Science in Elementary Education

<p>Part One &nbsp;&nbsp; METHODS FOR TEACHING ELEMENTARY SCHOOL SCIENCE</p> <p>&nbsp;</p> <p>Ch. 1:&nbsp;&nbsp; Inquiring Minds in the Classroom&nbsp;</p> <p>&nbsp;&nbsp; A National Focus on Inquiry</p> <p>&nbsp;&nbsp; The Nature of Science</p> <p>&nbsp;&nbsp; How Do Children and Society Benefit When Science Is Taught Properly? </p> <p>Ch. 2:&nbsp;&nbsp; Discovering Science Through Inquiry</p> <p>&nbsp;&nbsp; Inquiry and Its Role in Promoting Scientific Literacy</p> <p>&nbsp;&nbsp; Inquiry as a Paradigm for Teaching and Learning</p> <p>&nbsp;&nbsp; Inquiry and Scientists</p> <p>&nbsp;&nbsp; Inquiry and Children</p> <p>&nbsp;&nbsp; Convergence of Ideas</p> <p>&nbsp;&nbsp; Constructivism and Science Teaching and Learning</p> <p>&nbsp;&nbsp; A Constructivist Approach to Teaching</p> <p>&nbsp;&nbsp; Preparing for Inquiry in Your Classroom</p> <p>Ch. 3:&nbsp;&nbsp; Planning for Inquiry&nbsp; </p> <p>&nbsp;&nbsp; Planning Inquiry Experiences</p> <p>&nbsp;&nbsp; Development of a 6E Lesson</p> <p>&nbsp;&nbsp; National Standards and Planning</p> <p>Ch. 4:&nbsp;&nbsp; Inquiry and Assessment </p> <p>&nbsp;&nbsp; Assessment Today</p> <p>&nbsp;&nbsp; NCLB</p> <p>&nbsp;&nbsp; Linking Assessment to Inquiry</p> <p>&nbsp;&nbsp; The 6E Model and Assessment</p> <p>&nbsp;&nbsp; Authentic Assessment</p> <p>&nbsp;&nbsp; Characteristics of Good Assessment</p> <p>&nbsp;&nbsp; Performance-Based Assessment</p> <p>&nbsp;&nbsp; Project-Based Assessment</p> <p>&nbsp;&nbsp; Peer or Individual Assessments</p> <p>&nbsp;&nbsp; Interviews</p> <p>&nbsp;&nbsp; Journals</p> <p>&nbsp;&nbsp; Portfolios</p> <p>&nbsp;&nbsp; Concept Maps</p> <p>&nbsp;&nbsp; Teacher Observations</p> <p>&nbsp;&nbsp; Open-Ended Questions</p> <p>&nbsp;&nbsp; Assessing Attitudes</p> <p>Ch. 5:&nbsp;&nbsp; Inquiry and Science as Practice &nbsp; </p> <p>&nbsp;&nbsp; Inquiry and Scientific Skill Development</p> <p>&nbsp;&nbsp; The Goals of Science as Practice</p> <p>&nbsp;&nbsp; Four Strands of Science</p> <p>&nbsp;&nbsp; Scientific Skills in Support of Science as Practice</p> <p>Observing</p> <p>Classifying</p> <p>Measuring</p> <p>Communicating</p> <p>Inferring</p> <p>Predicting</p> <p>Experimenting</p> <p>Scientific Attitudes</p> <p>Curiosity</p> <p>Inventiveness</p> <p>Critical Thinking</p> <p>Persistence</p> <p>Uncertainty</p> <p>Developing Attitudes</p> <p>Ch. 6:&nbsp;&nbsp; Inquiry Experiences for All Children</p> <p>&nbsp;&nbsp; Celebrating Diversity</p> <p>&nbsp;&nbsp; Cultural Diversity</p> <p>&nbsp;&nbsp; Linguistic Diversity</p> <p>&nbsp;&nbsp; Gender Equality</p> <p>&nbsp;&nbsp; Teaching Students with Special Needs</p> <p>&nbsp;&nbsp; Inclusive Classrooms</p> <p>&nbsp;&nbsp; Assisting Students with Disabilities</p> <p>&nbsp;&nbsp; Children with Disabilities</p> <p>&nbsp;&nbsp; Working with Gifted Students</p> <p>Ch. 7:&nbsp;&nbsp; Inquiry Learning Opportunities &nbsp;&nbsp; </p> <p>&nbsp;&nbsp; Opportunity to Learn</p> <p>&nbsp;&nbsp; Historical Perspective</p> <p>&nbsp;&nbsp; Science Fairs</p> <p>&nbsp;&nbsp; Invention Conventions</p> <p>&nbsp;&nbsp; Science Learning Centers</p> <p>&nbsp;&nbsp; Science Projects</p> <p>&nbsp;&nbsp; Science Learning Resources</p> <p>&nbsp;&nbsp; Technology Education as a Science Learning Opportunity</p> <p>Ch. 8:&nbsp;&nbsp; Professional Development in Support of Inquiry</p> <p>&nbsp;&nbsp; Lifelong Learning</p> <p>&nbsp;&nbsp; Establishing Inservice Programs</p> <p>&nbsp;&nbsp; A Personal View</p> <p>&nbsp;&nbsp; Mentoring Programs</p> <p>&nbsp;&nbsp; Teacher as Researcher</p> <p>&nbsp;</p> <p>Part Two &nbsp;&nbsp; CONCEPTS AND INQUIRIES FOR TEACHING ELEMENTARY SCHOOL SCIENCE</p> <p>&nbsp;</p> <p>Inquiry Unit 1: &nbsp;&nbsp; Physical Science </p> <p>&nbsp;&nbsp; Light Energy and Color Benchmarks</p> <p>&nbsp;&nbsp; Pathways of Light Concepts</p> <p>&nbsp;&nbsp; Light Refraction Concepts</p> <p>&nbsp;&nbsp; Color Concepts</p> <p>&nbsp;&nbsp; Color Blindness</p> <p>&nbsp;&nbsp; Perception and the Eye Concepts</p> <p>&nbsp;&nbsp; Heat Energy Benchmarks</p> <p>&nbsp;&nbsp; Expansion and Contraction Concepts</p> <p>&nbsp;&nbsp;</p>