By: Jessica Fries-Gaither and Terry Shiverdecker
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Inquiring Scientists, Inquiring Readers: Using Nonfiction to Promote Science Literacy, Grades 3–5
|Type of Product:||NSTA Press Book (also see downloadable PDF version of this book)
based on 1 review
|Grade Level:||Elementary School
|Read Inside:||Read a sample chapter: Beaks And Biomes: Understanding Adaptation In Migrating Organisms
Our reviewers—top-flight teachers and other outstanding science educators—have determined that this resource is among the best available supplements for science teaching.
[Read the full review]
In Inquiring Scientists, Inquiring Readers, science educators Jessica Fries-Gaither and Terry Shiverdecker help teachers blend literacy into elementary science instruction. This unique book will show teachers how to teach science using a variety of nonfiction text sets (such as field guides, reference books, and narrative expository texts) and replace individual lessons with a learning-cycle format (including hands-on investigations, readings, directed discussion, and problem solving).
Research-based and teacher-friendly, Inquiring Scientists, Inquiring Readers shows how inquiry can engage your students in reading nonfiction texts, discussing important science concepts, and writing to both develop understanding and share information. Here are some of the book’s special features:
• Eight units covering life, physical, Earth, and space science—from “Drip Drop Detectives: Exposing the Water Cycle” to “Classroom Curling: Exploring Forces and Motion” to “Beaks and Biomes: Understanding Adaptation in Migrating Organisms.” Two additional units cover the nature of science. All units have been classroom-tested for effectiveness and align with the National Science Education Standards and the Common Core State Standards for English Language Arts.
• Detailed scientific background, common misconceptions associated with the content, an annotated list of the texts in the text set, safety considerations, reproducible student pages, and suggested assessments.
• Authentic, inquiry-based contexts for reading, writing, and discussion through read-alouds, collaborative activities, graphic organizers, and writing prompts.
Inquiring Scientists, Inquiring Readers will change the way you think about engaging your students. The authors show that it’s possible to integrate literacy into elementary-level science instruction without sacrificing quality in either area.
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Using scientific equipment
|Intended User Role:||Elementary-Level Educator, Teacher
About the Authors
Part I: Integrating Literacy and Science Instruction
Chapter 1: The Science-Literacy Connection
Chapter 2: Inquiry and the Learning Cycle
Chapter 3: Authentic and Relevant Literacy Experiences in Inquiry
Chapter 4: Nonfiction Text Sets
Chapter 5: Getting Started with the Inquiry Units
Part II: The Inquiry Units
Chapter 6: Scientists Like Me
Chapter 7: Measuring Pennies and More
Chapter 8: Minds-on Matter: Phase Changes and Physical Properties
Chapter 9: Classroom Curling: Exploring Forces and Motion
Chapter 10: Beaks and Biomes: Understanding Adaptation in Migrating Organisms
Chapter 11: My Favorite Tree
Chapter 12: Come Fly With Me
Chapter 13: Drip Drop Detectives: Exposing the Water Cycle
Chapter 14: Let’s Dig! Exploring Fossils
Chapter 15: Patterns in the Sky
Chapter 16: Final Thoughts
Appendix 1. Background Information: Science Process Skills and Literacy Activities
Appendix 2. Rubrics and Achievement Grading Standards
Appendix 3. Standards Alignment Matrix
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National Standards Correlation
This resource has 52 correlations with the National Standards.
- Physical Science
- Properties of objects and materials
- Objects have many observable properties, including the ability to react with other substances. (K-4)
- The observable properties of objects can be measured using tools, such as rulers, balances, and thermometers. (K-4)
- Materials can exist in different states--solid, liquid, and gas. (K-4)
- Properties and changes of properties in matter
- A substance has characteristic properties, such as density, a boiling point, and solubility. (5-8)
- Position and motion of objects
- The position of an object can be described by locating it relative to another object or the background. (K-4)
- An object's motion can be described by tracing and measuring its position over time. (velocity) (K-4)
- The position and motion of objects can be changed by pushing or pulling. (K-4)
- Motion and Forces
- An object that is not being subjected to a force will continue to move at a constant speed and in a straight line. (inertia) (5-8)
- If more than one force acts on an object along a straight line, then the forces will reinforce or cancel one another, depending on their direction and magnitude. (5-8)
- 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)
- 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)
- 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)
- Diversity and adaptations of organisms
- Millions of species of animals, plants, and microorganisms are alive today. (5-8)
- Although different species might look dissimilar, the unity among organisms becomes apparent from an analysis of internal structures, the similarity of their chemical processes, and the evidence of common ancestry. (5-8)
- Biological evolution accounts for the diversity of species developed through gradual processes over many generations (5-8)
- Extinction of a species occurs when the environment changes and the adaptive characteristics of a species are insufficient to allow its survival. (5-8)
- Earth Science
- Properties of earth materials
- Fossils provide evidence about the plants and animals that lived long ago and the nature of the environment at that time.
- Objects in the sky
- The sun, moon, stars, clouds, birds, and airplanes all have properties, locations, and movements that can be observed and described.
- Structure of the earth system
- 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)
- Earth's history
- Fossils provide important evidence of how life and environmental conditions have changed (5-8)
- Science as Inquiry
- Abilities necessary to do scientific inquiry
- Ask a question about objects, organisms, and events in the environment. (K-4)
- Plan and conduct a simple investigation. (K-4)
- Employ simple equipment and tools to gather data and extend the senses. (K-4)
- Use data to construct a reasonable explanation.
- Communicate investigations and explanations.
- Identify questions that can be answered through scientific investigations.
- Design and conduct a scientific investigation.
- 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.
- Recognize and analyze alternative explanations and predictions.
- Communicate scientific procedures and explanations.
- Understandings about scientific inquiry
- Scientific investigations involve asking and answering a question and comparing the answer with what scientists already know about the world. (K-4)
- Simple instruments, such as magnifiers, thermometers, and rulers, provide more information than scientists obtain using only their senses.
- 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)
- Science and Technology
- Abilities of technological design
- Propose a solution.
- Implementing proposed solutions
- Evaluate a product or design.
- Communicate a problem, design, and solution.
- Science in Personal and Social Perspectives
- Types of resources
- The supply of many resources is limited.
- If used, resources can be extended through recycling and decreased use.
- History and Nature of Science
- Science as a human endeavor
- Science and technology have been practiced by people for a long time.
- Men and women have made a variety of contributions throughout the history of science and technology.
- Although men and women using scientific inquiry have learned much about the objects, events, and phenomena in nature, much more remains to be understood. Science will never be finished.
- Many people choose science as a career and devote their entire lives to studying it.
- Women and men of various social and ethnic backgrounds--and with diverse interests, talents, qualities, and motivations--engage in the activities of science, engineering, and related fields such as the health professions. (5-8)
- Science requires different abilities, depending on such factors as the field of study and type of inquiry. (5-8)
- Science is very much a human endeavor, and the work of science relies on basic human qualities, such as reasoning, insight, energy, skill, and creativity--as well as on scientific habits of mind, such as intellectual honesty, tolerance of ambiguity, skepticism, and openness to new ideas. (5-8)
- Historical perspectives
- In history, diverse cultures have contributed scientific knowledge and technologic inventions. Modern science began to evolve rapidly in Europe several hundred years ago. During the past two centuries, it has contributed significantly to the industrialization of Western and non-Western cultures. However, other, non-European cultures have developed scientific ideas and solved human problems through technology. (9-12)(Inventors/Inventions)
- Teaching Standards
- Teachers of science actively participate in the ongoing planning and development of the school science program.
- Participate in decisions concerning the allocation of time and other resources to the science program.
||Reviewed by: Maureen Stover (Fayetteville, NC) on November 20, 2012
||This is an outstanding resource that provides elementary level teachers with ideas to incorporate nonfiction and informal texts into their classrooms. With the new common core standards, I have been looking for ways to include informational texts in to science instruction. This book identifies "nonfiction text sets" with accompanying 5E Lesson Plans and reproducibles. Each lesson includes common misconceptions, science background, and links to the common core standards. This is exactly the resource that I was looking for to integrate science and literacy!
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