms, and atoms are composed of even smaller components. (9-12)
- Each atom has a positively charged nucleus surrounded by negatively charged electrons. (9-12)
- Chemical Reactions
- A large number of important reactions involve the transfer of electrons (oxidation/reduction reactions). (9-12)
- A large number of important reactions involve the transfer of hydrogen ions (acid/base reactions) between reacting ions, molecules, or atoms. (9-12)
- Position and motion of objects
- Sound is produced by vibrating objects. (K-4)
- The pitch of the sound can be varied by changing the rate of vibration. (K-4)
- Light, heat, electricity, and magnetism
- Light travels in a straight line until it strikes an object. (K-4)
- Light can be reflected by a mirror, refracted by a lens, or absorbed by the object. (K-4)
- Heat can move from one object to another by conduction. (K-4)
- Conservation of energy and increase in disorder
- Energy can never be destroyed. (9-12)
- The higher the temperature, the greater the atomic or molecular motion. (9-12)
- Life Science
- Structure and function in living systems
- Important levels of organization for structure and function include cells, organs, tissues, organ systems, whole organisms, and ecosystems (5-8)
- All organisms are composed of cells--the fundamental unit of life (5-8)
- Groups of specialized cells cooperate to form a tissue, such as a muscle. (5-8)
- Different tissues are in turn grouped together to form larger functional units, called organs. (5-8)
- Earth Science
- Changes in earth and sky
- The observable shape of the moon changes from day to day in a cycle that lasts about a month.
- Earth in the solar system
- The motions of most objects in the solar system explain such phenomena as the day, the year, phases of the moon, and eclipses.
- Gravity is the force that keeps planets in orbit around the sun and governs the rest of the motion in the solar system. (5-8)
- Energy in the earth system
- The greenhouse effect is the warming effect on the air caused by heat rising from the surface of the Earth and being trapped by gases in the troposphere. (9-12)
- 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 science content and adapt and design curricula to meet the interests, knowledge, understanding, abilities, and experiences of students.
- Select teaching and assessment strategies that support the development of student understanding and nurture a community of science learners.
- Physical Science
- Structure and properties of matter
- Science as Inquiry
- Abilities necessary to do scientific inquiry
- Earth Science
- Structure of the earth system
||Formative Assesment the Right Way!
||Reviewed by: Angelika Fairweather (Bradenton, FL) on April 8, 2011
||Keeley's ability to zero in on the standard misconceptions in a manner that will engage students is exceptional. I honestly base my lessons off of these assessments. I generally will use the assessment, group students based on their answers, and then setup a guided inquiry activity where they can discover the correct answer. I then go back to the formative assessment and students evaluate their original ideas.
||Force & Motion: Stop Faking It! Finally Understan
||Reviewed by: Francisco Rosales Romero on November 28, 2010
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