Details
| 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) |
| Publication Date: | 6/2/2010 |
| Pages: | 165 |
| Stock Number: | PB273Xe |
| ISBN: | 978-1-936137-79-4 |
| Grade Level: | Elementary School, Middle School |
| Read Inside: | Read a sample chapter: Water |
Description
Teachers seeking new ways to integrate Earth science, chemistry, physical geography, and life science into a study of the environment should just step outside! So say the authors of Inside-Out: Environmental Science in the Classroom and the Field, Grades 3–8, who provide thought-provoking, interesting activities to help teachers and students leave the classroom and learn outside.
Inside-Out covers topics such as using topographic maps to better understand landforms, exploring the physical landscape of a local area, how water sustains biological organisms, and the relationship between soil conditions and local flora—using both field- and classroom-based lessons to convey important environmental science concepts. Each chapter includes an introduction to the material covered, followed by activities that allow students to use direct observation and inquiry to learn various concepts in environmental science. The authors also provide many web resources that will point teachers in the right direction for gaining even more information about these subjects.
If you’re looking for a way to bring environmental science lessons to life for your students, Inside-Out can help you do it!
Additional Info
|
Science Discipline:
(mouse over for full classification)
|
Water cycle
Soil
Water
Photosynthesis
Biomes
Cycles
Energy transfer
Energy transfer
Analyzing data
Collecting data
Interpreting data
Measuring
Modeling
Observing
Scientific habits of mind
Biodiversity
|
| Intended User Role: | Curriculum Supervisor, Elementary-Level Educator, Middle-Level Educator, Teacher |
| Educational Issues: | Assessment of students, Classroom management, Curriculum, Educational research, Inquiry learning, Instructional materials, Interdisciplinary, Professional development, Teacher preparation, Teaching strategies |
Contents
Introduction
Why This Book and Why This Way?
Why an Emphasis on Content?
Why the Elementary Level?
Why Field-Based Learning?
Why So Many Web Resources?
Concerns Over Regionalism
Why the Environment and Why the Field?
Organization of the Book
Why This Way?
Chapter Organization
References
Chapter 1: Topography
A Content Primer
Definition
An Introduction to Maps
Using Topographic Maps
Topography Activities
Activity 1. Geographic “Flights”: An Exploration
Activity 2. Modeling a Contour Map
Activity 3. Creating a Simple Contour Map
Activity 4. Map Legends: An Exploration
Activity 5. Contour Lines: Part I
Activity 6. Contour Lines: Part II
Activity 7. Mapping the Schoolyard
Activity 8. Constructing a Topographic Map Outside the Classroom
Wrap-Up
Resource List
Chapter 2: Physical Geography
A Content Primer
Definitions
Natural Resources, Biome, Habitat, and Watershed
Riparian Buffers and Stream Structure
Physical Geography Activities
Activity 1. What Is Your Watershed Address?
Activity 2. Go With the Flow: An Exploration
Activity 3. Schoolyard Habitat Assessment
Activity 4. At-Home Habitat Assessment
Activity 5. Stream Habitat Assessment
Wrap-Up
Resource List
Appendix A: Schoolyard Report Card
Appendix B: Your Yard Report Card
Chapter 3: Water
A Content Primer
What Is Water?
The Water Cycle
Other Aspects of Water
Water Activities
Activity 1. Modeling the Water Cycle
Activity 2. Preparing pH Indicators From Red Cabbage
Activity 3. Red Cabbage Juice as a pH Indicator: Developing pH Standards
Activity 4. Using Red Cabbage Juice and pH Paper to Determine the pH of Household Products
Activity 5. Modeling the Impact of Salinity in Water
Activity 6. Exploring the Impact of Temperature and Salinity on Water Density
Activity 7. Sponging Up the Dissolved Oxygen
Activity 8. Testing Solubility of Oxygen in Water Over Time
Activity 9. Modeling Turbidity
Activity 10. Measuring Turbidity With a Turbidity Tube
Wrap-Up
Resource List
Chapter 4: Soil: It’s Not Dirt
A Content Primer
What Is Soil?
Soil Morphology
Soil as a Habitat
Soil Activities
Activity 1. Soil Color: Wetland Versus Nonwetland Soils
Activity 2. Soil Texture Investigation
Activity 3. Percolation of Soil
Activity 4. Soil Chemistry
Activity 5. The Living Soil or Winogradsky Column
Wrap-Up
Resource List
Chapter 5: Energy and Nutrients
A Content Primer
What Is Energy?
Why Chemistry and What Are Nutrients?
Tying It All Together: Nutrient Loading and Water Quality
Energy Activities
Activity 1. Exploring How Light Source Affects Plant Growth
Activity 2. Exploring Energy Through Evaporation
Activity 3. Exploring Energy Through Heat and Circulation
Nutrient Activities
Activity 4. Chemical Water Quality Analysis
Activity 5. Tying It All Together: Nutrient Loading, Turbidity, and Water Quality. What’s the Story?
Wrap-Up
Resource List
Chapter 6: Biodiversity
A Content Primer
Definition of Biodiversity
Determinants of Biodiversity
How Do We Measure Biodiversity?
Why Do We Measure Biodiversity?
Biodiversity Activities
Activity 1. Leaf Litter Fun
Activity 2. Analysis of Plant and Animal Habitat in a Square Meter
Activity 3. Macroinvertebrate Analysis
Activity 4. Biofilms and Biodiversity
Wrap-Up
Resource List
Chapter 7: Action Projects
A Content Primer
Why Action Projects?
How to Choose an Action Project
Garnering Support
Process and Completion of the Project
Action Projects
Single Classroom–Based Project: A Storm Drain Rain Garden
Schoolwide Single Project: A Native Plant Garden
Schoolwide Single Project: Habitat Restoration
Schoolwide Multiple Projects
An Example of Changes in Attitude With Action Projects
Teacher Advice Regarding the Implementation of Action Projects
Wrap-Up
Resource List
Chapter 8: Reflections on Implementation
Christine Wolfe: Creating a Schoolyard Habitat in Middle School
Stephanie Lee: Helping Students Become Green Kids
Mark Herzog: In the “Old Days” We Went Outside
Pamela Lottero-Perdue and Steven Lev: A Science Educator and a Geologist Work Together to Make Topography Elementary
Debbie Freels: “Where Are My Sneakers?”
What Next?
Index
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National Standards Correlation
This resource has 25 correlations with the National Standards.
[HIDE CORRELATIONS]
- Physical Science
- Transfer of Energy
- Energy is a property of many substances and is associated with heat, light, electricity, mechanical motion, sound, nuclei, and the nature of a chemical. (5-8)
- Life Science
- Populations and ecosystems
- 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.
- Healthy ecosystems ensure a healthy biosphere by regulating the flow of energy and the cycling of nutrients.
- Diversity and adaptations of organisms
- Millions of species of animals, plants, and microorganisms are alive today. (5-8)
- Earth Science
- Properties of earth materials
- Earth materials are solid rocks and soils, water, and the gases of the atmosphere.
- Soils have properties of color and texture, capacity to retain water, and ability to support the growth of many kinds of plants, including those in our food supply.
- Structure of the earth system
- Soil consists of weathered rocks and decomposed organic material from dead plants, animals, and bacteria. (5-8)
- Soils are often found in layers, with each having a different chemical composition and texture. (5-8)
- Water, which covers the majority of the earth's surface, circulates through the crust, oceans, and atmosphere in what is known as the "water cycle." (5-8)
- Water evaporates from the earth's surface, rises and cools as it moves to higher elevations, condenses as rain or snow, and falls to the surface where it collects in lakes, oceans, soil, and in rocks underground. (5-8)
- A watershed is entire areas of land that are drained by a river.
- Water is a solvent. As it passes through the water cycle it dissolves minerals and gases and carries them to the oceans. (5-8)
- Science as Inquiry
- Abilities necessary to do scientific inquiry
- Employ simple equipment and tools to gather data and extend the senses. (K-4)
- Use data to construct a reasonable explanation.
- 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
- Design
- Introduce teachers to scientific literature, media, and technological resources that expand their science knowledge and their ability to access further knowledge. (NSES)
- Uses learning strategies appropriate to the intended goal. (NSDC)
- Learning
- 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 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.
- 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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