|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)
|Grade Level:||Elementary School, Middle School
More than 50 percent of science lessons in today’s elementary textbooks use visual information to help demonstrate concepts. With Developing Visual Learning in Science, K–8, educators can help their students develop skills in interpreting photographs, charts, diagrams, figures, labels, and graphic symbols. These skills are called visual literacy skills. Visual literacy in science is especially relevant for students who pursue careers in science, technology, engineering, and math. In addition, a growing body of research concludes that visual literacy is critical for all citizens to communicate in our highly complex world. The authors, who are experienced science educators, provide teachers with a developmental path to move learners—and even the teachers themselves—on the road to successfully “making meaning” from visual texts.
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Phases of the moon
Scientific habits of mind
Using scientific equipment
|Intended User Role:||Elementary-Level Educator, Middle-Level Educator, Teacher
|Educational Issues:||Achievement, Assessment of students, Classroom management, Curriculum, Educational research, Inquiry learning, Instructional materials, Interdisciplinary, Learning theory, Professional development, Teacher content knowledge, Teacher preparation, Teaching strategies
Foreword by Page Keeley
About the Authors
Visual Literacy: The Primer
Creating Visual Thinking Tools
Creating Three-Dimensional Graphic Organizers (“Foldables”)
“Teaching the Way You Want to be Taught” by Dinah Zike
Visual Literacy in Life Science: Insect Metamorphosis
Visual Literacy in Earth Science: Phases of the Moon
Visual Literacy in Physical Science: Force and Motion
Visual Literacy: Next Steps
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National Standards Correlation
This resource has 36 correlations with the National Standards.
- Physical Science
- Position and motion of objects
- An object's motion can be described by tracing and measuring its position over time. (velocity) (K-4)
- The size of the change of position and motion is related to the strength of the push or pull. (K-4)
- The position and motion of objects can be changed by pushing or pulling. (K-4)
- Motion and Forces
- The motion of an object can be described by its position, direction of motion, and speed. (5-8)
- Motion can be measured and represented on a graph.
- Life Science
- The characteristics of organisms
- 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)
- 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)
- Organisms and environments
- All animals depend on plants. Some animals eat plants for food. Other animals eat animals that eat the plants.
- 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)
- Populations and ecosystems
- For ecosystems, the major source of energy is sunlight. (5-8)
- Energy passes from organism to organism in food webs (5-8)
- The number of organisms an ecosystem can support depends on the resources available and abiotic factors, such as quantity of light and water, range of temperatures, and soil composition.
- Given adequate biotic and abiotic resources and no disease or predators, populations (including humans) increase at rapid rates. (5-8)
- Lack of resources and other factors, such as predation and climate, limit the growth of populations in specific niches in the ecosystem. (5-8)
- Earth Science
- Changes in earth and sky
- Objects in the sky have patterns of movement.
- The moon moves across the sky on a daily basis much like the sun.
- The observable shape of the moon changes from day to day in a cycle that lasts about a month.
- Structure of the earth system
- Land forms are the result of a combination of constructive and destructive forces. (5-8)
- Constructive forces include crustal deformation, volcanic eruption, and deposition of sediment. (5-8)
- Earth in the solar system
- Most objects in the solar system are in regular and predictable motion. (5-8)
- The motions of most objects in the solar system explain such phenomena as the day, the year, phases of the moon, and eclipses.
- Science as Inquiry
- Abilities necessary to do scientific inquiry
- Ask a question about objects, organisms, and events in the environment. (K-4)
- Communicate investigations and explanations.
- Use appropriate tools and techniques to gather, analyze, and interpret data.
- Develop descriptions, explanations, predictions, and models using evidence.
- Think critically and logically to make the relationships between evidence and explanations.
- Understandings about scientific inquiry
- Scientists develop explanations using observations (evidence) and what they already know about the world (scientific knowledge). Good explanations are based on evidence from investigations. (K-4)
- Process Standards for Professional Development
- Prepares educators to apply research to decision making. (NSDC)
- Uses learning strategies appropriate to the intended goal. (NSDC)
- Build on the teacher's current science understanding, ability, and attitudes. (NSES)
- Applies knowledge about human learning and change. (NSDC)
- Incorporate ongoing reflection on the process and outcomes of understanding science through inquiry. (NSES)
- 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 guide and facilitate learning. In doing this, teachers
- Recognize and respond to student diversity and encourage all students to participate fully in science learning.
- 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.
- Teachers of science actively participate in the ongoing planning and development of the school science program.
- Participate fully in planning and implementing professional growth and development strategies for themselves and their colleagues.
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