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Bringing Technology Education into K-8 Classrooms: A Guide to Curricular Resources About the Designed World

At last, you can stop wondering how to make sense of the confusing world of technology resources for the classroom. This must-have book is the first independent review of curriculum materials for teaching technology. The authors provide a practical look at the latest technology textbooks and integrated resources (including technology and supplementary resources) plus descriptions of more than 100 informal resources.
At last, you can stop wondering how to make sense of the confusing world of technology resources for the classroom. This must-have book is the first independent review of curriculum materials for teaching technology. The authors provide a practical look at the latest technology textbooks and integrated resources (including technology and supplementary resources) plus descriptions of more than 100 informal resources.

How to...Weave the Web Into K-8 Science

Like a search engine for science teachers, How to... Weave the Web into K-8 Science is your custom-made guide to bringing the best of the Internet into your classroom. Author David Wetzel has done the work of locating online materials for you. The book offers resources for Web-based science teaching and learning plus online technical help for both beginners and experienced computer users. You even get instructions for developing your own Web page. In three concise chapters, this book covers:
Like a search engine for science teachers, How to... Weave the Web into K-8 Science is your custom-made guide to bringing the best of the Internet into your classroom. Author David Wetzel has done the work of locating online materials for you. The book offers resources for Web-based science teaching and learning plus online technical help for both beginners and experienced computer users. You even get instructions for developing your own Web page. In three concise chapters, this book covers:
 

Editor's Note (November/December 2004)

Science and Children -- November/December 2004

At a time in which teachers are pressured to teach more and more to higher standards, writing in the content areas can provide an authentic way to teach writing skills. This selection includes notes from the field editor of Science and Children on incorporating writing in the science curriculum.
At a time in which teachers are pressured to teach more and more to higher standards, writing in the content areas can provide an authentic way to teach writing skills. This selection includes notes from the field editor of Science and Children on incorporating writing in the science curriculum.
At a time in which teachers are pressured to teach more and more to higher standards, writing in the content areas can provide an authentic way to teach writing skills. This selection includes notes from the field editor of Science and Children on incorporating writing in the science curriculum.
 

The Nature of Science: Always Part of the Science Story

The Science Teacher—November 2004

Understanding how science works is crucial to scientific literacy because bound up in content and public policy decisions involving science are issues regarding what science is, how knowledge in science comes to be accepted, and what science can and cannot do. Mistaken ideas of science likely affect students’ attitudes toward science and learning in science classes. The strategies presented in this article will help teachers to effectively communicate what science is and how science works.
Understanding how science works is crucial to scientific literacy because bound up in content and public policy decisions involving science are issues regarding what science is, how knowledge in science comes to be accepted, and what science can and cannot do. Mistaken ideas of science likely affect students’ attitudes toward science and learning in science classes. The strategies presented in this article will help teachers to effectively communicate what science is and how science works.
Understanding how science works is crucial to scientific literacy because bound up in content and public policy decisions involving science are issues regarding what science is, how knowledge in science comes to be accepted, and what science can and cannot do. Mistaken ideas of science likely affect students’ attitudes toward science and learning in science classes. The strategies presented in this article will help teachers to effectively communicate what science is and how science works.
 

Tech Trek: Time for class

Science Scope -- September 2004

One of the most abstract concepts that you will teach to your students is the concept of time. Usually introduced at the beginning of the school year, the concept of time is taught along with measurements and scientific units such as length, mass, and volume. However, unlike length, mass, and volume, time can be a very confusing concept to understand. This overview of the concept of time also links to internet resources and includes several classroom extension ideas.
One of the most abstract concepts that you will teach to your students is the concept of time. Usually introduced at the beginning of the school year, the concept of time is taught along with measurements and scientific units such as length, mass, and volume. However, unlike length, mass, and volume, time can be a very confusing concept to understand. This overview of the concept of time also links to internet resources and includes several classroom extension ideas.
One of the most abstract concepts that you will teach to your students is the concept of time. Usually introduced at the beginning of the school year, the concept of time is taught along with measurements and scientific units such as length, mass, and volume. However, unlike length, mass, and volume, time can be a very confusing concept to understand. This overview of the concept of time also links to internet resources and includes several classroom extension ideas.
 

Using Scoring Rubrics to Evaluate Inquiry

Journal of College Science Teaching—September 2004

This article explores the problem of assigning grades to students engaged in nontraditional activities, especially scientific inquiry. The authors suggest using scoring rubrics to guide students in their work and to assist teachers with grading. They present the steps involved in the construction of rubrics, and also include sample rubrics in this article.
This article explores the problem of assigning grades to students engaged in nontraditional activities, especially scientific inquiry. The authors suggest using scoring rubrics to guide students in their work and to assist teachers with grading. They present the steps involved in the construction of rubrics, and also include sample rubrics in this article.
This article explores the problem of assigning grades to students engaged in nontraditional activities, especially scientific inquiry. The authors suggest using scoring rubrics to guide students in their work and to assist teachers with grading. They present the steps involved in the construction of rubrics, and also include sample rubrics in this article.
 

The Laughter-Learning Link

Science Scope -- May 2004

These high-interest activities use humor to complement traditional classroom learning. For example, after completing a three-week unit of physics labs, middle school students watched several Three Stooges films and looked for examples of physics principles in action. In another example, students create humorous cartoons to illustrate one of Newton's Laws of Motion. Although science is, by nature, a serious business, each activity will help students identify and explain the concepts taught while enjoying themselves in the process!
These high-interest activities use humor to complement traditional classroom learning. For example, after completing a three-week unit of physics labs, middle school students watched several Three Stooges films and looked for examples of physics principles in action. In another example, students create humorous cartoons to illustrate one of Newton's Laws of Motion. Although science is, by nature, a serious business, each activity will help students identify and explain the concepts taught while enjoying themselves in the process!
These high-interest activities use humor to complement traditional classroom learning. For example, after completing a three-week unit of physics labs, middle school students watched several Three Stooges films and looked for examples of physics principles in action. In another example, students create humorous cartoons to illustrate one of Newton's Laws of Motion. Although science is, by nature, a serious business, each activity will help students identify and explain the concepts taught while enjoying themselves in the process!
 

Point of View: The Community College Funding Gap

Journal of College Science Teaching—May 2004

In this month’s opinion piece, the author expresses her displeasure with President Bush’s commitment to provide more funding for community colleges, made in his third State of the Union address in January 2004. He proposed “increasing our support for America’s fine community colleges, and I will do that so they can train workers for industries that are providing the most jobs.” She feels that Bush shortchanged the role community colleges play in higher education, as enrollment is not limited to industry training programs. She asserts, "academic programs at community colleges are drastically underfunded, and that is where funds need to go." As 4-year colleges become more financially inaccessible, the role of the community college grows.
In this month’s opinion piece, the author expresses her displeasure with President Bush’s commitment to provide more funding for community colleges, made in his third State of the Union address in January 2004. He proposed “increasing our support for America’s fine community colleges, and I will do that so they can train workers for industries that are providing the most jobs.” She feels that Bush shortchanged the role community colleges play in higher education, as enrollment is not limited to industry training programs.
In this month’s opinion piece, the author expresses her displeasure with President Bush’s commitment to provide more funding for community colleges, made in his third State of the Union address in January 2004. He proposed “increasing our support for America’s fine community colleges, and I will do that so they can train workers for industries that are providing the most jobs.” She feels that Bush shortchanged the role community colleges play in higher education, as enrollment is not limited to industry training programs.
 

Idea Bank: The Area of an Irregular Object

The Science Teacher—May 2004

Science teachers are often looking for ways to integrate more mathematics applications into laboratory situations. Quantifiable data can provide students with a greater understanding of scientific concepts. Direct application of these skills provides an interdisciplinary science-math approach to solving problems. One such application is for students to determine the area of an irregular object, which is described here.
Science teachers are often looking for ways to integrate more mathematics applications into laboratory situations. Quantifiable data can provide students with a greater understanding of scientific concepts. Direct application of these skills provides an interdisciplinary science-math approach to solving problems. One such application is for students to determine the area of an irregular object, which is described here.
Science teachers are often looking for ways to integrate more mathematics applications into laboratory situations. Quantifiable data can provide students with a greater understanding of scientific concepts. Direct application of these skills provides an interdisciplinary science-math approach to solving problems. One such application is for students to determine the area of an irregular object, which is described here.
 

Science 101: What's the difference between frogs and toads?

Science and Children -- April 2004

Frogs and toads belong to a group of Amphibians known as Anura (Latin for "without tail"). Though different on many levels, frogs and toads share some basic similarities. Here are the basic facts about these animal favorites.
Frogs and toads belong to a group of Amphibians known as Anura (Latin for "without tail"). Though different on many levels, frogs and toads share some basic similarities. Here are the basic facts about these animal favorites.
Frogs and toads belong to a group of Amphibians known as Anura (Latin for "without tail"). Though different on many levels, frogs and toads share some basic similarities. Here are the basic facts about these animal favorites.
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