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| smithsonian science for the classroom: Inquiry-based Science Education Robyn M. Gillies, 2020-01-24 Students often think of science as disconnected pieces of information rather than a narrative that challenges their thinking, requires them to develop evidence-based explanations for the phenomena under investigation, and communicate their ideas in discipline-specific language as to why certain solutions to a problem work. The author provides teachers in primary and junior secondary school with different evidence-based strategies they can use to teach inquiry science in their classrooms. The research and theoretical perspectives that underpin the strategies are discussed as are examples of how different ones areimplemented in science classrooms to affect student engagement and learning. Key Features: Presents processes involved in teaching inquiry-based science Discusses importance of multi-modal representations in teaching inquiry based-science Covers ways to develop scientifically literacy Uses the Structure of Observed learning Outcomes (SOLO) Taxonomy to assess student reasoning, problem-solving and learning Presents ways to promote scientific discourse, including teacher-student interactions, student-student interactions, and meta-cognitive thinking |
| smithsonian science for the classroom: Teaching Science to Every Child John Settlage, Sherry A. Southerland, 2007 Teaching Science to Every Child proposes a fresh perspective for teaching school science and draws upon an extensive body of classroom research to meaningfully address the achievement gap in science education. Settlage and Southerland begin from the point of view that science can be thought of as a culture, rather than as a fixed body of knowledge. Throughout this book, the idea of culture is used to illustrate how teachers can guide all students to be successful in science while still being respectful of students' ethnic heritages and cultural traditions. By combining a cultural view of science with instructional approaches shown to be effective in a variety of settings, the authors provide elementary and middle school teachers with a conceptual framework as well as pedagogical approaches which support the science learning of a diverse array of students. |
| smithsonian science for the classroom: Making Sense of Science and Religion Joseph W Shane, Lee Meadows, 2019 The authors of Making Sense of Science and Religion believe that addressing interactions between science and religion is part of all science educators' collective job-- and that this is the book that will help you facilitate discussion when the topic of religion comes up. Designed for teachers at all grade levels, the book will help you anticipate and respond to students' questions-- and help students reconcile their religious beliefs even as you delve into topics such as evolution, geochronology, genetics, the origin of the universe, and climate change. The book is divided into three parts: 1.Historical and cultural context, plus a framework for addressing science-religion issues in a legal, constitutional manner. 2.Guidance on teaching specific scientific concepts at every grade level: elementary, middle, and high school science, as well as college and informal science settings. 3.Advice for engaging families, administrators, school boards, legislators and policy makers, and faith communities. The book' s authors are all personally and professionally invested in the subject. They are a mix of K- 12 teachers, college professors, and experts from organizations such as the American Association for the Advancement of Science and the Smithsonian National Museum of Natural History. They know that teaching about the interaction between science and religion is not easy. But they also know that educators have an ethical obligation to minimize the perceived conflict between science and religion. As the authors write, When students hear a consistent message during science instruction-- that they can learn science while maintaining their religious beliefs-- they are much more willing to learn regardless of messages to the contrary that they might hear outside of your classroom. |
| smithsonian science for the classroom: Smithsonian Scientific Series , 1943 |
| smithsonian science for the classroom: Resources for Teaching Middle School Science Smithsonian Institution, National Academy of Engineering, National Science Resources Center of the National Academy of Sciences, Institute of Medicine, 1998-04-30 With age-appropriate, inquiry-centered curriculum materials and sound teaching practices, middle school science can capture the interest and energy of adolescent students and expand their understanding of the world around them. Resources for Teaching Middle School Science, developed by the National Science Resources Center (NSRC), is a valuable tool for identifying and selecting effective science curriculum materials that will engage students in grades 6 through 8. The volume describes more than 400 curriculum titles that are aligned with the National Science Education Standards. This completely new guide follows on the success of Resources for Teaching Elementary School Science, the first in the NSRC series of annotated guides to hands-on, inquiry-centered curriculum materials and other resources for science teachers. The curriculum materials in the new guide are grouped in five chapters by scientific areaâ€Physical Science, Life Science, Environmental Science, Earth and Space Science, and Multidisciplinary and Applied Science. They are also grouped by typeâ€core materials, supplementary units, and science activity books. Each annotation of curriculum material includes a recommended grade level, a description of the activities involved and of what students can be expected to learn, a list of accompanying materials, a reading level, and ordering information. The curriculum materials included in this book were selected by panels of teachers and scientists using evaluation criteria developed for the guide. The criteria reflect and incorporate goals and principles of the National Science Education Standards. The annotations designate the specific content standards on which these curriculum pieces focus. In addition to the curriculum chapters, the guide contains six chapters of diverse resources that are directly relevant to middle school science. Among these is a chapter on educational software and multimedia programs, chapters on books about science and teaching, directories and guides to science trade books, and periodicals for teachers and students. Another section features institutional resources. One chapter lists about 600 science centers, museums, and zoos where teachers can take middle school students for interactive science experiences. Another chapter describes nearly 140 professional associations and U.S. government agencies that offer resources and assistance. Authoritative, extensive, and thoroughly indexedâ€and the only guide of its kindâ€Resources for Teaching Middle School Science will be the most used book on the shelf for science teachers, school administrators, teacher trainers, science curriculum specialists, advocates of hands-on science teaching, and concerned parents. |
| smithsonian science for the classroom: Education Around the Globe Tonya Huber, James G. O'Meara, 2020 International Education Inquiries is a book series dedicated to realizing the global vision of Education 2030a. This vision involves ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all. The founding editors seek to provide a forum for the diverse voices of scholars and practitioners from across the globe asking questions about transforming the vision of Education 2030 into a reality. Published chapters will reflect a variety of formats, free of methodological restrictions, involving disciplinary as well as interdisciplinary inquiries. We expect the series will be a leading forum for pioneers redefining the global discussion about the people, places and perspectives shaping Education 2030 outcomes-- |
| smithsonian science for the classroom: What Does it Mean to be Human? Richard Potts, Christopher Sloan, 2010 This generously illustrated book tells the story of the human family, showing how our species' physical traits and behaviors evolved over millions of years as our ancestors adapted to dramatic environmental changes. In What Does It Means to Be Human? Rick Potts, director of the Smithsonian's Human Origins Program, and Chris Sloan, National Geographic's paleoanthropolgy expert, delve into our distant past to explain when, why, and how we acquired the unique biological and cultural qualities that govern our most fundamental connections and interactions with other people and with the natural world. Drawing on the latest research, they conclude that we are the last survivors of a once-diverse family tree, and that our evolution was shaped by one of the most unstable eras in Earth's environmental history. The book presents a wealth of attractive new material especially developed for the Hall's displays, from life-like reconstructions of our ancestors sculpted by the acclaimed John Gurche to photographs from National Geographic and Smithsonian archives, along with informative graphics and illustrations. In coordination with the exhibit opening, the PBS program NOVA will present a related three-part television series, and the museum will launch a website expected to draw 40 million visitors. |
| smithsonian science for the classroom: Flip Your Classroom Jonathan Bergmann, Aaron Sams, 2012-06-21 Learn what a flipped classroom is and why it works, and get the information you need to flip a classroom. You’ll also learn the flipped mastery model, where students learn at their own pace, furthering opportunities for personalized education. This simple concept is easily replicable in any classroom, doesn’t cost much to implement, and helps foster self-directed learning. Once you flip, you won’t want to go back! |
| smithsonian science for the classroom: Shaping Humanity John Gurche, 2013-11-26 Describes the process by which the author uses knowledge of fossil discoveries and comparative ape and human anatomy to create forensically accurate representations of human beings' ancient ancestors. |
| smithsonian science for the classroom: Exploring Water with Young Children Ingrid Chalufour, Karen Worth, 2005-05-23 Discover the science behind exploring and understanding water with young children. |
| smithsonian science for the classroom: Science Teachers' Learning National Academies of Sciences, Engineering, and Medicine, Division of Behavioral and Social Sciences and Education, Teacher Advisory Council, Board on Science Education, Committee on Strengthening Science Education through a Teacher Learning Continuum, 2016-01-15 Currently, many states are adopting the Next Generation Science Standards (NGSS) or are revising their own state standards in ways that reflect the NGSS. For students and schools, the implementation of any science standards rests with teachers. For those teachers, an evolving understanding about how best to teach science represents a significant transition in the way science is currently taught in most classrooms and it will require most science teachers to change how they teach. That change will require learning opportunities for teachers that reinforce and expand their knowledge of the major ideas and concepts in science, their familiarity with a range of instructional strategies, and the skills to implement those strategies in the classroom. Providing these kinds of learning opportunities in turn will require profound changes to current approaches to supporting teachers' learning across their careers, from their initial training to continuing professional development. A teacher's capability to improve students' scientific understanding is heavily influenced by the school and district in which they work, the community in which the school is located, and the larger professional communities to which they belong. Science Teachers' Learning provides guidance for schools and districts on how best to support teachers' learning and how to implement successful programs for professional development. This report makes actionable recommendations for science teachers' learning that take a broad view of what is known about science education, how and when teachers learn, and education policies that directly and indirectly shape what teachers are able to learn and teach. The challenge of developing the expertise teachers need to implement the NGSS presents an opportunity to rethink professional learning for science teachers. Science Teachers' Learning will be a valuable resource for classrooms, departments, schools, districts, and professional organizations as they move to new ways to teach science. |
| smithsonian science for the classroom: Awesome Adventures at the Smithsonian Emily B. Korrell, 2013-03-12 From Dorothy's red slippers to dinosaurs to the Wright brothers' plane, the Smithsonian is filled with objects fascinating to kids. Yet choosing what to see at the Smithsonian can challenge even the most enthusiastic families. Packed with activities, information, and pictures, this lively new guide offers children ages 8-12 years a way to navigate the Smithsonian. Engaging maps, photographs, and illustrations present the main museum halls along with puzzles, games, mad libs, and pages for journal entries, drawings, and superlatives that will help get kids ready for their big trip to the nation's capital and keep them focused and attentive as they navigate the world's largest museum complex that is the Smithsonian Institution. Awesome Adventures at the Smithsonian (spiral bound) is the perfect way to engage any child on their big trip to Washington, DC, and the Smithsonian. |
| smithsonian science for the classroom: Learning Science - the Value of Crafting Engagement in Science Environments Barbara Schneider, Joseph Krajcik, Jari Lavonen, Katariina Salmela-Aro, 2020-01-01 An innovative, internationally developed system to help advance science learning and instruction for high school students This book tells the story of a $3.6 million research project funded by the National Science Foundation aimed at increasing scientific literacy and addressing global concerns of declining science engagement. Studying dozens of classrooms across the United States and Finland, this international team combines large-scale studies with intensive interviews from teachers and students to examine how to transform science education. Written for teachers, parents, policymakers, and researchers, this book offers solutions for matching science learning and instruction with newly recommended twenty-first-century standards. Included are science activities that engage and inspire students; sample lesson plans; and approaches for measuring science engagement and encouragement of three-dimensional learning. |
| smithsonian science for the classroom: Bear Shadow Frank Asch, 1985 Bear tries everything he can think of to get rid of his shadow. |
| smithsonian science for the classroom: Universal Design for Learning in the Classroom Tracey E. Hall, Anne Meyer, David H. Rose, 2012-07-31 Clearly written and well organized, this book shows how to apply the principles of universal design for learning (UDL) across all subject areas and grade levels. The editors and contributors describe practical ways to develop classroom goals, assessments, materials, and methods that use UDL to meet the needs of all learners. Specific teaching ideas are presented for reading, writing, science, mathematics, history, and the arts, including detailed examples and troubleshooting tips. Particular attention is given to how UDL can inform effective, innovative uses of technology in the inclusive classroom. Subject Areas/Keywords: assessments, classrooms, content areas, curriculum design, digital media, educational technology, elementary, inclusion, instruction, learning disabilities, literacy, schools, secondary, special education, supports, teaching methods, UDL, universal design Audience: General and special educators in grades K-8, literacy specialists, school psychologists, administrators, teacher educators, and graduate students-- |
| smithsonian science for the classroom: Teaching Children Science Sally Gregory Kohlstedt, 2010-05-15 In the early twentieth century, a curriculum known as nature study flourished in major city school systems, streetcar suburbs, small towns, and even rural one-room schools. This object-based approach to learning about the natural world marked the first systematic attempt to introduce science into elementary education, and it came at a time when institutions such as zoos, botanical gardens, natural history museums, and national parks were promoting the idea that direct knowledge of nature would benefit an increasingly urban and industrial nation. The definitive history of this once pervasive nature study movement, TeachingChildren Science emphasizes the scientific, pedagogical, and social incentives that encouraged primarily women teachers to explore nature in and beyond their classrooms. Sally Gregory Kohlstedt brings to vivid life the instructors and reformers who advanced nature study through on-campus schools, summer programs, textbooks, and public speaking. Within a generation, this highly successful hands-on approach migrated beyond public schools into summer camps, afterschool activities, and the scouting movement. Although the rich diversity of nature study classes eventually lost ground to increasingly standardized curricula, Kohlstedt locates its legacy in the living plants and animals in classrooms and environmental field trips that remain central parts of science education today. |
| smithsonian science for the classroom: Exploring the Intersection of Science Education and 21st Century Skills National Research Council, Division of Behavioral and Social Sciences and Education, Center for Education, Board on Science Education, 2010-01-26 An emerging body of research suggests that a set of broad 21st century skills-such as adaptability, complex communication skills, and the ability to solve non-routine problems-are valuable across a wide range of jobs in the national economy. However, the role of K-12 education in helping students learn these skills is a subject of current debate. Some business and education groups have advocated infusing 21st century skills into the school curriculum, and several states have launched such efforts. Other observers argue that focusing on skills detracts attention from learning of important content knowledge. To explore these issues, the National Research Council conducted a workshop, summarized in this volume, on science education as a context for development of 21st century skills. Science is seen as a promising context because it is not only a body of accepted knowledge, but also involves processes that lead to this knowledge. Engaging students in scientific processes-including talk and argument, modeling and representation, and learning from investigations-builds science proficiency. At the same time, this engagement may develop 21st century skills. Exploring the Intersection of Science Education and 21st Century Skills addresses key questions about the overlap between 21st century skills and scientific content and knowledge; explores promising models or approaches for teaching these abilities; and reviews the evidence about the transferability of these skills to real workplace applications. |
| smithsonian science for the classroom: Global Warming Seymour Simon, 2010-02-23 Earth's climate has always varied, but it is now changing more rapidly than at any other time in recent centuries. The climate is very complex, and many factors play important roles in determining how it changes. Why is the climate changing? Could Earth be getting warmer by itself? Are people doing things that make the climate warmer? Award-winning science writer Seymour Simon teams up with the Smithsonian Institution to give you a full-color photographic introduction to the causes and effects of global warming and climate change. |
| smithsonian science for the classroom: Shipwrecked Regina Krahl, 2011-03-08 Part adventure story, part maritime archaeological expedition, part historical look into ninth-century Chinese economy, culture, and trade, Shipwrecked is a fascinating journey back in time. Twelve centuries ago, a merchant ship—an Arab dhow—foundered on a reef just off the coast of Belitung, a small island in the Java Sea. The cargo was a remarkable assemblage of lead ingots, bronze mirrors, spice-filled jars, intricately worked vessels of silver and gold, and more than 60,000 glazed bowls, ewers, and other ceramics. The ship remained buried at sea for more than a millennium, its contents protected from erosion by their packing and the conditions of the silty sea floor. Shipwrecked explores this precious cargo and the story of the men who sailed it, with more than 250 gorgeous photographs and essays by international experts in Arab ship-building methods, pan-Asian maritime trade, ceramics, precious metalwork, and more. |
| smithsonian science for the classroom: Culturally Responsive Teaching for Multilingual Learners Sydney Snyder, Diane Staehr Fenner, 2021-01-25 What will you do to promote multilingual learners’ equity? Our nation’s moment of reckoning with the deficit view of multilingual learners has arrived. The COVID-19 pandemic has further exposed and exacerbated long-standing inequities that stand in the way of MLs’ access to effective instruction. Recent events have also caused us to reflect on our place as educators within the intersection of race and language. In this innovative book, Sydney Snyder and Diane Staehr Fenner share practical, replicable ways you can draw from students’ strengths and promote multilingual learners′ success within and beyond your own classroom walls. In this book you’ll find • Practical and printable, research-based tools that guide you on how to implement culturally responsive teaching in your context • Case studies and reflection exercises to help identify implicit bias in your work and mitigate deficit-based thinking • Authentic classroom video clips in each chapter to show you what culturally responsive teaching actually looks like in practice • Hand-drawn sketch note graphics that spotlight key concepts, reinforce central themes, and engage you with eye-catching and memorable illustrations There is no time like the present for you to reflect on your role in culturally responsive teaching and use new tools to build an even stronger school community that is inclusive of MLs. No matter your role or where you are in your journey, you can confront injustice by taking action steps to develop a climate in which all students’ backgrounds, experiences, and cultures are honored and educators, families, and communities work collaboratively to help MLs thrive. We owe it to our students. On-demand book study-Available now! Authors, Snyder and Staehr Fenner have created an on-demand LMS book study for readers of Culturally Responsive Teaching for Multilingual Learners: Tools for Equity available now from their company SupportEd. The self-paced book study works around your schedule and when you′re done, you’ll earn a certificate for 20 hours of PD. SupportEd can also customize the book study for specific district timelines, cohorts and/or needs upon request. |
| smithsonian science for the classroom: Teaching Science to English Language Learners Ann S. Rosebery, Beth Warren, 2008 Though its primary goal is to serve as an introduction to the research on this important subject, Teaching Science to English Language Learners combines that research with classroom case studies and the perspectives of master teachers. Further, chapter authors strive to support your efforts to use diversity as a resource--rather than as an obstacle--in the science classroom. |
| smithsonian science for the classroom: Learning Science in Informal Environments National Research Council, Division of Behavioral and Social Sciences and Education, Center for Education, Board on Science Education, Committee on Learning Science in Informal Environments, 2009-05-27 Informal science is a burgeoning field that operates across a broad range of venues and envisages learning outcomes for individuals, schools, families, and society. The evidence base that describes informal science, its promise, and effects is informed by a range of disciplines and perspectives, including field-based research, visitor studies, and psychological and anthropological studies of learning. Learning Science in Informal Environments draws together disparate literatures, synthesizes the state of knowledge, and articulates a common framework for the next generation of research on learning science in informal environments across a life span. Contributors include recognized experts in a range of disciplines-research and evaluation, exhibit designers, program developers, and educators. They also have experience in a range of settings-museums, after-school programs, science and technology centers, media enterprises, aquariums, zoos, state parks, and botanical gardens. Learning Science in Informal Environments is an invaluable guide for program and exhibit designers, evaluators, staff of science-rich informal learning institutions and community-based organizations, scientists interested in educational outreach, federal science agency education staff, and K-12 science educators. |
| smithsonian science for the classroom: Race Experts Linda Kim, 2018-08 2019 Finalist for the Charles Rufus Morey Book Award from the CAA Charles C. Eldredge Prize for Distinguished Scholarship in American Art from the Smithsonian American Art Museum In Race Experts Linda Kim examines the complicated and ambivalent role played by sculptor Malvina Hoffman in The Races of Mankind series created for the Chicago Field Museum in 1930. Although Hoffman had training in fine arts and was a protégé of Auguste Rodin and Ivan Meštrović, she had no background in anthropology or museum exhibits. She was nonetheless commissioned by the Field Museum to make a series of life-size sculptures for the museum’s new racial exhibition, which became the largest exhibit on race ever installed in a museum and one of the largest sculptural commissions ever undertaken by a single artist. Hoffman’s Races of Mankind exhibit was realized as a series of 104 bronzes of racial types from around the world, a unique visual mediation between anthropological expertise and everyday ideas about race in interwar America. Kim explores how the artist brought scientific understandings of race and the everyday racial attitudes of museum visitors together in powerful and productive friction. The exhibition compelled the artist to incorporate not only the expertise of racial science and her own artistic training but also the popular ideas about race that ordinary Americans brought to the museum. Kim situates the Races of Mankind exhibit at the juncture of these different forms of racial expertise and examines how the sculptures represented the messy resolutions between them. Race Experts is a compelling story of ideological contradiction and accommodation within the racial practices of American museums, artists, and audiences. |
| smithsonian science for the classroom: Science Teaching Reconsidered National Research Council, Division of Behavioral and Social Sciences and Education, Board on Science Education, Committee on Undergraduate Science Education, 1997-03-12 Effective science teaching requires creativity, imagination, and innovation. In light of concerns about American science literacy, scientists and educators have struggled to teach this discipline more effectively. Science Teaching Reconsidered provides undergraduate science educators with a path to understanding students, accommodating their individual differences, and helping them grasp the methodsâ€and the wonderâ€of science. What impact does teaching style have? How do I plan a course curriculum? How do I make lectures, classes, and laboratories more effective? How can I tell what students are thinking? Why don't they understand? This handbook provides productive approaches to these and other questions. Written by scientists who are also educators, the handbook offers suggestions for having a greater impact in the classroom and provides resources for further research. |
| smithsonian science for the classroom: Leading the Rebound Douglas Fisher, Nancy Frey, Dominique Smith, John Hattie, 2021-03-18 Let’s make the next normal a better normal If there ever was a time for our heroic school leadership to persevere, it’s now. Because now, well over one year since the pandemic stretched the resilience and reserves of our school systems, it’s time to rebound. It’s time to leverage this once-in-a-lifetime opportunity to reboot teaching and learning as we know it so that we magnify the effective practices from the past while leveraging the so many recent lessons learned. This is where Doug Fisher, Nancy Frey, Dominique Smith, and John Hattie, coauthors of The Distance Learning Playbook series, are ideally equipped to serve as your collaborators. Inside Leading the Rebound: 20+ Must-Dos to Restart Teaching and Learning you’ll find immediate actions, mindsets, and approaches to take if we’re to reimagine and improve our schools and school systems. Step by step, you’ll discover explicit guidance on how to: 1. Take care of yourself 2. Take stock and find the path 3. Rebuild teacher agency 4. Rebuild collective teacher efficacy 5. Foreground social and emotional learning 6. Change the learning loss narrative 7. Guide teacher clarity 8. Ensure instructional excellence 9. Use assessments for a range of purposes 10. Design and implement interventions 11. Win back parent-teacher relationships 12. Establish restorative practices 13. Avoid stealing the conflict 14. Enhance teacher-student and student-student interactions 15. Develop early warning systems for attendance, behavior, and course completion 16. Confront cognitive challenges to learning 17. Ensure equitable and restorative grading 18. Enhance PLCs 19. Provide empathetic feedback 20. Host honest performance conversations 21. Maintain your social presence 22. Future-proof teachers and students What’s more Leading the Rebound is backed up with all kinds of resources--including VISIBLE LEARNING® research, sample planning tools, and other essential tips and strategies--to provide you with a start-to-finish roadmap for navigating this absolutely critical next leg in our journey toward a better normal. |
| smithsonian science for the classroom: Superior Angela Saini, 2019-05-21 2019 Best-Of Lists: 10 Best Science Books of the Year (Smithsonian Magazine) · Best Science Books of the Year (NPR's Science Friday) · Best Science and Technology Books from 2019” (Library Journal) An astute and timely examination of the re-emergence of scientific research into racial differences. Superior tells the disturbing story of the persistent thread of belief in biological racial differences in the world of science. After the horrors of the Nazi regime in World War II, the mainstream scientific world turned its back on eugenics and the study of racial difference. But a worldwide network of intellectual racists and segregationists quietly founded journals and funded research, providing the kind of shoddy studies that were ultimately cited in Richard Herrnstein and Charles Murray’s 1994 title The Bell Curve, which purported to show differences in intelligence among races. If the vast majority of scientists and scholars disavowed these ideas and considered race a social construct, it was an idea that still managed to somehow survive in the way scientists thought about human variation and genetics. Dissecting the statements and work of contemporary scientists studying human biodiversity, most of whom claim to be just following the data, Angela Saini shows us how, again and again, even mainstream scientists cling to the idea that race is biologically real. As our understanding of complex traits like intelligence, and the effects of environmental and cultural influences on human beings, from the molecular level on up, grows, the hope of finding simple genetic differences between “races”—to explain differing rates of disease, to explain poverty or test scores, or to justify cultural assumptions—stubbornly persists. At a time when racialized nationalisms are a resurgent threat throughout the world, Superior is a rigorous, much-needed examination of the insidious and destructive nature of race science—and a powerful reminder that, biologically, we are all far more alike than different. |
| smithsonian science for the classroom: Smithsonian 10-Minute Science Experiments Steve Spangler, 2020-03 Gives curious young readers dozens of colorful, exciting projects designed to teach them about the basics of science, physics, chemistry and engineering. They'll learn about critical thinking, how to conduct an experiment, and how to measure results, in a screen-free setting. |
| smithsonian science for the classroom: The Missing Link Lee Meadows, 2009 For too long, evolution has been denied its place in the science curriculum. School policies driven by misunderstanding or fea regularly displace widely recognized principles of science. But without understanding evolution, students--no matter what their religious beliefs--will never achieve the level of scientific literacy they need to make sense of even everyday practicalities like how human viruses work. In The Missing Link, Lee Meadows has crafted an approach to teaching evolution that helps students understand its explanatory power whether they accept its principles or not. All students are invited to engage in inquiry, where questions, evidence, and exploration supplant values-based debates over right and wrong answers. Teachers will find the tools and resources they need to develop a unit on evolution including: an overview of inquiry-based science teaching outlines for lesson plans a plethora of internet resources. An appendix also provides a refresher course for teachers who may want to sharpen their content knowledge of evolution. And a study guide makes this ideal for book study groups. Bring The Missing Link to your teaching and keep the doors to science open for all your students. |
| smithsonian science for the classroom: America's Smithsonian Smithsonian Institution, 1996 Depicts artifacts and objects from the collections of the various museums of the Smithsonian Institution that honor the human impulses of discovery, imagination, and memory |
| smithsonian science for the classroom: Sharks Seymour Simon, 2006-06-01 For use in schools and libraries only. Clears up misconceptions about sharks, looks at various species, and discusses their characteristics and behavior. |
| smithsonian science for the classroom: African Predators Gus Mills, Martin Harvey, 2005 The large carnivore reign supreme in the African wild - superior, powerful, skillful and leared. From the big cats to the endangered wild dog and Ethiopian wolf, the often-maligned hyaenas and the opportunistic jackal, these hunters captivate, lascinate and excite, and provide the raw drama of Africa so eagerly sought by many wildlife lovers. Respected author Gus Mills and wildlife photographer Martin Harvey combine their talents and their knowledge of these animals to tell the story of their existence. Mills brings many years of study and practical research in revealing the origins, the present struggle for survival and the uncertain future of Africa's predatory mammals. His examination of their behaviour, social make-up, relations and interactions is supported by Harvey's superb and dramatic photography. |
| smithsonian science for the classroom: Science Kids Caroline Harris, 2009-11-10 Discover the causes behind familiar weather patterns, destructive weather phenomena, and explore the dynamic changes the earth and sea undergo as a result. |
| smithsonian science for the classroom: The natural history of Carolina, Florida, and the Bahama Islands Mark Catesby, 1974 Their descriptions in English and French. |
| smithsonian science for the classroom: Teaching and Learning Online Franklin S. Allaire, Jennifer E. Killham, 2022-04-01 Science is unique among the disciplines since it is inherently hands-on. However, the hands-on nature of science instruction also makes it uniquely challenging when teaching in virtual environments. How do we, as science teachers, deliver high-quality experiences in an online environment that leads to age/grade-level appropriate science content knowledge and literacy, but also collaborative experiences in the inquiry process and the nature of science? The expansion of online environments for education poses logistical and pedagogical challenges for early childhood and elementary science teachers and early learners. Despite digital media becoming more available and ubiquitous and increases in online spaces for teaching and learning (Killham et al., 2014; Wong et al., 2018), PreK-12 teachers consistently report feeling underprepared or overwhelmed by online learning environments (Molnar et al., 2021; Seaman et al., 2018). This is coupled with persistent challenges related to elementary teachers’ lack of confidence and low science teaching self-efficacy (Brigido, Borrachero, Bermejo, & Mellado, 2013; Gunning & Mensah, 2011). Teaching and Learning Online: Science for Elementary Grade Levels comprises three distinct sections: Frameworks, Teacher’s Journeys, and Lesson Plans. Each section explores the current trends and the unique challenges facing elementary teachers and students when teaching and learning science in online environments. All three sections include alignment with Next Generation Science Standards, tips and advice from the authors, online resources, and discussion questions to foster individual reflection as well as small group/classwide discussion. Teacher’s Journeys and Lesson Plan sections use the 5E model (Bybee et al., 2006; Duran & Duran, 2004). Ideal for undergraduate teacher candidates, graduate students, teacher educators, classroom teachers, parents, and administrators, this book addresses why and how teachers use online environments to teach science content and work with elementary students through a research-based foundation. |
| smithsonian science for the classroom: Reconsidering Science Learning Eileen Scanlon, 2004 This informative book looks at science learning in a wide range of contexts. It is divided into three parts. Part one deals with the arguments put forward for studying science, and includes a discussion on what science learners need to know about the nature of science and how decisions about what forms science curricula are made. Part two includes articles on the processes by which science is learned and part three deals with inclusivity and diversity in science learning and what widening participation means for science education. This is a companion book to Mediating Science Learning through ICT also published by RoutledgeFalmer. Reconsidering Science Learning will be of particular interest to teachers on masters courses in science education and academics with an interest in science education. |
| smithsonian science for the classroom: Eight Essentials of Inquiry-Based Science, K-8 Elizabeth Hammerman, 2006 Unlock the wonder in each of your students through inquiry-based science! Are you both fascinated and baffled by inquiry-based science? Do you want to tap the strength of inquiry-based science to help your students build deeper understandings? Do you want to use inquiry-based science to foster high-quality instruction across the educational board? This guide provides clear and simple explanations for engaging students in meaningful and hands-on, minds-on ways of understanding science. Eight Essentials of Inquiry-Based Science, K-8 breaks each essential into sample lessons that include sample data, discussion questions, and tools such as graphic organizers and analogies. Hammerman draws on more than 20 years experience in the fields of science instruction and professional development to address basic and complex principles related to inquiry, including: How to discuss data, information, models, graphics, and experiences How to interact with one another to strengthen knowledge and skills How to extend learning through guided or open-inquiry investigations and research How to apply new learning and research-based best practices for improving student achievementWhen you harness the immense power of inquiry-based learning, you can fully discover the inquisitive nature of each of your students! |
| smithsonian science for the classroom: Resources for Teaching Elementary School Science National Science Resources Center of the National Academy of Sciences and the Smithsonian Institution, 1996-04-11 What activities might a teacher use to help children explore the life cycle of butterflies? What does a science teacher need to conduct a leaf safari for students? Where can children safely enjoy hands-on experience with life in an estuary? Selecting resources to teach elementary school science can be confusing and difficult, but few decisions have greater impact on the effectiveness of science teaching. Educators will find a wealth of information and expert guidance to meet this need in Resources for Teaching Elementary School Science. A completely revised edition of the best-selling resource guide Science for Children: Resources for Teachers, this new book is an annotated guide to hands-on, inquiry-centered curriculum materials and sources of help in teaching science from kindergarten through sixth grade. (Companion volumes for middle and high school are planned.) The guide annotates about 350 curriculum packages, describing the activities involved and what students learn. Each annotation lists recommended grade levels, accompanying materials and kits or suggested equipment, and ordering information. These 400 entries were reviewed by both educators and scientists to ensure that they are accurate and current and offer students the opportunity to: Ask questions and find their own answers. Experiment productively. Develop patience, persistence, and confidence in their own ability to solve real problems. The entries in the curriculum section are grouped by scientific area--Life Science, Earth Science, Physical Science, and Multidisciplinary and Applied Science--and by type--core materials, supplementary materials, and science activity books. Additionally, a section of references for teachers provides annotated listings of books about science and teaching, directories and guides to science trade books, and magazines that will help teachers enhance their students' science education. Resources for Teaching Elementary School Science also lists by region and state about 600 science centers, museums, and zoos where teachers can take students for interactive science experiences. Annotations highlight almost 300 facilities that make significant efforts to help teachers. Another section describes more than 100 organizations from which teachers can obtain more resources. And a section on publishers and suppliers give names and addresses of sources for materials. The guide will be invaluable to teachers, principals, administrators, teacher trainers, science curriculum specialists, and advocates of hands-on science teaching, and it will be of interest to parent-teacher organizations and parents. |
| smithsonian science for the classroom: The Role of Scientists in the Professional Development of Science Teachers Committee on Biology Teacher Inservice Programs, Commission on Life Sciences, Division on Earth and Life Studies, National Research Council, 1996-05-13 Scientists nationwide are showing greater interest in contributing to the reform of science education, yet many do not know how to begin. This highly readable book serves as a guide for those scientists interested in working on the professional development of K-12 science teachers. Based on information from over 180 professional development programs for science teachers, the volume addresses what kinds of activities work and why. Included are useful examples of programs focusing on issues of content and process in science teaching. The authors present day-in-a-life vignettes, along with a suggested reading list, to help familiarize scientists with the professional lives of K-12 science teachers. The book also offers scientists suggestions on how to take first steps toward involvement, how to identify programs that have been determined effective by teachers, and how to become involved in system-wide programs. Discussions on ways of working with teachers on program design, program evaluation, and funding sources are included. Accessible and practical, this book will be a welcome resource for university, institutional, and corporate scientists; teachers; teacher educators; organizations; administrators; and parents. |
| smithsonian science for the classroom: Culturally and Linguistically Diverse Learners and STEAM Pamela Spycher, Erin F. Haynes, 2019-03-01 Multilingual students, multidialectal students, and students learning English as an additional language constitute a substantial and growing demographic in the United States. But these groups of students tend to receive unequal access to and inadequate instruction in Science, Technology, Engineering, Arts, and Mathematics (STEAM), with their cultural and linguistic assets going largely unacknowledged and underutilized. The need for more information about quality STEAM education for culturally and linguistically diverse students is pressing. This book seeks to address this need, with chapters from asset-oriented researchers and practitioners whose work offers promising teaching and learning approaches in the STEAM subjects in K-16 education settings. Authors share innovative ways in which classroom teachers integrate disciplinary reading, writing, discussion, and language development with content knowledge development in STEAM subjects. Also shared are approaches for integrating indigenous epistemologies, culturally sustaining pedagogy, and students’ linguistic resources and life experiences into classroom teaching. The value of quality STEAM education for all students is an equity issue, a civics issue, and an economic issue. Our technologically-driven, scientifically-oriented, innovative society should be led by diverse people with diverse ways of approaching and being in the world. This book aims to make quality STEAM education a reality for all students, taking into account the many perspectives, bodies of knowledge, and skills they bring from a range of cultural and linguistic backgrounds, with the ultimate goal of strengthening the fields that will drive our society towards the future. There are three primary audiences for this book: teachers (both in-service and pre-service teachers), teacher educators (both pre-service preparation and professional learning); and applied researchers. Whatever their current or evolving role, readers are encouraged to use this book and the inquiry questions provided at the end of each chapter as a launching point for their own important work in achieving equity in STEAM education. |
| smithsonian science for the classroom: Common Core Jocelyn A. Chadwick, 2015-02-27 Common Core: Paradigmatic Shifts is a timely and protean educator resource and reference, designed to be of immediate use in the classroom and in Professional Learning Communities. In addition, this book also provides a “looking glass,” allowing educators to peer briefly back in history to ascertain the origin of standards, as they came to be in the United States educational system, and as they earnestly impacted English language arts. Common Core: Paradigmatic Shifts identifies and provides curricular approaches speaking to teachers’ concerns regarding content preparedness. In addition, this book includes teacher narratives from around the country, describing their approaches and strategies with the Common Core initiative and its impact on their students, as well as those who do not use the Core. Essentially, Common Core: Paradigmatic Shifts will spark further proactive, engaged, and reconstructive conversation among teachers regarding both students and themselves. Ignited by the advent of the Core, their conversation today is about just how do they use standards to create vibrant, engaged, immersive, and relevant instruction that lives beyond the traditional walls of the classroom. Common Core: Paradigmatic Shifts will prove to be a “go to” resource that provides useful information and instructional approaches beyond Common Core. |
Smithsonian Science For The Classroom (book)
Smithsonian Science for the Classroom is a valuable resource for educators seeking to enrich their science instruction with engaging, standards-aligned materials. The program's diverse …
Science Education Center Making Sense of Student Sensemaking
designing science curriculum for student sensemaking. Each Smithsonian Science for the Classroom® grades K–5 and Science and Technology Concepts™ Middle School (STCMS) …
Telling a STEM Story - Smithsonian Science
Smithsonian Science for the Classroom includes authentic phenomena and problems that draw on the rich resources of the Smithsonian as well as research and data from other scientific …
BIODIVERSITY! - Smithsonian Science Education Center
Smithsonian Science for Global Goals (SSfGG) is a freely available curriculum developed by the Smithsonian Science Education Center (SSEC) in collaboration with the InterAcademy …
SIMILARITIES AND DIFFERENCES BETWEEN ORGANISMS?
Smithsonian Science for the Classroom was developed to: • Meet the Next Generation Science Standards through intentional curriculum design • Support for teachers as they learn to …
SPRING 2024 Are They Learning? Prove It. - Smithsonian Science
rtain science concepts before moving on. Glassman explains that in the Smithsonian Science for the Classroom 2nd Edition, for example, a checkpoint assessment serves as a type of …
Smithsonian
Smithsonian Science Education Center HOW CAN WE LIGHT OUR WAY IN THE DARK? Classroom Smithsonian Science for the Classroom™ © Smithsonian Institution CREDIT: …
Smithsonian - ssec.si.edu
Smithsonian Science Education Center HOW CAN WE STAY COOL IN THE SUN? Hot Playground . Smithsonian Science for the Classroom™ © Smithsonian Institution . CREDIT: …
HOW CAN WE STOP SOIL FROM WASHING AWAY?
Smithsonian Science for the Classroom. Curriculum Overview. 20 Hands-On Inquiry Modules that: Bring Phenomena-Based and Problem-Based Learning to Your Classroom • Life, Earth, and …
SMITHSONIAN IN YOUR Classroom - Smithsonian Education
The purpose of Smithsonian in Your Classroom is to help teachers bring to their students the educational power of museums and other community resources. It draws on the Smithsonian’s …
Read Like a Scientist - Smithsonian Science
Education Center integrated a literacy series called Smithsonian Science Stories into its new curriculum series, Smithsonian Science for the Classroom. The literacy series is designed to …
U411C190055 - Smithsonian Institution Narrative - Office of …
With Early -phase funding, the SSEC will implement Smithsonian Science for the Classroom: Improving Student Achievement Across State Borders and State Standards as an approach …
FOSTERING CHANGE: - Smithsonian Science Education Center
effort was launched by Shell and the Smithsonian Science Education Center to bring together individuals and organizations with the unique ability to foster change through a series of …
for Northand South Carolina Classrooms: ImprovingStudent …
Northand South Carolina school districts serving high-needs students. The Smithsonian Science EducationCenter (SSEC) partnered with the North Carolina Science, Mathematics,and …
Building Thinkers through Science - smithsonianstc.com
Education Center has developed a new curriculum series, Smithsonian Science for the Classroom. It was built by Smithsonian science curriculum developers from the ground up to …
Teachers Talk: A Study of Smithsonian in Your Classroom
Smithsonian in Your Classroom (SiYC), conducted for staff in the Smithsonian Office of Education (SOE). Through mail surveys received from about 1,550 teachers (an 80% response rate), we …
Zero Barriers in - Smithsonian Science Education Center
research-based science curriculum programs: Smithsonian Science for the Classroom; Science and Technology Concepts for Middle School (STCMS); and Smithsonian Science for Global …
Creativity in the Science Classroom - JSTOR
CREATIVITY IN THE SCIENCE CLASSROOM SEPTEMBER/OCTOBER 2021 VOLUME 45 NUMBER 1 ON THE COVER Creative thinking plays a major role in science, both in problem …
Models: Bringing Real-World Phenomena to School
The Smithsonian Science Education Center has developed Smithsonian Science for the Classroom™ for grades 1–5 and Science and Technology Concepts™ Middle School curricula …
CASE STUDY Smithsonian
Grade 5 students use the Smithsonian Science for the Classroom Student Activity Guides and digital resources to obtain, evaluate, and communicate information as they collaborate to …
Smithsonian Science For The Classroom (book)
Smithsonian Science for the Classroom is a valuable resource for educators seeking to enrich their science instruction with engaging, standards-aligned materials. The program's diverse resources, combined with ongoing teacher support and assessment tools, create a powerful combination for
Science Education Center Making Sense of Student Sensemaking
designing science curriculum for student sensemaking. Each Smithsonian Science for the Classroom® grades K–5 and Science and Technology Concepts™ Middle School (STCMS) for grades 6–8 module includes investigations into phenomena and problems and uses them to drive sensemaking beginning
Telling a STEM Story - Smithsonian Science
Smithsonian Science for the Classroom includes authentic phenomena and problems that draw on the rich resources of the Smithsonian as well as research and data from other scientific organizations. In each module, students actively engage in figuring out multiple phenomena and problems that will enable
BIODIVERSITY! - Smithsonian Science Education Center
Smithsonian Science for Global Goals (SSfGG) is a freely available curriculum developed by the Smithsonian Science Education Center (SSEC) in collaboration with the InterAcademy Partnership.
SIMILARITIES AND DIFFERENCES BETWEEN ORGANISMS?
Smithsonian Science for the Classroom was developed to: • Meet the Next Generation Science Standards through intentional curriculum design • Support for teachers as they learn to implement new standards
SPRING 2024 Are They Learning? Prove It. - Smithsonian Science
rtain science concepts before moving on. Glassman explains that in the Smithsonian Science for the Classroom 2nd Edition, for example, a checkpoint assessment serves as a type of formative assessment that requires students to perform a task to make sense of a phenomenon or solve.
Smithsonian
Smithsonian Science Education Center HOW CAN WE LIGHT OUR WAY IN THE DARK? Classroom Smithsonian Science for the Classroom™ © Smithsonian Institution CREDIT: Lindsay Wright
Smithsonian - ssec.si.edu
Smithsonian Science Education Center HOW CAN WE STAY COOL IN THE SUN? Hot Playground . Smithsonian Science for the Classroom™ © Smithsonian Institution . CREDIT: clubfoto/iStock/Getty Images Plus
HOW CAN WE STOP SOIL FROM WASHING AWAY?
Smithsonian Science for the Classroom. Curriculum Overview. 20 Hands-On Inquiry Modules that: Bring Phenomena-Based and Problem-Based Learning to Your Classroom • Life, Earth, and Physical Science module titles present questions about …
SMITHSONIAN IN YOUR Classroom - Smithsonian Education
The purpose of Smithsonian in Your Classroom is to help teachers bring to their students the educational power of museums and other community resources. It draws on the Smithsonian’s exhibitions and programs—from art to zoology—to create classroom-ready materials for grades 3-8. Each of the four annual issues takes an interdisciplinary
Read Like a Scientist - Smithsonian Science
Education Center integrated a literacy series called Smithsonian Science Stories into its new curriculum series, Smithsonian Science for the Classroom. The literacy series is designed to give all students
U411C190055 - Smithsonian Institution Narrative - Office of …
With Early -phase funding, the SSEC will implement Smithsonian Science for the Classroom: Improving Student Achievement Across State Borders and State Standards as an approach for improving student achievement in science , engineering, math a nd reading .
FOSTERING CHANGE: - Smithsonian Science Education Center
effort was launched by Shell and the Smithsonian Science Education Center to bring together individuals and organizations with the unique ability to foster change through a series of activities designed to assist school districts in implementing systemic reform to
for Northand South Carolina Classrooms: ImprovingStudent …
Northand South Carolina school districts serving high-needs students. The Smithsonian Science EducationCenter (SSEC) partnered with the North Carolina Science, Mathematics,and Technology EducationCenter and South Carolina’s Coalition for Mathematicsand Science for this project, which was
Building Thinkers through Science - smithsonianstc.com
Education Center has developed a new curriculum series, Smithsonian Science for the Classroom. It was built by Smithsonian science curriculum developers from the ground up to be three-dimensional.
Teachers Talk: A Study of Smithsonian in Your Classroom
Smithsonian in Your Classroom (SiYC), conducted for staff in the Smithsonian Office of Education (SOE). Through mail surveys received from about 1,550 teachers (an 80% response rate), we identified experiences with and attitudes towards this publication. Three results stand out: First, most teachers value and use SiYC to enrich and
Zero Barriers in - Smithsonian Science Education Center
research-based science curriculum programs: Smithsonian Science for the Classroom; Science and Technology Concepts for Middle School (STCMS); and Smithsonian Science for Global Goals); and (d) engaging in research. At the heart of our work is the idea that all
Creativity in the Science Classroom - JSTOR
CREATIVITY IN THE SCIENCE CLASSROOM SEPTEMBER/OCTOBER 2021 VOLUME 45 NUMBER 1 ON THE COVER Creative thinking plays a major role in science, both in problem solving and discovery. However, it is often overlooked in the science classroom as students focus on memorizing facts and participating in labs where the outcome is already known.
Models: Bringing Real-World Phenomena to School
The Smithsonian Science Education Center has developed Smithsonian Science for the Classroom™ for grades 1–5 and Science and Technology Concepts™ Middle School curricula from the ground up to engage students. Every module is three-dimensional, hands-on learning that incorporates science and 2020.
CASE STUDY Smithsonian
Grade 5 students use the Smithsonian Science for the Classroom Student Activity Guides and digital resources to obtain, evaluate, and communicate information as they collaborate to design solutions to provide freshwater to those in need. FAST FACTS Participants: New Haven Public Schools, New Haven, Connecticut Heather Toothaker, District ...
