|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:||Uncovering Student Ideas in Science Series
|Grade Level:||Elementary School, Middle School, High School
|Read Inside:||Read a sample chapter: Atoms and Cells
Author Page Keeley continues to provide K–12 teachers with her highly usable and popular formula for uncovering and addressing the preconceptions that students bring to the classroom—the formative assessment probe—in this first book devoted exclusively to life science in her Uncovering Student Ideas in Science series.
In this volume, Keeley addresses the topics of life and its diversity; structure and function; life processes and needs of living things; ecosystems and change; reproduction, life cycles, and heredity; and human biology. Using the probes as diagnostic tools that identify and analyze students’ preconceptions, teachers can easily move students from where they are in their current thinking to where they need to be to achieve scientific understanding. At the same time, use of the probes deepens the teacher’s understanding of the subject matter, suggests instructional implications, and expands assessment literacy. Using the student-learning data gained through the probes to inform teaching and learning is what makes the probes formative.
Each probe is supported by extensive Teacher Notes, which provide background information on the purpose of the probes, related concepts, explanations of the life science ideas being taught, related ideas in the national science standards, research on typical student misconceptions in life science, and suggestions for instruction and assessment.
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|Intended User Role:||Curriculum Supervisor, Elementary-Level Educator, High-School Educator, Middle-Level Educator, Teacher
|Educational Issues:||Achievement, Assessment of students, Classroom management, Curriculum, Educational research, Inquiry learning, Instructional materials, Professional development, Teacher content knowledge, Teacher preparation, Teaching strategies
Foreword by Julie Luft
About the Author
Life and Its Diversity
1. Cucumber Seeds
2. The Virus Debate
3. No Animals Allowed
4. Is It an Amphibian?
Structure and Function
5. Pond Water
6. Atoms and Cells
7. Which One Will Dry Out Last?
9. Apple Tree
Life Processes and Needs of Living Things
10. Light and Dark
11. Food for Corn
12. Pumpkin Seeds
13. Rocky Soil
Ecosystems and Change
14. Is It a Consumer?
15. Food Chain Energy
16. Ecosystem Cycles
17. No More Plants
18. Changing Environment
Reproduction, Life Cycles, and Heredity
21. DNA, Genes, and Chromosomes
22. Eye Color
23. Human Body
24. Excretory System
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National Standards Correlation
This resource has 28 correlations with the National Standards.
- Life Science
- The characteristics of organisms
- Organisms have basic needs. For example, animals need air, water, and food; plants require air, water, nutrients, and light. (K-4)
- Organisms can survive only in environments in which their needs can be met. (K-4)
- Each plant or animal has different structures that serve different functions in growth, survival, and reproduction. For example, humans have distinct body structures for walking, holding, seeing, and talking. (K-4)
- The world has many different environments, and distinct
environments support the life of different types of organisms. (K-4)
- 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)
- Plants and animals closely resemble their parents. (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)
- Other features, such as the ability to ride a bicycle, are learned through interactions with the environment and cannot be passed on to the next generation. (K-4)
- Structure and function in living systems
- Living systems at all levels of organization demonstrate the complementary nature of structure and function (5-8)
- Important levels of organization for structure and function include cells, organs, tissues, organ systems, whole organisms, and ecosystems (5-8)
- The human organism has systems for digestion, respiration, reproduction, circulation, excretion, movement, control, and coordination, and for protection from disease. These systems interact with one another. (5-8)
- Reproduction and heredity
- Reproduction is a characteristic of all living systems; because no individual organism lives forever, reproduction is essential to the continuation of every species. (5-8)
- Some organisms reproduce asexually (5-8)
- Some organisms reproduce sexually. (5-8)
- A human cell contains many thousands of different genes. (5-8)
- Hereditary information is contained in genes, located in the chromosomes of each cell. (5-8)
- Some traits are inherited and others result from interactions with the environment. (5-8)
- Populations and ecosystems
- A population consists of all individuals of a species that occur together at a given place and time. (5-8)
- All populations living together and the physical factors with which they interact compose an ecosystem. (5-8)
- Food webs identify the relationships among producers, consumers, and decomposers in an ecosystem. (5-8)
- For ecosystems, the major source of energy is sunlight. (5-8)
- Energy entering ecosystems as sunlight is transferred by producers into chemical energy through photosynthesis. (5-8)
- Energy passes from organism to organism in food webs (5-8)
- The cell
- The genetic information stored in DNA is used to direct the synthesis of the thousands of proteins that each cell requires. (9-12)
- Process Standards for Professional Development
- Uses learning strategies appropriate to the intended goal. (NSDC)
- Build on the teacher's current science understanding, ability, and attitudes. (NSES)
- Teaching Standards
- Teachers of science plan an inquiry-based science program for their students.
- Select teaching and assessment strategies that support the development of student understanding and nurture a community of science learners.
- 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.
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