Chapters 4 and 6

guide and focus student activities

use their knowledge of their students to inform instructional decisions.

encourage student learning

grade papers or read a book while students are investigating.

use their knowledge of how students learn science concepts.

Engage, Explore, Elaborate, Explain, Evaluate

Explore, Evaluate, Elaborate, Engage, Explain

Engage, Explore, Explain, Elaborate, Evaluate

Explain, Engage, Elaborate, Evaluate, Explore

Engage, Explain, Explore, Elaborate, Evaluate

They mirror inquiry procedures of science.

They are consistent with constructivist models of learning

They are motivational and effective in teaching science to children

They require less planning on the part of the teacher.

Guided Discovery

Hunter’s Lesson Design

5- E

all of the above

none of the above

Cooperative grouping

Direct instruction

Inquiry instruction

Teacher directed learning

Engage

Explore

Explain

Elaborate

Evaluate

Scientific inquiry refers to student activities that lead to scientific knowledge and understanding

Scientific inquiry refers to different ways scientists study the natural world.

Scientific inquiry refers to memorization of technical terms, facts, and theories

Scientific inquiry refers to teaching methods designed to involve students in inquiry activities.

Learners are engaged by scientific questions.

Learners give priority to evidence as they plan and conduct investigations

Learners connect evidence and scientific knowledge in generating explanations.

Learners apply their knowledge to new scientific problems.

Engage

Explore

Explain

Elaborate

Evaluate

Engage

Explore

Explain

Elaborate

Evaluate

Creates interest

Generates curiosity

Provides definitions and answers.

Raises questions

Attempts to uncover what students know or think about the concept/topic.

Leads students step-by-step to a solution

Expects students to use formal labels, definitions, and explanations provided previously

Encourages students to apply or extend the concepts and skills in new situations.

Refers students to existing data and evidence and asks: “What do you already know? Why do you think….?”

Reminds students of alternate explanations.

Introduce the problem.

Distribute materials in an orderly way.

Ask questions to guide the children’s exploration.

Listen to the students tell about their discoveries.

All of the above.

fostering problem solving, creativity, and independent learning.

improving reasoning, observing, and logical analysis.

increasing scores on measures of general science achievement, process skills, analytical skills, and related skills such as language arts and mathematics.

enhancing positive attitudes toward science.

All of the above.

The variables related to floating and sinking.

Which materials are attracted to magnets.

How to focus a microscope.

The cycle of the moon’s phases throughout the month.

All of the above.

an advance organizer

a concept map.

an instructional model.

a lesson plan.

inquiry.

Consists of three phases of instruction: exploration, concept invention, and application

Includes the following phases: engage, explore, explain, elaborate, and evaluate

Provides for direct instruction through the following steps: anticipatory set, objectives and purpose, instructional input, modeling, monitoring understanding and adjusting instruction, and guided and independent practice.

Begins with an interesting question and concrete materials. Proceeds through exploration to find answers to questions.

Consists of three phases of instruction: exploration, concept invention, and application

Includes the following phases: engage, explore, explain, elaborate, and evaluate

Provides for direct instruction through the following steps: anticipatory set, objectives and purpose, instructional input, modeling, monitoring understanding and adjusting instruction, and guided and independent practice.

Begins with an interesting question and concrete materials. Proceeds through exploration to find answers to questions

Consists of three phases of instruction: exploration, concept invention, and application.

Includes the following phases: engage, explore, explain, elaborate, and evaluate

Provides for direct instruction through the following steps: anticipatory set, objectives and purpose, instructional input, modeling, monitoring understanding and adjusting instruction, and guided and independent practice.

Begins with an interesting question and concrete materials. Proceeds through exploration to find answers to questions.

Consists of three phases of instruction: exploration, concept invention, and application

Includes the following phases: engage, explore, explain, elaborate, and evaluate

Provides for direct instruction through the following steps: anticipatory set, objectives and purpose, instructional input, modeling, monitoring understanding and adjusting instruction, and guided and independent practice.

Begins with an interesting question and concrete materials. Proceeds through exploration to find answers to questions.

specify broad goals.

specify how students should progress toward science literacy.

recommend what students should know and be able to do by the time they reach certain grade levels.

inform teachers specifically of what to teach.

Science Content Standards

Science Education Program Standards

Science Education System Standards

Science Teaching Standards

teachers

science coordinators

parents

all the above

A and B only.

learning experiences

correlations to state standards

common assessments

instructional resources

all of the above

key science vocabulary to be learned

the time of year and the length of time to spend on each part of the content.

the type of assessment to be employed.

how to teach the science content.

All of the above.

avoid the topic and substitute a different topic which he feels more comfortable with.

read textbook chapters, teachers’ guides for nationally funded science projects, and quality children’s books on the topic.

talk to other teachers and science education specialists.

use an Internet search engine such as Google or Yahoo! to locate appropriate science content discussions.

B, C, & D

It specifies the audience with a statement like: “students will be able to"

Uses verbs such as “know” or “understand” to describe student behaviors

It uses action words to specify the different performances and/or behaviors that display student knowledge, understandings, attitudes, and/or skills.

It specifies the content that is to be acted on by the learners.

It is aligned with the instructional and assessment activities of the lesson.

Know, understand, realize

Distinguish, describe, compare

Identify, name, define, state

Classify, interpret, explain, apply, demonstrate

a science content outline or concept map.

instructional objectives.

learning activities

assessment tasks and procedures.

all of the above.

provide an organizational framework for lesson planning

describe specific learning targets for students to achieve during lessons.

do not need to be aligned with the lesson’s assessment strategies.

should be the same for learners at all grade levels.

all of the above.

creating something new.

classificatory investigations

using information in a new way.

good engagements.

explanations of concepts.

an alternative conception.

an open inquiry activity

a discrepant event.

a rubric.

Children assemble as a whole class. The teacher asks children to discuss the results of their investigation on light and color. Differences in group results are noted and discussed. The teacher introduces the notion of primary and secondary colors and discusses how they fit the children’s investigations and results.

The teacher uses a record sheet that lists children’s names and lesson objectives. Throughout the activities the teacher determines what each child seems to be learning. Problem sheets on light and color are completed by the children with the teacher providing feedback on their learning. A test is given at the completion of the lessons on light and color.

The teacher shows the students a color wheel consisting of a cardboard disc, colored with different weds or pie-shaped colors. A string is passed through two small holes in the color wheel. When the teacher spins the color wheel on the string, the children excitedly observe that the wheel seems to take on different hues.

Students use their new knowledge of color to investigate what happens when lights of various colors are shined on different colored objects. On a field trip to a supermarket, they note that red light is often used to illuminate the beef in meat cases.

Children work in groups using color filters over flashlights to investigate what happens when different color lights overlap. They record their data on teacher prepared data sheets.

Children assemble as a whole class. The teacher asks children to discuss the results of their investigation on light and color. Differences in group results are noted and discussed. The teacher introduces the notion of primary and secondary colors and discusses how they fit the children’s investigations and results.

The teacher uses a record sheet that lists children’s names and lesson objectives. Throughout the activities the teacher determines what each child seems to be learning. Problem sheets on light and color are completed by the children with the teacher providing feedback on their learning. A test is given at the completion of the lessons on light and color.

The teacher shows the students a color wheel consisting of a cardboard disc, colored with different weds or pie-shaped colors. A string is passed through two small holes in the color wheel. When the teacher spins the color wheel on the string, the children excitedly observe that the wheel seems to take on different hues.

Students use their new knowledge of color to investigate what happens when lights of various colors are shined on different colored objects. On a field trip to a supermarket, they note that red light is often used to illuminate the beef in meat cases.

Children work in groups using color filters over flashlights to investigate what happens when different color lights overlap. They record their data on teacher prepared data sheets.

Children assemble as a whole class. The teacher asks children to discuss the results of their investigation on light and color. Differences in group results are noted and discussed. The teacher introduces the notion of primary and secondary colors and discusses how they fit the children’s investigations and results.

The teacher uses a record sheet that lists children’s names and lesson objectives. Throughout the activities the teacher determines what each child seems to be learning. Problem sheets on light and color are completed by the children with the teacher providing feedback on their learning. A test is given at the completion of the lessons on light and color.

The teacher shows the students a color wheel consisting of a cardboard disc, colored with different weds or pie-shaped colors. A string is passed through two small holes in the color wheel. When the teacher spins the color wheel on the string, the children excitedly observe that the wheel seems to take on different hues.

Students use their new knowledge of color to investigate what happens when lights of various colors are shined on different colored objects. On a field trip to a supermarket, they note that red light is often used to illuminate the beef in meat cases.

Children work in groups using color filters over flashlights to investigate what happens when different color lights overlap. They record their data on teacher prepared data sheets.

Children assemble as a whole class. The teacher asks children to discuss the results of their investigation on light and color. Differences in group results are noted and discussed. The teacher introduces the notion of primary and secondary colors and discusses how they fit the children’s investigations and results.

The teacher uses a record sheet that lists children’s names and lesson objectives. Throughout the activities the teacher determines what each child seems to be learning. Problem sheets on light and color are completed by the children with the teacher providing feedback on their learning. A test is given at the completion of the lessons on light and color.

The teacher shows the students a color wheel consisting of a cardboard disc, colored with different weds or pie-shaped colors. A string is passed through two small holes in the color wheel. When the teacher spins the color wheel on the string, the children excitedly observe that the wheel seems to take on different hues.

Students use their new knowledge of color to investigate what happens when lights of various colors are shined on different colored objects. On a field trip to a supermarket, they note that red light is often used to illuminate the beef in meat cases.

Children work in groups using color filters over flashlights to investigate what happens when different color lights overlap. They record their data on teacher prepared data sheets.

Children assemble as a whole class. The teacher asks children to discuss the results of their investigation on light and color. Differences in group results are noted and discussed. The teacher introduces the notion of primary and secondary colors and discusses how they fit the children’s investigations and results.

The teacher uses a record sheet that lists children’s names and lesson objectives. Throughout the activities the teacher determines what each child seems to be learning. Problem sheets on light and color are completed by the children with the teacher providing feedback on their learning. A test is given at the completion of the lessons on light and color

The teacher shows the students a color wheel consisting of a cardboard disc, colored with different weds or pie-shaped colors. A string is passed through two small holes in the color wheel. When the teacher spins the color wheel on the string, the children excitedly observe that the wheel seems to take on different hues.

Students use their new knowledge of color to investigate what happens when lights of various colors are shined on different colored objects. On a field trip to a supermarket, they note that red light is often used to illuminate the beef in meat cases.

Children work in groups using color filters over flashlights to investigate what happens when different color lights overlap. They record their data on teacher prepared data sheets.

Learning centers are a good way to present inquiry activities, especially in the lower grades.

Learning centers involve students in developing a better understanding of specific science concepts.

Learning centers can be used as rewards for those students who finish their work early

Learning centers can motivate, guide, and support the learning of individuals and small groups.

Learning centers allow teachers to meet individual needs and provide students with self-directed learning.

Whole group—cooperative groups—whole group—cooperative groups—individual

Whole group—individual—cooperative groups—individual—whole group

Individual—whole group—pairs—cooperative groups—whole group

Cooperative groups—pairs—individual—whole group—cooperative groups

Cooperative groups—cooperative groups—cooperative groups—cooperative groups—cooperative groups

It enables teachers to identify the amount and type of scaffolding assistance needed by their students during the lesson.

It provides a basis for grades and accountability

A rubric can be developed during the planning process

Students can’t remember everything they learn until the end of the lesson.

provides a basis for grades and accountability.

is assessment at the end of lessons.

is on-going assessment.

is both B and C.

is both A and B.

the room’s size and arrangement.

patterns of student movement.

the ratio of boys to girls.

A, B, & C.

A & B only.

classroom management issues.

lack funds for instructional materials.

poor quality food in the cafeteria.

constant lesson planning

required attendance at after-school parent-teacher meetings

control student behavior.

efficiently distribute materials.

establish a learning community

minimize noise level

facilitate learning.

annoying

disruptive

illegal.

inappropriate.

off-task.