Details
| Type of Product: | NSTA Press Book (also see downloadable PDF version of this book) |
| Publication Date: | 5/31/2011 |
| Pages: | 256 |
| Stock Number: | PB238X2 |
| ISBN: | 978-1-936137-15-2 |
| Grade Level: | Elementary 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.
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Description
Authors Susan Koba and Carol Mitchell introduce teachers of grades 3–5 to their conceptual framework for successful instruction of hard-to-teach science concepts. Their methodology comprises four steps: (1) engage students about their preconceptions and address their thinking; (2) target lessons to be learned; (3) determine appropriate strategies; and (4) use Standards-based teaching that builds on student understandings. The authors not only explain how to use their framework but also provide a variety of tools and examples of its application on four hard-to-teach foundational concepts: the flow of energy and matter in ecosystems, force and motion, matter and its transformation, and Earth’s shape. Both preservice and inservice elementary school teachers will find this approach appealing, and the authors’ engaging writing style and user-friendly tables help educators adapt the method with ease.
Additional Info
| Intended User Role: | Elementary-Level Educator, Teacher |
Contents
Foreword by Linda Froschauer
Acknowledgments
About the Authors
Introduction
• Science Education Reform and Conceptual Understanding
• Difficult Topics—Why Are They Hard to Teach and Learn?
• Organization of the Book
Part I: The Toolbox—A Framework and Instructional Tools
Chapter 1. The Instructional Planning Framework to Address Conceptual Change
• Why Are Some Science Concepts Hard to Teach?
• Introducing the Instructional Planning Framework
• Comparing the Framework to Other Models
• Putting the Instructional Planning Framework Into Practice
Chapter 2. Implementation of the Framework Using the Topic “The Flow of Matter and Energy in Ecosystems”
• Overview
• Application of the Predictive Phase to “The Flow of Matter and Energy in Ecosystems”
• Application of the Responsive Phase to “The Flow of Matter and Energy in Ecosystems”
• Instructional Tool 2.3: Instructional Strategy Selection Tool
• Time for Reflection
• Resulting Lessons for Learning Targets #1–#4
• Instructional Tool 2.1: Teaching the Five Essentials of Inquiry
• Instructional Tool 2.2: Three Strategies That Support Metacognition
• Instructional Tool 2.4: Sense-Making Approaches: Linguistic Representations—Writing to Learn
• Instructional Tool 2.5: Sense-Making Approaches: Linguistic Representations—Reading to Learn
• Instructional Tool 2.6: Sense-Making Approaches: Linguistic Representations: Speaking to Learn
• Instructional Tool 2.7: Sense-Making Approaches: Nonlinguistic Representations—Five Models
• Instructional Tool 2.8: Sense-Making Approaches: Nonlinguistic Representations—Visual Tools
• Instructional Tool 2.9: Sense-Making Approaches: Nonlinguistic Representations—Drawing Out Thinking
• Instructional Tool 2.10: Sense-Making Approaches: Nonlinguistic Representations—Kinesthetic Strategies
Chapter 3. The Framework and Tools at the Elementary Level Responding to the Needs of All Learners
• Ties to Literacy and Numeracy (Mathematics)
• Variations in Third, Fourth, and Fifth Grade
• Build Your Library
Part II: Toolbox Implementation—Using the Framework and Instructional Tools with Hard-to-Teach Science Topics
Chapter 4. Matter and Its Transformation: Gas Is Matter
• Overview
• Why This Topic?
• Using the Instructional Planning Framework
• The Lessons: Teaching and Learning About “Gas Is Matter”
• Time for Reflection
• Ties to Literacy and Numeracy (Mathematics)
• Consideration Across the Grades
• Build Your Library
Chapter 5. Welcome to Planet Earth: Earth’s Shape and Gravity (by Cary Sneider with Susan Koba)
• Overview
• Why this Topic?
• Using the Instructional Planning Framework
• The Lessons: Teaching and Learning about “Earth’s Shape and Gravity” Time for Reflection
• Responding to the Needs of All Learners
• Ties to Literacy and Numeracy (Mathematics)
• Consideration Across the Grades
• Build Your Library
Chapter 6. Force and Motion: Understanding Change (by Rand Harrington with Susan Koba)
• Overview
• Why This Topic?
• What Makes These Ideas Difficult?
• Using the Instructional Planning Framework
• The Lessons: Teaching and Learning About “Force and Motion: Understanding Change”
• Time for Reflection
• Responding to the Needs of All Learners
• Ties to Literacy and Numeracy (Mathematics)
• Consideration Across the Grades.
• Build Your Library
Appendix A. Planning Template for the Predictive Phase
Appendix B. Strategy Selection Template
Appendix C. Planning Template for the Responsive Phase
References
Index
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