Learning and Assessing Science Process Skills

 Teaching science is an awesome responsibility. The children you teach are depending on you to model good science and to teach them the skills needed to learn about our increasingly scientific and technological world. Learning and Assessing Science Process Skills is all you need to develop the knowledge and skills necessary to bring the science process skills to your students.  Features:   Big Science Ideas - in each chapter major science concepts, themes, and topics used for the process skills activities are identified. Big Science Ideas can be used to adapt the process skills activity for classroom use and to see how the activity connects to state and national science standards.  Alignment to State and National Standards - related science standards from states across the country are identified, along with National Science Education Standards and National Council of Teachers of Mathematics standards met in each chapter.  Technology Spotlight - these sections in each chapter reflect current technologies.  Web sites and Search Terms - appear in every chapter. These special boxes provide suggested words and phrases that can be used to search the Internet for additional information.  High-Stakes Testing - actual questions students were given to measure their knowledge of the related science process skill. This puts you a step ahead in planning classroom evaluation.  The Nature of Science - additional activities and information for using the process skill to teach the nature of science. Of course the Self-Assessment Questions and Answers, Classroom Scenarios, Ideas for Your Classroom and Models for Assessing Student Learning are still included in the fifth edition, along with the engaging and meaningful activities from which you and your students will learn so much!  Learning and Assessing Science Process Skills is truly the only tool needed to competently and confidently provide exemplary science instruction.

Table of Contents:
 Introduction PART 1: BASIC PROCESS SKILLS Chapter 1: Building a Foundation for Teaching Process Skills National and State Standards Connections Materials Needed Purpose Objectives Opportunity, High Standards, and Accountability The Basic and Integrated Science Process Skills     The Basic Process Skills     The Integrated Process Skills The Nature of Science     Science Relies on Empirical Evidence     Activity 1.1 Observing and Experimenting with Water Drops Differentiating Between Observations and Inferences     Activity 1.2 Making Multiple Inferences to Explain Observations     Activity 1.3 Observing and Explaining a Unique Drawing     Activity 1.4 Differentiating Between Observations and Inferences     Doing Science Is a Creative Enterprise     Activity 1.5 Doing Science Is a Creative Enterprise     Scientific Knowledge Is Never Proven. It Is Tentative, but Durable     Activity 1.6 Observing a Falling Object      Laws and Theories Are Different Types of Scientific Knowledge     Activity 1.7 Laws and Theories Are Different Types of Scientific Knowledge     Science Is Influenced and Affected by What Is Going on in the World. Scientists Cannot Be Completely Objective     Activity 1.8 Outside Influences     Science Cannot Answer All Questions     Activity 1.9 Questions That Can Be Answered Through Science Habits of Mind     Activity 1.10 Scientific Habits of Mind Using Cooperative Groups to Enhance Process Skills Teaching Becoming a Reflective Teacher     Reflections on Science Teaching     Your Vision for Science Teaching Searching the Web References Self-Check Chapter 2: Observing National and State Standards Connections Materials Needed Classroom Scenario Purpose Objectives     Activity 2.1 Using All Your Senses Qualitative and Quantitative Observations     Activity 2.2 Making Qualitative and Quantitative Observations Observing Changes     Activity 2.3 Observing the Production of a Gas Self-Assessment Ideas for Your Classroom Start Kids Thinking High Stakes Testing Websites and Search Terms Technology Spotlight A Model for Assessing Student Learning Becoming a Reflective Teacher Self-Check Chapter 3: Communicating National and State Standards Connections Materials Needed Classroom Scenario Purpose Objectives     Activity 3.1 Using Good Descriptors Communicating Descriptions     Activity 3.2 Describing Objects to Others Practicing Using Communication Tools     Activity 3.3 Using a Rubric to Evaluate a Communication     Activity 3.4 Giving and Following Directions Communicating with Maps     Activity 3.5 Working with Maps     Activity 3.6 Practice Making and Following Maps Self-Assessment Ideas for Your Classroom Start Kids Thinking High Stakes Testing Websites and Search Terms Technology Spotlight A Model for Assessing Student Learning Becoming a Reflective Teacher Self-Check Chapter 4: Classifying National and State Standards Connections Materials Needed Purpose Objectives Binary Classification     Activity 4.1 Constructing a Binary Classification System Based on Observable Properties Mapping an Organization Scheme     Activity 4.2 Using Several Properties at Once     Activity 4.3 Constructing a Multi-Stage Classification System     Activity 4.4 Multi-Stage Classification: Additional Practice     Serial Ordering     Activity 4.5 Serial Ordering: Properties of Cereals Self-Assessment Ideas for Your Classroom Start Kids Thinking High Stakes Testing Websites and Search Terms Technology Spotlight A Model for Assessing Student Learning Becoming a Reflective Teacher Self-Check Chapter 5: Measuring Metrically National and State Standards Connections Materials Needed Purpose Objectives     Activity 5.1 A Metric Treasure Hunt Measuring Metrically     Activity 5.2 Matching Measurements Metric Prefixes     Activity 5.3 Understanding Metric Prefixes     Activity 5.4 Measuring Lengths Metrically Measuring Mass Metrically     Activity 5.5 Finding the Mass     Activity 5.6 Measuring Volumes Metrically     Optional Activity 5.7 Making an Overflow Container Measuring Temperature Metrically     Activity 5.8 Changing Temperatures Measuring Forces Metrically     Activity 5.9 Measuring Forces Self-Assessment Ideas for Your Classroom Start Kids Thinking High Stakes Testing Websites and Search Terms Technology Spotlight A Model for Assessing Student Learning Becoming a Reflective Teacher Self-Check Chapter 6: Inferring National and State Standards Connections Materials Needed Purpose Objectives Constructing Inferences from Observations     Activity 6.1 Constructing Inferences from Observations     Activity 6.2 More Practice Making Inferences from Observations     Activity 6.3 Formulating Inferences from Observations about Events     Activity 6.4 Making Inferences from a Slice of Life Learning Is an Inference Thinking Is All about Asking Questions Confidence in Inferences Accepting, Rejecting, and Modifying Inferences     Activity 6.5 Compass Direction and Magnetism Drawing Conclusions Self-Assessment Ideas for Your Classroom Start Kids Thinking High Stakes Testing Websites and Search Terms Technology Spotlight A Model for Assessing Student Learning Becoming a Reflective Teacher Self-Check   Chapter 7: Predicting National and State Standards Connections Materials Needed Purpose Objectives Predicting Is a Powerful Teaching and Learning Tool     Activity 7.1 Distinguishing among Observation, Inference, and Prediction Testing Our Mental Models Constructing Predictions Based on Observed Patterns     Activity 7.2 Finding a Pattern in Sunrises Practice in Making Predictions     Activity 7.3 Pendulum Motion     Activity 7.4 Making Dependable Predictions     Activity 7.5 Prediction and Chance     Optional Activity 7.6 Estimating Large Quantities Self-Assessment Ideas for Your Classroom Start Kids Thinking High Stakes Testing Websites and Search Terms Technology Spotlight A Model for Assessing Student Learning Becoming a Reflective Teacher Self-Check Decision Making 1: Applying Your Skills Textbook Example A     Typical Activity     Modified Activity Textbook Example B     Typical Activity     Modified Activity Additional Practice   PART 2: INTEGRATED SCIENCE PROCESS SKILLS Chapter 8: Identifying Variables National and State Standards Connections Materials Needed Purpose Objectives Changing Variables to Affect Results     Activity 8.1 Getting Involved in Experimenting Identifying Variables in a Variety of Contexts     Activity 8.2 Learning to Identify Variables     Activity 8.3 Distinguishing Between Independent and Dependent Variables Self-Assessment High Stakes Testing Websites and Search Terms A Model for Assessing Student Learning Self-Check Chapter 9:Constructing a Table of Data National and State Standards Connections Purpose Objectives Working with Data     Activity 9.1 Labeling Columns and Entering Data     Activity 9.2 Modifying a Table of Data to Record Repeated Trials     Activity 9.3 Transferring Data from a Table to a Graph Self-Assessment High Stakes Testing Websites and Search Terms A Model for Assessing Student Learning Self-Check Chapter 10:Constructing a Graph National and State Standards Connections Purpose Objective Three Skills to Construct a Graph from Data     Activity 10.1 Skill 1: Labeling the X and Y Axes     Activity 10.2 Skill 2: Determining Interval Scales for Each Axis     Activity 10.3 Skill 3: Plotting Data Pairs as Points on a Graph Graph Titles Critiquing Graphs     Activity 10.4 Is the Graph Correct? Self-Assessment High Stakes Testing Websites and Search Terms A Model for Assessing Student Learning Self-Check Chapter 11: Describing Relationships between Variables National and State Standards Connections Purpose Objectives Interpreting a Graph     Activity 11.1 Drawing a Best-Fit Line Writing a Statement of Relationship     Activity 11.2 Writing a Statement of Relationship for Straight Lines     Activity 11.3 Writing a Statement of Relationship for Lines That Curve Analyzing Graphs and Statements That Summarize Trends in Data     Activity 11.4 Analyzing Graphs and Statements     Activity 11.5 Applying All Your Graphing Skills Self-Assessment High Stakes Testing Websites and Search Terms A Model for Assessing Student Learning Self-Check Chapter 12: Acquiring and Processing Your Own Data National and State Standards Connections Materials Needed Purpose Objectives Initiating Investigations Measurement Skills     Activity 12.1 Initiating an Investigation with a "Why" Question     Activity 12.2 Initiating an Investigation with an Activity and a Question     Activity 12.3 Another Question and an Activity to Answer It Self-Assessment High Stakes Testing Websites and Search Terms A Model for Assessing Student Learning Self-Check   Chapter 13: Analyzing Investigations National and State Standards Connections Purpose Objectives Controlled Experiments     Activity 13.1 Holding Factors Constant Hypotheses     Activity 13.2 Constructing Well-Stated Hypotheses Self-Assessment High Stakes Testing Websites and Search Terms A Model for Assessing Student Learning Self-Check Chapter 14:Constructing Hypotheses National and State Standards Connections Purpose Objectives Variables     Activity 14.1 Identifying Variables to Test Constructing Testable Hypotheses     Activity 14.2 Stating a Hypothesis     Activity 14.3 Putting It All Together Self-Assessment High Stakes Testing Websites and Search Terms A Model for Assessing Student Learning Self-Check Chapter 15: Defining Variables Operationally National and State Standards Connections Purpose Objectives Operational Definitions     Activity 15.1 Deciding How Variables Can Be Measured     Activity 15.2 More Practice Writing Operational Definitions Self-Assessment High Stakes Testing Websites and Search Terms A Model for Assessing Student Learning Self-Check Chapter 16: Designing Experiments National and State Standards Connections Purpose Objectives Experiments     Activity 16.1 Identifying Essential Experimental Design Components     Activity 16.2 Writing Procedures     Activity 16.3 Analyzing Investigations: Grass Clippings     Activity 16.4 Analyzing Investigations: Soap Bubbles Designing Experiments     Activity 16.5 Designing Your Own Experiment about Image Sizes