NEW CORNERSTONE, GRADE 1 A/B STUDENT EDITION

WITH EBOOK (SOFT COVER) PDF, EPUB, EBOOK

Pearson | none | 25 Jan 2019 | Pearson Education (US) | 9780135231944 | English | Upper Saddle River, United States
New Cornerstone, Grade 1 A/B Student Edition with eBook (soft cover) PDF -
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They ask and answer such questions as: "Why is this content important for this group of students at this stage of their development? Why did I
select these particular learning activities? Did I choose good examples? How do the activities tie in with student needs and interests? How do they
build on what students already know? Do they evoke the level of reasoning that I wanted?
What evidence of effect on students do I expect? As teachers engage in study and research about their teaching, they gather data from classroom
and external assessments of student achievement, from peer observations and supervisory evaluations, and from self-questioning. They use self-
reflection and discussion with peers to understand more fully what is happening in the classroom and to explore strategies for improvement.
To engage in reflection on teaching, teachers must have a structure that guides and encourages it—a structure that provides opportunities to have
formal and informal dialogues about student learning and their science teaching practices in forums with peers and others; opportunities to read and
discuss the research literature about science. Teachers have the obligation to report student achievement data to many individuals and agencies,
including the students and their parents, certification agencies, employers, policy makers, and taxpayers. Although reports might include grades,
teachers might also prepare profiles of student achievement. The opportunity that students have had to learn science is also an essential component
of reports on student achievement in science understanding and ability. Teachers of science design and manage learning environments that provide
students with the time, space, and resources needed for learning science. Structure the time available so that students are able to engage in
extended investigations.
Create a setting for student work that is flexible and supportive of science inquiry. Make the available science tools, materials, media, and
technological resources accessible to students. Time, space, and materials are critical components of an effective science learning environment that
promotes sustained inquiry and understanding. Creating an adequate environment for science teaching is a shared responsibility. Teachers lead the
way in the design and use of resources, but school administrators, students, parents,. Developing a schedule that allows time for science
investigations needs the cooperation of all in the school; acquiring materials requires the appropriation of funds; maintaining scientific equipment is
the shared responsibility of students and adults alike; and designing appropriate use of the scientific institutions and resources in the local
community requires the participation of the school and those institutions and individuals.
This standard addresses the classroom use of time, space, and resources—the ways in which teachers make decisions about. Building scientific
understanding takes time on a daily basis and over the long-term. Schools must restructure schedules so that teachers can use blocks of time,
interdisciplinary strategies, and field experiences to give students many opportunities to engage in serious scientific investigation as an integral part
of their science learning. When considering how to structure available time, skilled teachers realize that students need time to try out ideas, to make
mistakes, to ponder, and to discuss with one another.
Given a voice in scheduling, teachers plan for adequate blocks of time for students to set up scientific equipment and carry out experiments, to go
on field trips, or to reflect and share with each other. Teachers make time for students to work in varied groupings—alone, in pairs, in small
groups, as a whole class—and on varied tasks, such as reading, conducting experiments, reflecting, writing, and discussing. The arrangement of
available space and furnishings in the classroom or laboratory influences the nature of the learning that takes place.
Teachers of science need regular, adequate space for science. They plan the use of this space to allow students to work safely in groups of various
sizes at various tasks, to maintain their work in progress, and to display their results. Teachers also provide students with the opportunity to
contribute their ideas about use of space and furnishings.
Safety is a fundamental concern in all experimental science. Teachers of science must know and apply the necessary safety regulations in the
storage, use, and care of the materials used by students. They adhere to safety rules and guidelines that are established by national organizations
such as the American Chemical Society and the Occu. Effective science teaching depends on the availability and organization of materials,
equipment, media, and technology. They work with the school and district to ensure implementation and use of safety guidelines for which they are
responsible, such as the presence of safety equipment and an appropriate class size. Teachers also teach students how to engage safely in
investigations inside and outside the classroom. An effective science learning environment requires a broad range of basic scientific materials, as
well as specific tools for particular topics and learning experiences.
Teachers must be given the resources and authority to select the most appropriate materials and to make decisions about when, where, and how to
make them accessible. Such decisions balance safety, proper use, and availability with the need for students to participate actively in designing
experiments, selecting tools, and constructing apparatus, all of which are critical to the development of an understanding of inquiry. It is also
important for students to learn how to access scientific information from books, periodicals, videos, databases, electronic communication, and
people with expert knowledge. Students are also taught to evaluate and interpret the information they have acquired through those resources.
Teachers provide the opportunity for students to use contemporary technology as they develop their scientific understanding.
The classroom is a limited environment. The school science program must extend beyond the walls of the school to the resources of the
community. Our nation's communities have many specialists, including those in transportation, health-care delivery, communications, computer
technologies, music, art, cooking, mechanics, and many other fields that have scientific aspects. Specialists often are available as resources for
classes and for individual students. Many communities have access to science centers and museums, as well as to the science communities in higher
education, national laboratories, and industry; these can contribute greatly to the understanding of science and encourage students to further their
interests outside of school.
In addition, the physical environment in and around the school can be used as a living laboratory for the study of natural phenomena. Whether the
school is located in a. Working with others in their school and with the community, teachers build these resources into their work with students. As
part of challenging students to take responsibility for their learning, teachers involve them in the design and management of the learning environment.
Even the youngest students can and should participate in discussions and decisions about using time and space for work. With this sharing comes
responsibility for care of space and resources. As students pursue their inquiries, they need access to resources and a voice in determining what is
needed.
The more independently students can access what they need, the more they can take responsibility for their own work. Students are also invaluable
in identifying resources beyond the school. Teachers of science develop communities of science learners that reflect the intellectual rigor of scientific
inquiry and the attitudes and social values conducive. Display and demand respect for the diverse ideas, skills, and experiences of all students.
Enable students to have a significant voice in decisions about the content and context of their work and require students to take responsibility for
the learning of all members of the community. Structure and facilitate ongoing formal and informal discussion based on a shared understanding of
rules of scientific discourse. The focus of this standard is the social and intellectual environment that must be in place in the classroom if all students
are to succeed in learning science and have the opportunity to develop the skills and dispositions for life-long learning.
Elements of other standards are brought together by this standard to highlight the importance of the community of learners and what effective
teachers do to foster its development. A community approach enhances learning: It helps to advance understanding, expand students' capabilities
for investigation, enrich the questions that guide inquiry, and aid students in giving meaning to experiences. An assumption of the Standards is that
all students should learn science through full participation and that all are capable of making meaningful contributions in science classes. The nature
of the community in which students learn science is critical to making this assumption a reality.
Respect for the ideas, activities, and thinking of all students is demonstrated by what teachers say and do, as well as by the flexibility with which
they respond to student interests, ideas, strengths, and needs. Whether adjusting an activity to reflect the cultural background of particular students,
providing resources for a small group to pursue an interest, or suggesting that an idea is valuable but cannot be pursued at the moment, teachers
model what it means to respect and value the views of others.
Teachers teach respect explicitly by focusing on their own and students' positive interactions, as well as confronting disrespect, stereotyping, and
prejudice whenever it occurs in the school environment. Science is a discipline in which creative and sometimes risky thought is important. New
ideas and theories often are the result of creative leaps. For students to understand this aspect of science and be willing to express creative ideas,
all of the members of the learning community must support and respect a diversity of experience, ideas, thought, and expression. Teachers work
with students to develop an environment in which students feel safe in expressing ideas. A community of science learners is one in which students
develop a sense of purpose and the ability to assume.
This example includes a description of teaching and an assessment task, although the assessment task is indistinguishable from the teaching activity.
The example begins with the teachers at King School working as a team involved in school reform. The team naturally builds on previous efforts;
for example, the technology unit is modified from an existing unit. Other indicators that King School is working toward becoming a community of
learners is the availability of older students to help the younger students with tasks beyond their physical abilities and the decision for one class to
give a concert for another class.
In her planning, Ms. Recognizing the different interests and abilities of the students, Ms. She encourages the students in planning and
communicating their designs. She imposes constraints on materials and time. The King School was reforming its science curriculum. After
considerable research into existing curriculum materials and much discussion, the team decided to build a technology piece into some of the current
science studies.
The third-grade teacher on the team, Ms. They selected three topics that they knew they would be teaching the following year: life cycles, sound,
and water. That winter, when the end of the sound study neared, Ms. She posed a question to the entire class: Having studied sound for almost 6
weeks, could they design and make musical instruments that would produce sounds for entertainment? The students had been working in groups of
four during the sound study, and Ms. How would the sound be produced? What would make the sound? She suggested they might want to look at
the materials she had brought in, but they could think about other materials too. Collaborative work had been the basis of most of the science
inquiry the students had done; for this phase, Ms. As the students began to talk in their groups, Ms. They would have only the following 2 weeks
to make their instruments. Furthermore, any materials they. She moved among groups, listening and adding comments.
When she felt that discussions had gone as far as they could go, she asked each group to draw a picture of the instruments the children thought
they would like to make, write a short piece on how they thought they would make them, and make a list of the materials that they would need.
Some designs were simple and easy to implement; e.
Another group was making drums of various sizes using some thick cardboard tubes and pieces of thin rubber roofing material. For many, the
designs could not be translated into reality, and much change and trial and error ensued. One group planned to build a guitar and designed a
special shape for the sound box, but after the glued sides of their original box collapsed twice, the group decided to use the wooden box that
someone had added to the supply table. In a few cases, the original design was abandoned, and a new design emerged as the instrument took
shape. At the end of the second week, Ms. On Friday, they were once again to draw and write about their instruments. Where groups had
worked together on an instrument, one report was to be prepared. On the next Monday, each group was to make a brief presentation of the
instrument, what it could do, how the design came to be, and what challenges had been faced. As a final effort, the class could prepare a concert
for the other third grades.
In making the musical instruments, students relied on the knowledge and understanding developed while studying sound, as well as the principles of
design, to make an instrument that produced sound. The assessment task for the musical instruments follows. The titles emphasize some important
components of the assessment process. The K-4 physical science standard is supported by the fundamental understanding of the characteristics of
sound, a form of energy. The information will be used to plan the next design activity. The activity also permits the teacher to gather data about
understanding of sound. Their task is to present the product of their work to their peers and talk about what they learned about sound and design
as a result of doing the project.
This is a challenging task for third-grade students, and the teacher will have to provide considerable guidance to the groups of students as they plan
their presentations. The following directions provide a framework that students can use to plan their presentations. Describe to the class the
purpose function that other parts of the instrument have. Show the class how you can change the pitch how high or how low the sound is of the
sound. An average student performance would include the ability to identify the source of the vibration and ways to change either pitch or loudness
in two directions raise and lower the pitch of the instrument or make the instrument louder and softer or change the pitch and loudness in one
direction make the pitch higher and the sound louder.
An exemplary performance by a student would include not only the ability to identify the source of the vibration but also to change pitch and
loudness in both directions. Student understanding of the nature of technology will be revealed by the students' ability to reflect on why people
make musical instruments—e. Teachers give students the opportunity to participate in setting goals, planning activities, assessing work, and
designing the environment. In so doing, they give students responsibility for a significant part of their own learning, the learning of the group, and the
functioning of the community. Working collaboratively with others not only enhances the understanding of science, it also fosters the practice of
many of the skills, attitudes, and values that characterize science.
Effective teachers design many of the activities for learning science to require group work, not simply as an exercise, but as essential to the inquiry.
The teacher's role is to structure the groups and to teach students the skills that are needed to work together. A fundamental aspect of a
community of learners is communication. Effective communication requires a foundation of respect and trust among individuals. The ability to
engage in the presentation of evidence, reasoned argument, and explanation comes from practice. Teachers encourage informal discussion and
structure science activities so that students are required to explain and justify their understanding, argue from data and defend their conclusions, and
critically assess and challenge the scientific explanations of one another.
Certain attitudes, such as wonder, curiosity, and respect toward nature are vital parts of the science learning community. Those attitudes are
reinforced when the adults in the community engage in their own learning and when they share positive attitudes toward science. Environments that
promote the development of appropriate attitudes are supported by the school administration and a local community that. Communities of learners
do not emerge spontaneously; they require careful support from skillful teachers. The development of a community of learners is initiated on the
first day that a new group comes together, when the teacher begins to develop with students a vision of the class environment they wish to form.
This vision is communicated, discussed, and adapted so that all students come to share it and realize its value.
Rules of conduct and expectations evolve as the community functions and takes shape over the weeks and months of the school year. Some
students will accommodate quickly; others will be more resistant because of the responsibilities required or because of discrepancies between their
perceptions of what they should be doing in school and. The optimal environment for learning science is constructed by students and teachers
together. Doing so requires time, persistence, and skill on everyone's part. 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.
Participate fully in planning and implementing professional growth and development strategies for themselves and their colleagues. The teaching in
individual science classrooms is part of a larger system that includes the school, district, state, and nation.
Although some teachers might choose involvement at the district, state, and national levels, all teachers have a professional responsibility to be
active in some way as members of a science learning community at the school level, working with colleagues and others to improve and maintain a
quality science program for all students.
Many teachers already assume these responsibilities within their schools. However, they usually do so under difficult circumstances. Time for such
activities is minimal, and involvement often requires work after hours. Resources are likely to be scarce as well. Furthermore, the authority to plan
and carry out necessary activities is not typically in the hands of teachers.
Any improvement of science education will require that the structure and culture of schools change to support the collaboration of the entire school
staff with resources in the community in planning, designing, and carrying out new practices for teaching and learning science. Although individual
teachers continually make adaptations in their classrooms, the school itself must have a coherent program of science study for students. In the
vision described by the National Science Education Standards , the teachers in the school and school district have a major role in designing that
program, working together across science disciplines and grade levels, as well as within levels. Teachers of science must also work with their
colleagues to coordinate and integrate the learning of science understanding and abilities with learning in.
Teachers working together determine expectations for student learning, as well as strategies for assessing, recording, and reporting student
progress. They also work together to create a learning community within the school. Time and other resources are critical elements for effective
science teaching. Teachers of science need to have a significant role in the process by which decisions are made concerning the allocation of time
and resources to various subject areas. However, to assume this responsibility, schools and districts must provide teachers with the opportunity to
be leaders. Working as colleagues, teachers are responsible for designing and implementing the ongoing professional development opportunities
they need to enhance their skills in teaching science, as well as their abilities to improve the science programs in their schools.
Often they employ the services of specialists in science, children, learning, curriculum, assessment, or other areas of interest. In doing so, they must
have the support of their school districts. The National Science Education Standards envision change throughout the system. The teaching
standards encompass the following changes in emphases:. Understanding and responding to individual student's interests, strengths, experiences,
and needs. Focusing on student understanding and use of scientific knowledge, ideas, and inquiry processes. Supporting a classroom community
with cooperation, shared responsibility, and respect. Bereiter, C. Intentional learning as a goal of instruction.
Resnick, ed. Brown, A. The advancement of learning. Educational Researcher, Guided discovery in a community of learners. McGilly, ed. Bruer,
J. Carey, S. Gelman, eds. Champagne, A. Science Teaching: Making the System Work. Cohen, D. McLaughlin, and J. Talbert, eds. Teaching for
Understanding: Challenges for Policy and Practice. San Francisco: Jossey-Bass. Darling-Hammond, L. Standards of Practice for Learner
Centered Schools. Leinhardt, G. On Teaching. In Advances in Instructional Psychology, R. Glaser ed. Loucks-Horsley, S. Brooks, M. Carlson,
P. Kuerbis, D. Marsh, M. Padilla, H. Pratt, and K. Carlson, L. Brink, P. Horwitz, D. Marsh, H. Pratt, K. Roy, and K. McGilly, K. Professional
Standards for Teaching Mathematics. Druckman and R. Bjork, eds. Education and Learning to Think, L. Schoen, D. Shulman, L. Knowledge and
teaching foundations of the new reform. Harvard Education Review, 57 1 : Americans agree that our students urgently need better science
education.
But what should they be expected to know and be able to do? Can the same expectations be applied across our diverse society? These and other
fundamental issues are addressed in National Science Education Standards —a landmark development effort that reflects the contributions of
thousands of teachers, scientists, science educators, and other experts across the country. The National Science Education Standards offer a
coherent vision of what it means to be scientifically literate, describing what all students regardless of background or circumstance should
understand and be able to do at different grade levels in various science categories. These standards reflect the principles that learning science is an
inquiry-based process, that science in schools should reflect the intellectual traditions of contemporary science, and that all Americans have a role
in improving science education.
This document will be invaluable to education policymakers, school system administrators, teacher educators, individual teachers, and concerned
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Get This Book. Visit NAP. Looking for other ways to read this? No thanks. Suggested Citation: "3 Science Teaching Standards. National Science
Education Standards. Chapter 3 Science Teaching Standards. Page 28 Share Cite. The standards for science teaching are grounded in five
assumptions. The decisions about content and activities that teachers make, their interactions with students, the selection of assessments, the habits
of mind that teacher Teachers must have theoretical and practical knowledge and abilities about science, learning, and science teaching.
Page 29 Share Cite. The Standards. Page 30 Share Cite. Teaching Standard A. Page 31 Share Cite. For example, in Cleveland, the study of
Lake Erie, its pollution, and Inquiry into authentic questions generated from student experiences is the central strategy for teaching science. Page
32 Share Cite. Teaching Standard B. Page 33 Share Cite. Teachers of science constantly make decisions, such as when to change the direction of
a discussion, how to engage a particular At all stages of inquiry, teachers guide, focus, challenge, and encourage student learning. Page 34 Share
Cite. Page 35 Share Cite. Page 36 Share Cite. Page 37 Share Cite. Students with physical disabilities might Teachers who are enthusiastic,
interested, and who speak of the power and beauty of scientific understanding instill in their students some of those same attitudes.
Teaching Standard C. Page 38 Share Cite. Analyze assessment data to guide teaching. Guide students in self-assessment. Page 39 Share Cite.
Science Olympiad This example illustrates the close relationship between teaching and assessment. Page 40 Share Cite. Measuring Wind Speed a.
Equipment 1. Small, battery-operated fan 2. Wind gauge 3. Table marked with a letter-by-number grid 4. Task cards with directions b. Task 1.
Place the wind gauge at position D-4 on the grid. Place the fan at position G-6 facing the wind gauge. Turn the fan on to medium speed. Rolling
Cylinders a. Adjustable incline 3.
Strips of colored paper of various lengths 4. Task 1 1. Roll each cylinder down the incline. Task 2 1. Comparing Weights a. Balance 2. Task card
with directions b. Arrange the objects in one bag in order of their weights. Describe how you arranged the objects. Measuring Volumes a.
Graduated cylinder, calibrated in half cubic centimeters. Several containers marked A, B, C, and D. Measure the volume of container A. Record
your measurement in your laboratory notebook. Measure the volume of the stone marked 1. Page 41 Share Cite. Measuring and recording data
Measurements are reasonably accurate and include correct units Planning Student organizes the work: 1 observations of the rolling cylinders are
sequenced logically, 2 student selects the cylinder with the most predictable motion for Part 2 of the rolling-cylinders task, 3 student records the
weights of the objects before attempting to order them in the ordering-by-weight task.
Elegance of approach Student invents a sophisticated way of collecting, recording, or reporting observations. Quality of observations Observations
are appropriate to the task, complete, accurate, and have some basis in experience or scientific understanding. Behavior in the face of adversity
The student seeks help and does not panic if sand or water is spilled or glassware is broken, but proceeds to clean up, get replacements, and
continue the task. Page 42 Share Cite. This process provides teachers with additional perspectives on student learning, and it deepens each
student's Skilled teachers guide students to understand the purposes for their own learning and to formulate self-assessment strategies. Page 43
Share Cite. Page 44 Share Cite. They adhere to safety rules and guidelines that are established by national organizations such as the American
Chemical Society and the Occu Effective science teaching depends on the availability and organization of materials, equipment, media, and
technology.
Page 45 Share Cite. Whether the school is located in a The school science program must extend beyond the walls of the school to the resources of
the community. Teaching Standard E. Others may integrate teaching science and social studies together. But either way, kids need plenty of time to
read, write, and think about content to build knowledge and actively use it. The inquiry framework in this book demonstrates what teachers and
students may do during each phase of the process. We may spend a week on immersion and move into investigation, only to circle back to more
immersion.
For instance, kids ask questions during the immerse phase. The purpose of this framework is merely to show the overall progression of kid-
centered research. Once kids have internalized the routines and practices in the framework, they have their own blueprint for how to find things
out. These are real-life, twenty-first-century strategies that kids will use for years to come. Just ask their parents. I ask some questions, do some
reading to find out what I need to know, write it up, and then share it with colleagues.
Shop Create Account Log In. Have a Look! Share This Resource. It would be a good investment for teachers and administrators looking to
innovate in their schools. Creating a Culture for Inquiry To build a culture for inquiry in our classrooms, six cornerstones foster spirited, thoughtful
learning: curiosity, workshop, content, comprehension, collaboration, and environment. These provide a strong foundation for inquiry at every
grade level and across the curriculum. We introduce eleven core practices and lessons to teach the research process. We launch the inquiry
process with whole-class research and gradually release kids to take more responsibility for the process. Finally kids take off on their own,
confident as they use their repertoire of comprehension strategies and research tools to investigate their questions and interests.

Verify your identity

In Stock. To immerse students in the richness and intrigue of the content areas, let the kids lead the way! With copious full-color photographs and
classroom video, Inquiry Illuminated shows how to create a culture where thoughtfulness, creativity, and collaboration can turn wonder into
powerful inquiry. Wonder without inquiry is like a mere spark in the darkness. Read Inquiry Illuminated and find out how to light up the possibilities
for your learners. The inquiries shared in this book are primarily curricular in nature but with plenty of room for kids to investigate on their own.
When it comes to curricular inquiries, some may extend over several weeks. To make sure kids have enough time to explore their topics in depth,
often teachers alternate science and social studies. They may spend two or three weeks on a science unit and the next few weeks on social studies.
Others may integrate teaching science and social studies together.
But either way, kids need plenty of time to read, write, and think about content to build knowledge and actively use it. The inquiry framework in
this book demonstrates what teachers and students may do during each phase of the process. Together with New Cornerstone, New Keystone
provides support for teaching students to gain the highest level of language proficiency and academic success. More about New Keystone. Student
Editions. Additional practice and extension activities to accompany the Student Edition plus learning checklists and end of-unit reviews, including
practice in:. Pearson English Portal. High-impact images to engage learners in the unit topic plus reference materials such as letter sounds.
Picture Cards. Level 1. Level 2. Level 3. Level 4. Level 5. Find your local rep. Grade 1. Grade 2. Grade 3. Grade 4. Error rating book. Refresh
and try again. Open Preview See a Problem? Details if other :. Thanks for telling us about the problem. Return to Book Page. Get A Copy. More
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New Cornerstone, Grade 1 A/B Student Edition with eBook by Pearson

The example begins with the teachers at King School working as a team involved in school reform. The team naturally builds on previous efforts;
for example, the technology unit is modified from an existing unit. Other indicators that King School is working toward becoming a community of
learners is the availability of older students to help the younger students with tasks beyond their physical abilities and the decision for one class to
give a concert for another class. In her planning, Ms. Recognizing the different interests and abilities of the students, Ms. She encourages the
students in planning and communicating their designs. She imposes constraints on materials and time. The King School was reforming its science
curriculum.
After considerable research into existing curriculum materials and much discussion, the team decided to build a technology piece into some of the
current science studies. The third-grade teacher on the team, Ms. They selected three topics that they knew they would be teaching the following
year: life cycles, sound, and water. That winter, when the end of the sound study neared, Ms. She posed a question to the entire class: Having
studied sound for almost 6 weeks, could they design and make musical instruments that would produce sounds for entertainment? The students
had been working in groups of four during the sound study, and Ms. How would the sound be produced? What would make the sound?
She suggested they might want to look at the materials she had brought in, but they could think about other materials too. Collaborative work had
been the basis of most of the science inquiry the students had done; for this phase, Ms. As the students began to talk in their groups, Ms. They
would have only the following 2 weeks to make their instruments. Furthermore, any materials they. She moved among groups, listening and adding
comments. When she felt that discussions had gone as far as they could go, she asked each group to draw a picture of the instruments the children
thought they would like to make, write a short piece on how they thought they would make them, and make a list of the materials that they would
need.
Some designs were simple and easy to implement; e. Another group was making drums of various sizes using some thick cardboard tubes and
pieces of thin rubber roofing material. For many, the designs could not be translated into reality, and much change and trial and error ensued. One
group planned to build a guitar and designed a special shape for the sound box, but after the glued sides of their original box collapsed twice, the
group decided to use the wooden box that someone had added to the supply table. In a few cases, the original design was abandoned, and a new
design emerged as the instrument took shape. At the end of the second week, Ms. On Friday, they were once again to draw and write about their
instruments.
Where groups had worked together on an instrument, one report was to be prepared. On the next Monday, each group was to make a brief
presentation of the instrument, what it could do, how the design came to be, and what challenges had been faced. As a final effort, the class could
prepare a concert for the other third grades. In making the musical instruments, students relied on the knowledge and understanding developed
while studying sound, as well as the principles of design, to make an instrument that produced sound. The assessment task for the musical
instruments follows. The titles emphasize some important components of the assessment process. The K-4 physical science standard is supported
by the fundamental understanding of the characteristics of sound, a form of energy. The information will be used to plan the next design activity.
The activity also permits the teacher to gather data about understanding of sound.
Their task is to present the product of their work to their peers and talk about what they learned about sound and design as a result of doing the
project. This is a challenging task for third-grade students, and the teacher will have to provide considerable guidance to the groups of students as
they plan their presentations. The following directions provide a framework that students can use to plan their presentations. Describe to the class
the purpose function that other parts of the instrument have. Show the class how you can change the pitch how high or how low the sound is of the
sound.
An average student performance would include the ability to identify the source of the vibration and ways to change either pitch or loudness in two
directions raise and lower the pitch of the instrument or make the instrument louder and softer or change the pitch and loudness in one direction
make the pitch higher and the sound louder.
An exemplary performance by a student would include not only the ability to identify the source of the vibration but also to change pitch and
loudness in both directions. Student understanding of the nature of technology will be revealed by the students' ability to reflect on why people
make musical instruments—e. Teachers give students the opportunity to participate in setting goals, planning activities, assessing work, and
designing the environment. In so doing, they give students responsibility for a significant part of their own learning, the learning of the group, and the
functioning of the community.
Working collaboratively with others not only enhances the understanding of science, it also fosters the practice of many of the skills, attitudes, and
values that characterize science. Effective teachers design many of the activities for learning science to require group work, not simply as an
exercise, but as essential to the inquiry. The teacher's role is to structure the groups and to teach students the skills that are needed to work
together. A fundamental aspect of a community of learners is communication. Effective communication requires a foundation of respect and trust
among individuals. The ability to engage in the presentation of evidence, reasoned argument, and explanation comes from practice. Teachers
encourage informal discussion and structure science activities so that students are required to explain and justify their understanding, argue from
data and defend their conclusions, and critically assess and challenge the scientific explanations of one another. Certain attitudes, such as wonder,
curiosity, and respect toward nature are vital parts of the science learning community.
Those attitudes are reinforced when the adults in the community engage in their own learning and when they share positive attitudes toward
science. Environments that promote the development of appropriate attitudes are supported by the school administration and a local community
that. Communities of learners do not emerge spontaneously; they require careful support from skillful teachers. The development of a community of
learners is initiated on the first day that a new group comes together, when the teacher begins to develop with students a vision of the class
environment they wish to form. This vision is communicated, discussed, and adapted so that all students come to share it and realize its value.
Rules of conduct and expectations evolve as the community functions and takes shape over the weeks and months of the school year. Some
students will accommodate quickly; others will be more resistant because of the responsibilities required or because of discrepancies between their
perceptions of what they should be doing in school and. The optimal environment for learning science is constructed by students and teachers
together. Doing so requires time, persistence, and skill on everyone's part. 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. Participate fully in planning and implementing
professional growth and development strategies for themselves and their colleagues. The teaching in individual science classrooms is part of a larger
system that includes the school, district, state, and nation. Although some teachers might choose involvement at the district, state, and national
levels, all teachers have a professional responsibility to be active in some way as members of a science learning community at the school level,
working with colleagues and others to improve and maintain a quality science program for all students. Many teachers already assume these
responsibilities within their schools.
However, they usually do so under difficult circumstances. Time for such activities is minimal, and involvement often requires work after hours.
Resources are likely to be scarce as well. Furthermore, the authority to plan and carry out necessary activities is not typically in the hands of
teachers. Any improvement of science education will require that the structure and culture of schools change to support the collaboration of the
entire school staff with resources in the community in planning, designing, and carrying out new practices for teaching and learning science.
Although individual teachers continually make adaptations in their classrooms, the school itself must have a coherent program of science study for
students. In the vision described by the National Science Education Standards , the teachers in the school and school district have a major role in
designing that program, working together across science disciplines and grade levels, as well as within levels. Teachers of science must also work
with their colleagues to coordinate and integrate the learning of science understanding and abilities with learning in.
Teachers working together determine expectations for student learning, as well as strategies for assessing, recording, and reporting student
progress. They also work together to create a learning community within the school. Time and other resources are critical elements for effective
science teaching. Teachers of science need to have a significant role in the process by which decisions are made concerning the allocation of time
and resources to various subject areas. However, to assume this responsibility, schools and districts must provide teachers with the opportunity to
be leaders. Working as colleagues, teachers are responsible for designing and implementing the ongoing professional development opportunities
they need to enhance their skills in teaching science, as well as their abilities to improve the science programs in their schools.
Often they employ the services of specialists in science, children, learning, curriculum, assessment, or other areas of interest. In doing so, they must
have the support of their school districts. The National Science Education Standards envision change throughout the system. The teaching
standards encompass the following changes in emphases:. Understanding and responding to individual student's interests, strengths, experiences,
and needs.
Focusing on student understanding and use of scientific knowledge, ideas, and inquiry processes. Supporting a classroom community with
cooperation, shared responsibility, and respect. Bereiter, C. Intentional learning as a goal of instruction. Resnick, ed. Brown, A. The advancement
of learning. Educational Researcher, Guided discovery in a community of learners. McGilly, ed. Bruer, J. Carey, S. Gelman, eds. Champagne, A.
Science Teaching: Making the System Work. Cohen, D. McLaughlin, and J. Talbert, eds. Teaching for Understanding: Challenges for Policy and
Practice. San Francisco: Jossey-Bass. Darling-Hammond, L. Standards of Practice for Learner Centered Schools. Leinhardt, G. On Teaching. In
Advances in Instructional Psychology, R. Glaser ed. Loucks-Horsley, S. Brooks, M. Carlson, P. Kuerbis, D. Marsh, M. Padilla, H. Pratt, and K.
Carlson, L. Brink, P. Horwitz, D. Marsh, H. Pratt, K. Roy, and K. McGilly, K. Professional Standards for Teaching Mathematics. Druckman and
R.
Bjork, eds. Education and Learning to Think, L. Schoen, D. Shulman, L. Knowledge and teaching foundations of the new reform. Harvard
Education Review, 57 1 : Americans agree that our students urgently need better science education. But what should they be expected to know
and be able to do? Can the same expectations be applied across our diverse society? These and other fundamental issues are addressed in
National Science Education Standards —a landmark development effort that reflects the contributions of thousands of teachers, scientists, science
educators, and other experts across the country.
The National Science Education Standards offer a coherent vision of what it means to be scientifically literate, describing what all students
regardless of background or circumstance should understand and be able to do at different grade levels in various science categories. These
standards reflect the principles that learning science is an inquiry-based process, that science in schools should reflect the intellectual traditions of
contemporary science, and that all Americans have a role in improving science education. This document will be invaluable to education
policymakers, school system administrators, teacher educators, individual teachers, and concerned parents. Based on feedback from you, our
users, we've made some improvements that make it easier than ever to read thousands of publications on our website. Jump up to the previous
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other ways to read this? No thanks. Suggested Citation: "3 Science Teaching Standards. National Science Education Standards. Chapter 3
Science Teaching Standards. Page 28 Share Cite. The standards for science teaching are grounded in five assumptions. The decisions about
content and activities that teachers make, their interactions with students, the selection of assessments, the habits of mind that teacher Teachers
must have theoretical and practical knowledge and abilities about science, learning, and science teaching.
Page 29 Share Cite. The Standards. Page 30 Share Cite. Teaching Standard A. Page 31 Share Cite. For example, in Cleveland, the study of
Lake Erie, its pollution, and Inquiry into authentic questions generated from student experiences is the central strategy for teaching science. Page
32 Share Cite. Teaching Standard B. Page 33 Share Cite. Teachers of science constantly make decisions, such as when to change the direction of
a discussion, how to engage a particular At all stages of inquiry, teachers guide, focus, challenge, and encourage student learning. Page 34 Share
Cite. Page 35 Share Cite. Page 36 Share Cite. Page 37 Share Cite. Students with physical disabilities might Teachers who are enthusiastic,
interested, and who speak of the power and beauty of scientific understanding instill in their students some of those same attitudes.
Teaching Standard C. Page 38 Share Cite. Analyze assessment data to guide teaching. Guide students in self-assessment. Page 39 Share Cite.
Science Olympiad This example illustrates the close relationship between teaching and assessment. Page 40 Share Cite. Measuring Wind Speed a.
Equipment 1. Small, battery-operated fan 2. Wind gauge 3. Table marked with a letter-by-number grid 4.
Task cards with directions b. Task 1. Place the wind gauge at position D-4 on the grid. Place the fan at position G-6 facing the wind gauge. Turn
the fan on to medium speed. Rolling Cylinders a. Adjustable incline 3. Strips of colored paper of various lengths 4. Task 1 1. New Cornerstone.
The future is bilingual. Get a sample. Is it for me? Accelerate language proficiency and build literacy and academic skills. New Cornerstone
supports young learners where the English curriculum is extensive, as they strive for academic success and full English proficiency in a global
environment. Young learners prepare for future study and opportunities with an effective method that is aligned to Common Core State Standards.
What makes New Cornerstone great? Key concepts and vocabulary : each unit is organized around a big question and provides a starting point
for building understanding.
Systematic skills development : three readings per unit develop academic skills and literacy. Vocabulary acquisition : accelerate acquisition through
explicit instruction. Understanding by design : develop transferable academic skills through connected learning. Grammar rules : clear explanations
with examples and rules introduce key grammatical concepts. Research-based reading and language skills instruction : balances content-area
readings with age-appropriate, high-interest stories. Perfect partners New Keystone is a 4-level middle school series designed for students aged
years. Student components. Student Editions Six thematic units per level organized around a Big Question engaging videos that explore the Big
Question and key themes in the unit three readings per unit from a wide range of genres including informational texts, biographies, and poems, as
well as classic and contemporary literature key vocabulary taught explicitly before each reading clear and step-by-step grammar presentations
followed by thorough and focused practice skills workshops and hands-on projects to provide students the opportunity to demonstrate their
mastery of content and language skills all Student Editions come with access to the Pearson English Portal Choose from: Grade 1 A First half of
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PDF. Defining Nations PDF. Der Schutz des anderen Vertragsteils Art. Deutschland nach 30 Jahren Grundgesetz. Staatsaufgabe Umweltschutz
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Skin PDF. Infectious Diseases [3 volumes] PDF. Infectious PDF. Invention PDF. Iraq PDF.

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The size of a group depends on age, resources, and the nature of the inquiry.
Teachers of science must decide when and for what purposes to use whole-class instruction, small-group collaboration, and individual work. For
example, investigating simple electric circuits initially might best be explored individually. As students move toward building complex circuits, small
group interactions might be more effective to share ideas and materials, and a full-class discussion then might be used to verify experiences and
draw conclusions. The plans of teachers provide opportunities for all students to learn science. Therefore, planning is heavily dependent on the
teacher's awareness and understanding of the diverse abilities, interests, and cultural backgrounds of students in the classroom. Planning also takes
into account the social structure of the classroom and the challenges posed by diverse student groups.
Effective planning includes sensitivity to student views that might conflict with current scientific knowledge and strategies that help to support
alternative ways of making sense of the world while developing the scientific explanations. Teachers plan activities that they and the students will
use to assess the understanding and abilities that students hold when they begin a learning activity. In addition, appropriate ways are designed to
monitor the development of knowledge, understanding, and abilities as students pursue their work throughout the academic year. Individual and
collective planning is a cornerstone of science teaching; it is a vehicle for professional support and growth. In the vision of science education
described in the Standards , many planning decisions are made by groups of teachers at grade and building levels to construct coherent and
articulated programs within and across grades.
Schools must provide teachers with time and access to their colleagues and others who can serve as resources if collaborative planning is to occur.
Teachers of science guide and facilitate learning. Recognize and respond to student diversity and encourage all students to participate fully in
science learning. Encourage and model the skills of scientific inquiry, as well as the curiosity, openness to new ideas and data, and skepticism that
characterize science. Coordinating people, ideas, materials, and the science classroom environment are. This standard focuses on the work that
teachers do as they implement the plans of Standard A in the classroom. Teachers of science constantly make decisions, such as when to change
the direction of a discussion, how to engage a particular. At all stages of inquiry, teachers guide, focus, challenge, and encourage student learning.
Teachers must struggle with the tension between guiding students toward a set of predetermined goals and allowing students to set and meet their
own goals. Teachers face a similar tension between taking the time to allow students to pursue an interest in greater depth and the need to move on
to new areas to be studied. Furthermore, teachers constantly strike a balance among the demands of the understanding and ability to be acquired
and the demands of student-centered developmental learning. The result of making these decisions is the enacted curriculum—the planned
curriculum as it is modified and shaped by the interactions of students, teachers, materials, and daily life in the classroom.
Student inquiry in the science classroom encompasses a range of activities. Some activities provide a basis for observation, data collection,
reflection, and analysis of firsthand events and phenomena. Other activities encourage the critical analysis of secondary sources—including media,
books, and journals in a library. In successful science classrooms, teachers and students collaborate in the pursuit of ideas, and students quite often
initiate new activities related to an inquiry. Students formulate questions and devise ways to answer them, they collect data and decide how to
represent it, they organize data to generate knowledge, and they test the reliability of the knowledge they have generated. As they proceed,
students explain and justify their work to themselves and to one another, learn to cope with problems such as the limitations of equipment, and
react to challenges posed by the teacher and by classmates.
Students assess the efficacy of their efforts—they evaluate the data they have collected, re-examining or collecting more if necessary, and making
statements about the generalizability of their findings. They plan and make presentations to the rest of the class about their work and accept and
react to the constructive criticism of others. Successful teachers are skilled observers of students, as well as knowledgeable about science and how
it is learned. Teachers match their actions to the particular needs of the students, deciding when and how to guide—when to demand more
rigorous grappling by the students, when to provide information, when to provide particular tools, and when to connect students with other
sources. In the science classroom envisioned by the Standards , effective teachers continually create opportunities that challenge students and
promote inquiry by asking questions. She plans to do this through inquiry.
Of the many organisms she might choose to use, she selects an organism that is familiar to the students, one that they have observed in the
schoolyard. As a life-long learner, Ms. She also uses the resources of the school—materials available for science and media in the school library.
She models the habits and values of science by the care provided to the animals. Students write and draw their observations. Developing
communication skills in science and in language arts reinforce one another.
While studying a vacant lot near school, several of Ms. Although she had never used earthworms in the science classroom before, and she knew
she could use any of a number of small animals to meet her goals, Ms. She called the local museum of natural history to talk with personnel to be
sure she knew enough about earthworms to care for them and to guide the children's explorations. She learned that it was relatively easy to house
earthworms over long periods. She was told that if she ordered the earthworms from a biological supply house, they would come with egg cases
and baby, earthworms and the children would be able to observe the adult earthworms, the egg cases, the young earthworms, and some of the
animal's habits.
Before preparing a habitat for the earthworms, students spent time outdoors closely examining the environment where the worms had been found.
This field trip was followed by a discussion about important aspects of keeping earthworms in the classroom: How would students create a place
for the earthworms that closely resembled the natural setting? An earthworm from outside was settled into a large terrarium away from direct sun;
black paper was secured over the sides of the terrarium into which the children had put soil, leaves, and grass. A week later the earthworms
arrived from the supply company and were added to the habitat.
She wanted the students to become familiar with the basic needs of the earthworms and how to care for them. It was important that the children
develop a sense of responsibility toward living things as well as enhance their skills of observation and recording. She also felt that this third grade
class would be able to design simple experiments that would help the students learn about some of the behaviors of the earthworms. In the first 2
weeks, the students began closely observing the earthworms and recording their habits. The students recorded what the earthworms looked like,
how they moved, and what the students thought.
The students described color and shape; they weighed and measured the earthworms and kept a large chart of the class data, which provoked a
discussion about variation. They observed and described how the earthworms moved on a surface and in the soil. Questions and ideas about the
earthworms came up continually. Then Ms. Among the many questions on the chart were: How do the earthworms have babies? Do they like to
live in some kinds of soil better than others? What are those funny things on the top of the soil? Do they really like the dark? How do they go
through the dirt? How big can an earthworm get? When the class reconvened, each group shared what they were going to explore and how they
might investigate the topic. The students engaged in lively discussion as they shared their proposed explorations. A week later, the investigations
were well under way. One group had chosen to investigate the life cycle of earthworms and had found egg cases in the soil. While waiting for baby
earthworms to hatch, they had checked books about earthworms out of the library.
They had also removed several very young very small earthworms from the terrarium and were trying to decide how they might keep track of the
growth. Two groups were investigating what kind of environment the earthworms liked best. Both were struggling with several variables at once—
moisture, light, and temperature. She hoped they might come to this idea on their own. A fourth group was trying to decide what the earthworms
liked to eat. The students had been to the library twice and now were ready to test some foods. The last two groups were working on setting up
an old ant farm with transparent sides to house earthworms, because they were interested in observing what the earthworms actually did in the soil
and what happened in different kinds of soil. In their study of earthworms, Mrs. They also asked and answered questions and communicated their
understandings to one another. They observed the outdoors and used the library and a classroom well equipped to teach science.
Although open exploration is useful for students when they encounter new materials and phenomena, teachers need to intervene to focus and
challenge the students, or the exploration might not lead to understanding. Premature intervention deprives students of the opportunity to confront
problems and find solutions, but intervention that occurs too late risks student frustration. Teachers also must decide when to challenge students to
make sense of their experiences: At these points, students should be asked to explain, clarify, and critically examine and assess their work.
An important stage of inquiry and of student science learning is the oral and written discourse that focuses the attention of students on how they
know what they know and how their knowledge connects to larger ideas, other domains, and the world beyond the classroom. Teachers directly
support and guide this discourse in two ways: They require students to record their work—teaching the necessary skills as appropriate—and they
promote many different forms of communication for example, spoken, written, pictorial, graphic, mathematical, and electronic. Using a
collaborative group structure, teachers encourage interdependency among group members, assisting students to work together in small groups so
that all participate in sharing data and in developing group reports. Teachers also give groups opportunities to make presentations of their work
and to engage with their classmates in explaining, clarifying, and justifying what they have learned.
The teacher's role in these small and larger group interactions is to listen, encourage broad participation, and judge how to guide discussion—
determining ideas to follow, ideas to question, information to provide, and connections to make. In the hands of a skilled teacher, such group work
leads students to recognize the expertise that different members of the group bring to each endeavor and the greater value of evidence and
argument over personality and style. Teachers make it clear that each student must take responsibility for his or her work.
The teacher also creates opportunities for students to take responsibility for their own learning, individually and as members of groups. Teachers
do so by supporting student ideas and questions and by encouraging students to pursue them. Teachers give individual students active roles in the
design and implementation of investigations, in the preparation and presentation of student work to their peers, and in student assessment of their
own work. In all aspects of science learning as envisioned by the Standards , skilled teachers recognize the diversity in their classes and organize
the classroom so that all students have the opportunity to participate fully. Teachers monitor the participation of all students, carefully determining,
for instance, if all. This monitoring can be particularly important in classes of diverse students, where social issues of status and authority can be a
factor. Teachers of science orchestrate their classes so that all students have equal opportunities to participate in learning activities.
Students with physical disabilities might. Teachers who are enthusiastic, interested, and who speak of the power and beauty of scientific
understanding instill in their students some of those same attitudes. Implementing the recommendations above requires a range of actions based on
careful assessments of students, knowledge of science, and a repertoire of science-teaching strategies. One aspect of the teacher's role is less
tangible: teachers are models for the students they teach. A teacher who engages in inquiry with students models the skills needed for inquiry.
Teachers who exhibit enthusiasm and interest and who speak to the power and beauty of scientific understanding instill in their students some of
those same attitudes toward science. Teachers whose actions demonstrate respect for differing ideas, attitudes, and values support a disposition
fundamental to science and to science classrooms that also is important in many everyday situations.
The ability of teachers to do all that is required by Standard B requires a sophisticated set of judgments about science, students, learning, and
teaching. To develop these judgments, successful teachers must have the opportunity to work with colleagues to discuss, share, and increase their
knowledge. They are also more likely to succeed if the fundamental beliefs about students and about learning are shared across their school
community in all learning domains. Successful implementation of this vision of science teaching and learning also requires that the school and district
provide the necessary resources, including time, science materials, professional development opportunities, appropriate numbers of students per
teacher, and appropriate schedules.
For example, class periods must be long enough to enable the type of inquiry teaching described here to be achieved. Teachers of science engage
in ongoing assessment of their teaching and of student learning. Use multiple methods and systematically gather data about student understanding
and ability. Use student data, observations of teaching, and interactions with colleagues to reflect on and improve teaching practice. Use student
data, observations of teaching, and interactions with colleagues to report student achievement and opportunities to learn to students, teachers,
parents, policy makers, and the general public. The word ''assessment" is commonly equated with testing, grading, and providing feedback to
students and parents. However, these are only some of the uses of assessment data. Assessment of students and of teaching—formal and informal
—provides teachers with the data they need to make the many decisions that are required to plan and conduct their teaching.
Assessment data also provide information for communicating about student progress with individual students and with adults, including parents,
other teachers, and administrators. During the ordinary operation of a class, information about students' understanding of science is needed almost
continuously. Assessment tasks are not afterthoughts to instructional planning but are built into the design of the teaching. Because assessment
information is a powerful tool for monitoring the development of student understanding, modifying activities, and promoting student self-reflection,
the effective teacher of science carefully selects and uses assessment tasks that are also good learning experiences.
These assessment tasks focus on important content and performance goals and provide students with an opportunity to demonstrate their
understanding and ability to conduct science. Also, teachers use many strategies to gather and interpret the large amount of information about
student understanding of science that is present in thoughtful instructional activities. Classroom assessments can take many forms. Teachers
observe and listen to students as they work individually and in groups.
They interview students and require formal performance tasks, investigative reports, written reports, pictorial work, models, inventions, and other
creative expressions of understanding. They examine portfolios of student work, as well as more traditional paper-and-pencil tests. Each mode of
assessment serves particular purposes and particular students. Each has particular strengths and weaknesses and is used to gather different kinds
of information about student understanding and ability.
The teacher of science chooses the form of the assessment in relationship to the particular learning goals of the class and the experiences of the
students. Analysis of student assessment data provides teachers with knowledge to meet the needs of each student. It gives them indicators of each
student's current understanding, the nature of each student's thinking, and the origin of what each knows. This knowledge leads to decisions about
individual teacher-student interactions, to modifications of learning activities to meet diverse student needs and learning approaches, and.
This example illustrates the close relationship between teaching and assessment. The assessment tasks are developmentally appropriate for young
children, including recognition of students' physical skills and cognitive abilities. The titles in this example e. As students move from station to station
displaying their understanding and ability in science, members of the community evaluate the students' science achievement and can observe that
the students have had the opportunity to learn science. An Olympiad entails extensive planning, and even when the resources are common and
readily available, it takes time to design and set up an Olympiad. In this assessment exercise, four tasks use common materials to allow students to
demonstrate their abilities.
That information can be used to assign grades to students and to make promotion decisions. By involving the community, parents, and older
siblings in the assessment process, the activity increases the community's understanding of and support for the elementary school science program.
The public performance involves students engaging in inquiry process skills at several stations located in and around the science classroom.
Parents, local business persons, community leaders, and faculty from higher education act as judges of student performance. Benefits to the
students and to the school and the science program, such as increased parental and community involvement, are well worth the costs of the
considerable planning and organization on the part of the teacher.
Planning includes 1 selecting appropriate tasks, 2 collecting necessary equipment, 3 making task cards, 4 checking the equipment, 5 obtaining and
training judges, and 6 preparing students for public performance. Record the wind speed and direction in your laboratory notebook. Describe the
motion of the cylinders and their relation to each other. Place the blue strip of paper at the bottom of the incline.
Select one of the cylinders, and adjust the angle of the incline so that the cylinder consistently rolls just to the end of the blue strip. Collections of
objects in bags Teachers select objects that have irregular shapes and are made of materials of different densities so that volume and mass are not
correlated. Numbered stones of various colors, shapes, and sizes but small enough to fit into the cylinder. Student organizes the work: 1
observations of the rolling cylinders are sequenced logically, 2 student selects the cylinder with the most predictable motion for Part 2 of the rolling-
cylinders task, 3 student records the weights of the objects before attempting to order them in the ordering-by-weight task. Student invents a
sophisticated way of collecting, recording, or reporting observations. Observations are appropriate to the task, complete, accurate, and have some
basis in experience or scientific understanding.
The student seeks help and does not panic if sand or water is spilled or glassware is broken, but proceeds to clean up, get replacements, and
continue the task. Skilled teachers guide students to understand the purposes for their own learning and to formulate self-assessment strategies.
Teachers provide students with opportunities to develop their abilities to assess and reflect on their own scientific accomplishments. This process
provides teachers with additional perspectives on student learning, and it deepens each student's. The interactions of teachers and students
concerning evaluation criteria helps students understand the expectations for their work, as well as giving them experience in applying standards of
scientific practice to their own and others' scientific efforts.
The internalization of such standards is critical to student achievement in science. Involving students in the assessment process does not diminish the
responsibilities of the teacher—it increases them. It requires teachers to help students develop skills in self-reflection by building a learning
environment where students review each other's work, offer suggestions, and challenge mistakes in investigative processes, faulty reasoning, or
poorly supported conclusions. In the science education envisioned by the Standards , teachers of science approach their teaching in a spirit of
inquiry—assessing, reflecting on, and learning from their own practice. They seek to understand which plans, decisions, and actions are effective in
helping students and which are not. They ask and answer such questions as: "Why is this content important for this group of students at this stage of
their development? Why did I select these particular learning activities? Did I choose good examples?
How do the activities tie in with student needs and interests? How do they build on what students already know? Do they evoke the level of
reasoning that I wanted? What evidence of effect on students do I expect? As teachers engage in study and research about their teaching, they
gather data from classroom and external assessments of student achievement, from peer observations and supervisory evaluations, and from self-
questioning. They use self-reflection and discussion with peers to understand more fully what is happening in the classroom and to explore
strategies for improvement. To engage in reflection on teaching, teachers must have a structure that guides and encourages it—a structure that
provides opportunities to have formal and informal dialogues about student learning and their science teaching practices in forums with peers and
others; opportunities to read and discuss the research literature about science.
Teachers have the obligation to report student achievement data to many individuals and agencies, including the students and their parents,
certification agencies, employers, policy makers, and taxpayers. Although reports might include grades, teachers might also prepare profiles of
student achievement. The opportunity that students have had to learn science is also an essential component of reports on student achievement in
science understanding and ability. Teachers of science design and manage learning environments that provide students with the time, space, and
resources needed for learning science. Structure the time available so that students are able to engage in extended investigations. Create a setting
for student work that is flexible and supportive of science inquiry. Make the available science tools, materials, media, and technological resources
accessible to students.
Time, space, and materials are critical components of an effective science learning environment that promotes sustained inquiry and understanding.
Creating an adequate environment for science teaching is a shared responsibility. Teachers lead the way in the design and use of resources, but
school administrators, students, parents,. Developing a schedule that allows time for science investigations needs the cooperation of all in the
school; acquiring materials requires the appropriation of funds; maintaining scientific equipment is the shared responsibility of students and adults
alike; and designing appropriate use of the scientific institutions and resources in the local community requires the participation of the school and
those institutions and individuals. This standard addresses the classroom use of time, space, and resources—the ways in which teachers make
decisions about. Building scientific understanding takes time on a daily basis and over the long-term.
Schools must restructure schedules so that teachers can use blocks of time, interdisciplinary strategies, and field experiences to give students many
opportunities to engage in serious scientific investigation as an integral part of their science learning. When considering how to structure available
time, skilled teachers realize that students need time to try out ideas, to make mistakes, to ponder, and to discuss with one another. Given a voice
in scheduling, teachers plan for adequate blocks of time for students to set up scientific equipment and carry out experiments, to go on field trips,
or to reflect and share with each other.
Teachers make time for students to work in varied groupings—alone, in pairs, in small groups, as a whole class—and on varied tasks, such as
reading, conducting experiments, reflecting, writing, and discussing. The arrangement of available space and furnishings in the classroom or
laboratory influences the nature of the learning that takes place. Teachers of science need regular, adequate space for science.
They plan the use of this space to allow students to work safely in groups of various sizes at various tasks, to maintain their work in progress, and
to display their results. Teachers also provide students with the opportunity to contribute their ideas about use of space and furnishings. Safety is a
fundamental concern in all experimental science. Teachers of science must know and apply the necessary safety regulations in the storage, use, and
care of the materials used by students.
They adhere to safety rules and guidelines that are established by national organizations such as the American Chemical Society and the Occu.
Effective science teaching depends on the availability and organization of materials, equipment, media, and technology. They work with the school
and district to ensure implementation and use of safety guidelines for which they are responsible, such as the presence of safety equipment and an
appropriate class size. Teachers also teach students how to engage safely in investigations inside and outside the classroom. An effective science
learning environment requires a broad range of basic scientific materials, as well as specific tools for particular topics and learning experiences.
Teachers must be given the resources and authority to select the most appropriate materials and to make decisions about when, where, and how to
make them accessible.
Such decisions balance safety, proper use, and availability with the need for students to participate actively in designing experiments, selecting
tools, and constructing apparatus, all of which are critical to the development of an understanding of inquiry. It is also important for students to
learn how to access scientific information from books, periodicals, videos, databases, electronic communication, and people with expert
knowledge. Students are also taught to evaluate and interpret the information they have acquired through those resources.
Teachers provide the opportunity for students to use contemporary technology as they develop their scientific understanding. The classroom is a
limited environment. The school science program must extend beyond the walls of the school to the resources of the community. Our nation's
communities have many specialists, including those in transportation, health-care delivery, communications, computer technologies, music, art,
cooking, mechanics, and many other fields that have scientific aspects.
Specialists often are available as resources for classes and for individual students. Many communities have access to science centers and museums,
as well as to the science communities in higher education, national laboratories, and industry; these can contribute greatly to the understanding of
science and encourage students to further their interests outside of school. In addition, the physical environment in and around the school can be
used as a living laboratory for the study of natural phenomena. Whether the school is located in a. Working with others in their school and with the
community, teachers build these resources into their work with students. As part of challenging students to take responsibility for their learning,
teachers involve them in the design and management of the learning environment. Even the youngest students can and should participate in
discussions and decisions about using time and space for work.
With this sharing comes responsibility for care of space and resources. As students pursue their inquiries, they need access to resources and a
voice in determining what is needed. The more independently students can access what they need, the more they can take responsibility for their
own work. Students are also invaluable in identifying resources beyond the school. Teachers of science develop communities of science learners
that reflect the intellectual rigor of scientific inquiry and the attitudes and social values conducive. Display and demand respect for the diverse ideas,
skills, and experiences of all students. Enable students to have a significant voice in decisions about the content and context of their work and
require students to take responsibility for the learning of all members of the community.
Structure and facilitate ongoing formal and informal discussion based on a shared understanding of rules of scientific discourse. The focus of this
standard is the social and intellectual environment that must be in place in the classroom if all students are to succeed in learning science and have
the opportunity to develop the skills and dispositions for life-long learning. Elements of other standards are brought together by this standard to
highlight the importance of the community of learners and what effective teachers do to foster its development. A community approach enhances
learning: It helps to advance understanding, expand students' capabilities for investigation, enrich the questions that guide inquiry, and aid students
in giving meaning to experiences. An assumption of the Standards is that all students should learn science through full participation and that all are
capable of making meaningful contributions in science classes.
The nature of the community in which students learn science is critical to making this assumption a reality. Respect for the ideas, activities, and
thinking of all students is demonstrated by what teachers say and do, as well as by the flexibility with which they respond to student interests, ideas,
strengths, and needs. Whether adjusting an activity to reflect the cultural background of particular students, providing resources for a small group
to pursue an interest, or suggesting that an idea is valuable but cannot be pursued at the moment, teachers model what it means to respect and
value the views of others.
Teachers teach respect explicitly by focusing on their own and students' positive interactions, as well as confronting disrespect, stereotyping, and
prejudice whenever it occurs in the school environment. Science is a discipline in which creative and sometimes risky thought is important. New
ideas and theories often are the result of creative leaps. For students to understand this aspect of science and be willing to express creative ideas,
all of the members of the learning community must support and respect a diversity of experience, ideas, thought, and expression. Teachers work
with students to develop an environment in which students feel safe in expressing ideas. A community of science learners is one in which students
develop a sense of purpose and the ability to assume. This example includes a description of teaching and an assessment task, although the
assessment task is indistinguishable from the teaching activity.
The example begins with the teachers at King School working as a team involved in school reform. The team naturally builds on previous efforts;
for example, the technology unit is modified from an existing unit. Other indicators that King School is working toward becoming a community of
learners is the availability of older students to help the younger students with tasks beyond their physical abilities and the decision for one class to
give a concert for another class. In her planning, Ms. Recognizing the different interests and abilities of the students, Ms. She encourages the
students in planning and communicating their designs. She imposes constraints on materials and time.
The King School was reforming its science curriculum. After considerable research into existing curriculum materials and much discussion, the team
decided to build a technology piece into some of the current science studies. The third-grade teacher on the team, Ms. They selected three topics
that they knew they would be teaching the following year: life cycles, sound, and water. That winter, when the end of the sound study neared, Ms.
She posed a question to the entire class: Having studied sound for almost 6 weeks, could they design and make musical instruments that would
produce sounds for entertainment?
The students had been working in groups of four during the sound study, and Ms. How would the sound be produced? What would make the
sound? She suggested they might want to look at the materials she had brought in, but they could think about other materials too. Collaborative
work had been the basis of most of the science inquiry the students had done; for this phase, Ms.
As the students began to talk in their groups, Ms. They would have only the following 2 weeks to make their instruments. Furthermore, any
materials they. She moved among groups, listening and adding comments. When she felt that discussions had gone as far as they could go, she
asked each group to draw a picture of the instruments the children thought they would like to make, write a short piece on how they thought they
would make them, and make a list of the materials that they would need. Some designs were simple and easy to implement; e. Another group was
making drums of various sizes using some thick cardboard tubes and pieces of thin rubber roofing material. For many, the designs could not be
translated into reality, and much change and trial and error ensued. One group planned to build a guitar and designed a special shape for the sound
box, but after the glued sides of their original box collapsed twice, the group decided to use the wooden box that someone had added to the
supply table.
In a few cases, the original design was abandoned, and a new design emerged as the instrument took shape. At the end of the second week, Ms.
On Friday, they were once again to draw and write about their instruments. Where groups had worked together on an instrument, one report was
to be prepared. On the next Monday, each group was to make a brief presentation of the instrument, what it could do, how the design came to be,
and what challenges had been faced. As a final effort, the class could prepare a concert for the other third grades. In making the musical
instruments, students relied on the knowledge and understanding developed while studying sound, as well as the principles of design, to make an
instrument that produced sound. The assessment task for the musical instruments follows. The titles emphasize some important components of the
assessment process.
The K-4 physical science standard is supported by the fundamental understanding of the characteristics of sound, a form of energy. The
information will be used to plan the next design activity. The activity also permits the teacher to gather data about understanding of sound. Their
task is to present the product of their work to their peers and talk about what they learned about sound and design as a result of doing the project.
This is a challenging task for third-grade students, and the teacher will have to provide considerable guidance to the groups of students as they plan
their presentations. The following directions provide a framework that students can use to plan their presentations. Describe to the class the
purpose function that other parts of the instrument have. Show the class how you can change the pitch how high or how low the sound is of the
sound.
An average student performance would include the ability to identify the source of the vibration and ways to change either pitch or loudness in two
directions raise and lower the pitch of the instrument or make the instrument louder and softer or change the pitch and loudness in one direction
make the pitch higher and the sound louder. An exemplary performance by a student would include not only the ability to identify the source of the
vibration but also to change pitch and loudness in both directions. Student understanding of the nature of technology will be revealed by the
students' ability to reflect on why people make musical instruments—e. Teachers give students the opportunity to participate in setting goals,
planning activities, assessing work, and designing the environment. In so doing, they give students responsibility for a significant part of their own
learning, the learning of the group, and the functioning of the community.
Working collaboratively with others not only enhances the understanding of science, it also fosters the practice of many of the skills, attitudes, and
values that characterize science. Effective teachers design many of the activities for learning science to require group work, not simply as an
exercise, but as essential to the inquiry. The teacher's role is to structure the groups and to teach students the skills that are needed to work
together. A fundamental aspect of a community of learners is communication. Effective communication requires a foundation of respect and trust
among individuals. The ability to engage in the presentation of evidence, reasoned argument, and explanation comes from practice. Teachers
encourage informal discussion and structure science activities so that students are required to explain and justify their understanding, argue from
data and defend their conclusions, and critically assess and challenge the scientific explanations of one another.
Certain attitudes, such as wonder, curiosity, and respect toward nature are vital parts of the science learning community. Those attitudes are
reinforced when the adults in the community engage in their own learning and when they share positive attitudes toward science. Environments that
promote the development of appropriate attitudes are supported by the school administration and a local community that. Communities of learners
do not emerge spontaneously; they require careful support from skillful teachers. The development of a community of learners is initiated on the
first day that a new group comes together, when the teacher begins to develop with students a vision of the class environment they wish to form.
This vision is communicated, discussed, and adapted so that all students come to share it and realize its value. Rules of conduct and expectations
evolve as the community functions and takes shape over the weeks and months of the school year.

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