|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)
|ISBN:||Brain-Powered Science Series
|Grade Level:||Elementary School, Middle School, High School
• How can water and a penny demonstrate the power of mathematics and molecular theory?
• Do spelling and punctuation really matter to the human brain?
The third of Thomas O’Brien’s books designed for 5–12 grade science teachers, Even More Brain-Powered Science uses the questions above and 11 other inquiry-oriented discrepant events—experiments or demonstrations in which the outcomes are not what students expect—to dispute misconceptions and challenge students to think about, discuss, and examine the real outcomes of the experiments. O’Brien has developed interactive activities—many of which use inexpensive materials—to engage the natural curiosity of both teachers and students and create new levels of scientific understanding. The hands-on activities serve as visual participatory analogies for science education principles related to the nature of science and cognitive learning theory, bridging the gap between practice and theory.
Each exploration, along with the related extension activities, can serve as the framework for a series of professional development sessions or complement conventional preservice science textbooks. Each of O’Brien’s easy-to-use chapters includes an expected outcome, an explanation of the science and science education concepts, discussion points, the procedure, and a list of related websites. Whether you are new to the Brain-Powered Science books or are a “brain-powered” professional, this book is sure to create shared entertaining educational experiences for teachers and students.
“The subject matter and activities are relevant and inexpensive for any new teacher to use. They convey the concepts of developing critical thinking skills. The author is good at piquing interests by use of discrepant events.”
—Janice Crowley, science department chair, Wichita (Kansas) Collegiate Upper School, and 2009 Siemens National AP Teacher of the Year
“Once again the author does an outstanding job in presenting materials that will lead to the pertinent discussions that need to occur in science education.”
—Michael Jabot, professor of science education, State University of New York at Fredonia College of Education
|Intended User Role:||Elementary-Level Educator, High-School Educator, Middle-Level Educator, Teacher
|Educational Issues:||Assessment of students
About the Author
Science Education Topics
Section 1: Welcome Back to Interactive Teaching and Experiential Participatory Learning
Activity 1 Science and Art: Dueling Disciplines or Dynamic Duo?
Activity 2 Acronyms and Acrostics Articulate Attributes of Science (and Science Teaching)
Section 2: Reading, Student Construction of Meaning, and Inquiry-Oriented Science Instruction
Activity 3 Tackling the Terrible Tyranny of Teminology: Divide and Conquer
Activity 4 Inquiring Into Reading as Meaning-Making: Do Spelling and Punctuation Really Matter?
Activity 5 Ambiguous Text: Meaning-Making in Reading and Science
Section 3: Integrated Instructional Mini Units: 5E Teaching Cycles
Activity 6 Resurrection Plant: Making Science Come Alive!
Activity 7 Glue Mini-Monster: Wanted Dead or Alive?
Activity 8 Water “Stick-to-It-Ness”: A Penny for Your Thoughts
Activity 9 Burdock and Velcro: Mother Nature Knows Best
Activity 10 Osmosis and “Naked” Eggs: The Environment Matters
Activity 11 5 E(z) Yet pHenomenal Steps to Demystifying Magic Color-Changing Markers
Activity 12 5 E(z) Steps Back Into “Deep” Time: Visualizing the Geobiological Timescale
Activity 13 5 E(z) Steps to Earth-Moon Scaling: Measurements and
ABCs of Minds-on Science Teaching (MOST) Instructional Strategies
An Integrated, “Intelligent” Curriculum-Instruction-Assessment (CIA) System
Big Ideas in Science: A Comparison Across Science Standards Documents
Science Content Topics
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