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Implementing Japanese Lesson Study in a Higher Education Context Journal Article
Journal Article
Implementing Japanese Lesson Study in a Higher Education Context
By: Kadir Demir, Charlene M. Czerniak, and Lynn C. Hart
Grade Level: College
The purpose of this article is to describe a reform model of instructional collaboration, Japanese lesson study, which has been shown in previous research to enhance reform-based teaching.
The purpose of this article is to describe a reform model of instructional collaboration, Japanese lesson study, which has been shown in previous research to enhance reform-based teaching.
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Measuring Up: A Simple Lesson That Engages Students in Scientific Practices and Mathematics Journal Article
Journal Article
Measuring Up: A Simple Lesson That Engages Students in Scientific Practices and Mathematics
By: Daniel Capps
Grade Level: Middle School
Students compare arm spans by measuring, graphing, and practicing important science skills. This lesson helps to incorporate mathematical standards from the Common Core State Standards for Mathematics and scientific practices from the new Framework for Science Education.
Students compare arm spans by measuring, graphing, and practicing important science skills. This lesson helps to incorporate mathematical standards from the Common Core State Standards for Mathematics and scientific practices from the new Framework for Science Education.
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No More Leaks: A Process-Oriented Lesson Exploring the Invention and Chemistry of Disposable Diapers  Journal Article
Journal Article
No More Leaks: A Process-Oriented Lesson Exploring the Invention and Chemistry of Disposable Diapers
By: Ellen Schiller and Ellen Yezierski
Grade Level: Middle School
High school chemistry can be intimidating to some students, so it is critical that we engage students in nonthreatening preparatory investigations during middle school. Based on the learning cycle model (Bybee and Landes 1990), this lesson invites students to investigate disposable diapers. As they explore the properties of sodium polyarcylate, a super-absorbent polymer exposed to water and simulated urine (colored salt water), students practice many...  [view full summary]
High school chemistry can be intimidating to some students, so it is critical that we engage students in nonthreatening preparatory investigations during middle school. Based on the learning cycle model (Bybee and Landes 1990), this lesson invites students to investigate disposable diapers. As they explore the properties of sodium polyarcylate, a super-absorbent polymer exposed to water and simulated urine (colored salt water), students practice many inquiry skills: observation, measurement, graphing, and data analysis.
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Solving the Mystery of Mock Mummies: Using Scientific Inquiry Skills in an Integrated Lesson Journal Article
Journal Article
Solving the Mystery of Mock Mummies: Using Scientific Inquiry Skills in an Integrated Lesson
By: Meena Balgopal, Shaun Cornwall, Heather Gill-Robinson, and Damien S. Reinhart
Grade Level: Middle School
When the nature of science (NOS) is reinforced, middle school students will be able to appreciate scientific inquiry processes and communication, as outlined in the National Science Education Standards (NRC 1996). To this end, the authors developed a mummy-making and dissection activity to help sixth- and seventh-grade students learn more about anthropological research and reinforce NOS. Students become scientists who ask questions, collect data in...  [view full summary]
When the nature of science (NOS) is reinforced, middle school students will be able to appreciate scientific inquiry processes and communication, as outlined in the National Science Education Standards (NRC 1996). To this end, the authors developed a mummy-making and dissection activity to help sixth- and seventh-grade students learn more about anthropological research and reinforce NOS. Students become scientists who ask questions, collect data in a methodical and objective manner, make inferences, and form conclusions that are supported with evidence.
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SCST: Using the Online Classroom—Lessons from English for Science Courses Journal Article
Journal Article
SCST: Using the Online Classroom—Lessons from English for Science Courses
By: Circe Chamberlain
Grade Level: College
In this column the leadership of SCST shares its views with JCST readers. In this month’s issue, the author discusses the use of technology in the classroom.
In this column the leadership of SCST shares its views with JCST readers. In this month’s issue, the author discusses the use of technology in the classroom.
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Commentary: The Underlying Life Lesson Journal Article
Journal Article
Commentary: The Underlying Life Lesson
By: Joe Barnhart
Grade Level: High School
Are you, as a science teacher, ever left exhausted at the end of the day wondering, “Is it really worth the effort?” After over 50 years on this Earth—the author can safely say yes, it is. However, he is not a science teacher, and this is not an article on teaching methods, pedagogy, or an engaging activity. This is a story about the end result, which relates to all levels of instruction and curriculum, interdisciplinary or otherwise, and the lasting...  [view full summary]
Are you, as a science teacher, ever left exhausted at the end of the day wondering, “Is it really worth the effort?” After over 50 years on this Earth—the author can safely say yes, it is. However, he is not a science teacher, and this is not an article on teaching methods, pedagogy, or an engaging activity. This is a story about the end result, which relates to all levels of instruction and curriculum, interdisciplinary or otherwise, and the lasting impression of good science teachers. Here he describes how his beloved science teacher, Mr. Richard, had a profound and positive influence on his life—which awakened during his sophomore year in high school.
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The Science and Literacy Framework Journal Article
Journal Article
The Science and Literacy Framework
By: Charlotte Rappe Zales and Connie S. Unger
Grade Level: Elementary School
Carefully selected trade books can introduce science concepts, develop background knowledge, reinforce hands-on lessons, support science-process skills, and at the same time enhance related literacy-process skills. They can also provide inspiration and structure for integrated science and literacy lessons. Based on these ideas, the authors developed the Science and Literacy Framework, which enables teachers to plan integrated lessons that capitalize...  [view full summary]
Carefully selected trade books can introduce science concepts, develop background knowledge, reinforce hands-on lessons, support science-process skills, and at the same time enhance related literacy-process skills. They can also provide inspiration and structure for integrated science and literacy lessons. Based on these ideas, the authors developed the Science and Literacy Framework, which enables teachers to plan integrated lessons that capitalize on the similarities between science processes and literacy processes. This article describe three experiences from several hundred teachers who used the framework to build successful integrated lessons in their K—6 classrooms.
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Editor’s Note: Classroom Windows Journal Article
Journal Article
Editor’s Note: Classroom Windows
By: Linda Froschauer
Grade Level: Elementary School
Little did Linda Froschauer know that she would one day find herself in the position of editor of the very journal that helped in the formation of her teaching… the journal that inspired her teaching and affected her students. She viewed Science and Children as her window into the classroom of her peers throughout the teaching community. Here she encourages you to open your classroom window and share your lessons that bring the “ah-ha” moments,...  [view full summary]
Little did Linda Froschauer know that she would one day find herself in the position of editor of the very journal that helped in the formation of her teaching… the journal that inspired her teaching and affected her students. She viewed Science and Children as her window into the classroom of her peers throughout the teaching community. Here she encourages you to open your classroom window and share your lessons that bring the “ah-ha” moments, the lessons you tell others about when you talk about science teaching, and the lessons all of us could benefit from learning about. You’ll never know how many people you touch, but you’ll know the joy of sharing.
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Spring Into Energy Journal Article
Journal Article
Spring Into Energy
By: Stephen Van Hook and Tracy Huziak-Clark
Grade Level: Elementary School, Informal Education
Maria lifts up a book from the table. Dietre eats cereal for breakfast. Akisha winds up a toy robot. Jacob puts batteries in a flashlight. These seemingly dissimilar events demonstrate various ways children experience energy daily. You can help primary students make sense of these experiences and build their conceptual understanding of energy with this series of hands-on energy activities. We’ve used these lessons successfully for several years and...  [view full summary]
Maria lifts up a book from the table. Dietre eats cereal for breakfast. Akisha winds up a toy robot. Jacob puts batteries in a flashlight. These seemingly dissimilar events demonstrate various ways children experience energy daily. You can help primary students make sense of these experiences and build their conceptual understanding of energy with this series of hands-on energy activities. We’ve used these lessons successfully for several years and have been continually impressed with the understandings that students develop as they conduct them.

The lessons focus primarily on elastic, or spring, energy and use a conceptual hook, a simple phrase that identifies the key ideas from the activities. In these lessons, the “hook” is “lift, squeeze, stretch, and twist,” which summarizes some of the ways students can “put” energy in objects. We chose to emphasize spring energy because it is tangible—students can easily observe the spring (or similar objects such as a rubber band) change as they squeeze, stretch, or twist it, and they can feel the spring resist them as they change its shape.
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Communicating Science Concepts Through Art: 21st-Century Skills in Practice Journal Article
Journal Article
Communicating Science Concepts Through Art: 21st-Century Skills in Practice
By: Sandy Buczynski, Kathleen Ireland, Sherri Reed, and Evelyn Lacanienta
Grade Level: Middle School
To demonstrate the strength of integrating conceptual art strategies into a variety of science curricula, science teachers recruited the school's art teacher to provide basic art lessons during science classes. This allowed students to learn the fundamentals of art, which they could then apply to their science lessons.
To demonstrate the strength of integrating conceptual art strategies into a variety of science curricula, science teachers recruited the school's art teacher to provide basic art lessons during science classes. This allowed students to learn the fundamentals of art, which they could then apply to their science lessons.
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Results: 1 - 10 of 80 1 2 3 4 5 6 7 8 Next