
Even More Brain-Powered Science
Description
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Content
- Intro
- Contents
- Acknowledgments
- About the Author
- Introduction
- Science Education Topics
- Safety Practices
- Section 1: Welcome Back to Interactive Teaching and Experiential Participatory Learning
- Act 1 - Science and Art: Dueling Disciplines or Dynamic Duo?
- Act 2 - Acronyms and Acrostics Articulate Attributes of Science (and Science Teaching)
- Section 2: Reading, Student Construction of Meaning, and Inquiry-Oriented Science Instruction
- Act 3 - Tackling the Terrible Tyranny of Terminology: Divide and Conquer
- Act 4 - Inquiring Into Reading as Meaning-Making: Do Spelling and Punctuation Really Matter?
- Act 5 - Ambiguous Text: Meaning-Making in Reading and Science
- Section 3: Integrated Instructional Mini Units: 5E Teaching Cycles
- Act 6 - Resurrection Plant: Making Science Come Alive!
- Act 7 - Glue Mini-Monster: Wanted Dead or Alive?
- Act 8 - Water "Stick-to-It-Ness" A Penny for Your Thoughts
- Act 9 - Burdock and Velcro: Mother Nature Knows Best
- Act 10 - Osmosis and "Naked" Eggs: The Environment Matters
- Act 11 - 5 E(z) Yet pHenomenal Steps to Demystifying Magic Color-Changing Markers
- Act 12 - 5 E(z) Steps Back Into "Deep" Time: Visualizing the Geobiological Timescale
- Act 13 - 5 E(z) Steps to Earth-Moon Scaling: Measurements and Magnitudes Matter
- Appendix A: ABCs of Minds-on Science Teaching (MOST) Instructional Strategies
- Appendix B: An Integrated, "Intelligent "Curriculum-Instruction-Assessment (CIA) System
- Appendix C: Big Ideas in Science: A Comparison Across Science Standards Documents
- Appendix D: Science Content Topics
- Research Cited
- Index
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File format: PDF
Copy protection: Watermark-DRM (Digital Rights Management)
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