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Can I Do This? Frequently Asked Questions
Book Chapter |
Teachers and administrators have expressed certain practical concerns, the answers to which help them decide if SciJourn is possible given the realities of their own school. In these Frequently Asked Questions (FAQs)…
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In this chapter, the authors briefly outline the process used to create the SciJourn standards, and then describe each in some detail, furnishing the reader with real student examples. As you seek to “sell” the project…
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Literacy professionals often think about the connection between reading and writing. How does reading impact the ability to write and think? What do competent writers notice when they read? In this chapter, the authors…
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Finding and Keeping Track of Sources
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Scientifically literate people seek credible sources, knowing that they cannot always depend on firsthand encounters. Several credible sources are typically needed to assess the value of new findings or commercial…
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In this chapter, the qualities of a good topic, how to “pitch” stories in the classroom (slow and fast), and a list of dos and don’ts for teachers when helping students refine topics and angles are discussed.
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Original Reporting: Interviews And Surveys
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In this chapter, the authors discuss interviews and surveys from a science literacy standpoint; provides hints for how to conduct both and what to do with the results.
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Channeling Your Inner Science Teacher: Considering Context and Accuracy
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This chapter includes ideas for helping students put information into context (Standard IV) and fact-checking their own and classmates’ articles (Standard V). Up to this point, as we discussed the creation of a news…
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Classifying Birds in the United States
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The purpose of the activity, in this chapter, is to help students understand (1) what counts as a species in the field of biology, (2) some of the various definitions for species that can be used by biologists, and (3)…
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Characteristics of Viruses (Characteristics of Life)
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The purpose of this activity is to help students understand how biologists distinguish between living and nonliving objects. It can also be used to introduce cell theory. This activity will help students learn how to…
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Spontaneous Generation (Cell Theory)
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The purpose of this activity, in this chapter, is to help students understand that all life on Earth arises only through the reproduction of preexisting life and not from nonliving materials. This “life from life”…
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Plant Biomass (Photosynthesis)
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The purpose of this activity is to help students understand the synthesis and source of plant biomass, as well as the process of photosynthesis. This activity also helps students learn how to engage in practices such as…
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Movement of Molecules In or Out of Cells (Osmosis and Diffusion)
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The purpose of this activity is to help students understand the process of osmosis and to understand how a cell membrane acts as a selective barrier. This activity also helps students learn how to engage in practices…
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Liver And Hydrogen Peroxide (Chemical Reactions and Catalysts)
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The purpose of this activity is to help students understand that most cell functions involve chemical reactions and many reactions (including decomposition and synthesis) are made possible by enzymes. This activity also…
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Cell Size And Diffusion (Diffusion)
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The purpose of this activity is to help students understand passive transport in cells (i.e., diffusion and osmosis) and how the size of a cell can impact the time it takes for important molecules to diffuse through a…
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Environmental Influence on Genotypes and Phenotypes (Genetics)
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The purpose of this activity is to help students understand Mendelian genetics and how the environment can influence the phenotypes of organisms. This activity also helps students learn how to engage in practices such…
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