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- Herausgeber: John Wiley & Sons
- Kategorie: Bildung
- Serie: The Teacher's Toolbox Series
- Sprache: Englisch
A winning educational formula of engaging lessons and powerful strategies for science teachers in numerous classroom settings The Teacher's Toolbox series is an innovative, research-based resource providing teachers with instructional strategies for students of all levels and abilities. Each book in the collection focuses on a specific content area. Clear, concise guidance enables teachers to quickly integrate low-prep, high-value lessons and strategies in their middle school and high school classrooms. Every strategy follows a practical, how-to format established by the series editors. The Science Teacher's Toolbox is a classroom-tested resource offering hundreds of accessible, student-friendly lessons and strategies that can be implemented in a variety of educational settings. Concise chapters fully explain the research basis, necessary technology, Next Generation Science Standards correlation, and implementation of each lesson and strategy. Favoring a hands-on approach, this bookprovides step-by-step instructions that help teachers to apply their new skills and knowledge in their classrooms immediately. Lessons cover topics such as setting up labs, conducting experiments, using graphs, analyzing data, writing lab reports, incorporating technology, assessing student learning, teaching all-ability students, and much more. This book enables science teachers to: * Understand how each strategy works in the classroom and avoid common mistakes * Promote culturally responsive classrooms * Activate and enhance prior knowledge * Bring fresh and engaging activities into the classroom and the science lab Written by respected authors and educators, The Science Teacher's Toolbox: Hundreds of Practical Ideas to Support Your Students is an invaluable aid for upper elementary, middle school, and high school science educators as well those in teacher education programs and staff development professionals.
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Seitenzahl: 871
Veröffentlichungsjahr: 2020
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Table of Contents
Cover
List of Tables
About the Authors
About the Editors of the Toolbox Series
Acknowledgments
Letter from the Editors
Introduction
PART I: Science Labs
CHAPTER 1: Strategies for Teaching Lab Safety
What Is It?
Why We Like It
Supporting Research
Skills for Intentional Scholars/NGSS Standards
Application
Student Handouts and Examples
What Could Go Wrong?
Technology Connections
Attribution
Figures
CHAPTER 2: Strategies for Teaching Lab Procedures
What Is It?
Why We Like It
Supporting Research
Skills for Intentional Scholars/NGSS Standards
Application
Student Handouts and Examples
What Could Go Wrong?
Technology Connections
Attributions
Figures
CHAPTER 3: Strategies for Teaching the Scientific Method and Its Components
What Is It?
Why We Like It
Supporting Research
Skills for Intentional Scholars/NGSS Connections
Application
Student Handouts and Examples
What Could Go Wrong?
Technology Connections
Figures
CHAPTER 4: Strategies for Teaching the Inquiry Process
What Is It?
Why We Like It
Supporting Research
Skills for Intentional Scholars/NGSS Connections
Application
Student Handouts and Examples
What Could Go Wrong?
Technology Connections
Attributions
Figures
CHAPTER 5: Strategies for Using Project-Based Learning
What Is It?
Why We Like It
Supporting Research
Skills for Intentional Scholars/NGSS Connections
Application
Student Handouts and Examples
What Could Go Wrong?
Technology Connections
Attributions
Figures
CHAPTER 6: Strategies for Teaching the Engineering Process
What Is It?
Why We Like It
Supporting Research
Skills for Intentional Scholars/NGSS Connections
Application
Student Handouts and Examples
What Could Go Wrong?
Technology Connections
Attributions
Figures
PART II: Integration of ELA, Mathematics, and the Arts
CHAPTER 7: Strategies for Teaching Vocabulary
What Is It?
Why We Like It
Supporting Research
Skills for Intentional Scholars/NGSS Standards
Application
Student Handouts and Examples
What Could Go Wrong?
Technology Connections
Attributions
Figures
CHAPTER 8: Strategies for Teaching Reading Comprehension
What Is It?
Why We Like It
Supporting Research
Skills for Intentional Scholars/NGSS Standards
Application
Student Handouts and Examples
What Could Go Wrong?
Technology Connections
Attributions
Figures
CHAPTER 9: Strategies for Teaching Writing
What Is It?
Why We Like It
Supporting Research
Skills for Intentional Scholars/NGSS Connections
Application
Student Handouts and Examples
What Could Go Wrong?
Technology Connections
Attributions
Figures
CHAPTER 10: Strategies for Discussions
What Is It?
Why We Like It
Supporting Research
Skills for Intentional Scholars/NGSS Connections
Application
Student Handouts and Examples
What Could Go Wrong?
Technology Connections
Figures
CHAPTER 11: Strategies for Teaching Math
What Is It?
Why We Like It
Supporting Research
Skills for Intentional Scholars/NGSS Connections
Application
Student Handouts and Examples
What Could Go Wrong?
Technology Connections
Figures
CHAPTER 12: Strategies for Incorporating the Arts and Kinesthetic Movement
What Is It?
Why We Like It
Supporting Research
Skills for Intentional Scholars/NGSS Connections
Application
Student Handouts and Examples
What Could Go Wrong?
Technology Connections
Attributions
Figures
PART III: Additional Resources
CHAPTER 13: Strategies for Activating Prior Knowledge
What Is It?
Why We Like It
Supporting Research
Skills for Intentional Scholars/NGSS Connections
Application
Student Handouts and Examples
What Could Go Wrong?
Technology Connections
Attributions
Figures
CHAPTER 14: Strategies for Cultural Responsiveness
What Is It?
Why We Like It
Supporting Research
Skills for Intentional Scholars/NGSS Connections
Application
Student Handouts and Examples
What Could Go Wrong?
Technology Connections
Attributions
Figures
CHAPTER 15: Strategies for the Beginning and Ending of Class
What Is it?
Why We Like It
Supporting Research
Skills for Intentional Scholars/NGSS Connections
Application
Student Handouts and Examples
What Could Go Wrong?
Technology Connections
Figures
CHAPTER 16: Strategies for Reviewing Content
What Is It?
Why We Like It
Supporting Research
Skills for Intentional Scholars/NGSS Connections
Application
Student Handouts and Examples
What Could Go Wrong?
Technology Connections
Figures
CHAPTER 17: Strategies for Assessing Student Learning
What Is It?
Why We Like It
Supporting Research
Skills for Intentional Scholars/NGSS Connections
Application
Student Handouts and Examples
What Could Go Wrong?
Technology Connections
Attributions
Figures
CHAPTER 18: Strategies for Co-Teaching
What Is It?
Why We Like It
Supporting Research
Skills for Intentional Scholars/NGSS Connections
Application
What Could Go Wrong?
Technology Connections
References
Index
End User License Agreement
List of Tables
Chapter 2
Table 2.1 Clean-Up Responsibilities
Table 2.2 Lab Jobs and Responsibilities
Chapter 3
Table 3.1 Connecting Content with Experimental Questions
Table 3.2 Debate Sentence Starters
Table 3.3 Scientific Method Pretest Skills
Table 3.4 Scientific Method Skill and Coordinating Learning Activity
Table 3.5 Data for Graph Practice
Chapter 4
Table 4.1 Questions Already Sorted
Table 4.2 Resources in Chapter 3 That Can be Used for Teaching the Inquiry Pr...
Table 4.3 Example Observational Data That Students Compare/Contrast
Table 4.4 Inquiry Process Divided for Two Students
Table 4.5 List of Online Animal Dissections
Chapter 5
Table 5.1 PBL Projects for the NGSS Disciplines
Chapter 6
Table 6.1 Differences Between the Scientific Method and Engineering Process
Table 6.2 T-chart for Mousetrap Catapult Challenge
Table 6.3 Engineering Project Ideas Based on the Four NGSS Disciplines
Table 6.4 Pringle Potato Chip Challenge Rubric
Chapter 7
Table 7.1 Basic List of Vocabulary Words—Ecology Unit
Table 7.2 Strategies for Assigning Vocabulary Words to Students
Chapter 8
Table 8.1 Examples of Text-Dependent Questions and Non-Text-Dependent Questio...
Chapter 9
Table 9.1 Sequence Transition Words
Chapter 10
Table 10.1 Debate Sentence Starters
Table 10.2 Debate Topics for the Four NGSS Disciplines
Chapter 11
Table 11.1 Measurement Standards per Grade Level
Table 11.2 Authentic Data Ideas
Table 11.3 Measurement Examples for Content-Related Dimensional Analysis Prob...
Table 11.4 Topics That Can Integrate Measurement into the Four NGSS Disciplin...
Chapter 12
Table 12.1 Where to Find STEAM and Kinesthetic Lesson Ideas in Other Chapters
Table 12.2 Ideas for Telling Stories Through Skits
Table 12.3 NGSS Scientists Paired with Women Scientists and Scientists of Col...
Table 12.4 Topics for Website Projects for the Four NGSS Disciplines
Table 12.5 Purposeful Kinesthetic Movement in the Four NGSS Disciplines
Chapter 14
Table 14.1 Chapters for Teaching Specific Student Interests
Table 14.2 Teacher Expectancy Practices
Table 14.3 Diverse Contributors for Each Branch of Science
Table 14.4 Examples of Brown University CRT Strategies
Chapter 15
Table 15.1 Ideas for Integrating Crosscutting Concepts into Cool Downs
Chapter 16
Table 16.1 Kahoot! vs. Quizlet (Live) vs. Socrative
Table 16.2 Student Interface Videos
List of Illustrations
Chapter 2
Figure 2.1 Folder Activity—Outside and Inside—Thermal Power Plant
Chapter 3
Figure 3.9 Example and Checklist—Making Graphs (Student Handout)
Figure 3.14 Scientific Method Pretest—Student Answer Sheet (Student Handout)...
Figure 3.15 Scientific Method Pretest—Answer Key
Chapter 4
Figure 4.3 Observing with Quantitative and Qualitative Data (Student Handout...
Figure 4.4 Observing with Quantitative and Qualitative Data—Answer Key
Chapter 6
Figure 6.1 Student Examples of Mousetrap Catapult Designs
Figure 6.3 Mousetrap Catapult Picture
Chapter 7
Figure 7.4 Word Wall Examples (Student Examples)
Chapter 8
Figure 8.2 Annotations Model Think Aloud Example (Teacher Model)
Figure 8.4 Photochemical and Industrial Smog Venn Diagram (Student Example)...
Figure 8.5 Cultural Eutrophication Cause and Effect (Teacher Model)
Figure 8.6 Water Cycle Concept Map (Student Example)
Figure 8.8 Example of the Carbon Cycle (Student Example)
Figure 8.11 Drawing the Atmospheric Layers—Answer Key
Figure 8.12 4 × 4 (Student Example)
Chapter 9
Figure 9.4 Plot Map Outline (Student Handout)
Figure 9.5 Severe Weather Book Plot Map Example
Figure 9.7 Chicken Pox PSA Comic Strip (Student Example)
Figure 9.8 Asthma PSA Comic Strip (Student Example)
Figure 9.10 Argument Essay Organizer (Student Handout)
Figure 9.11 Ecology Example Argument Essay Organizer
Chapter 11
Figure 11.1 Bar Graph Example for Teaching Graphing to Fourth Grade Students...
Figure 11.2 Line Graph Example for Teaching Graphing to Fifth Grade and Beyo...
Figure 11.3 Example of Graphing Pretest (Student Handout)
Figure 11.4 Example of Graphing Pretest—Answer Key
Figure 11.7 Temperature vs. Number of
Escherichia coli
Colonies
Figure 11.8 Year vs. Number of Deer and Wolves
Figure 11.9 Wildlife Strike Data Analysis and Interpretation (Student Handou...
Figure 11.10 Wildlife Strike Data Analysis and Interpretation—Answer Key
Figure 11.15 Metric System Ladder
Figure 11.16 Converting Within the Metric System (Student Handout)
Figure 11.17 Metric System Ladder and Abbreviations
Figure 11.18 Converting Within the Metric System—Answer Key
Figure 11.20 Example of 10 Items to be Measured
Figure 11.24 Excel—Selecting All Cells in a Spreadsheet
Figure 11.25 Excel—Pop-up Box
Figure 11.26 Excel—Rows vs. Columns
Figure 11.28 Excel—Calculating Radius
Figure 11.29 Excel—Screenshots of Before and After Cell Fix
Figure 11.30 Excel—Screenshot of the Formula Bar
Figure 11.31 Excel—The Sun's Surface Area
Figure 11.33 Making Graphs in Excel (Student Handout)
Figure 11.34 Excel—Graph for Celebrating Pi Day in the Sky
Chapter 12
Figure 12.5 Timeline Graphic Organizer for the Cell and Germ Theories (Stude...
Figure 12.6 Timeline Graphic Organizer for the Cell and Germ Theories—Answer...
Figure 12.8 Picture of a Student's Constructed Rube Goldberg Machine
Chapter 13
Figure 13.1 KWL Chart Example—States of Matter
Chapter 14
Figure 14.1 All About Me! Form (Student Handout)
Figure 14.4 Contributors to Science (Student Handout)
Figure 14.5 13 Culturally Responsive Teaching Ideas
Chapter 15
Figure 15.1 Is Water Wet?
Figure 15.2 Reviewing Previous Material
Chapter 17
Figure 17.4 Reflecting on My Learning—Blank (Student Handout)
Figure 17.5 Reflecting on My Learning—Completed Example
Figure 17.6 Toxicology Unit Thinking Test (Student Handout)
Figure 17.7 Toxicology Unit Thinking Test—Answer Key
Figure 17.9 Cell City Models—Student Examples
Figure 17.11 Toxicology Unit Thinking Test Modified (Student Handout)
Guide
Cover
Table of Contents
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“If you are a science teacher or homeschool parent looking for a simplified yet engaging approach to teaching science, this book provides a perfect guide to help students experience (not just learn about) science. This organized, research-based resource fits the title of a “toolbox.” It can help anyone from the novice to veteran teacher plan and deliver lessons that will excite students about concepts in science (aligned to the Next Generation Science Standards).”
Dr. Amanda McAdams, Director of Curriculum in Wyoming's Lincoln County School District #2, 2010 Arizona Teacher of the Year
“This book contains valuable strategies for both new and veteran teachers. It is an organized and interesting compilation of ready to use tools that will engage students at all levels.”
Robin Norwich, NBCT, math and physics teacher, 2019 recipient of the Sloan Award for Excellence in Teaching Science and Mathematics
“This book is a comprehensive collection of creative lesson plan strategies with detailed references and supplementary resources cited. Also, Part III provides many general strategies for effective teaching. Clearly written in both content and organization, it provides specific and detailed concrete examples for putting into practice the authors’ Introduction: ‘Not having heard something is not as good as having heard it, having heard it is not as good as having seen it, having seen it is not as good as knowing it, knowing it is not as good as putting it into practice’ — attributed to Chinese Philosopher Xun Kuang.
I recommend it to any science teacher, and especially those new to teaching science or with minimal scientific knowledge. I think, with this book, even I, an engineer, could teach a quality science course.”
Jon S. Wilson, BSME, MAE, MSIE; 25+ years practicing engineer and 25+ years training practicing engineers
“As a teacher, I have often heard professionals discuss the importance of ‘soft skills’ our students require upon graduation. The ideas in The Science Teacher's Toolbox successfully describe solid strategies for teachers to utilize in their classrooms to get kids experiencing science, producing thinking, problem-solving citizens that the world will need.”
Connie Kennedy, K-12 Mathematics & Science Instructional Support Specialist, Bay City Public Schools
“As a science teacher of nearly 20 years, I found the information laid out in The Science Teacher's Toolbox extremely valuable. I believe that new teachers would benefit immensely from reading this book, as well as veteran teachers. Over the years I have found that students struggle with the ability to extract the important elements from scientific text, as well as how to think critically. This book provides strategies that help students to improve these skills. In addition, as a veteran teacher, I found the information the authors outlined in relation to learning goals and scales invaluable. Using learning goals and scales helps identify the essential elements of what you want your students to know and helps teachers to identify students who need interventions, but the most important element of this is that it helps students reflect on their own learning. The strategies found in this book changed the way I teach and can do the same for you, which ultimately impacts student learning, the ultimate goal of a master teacher.”
Jami Spencer, biology teacher and science department chair, Cottonwood High School, Utah
“As a principal who has worked in K-12 settings for 15 years, I find this book to be remarkably useful. Its application for effectively differentiating science instruction and for developing critical thinking skills in students is far reaching. Any educator will find this resource to be valuable for improving his or her craft.”
Mike Deignan, principal, Desert Vista High School
“I love the book and how easy it is to follow. It gives excellent suggestions and examples on how to implement them, with step-by-step instructions and visuals.”
Amy Rankey, fifth grade teacher, Hampton Elementary School
A winning educational formula of engaging lessons and powerful strategies for science teachers in numerous classroom settings
The Teacher's Toolbox series is an innovative, research-based resource providing teachers with instructional strategies for students of all levels and abilities. Each book in the collection focuses on a specific content area. Clear, concise guidance enables teachers to quickly integrate low-prep, high-value lessons and strategies in their middle school and high school classrooms. Every strategy follows a practical, how-to format established by the series editors.
The Science Teacher's Toolbox is a classroom-tested resource, offering hundreds of accessible, student-friendly lessons and strategies that can be implemented in a variety of educational settings. Concise chapters fully explain the research basis, necessary technology, Next Generation Science Standards correlation, and implementation of each lesson and strategy.
Favoring a hands-on approach, this book provides step-by-step instructions that help teachers to apply their new skills and knowledge in their classrooms immediately. Lessons cover topics such as setting up labs, conducting experiments, using graphs, analyzing data, writing lab reports, incorporating technology, assessing student learning, teaching all-ability students, and much more. This book enables science teachers to:
Understand how each strategy works in the classroom and avoid common mistakes
Promote culturally responsive classrooms
Activate and enhance prior knowledge
Bring fresh and engaging activities into the classroom and the science lab
Written by respected authors and educators, The Science Teacher's Toolbox: Hundreds of Practical Ideas to Support Your Students is an invaluable aid for upper elementary, middle school, and high school science educators as well as those in teacher education programs and staff development professionals.
Books in the Teacher's Toolbox series, published by Jossey-Bass:
The ELL Teacher's Toolbox, by Larry Ferlazzo and Katie Hull Sypnieski
The Math Teacher's Toolbox, by Bobson Wong, Larisa Bukalov, Larry Ferlazzo, and Katie Hull Sypnieski
The Science Teacher’s Toolbox, by Tara C. Dale, Mandi S. White, Larry Ferlazzo, and Katie Hull Sypnieski
The Social Studies Teacher’s Toolbox, by Elisabeth Johnson, Evelyn Ramos LaMarr, Larry Ferlazzo, and Katie Hull Sypnieski
The Science Teacher’s Toolbox
Hundreds of Practical Ideas to Support Your Students
TARA C. DALE
MANDI S. WHITE
LARRY FERLAZZO
KATIE HULL SYPNIESKI
The Teacher’s Toolbox Series
Copyright © 2020 by John Wiley & Sons, Inc. All rights reserved.
Published by Jossey-BassA Wiley Brand111 River Street, Hoboken NJ 07030—www.josseybass.com
No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, scanning, or otherwise, except as permitted under Section 107 or 108 of the 1976 United States Copyright Act, without either the prior written permission of the publisher, or authorization through payment of the appropriate per-copy fee to the Copyright Clearance Center, Inc., 222 Rosewood Drive, Danvers, MA 01923, 978-750-8400, fax 978-646-8600, or on the Web at www.copyright.com. Requests to the publisher for permission should be addressed to the Permissions Department, John Wiley & Sons, Inc., 111 River Street, Hoboken, NJ 07030, 201-748-6011, fax 201-748-6008, or online at www.wiley.com/go/permissions.
Limit of Liability/Disclaimer of Warranty: While the publisher and author have used their best efforts in preparing this book, they make no representations or warranties with respect to the accuracy or completeness of the contents of this book and specifically disclaim any implied warranties of merchantability or fitness for a particular purpose. No warranty may be created or extended by sales representatives or written sales materials. The advice and strategies contained herein may not be suitable for your situation. You should consult with a professional where appropriate. Neither the publisher nor author shall be liable for any loss of profit or any other commercial damages, including but not limited to special, incidental, consequential, or other damages. Readers should be aware that Internet Web sites offered as citations and/or sources for further information may have changed or disappeared between the time this was written and when it is read.
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Library of Congress Cataloging-in-Publication Data is available:
ISBN 9781119570103 (Paperback)ISBN 9781119570172 (ePDF)ISBN 9781119570196 (epub)
Cover Design: WileyCover Images: © GeorgePeters/Getty Images | © cnythzl/Getty Images
FIRST EDITION
Clay Farrow has been a graphic artist since 2000, working in both print and digital media. He lives with his wife Terri and their two ill-behaved dogs in Phoenix, Arizona. Mr. Farrow designed the three icons that represent thinking critically, problem-solving creatively, and communicating effectively.
List of Tables
Table 2.1 Clean-Up Responsibilities
Table 2.2 Lab Jobs and Responsibilities
Table 3.1 Connecting Content with Experimental Questions
Table 3.2 Debate Sentence Starters
Table 3.3 Scientific Method Pretest Skills
Table 3.4 Scientific Method Skill and Coordinating Learning Activity
Table 3.5 Data for Graph Practice
Table 4.1 Questions Already Sorted
Table 4.2 Resources in Chapter 3 That Can be Used for Teaching the Inquiry Process
Table 4.3 Example Observational Data That Students Compare/Contrast
Table 4.4 Inquiry Process Divided for Two Students
Table 4.5 List of Online Animal Dissections
Table 5.1 PBL Projects for the NGSS Disciplines
Table 6.1 Differences Between the Scientific Method and Engineering Process
Table 6.2 T-chart for Mousetrap Catapult Challenge
Table 6.3 Engineering Project Ideas Based on the Four NGSS Disciplines
Table 6.4 Pringle Potato Chip Challenge Rubric
Table 7.1 Basic List of Vocabulary Words—Ecology Unit
Table 7.2 Strategies for Assigning Vocabulary Words to Students
Table 8.1 Examples of Text-Dependent Questions and Non-Text-Dependent Questions
Table 9.1 Sequence Transition Words
Table 10.1 Debate Sentence Starters
Table 10.2 Debate Topics for the Four NGSS Disciplines
Table 11.1 Measurement Standards per Grade Level
Table 11.2 Authentic Data Ideas
Table 11.3 Measurement Examples for Content-Related Dimensional Analysis Problems
Table 11.4 Topics That Can Integrate Measurement into the Four NGSS Disciplines
Table 12.1 Where to Find STEAM and Kinesthetic Lesson Ideas in Other Chapters
Table 12.2 Ideas for Telling Stories Through Skits
Table 12.3 NGSS Scientists Paired with Women Scientists and Scientists of Color
Table 12.4 Topics for Website Projects for the Four NGSS Disciplines
Table 12.5 Purposeful Kinesthetic Movement in the Four NGSS Disciplines
Table 14.1 Chapters for Teaching Specific Student Interests
Table 14.2 Teacher Expectancy Practices
Table 14.3 Diverse Contributors for Each Branch of Science
Table 14.4 Examples of Brown University CRT Strategies
Table 15.1 Ideas for Integrating Crosscutting Concepts into Cool Downs
Table 16.1 Kahoot! vs. Quizlet (Live) vs. Socrative
Table 16.2 Student Interface Videos
About the Authors
Tara C. Dale is a Nationally Board Certified Teacher (NBCT), currently teaching high school science, and is an instructional coach. Previously, she has taught middle school science and social studies in addition to the following high school classes: biology, ecology, earth and space science, AP psychology, and AP environmental science. She earned her Bachelors of Science degrees in psychology and biology from Arizona State University. She earned her Master's in Secondary Education from University of Phoenix. In 2014, she was an Arizona Teacher of the Year Finalist and in 2011 was honored as a STEM Innovation Hero by Science Foundation Arizona. She sits on the Board of Directors for the Arizona NBCT Network and is on the Superintendent Teacher Advisor Team for Maricopa County, Arizona. Her field work includes the effects of deforestation on biodiversity in the rainforests of Ecuador and the diurnal movement of plankton in the surface of the ocean as it relates to water temperature.
Tara has facilitated professional development classes and presented at conferences throughout the United States, most notably with ACT, the National Network of State Teachers of the Year, Student Achievement Partners, and Collaborative for Student Success. She and Mandi White have contributed to Larry Ferlazzo's Education Week Teacher blog and his BAM! Classroom Q&A radio show.
Tara was in the financial industry for 14 years prior to becoming a public school teacher. She is married with two children.
Mandi S. White has worked in education for 13 years and is currently an academic and behavior specialist at Kyrene del Pueblo Middle School in Chandler, Arizona, where she works with students and teachers across all settings to improve student success in school. Mandi began her career as a middle school special education resource teacher and later moved into a middle school English language arts teaching position. Mandi also has experience teaching middle school social studies and math. She earned her Bachelor of Science degree in Interdisciplinary Liberal Studies and her first Master's of Education degree in Special Education from James Madison University. In 2017, she earned her second Master's of Education degree in Educational Leadership from Arizona State University. Additionally, Mandi has earned a graduate certificate in Positive Behavior Support from Northern Arizona University.
Mandi has worked with Tara Dale on presenting professional development to educators on teaching for understanding both through their school district and at an ACT conference in 2018. She has also contributed to Larry Ferlazzo's Education Week Teacher blog and his BAM! Classroom Q&A radio show.
Mandi currently resides in Chandler, Arizona.
About the Editors of the Toolbox Series
Larry Ferlazzo and Katie Hull Sypnieski wrote The ELL Teacher's Toolbox and conceived of a series replicating the format of their popular book. They identified authors of all the books in the series and worked closely with them during their writing and publication.
Larry Ferlazzo teaches English, Social Studies, and International Baccalaureate classes to English Language Learners and others at Luther Burbank High School in Sacramento, California.
He has written nine books: The ELL Teacher's Toolbox (with co-author Katie Hull Sypnieski); Navigating the Common Core with English Language Learners (with co-author Katie Hull Sypnieski); The ESL/ELL Teacher's Survival Guide (with co-author Katie Hull Sypnieski); Building a Community of Self-Motivated Learners: Strategies to Help Students Thrive in School and Beyond; Classroom Management Q&As: Expert Strategies for Teaching; Self-Driven Learning: Teaching Strategies for Student Motivation; Helping Students Motivate Themselves: Practical Answers to Classroom Challenges; English Language Learners: Teaching Strategies That Work; and Building Parent Engagement in Schools (with co-author Lorie Hammond).
He has won several awards, including the Leadership for a Changing World Award from the Ford Foundation, and was the Grand Prize Winner of the International Reading Association Award for Technology and Reading.
He writes a popular education blog at http://larryferlazzo.edublogs.org/, a weekly teacher advice column for Education Week Teacher blog and posts for the New York Times and the Washington Post. He also hosts a weekly radio show on BAM! Education Radio.
He was a community organizer for 19 years prior to becoming a public school teacher.
Larry is married and has three children and two grandchildren.
A basketball team he played for came in last place every year from 2012 to 2017. He retired from league play after that year, and the team then played for the championship. These results might indicate that Larry made a wise career choice in not pursuing a basketball career.
Katie Hull Sypnieski has taught English language learners and others at the secondary level for over 20 years. She currently teaches middle school English Language Arts and Social Studies at Fern Bacon Middle School in Sacramento, California.
She leads professional development for educators as a teaching consultant with the Area 3 Writing Project at the University of California, Davis.
She is co-author (with Larry Ferlazzo) of The ESL/ELL Teacher's Survival Guide, Navigating the Common Core with English Language Learners, and The ELL Teacher's Toolbox. She has written articles for the Washington Post, ASCD Educational Leadership, and Edutopia. She and Larry have developed two video series with Education Week on differentiation and student motivation.
Katie lives in Sacramento with her husband and their three children.
Acknowledgments
Tara C. Dale: First and foremost, I want to thank my husband, Joe, and our children, Josh and Sami, who have been supportive and patient throughout this project. They knew this was important to me and because of that, it was important to them.
I'm forever grateful to Mandi White, who was thoughtful, honest in her feedback, and a cheerleader. I believe we spent more time together than we did with anyone else this past year, and my admiration for her has only grown. Working side-by-side for more than a decade has made me a better teacher and a better person.
Thank you also to Larry Ferlazzo and Katie Hull Sypnieski, our editors. I thought writing a book would be simple because I'm passionate about the content. After receiving the eighth edited version from them, I quickly realized there is much more to writing than I had ever imagined. They were patient in their explanations, decisive when we couldn't make decisions, and a guiding force throughout the project. Their suggestions, not just with editing but also with the writing process itself, were appreciated, effective, and appropriate. They were an integral part of this book!
I am most appreciative of Pete Gaughan and Amy Fandrei at Jossey-Bass. They were continually accessible, willing to answer all questions, and address any issues we had throughout the writing process. It always felt as though we were a team. Every time we had to reach out to Pete and Amy, they responded quickly and professionally. And, yes, Pete, I finally learned how to take a picture—add more light!
Last but not least, I want to thank the thousands of students who have gone through my classroom during my career. I often asked them to try new learning strategies that required them to trust me. They never faltered as we enjoyed the learning process together. I often share that I wake up before my alarm clock and it's because I can't wait to get to school. I love going every day because I get to spend my time with amazing young people.
Mandi S. White: I would like to start off by thanking my family and friends, who have given me so much love and support through this process. Additionally, I am so thankful for my co-author, Tara Dale, who was patient, encouraging, and kept me sane as we spent countless hours together. I could not imagine embarking on this book-writing journey with any other person. Thank you to Larry Ferlazzo and Katie Hull-Sypnieski for their guidance and continuous support. Also, a big thank you to Pete Gaughan and Amy Fandrei at Jossey-Bass for their patience, understanding, and assistance with all the many aspects of book writing that we, as first-time authors, were unaware of. Lastly, the biggest appreciation goes out to all of the students I have had the honor of calling “my kids” throughout the years. You all have made me a better teacher and human and I am ever so grateful for that.
Both of us would like to express our appreciation to the many educators who have shared their ideas with us throughout the years to use both in our classrooms and this book.
Letter from the Editors
“Science” comes from the Latin words scientia, meaning knowledge, and scindere, meaning “to divide.”
Mandi White and Tara Dale have done an incredible job of doing just that in The Science Teacher's Toolbox: identifying the critical knowledge that science teachers need and dividing it up into exceptionally practical and accessible chapters.
Though we are not formal science teachers, we often do incorporate science as language learning opportunities with our English language learner students, and Larry teaches science units as part of his International Baccalaureate Theory of Knowledge classes.
We know just enough science, and know more than enough about the “science of teaching,” to say with confidence that The Science Teacher's Toolbox will be an invaluable resource to educators everywhere, and not just those in the science classroom. Many of Tara's and Mandi's instructional strategies can be easily implemented in many different content classes.
We're proud to introduce their book as another member of the Teacher's Toolbox “family.”
Larry Ferlazzo and Katie Hull Sypnieski
Introduction
Not having heard something is not as good as having heard it; having heard it is not as good as having seen it; having seen it is not as good as knowing it; knowing it is not as good as putting it into practice.—attributed to Chinese philosopher Xun Kuang.
(Knobloch, 1994, p. 81)
When people see a science classroom what do they expect to see? Is it a teacher in front of the class lecturing with a slideshow while the students diligently take notes? Or is it students forming hypotheses and creating experiments to solve a problem?
We firmly believe that regardless of the grade level or concept, students should be experiencing science. They should be provided with opportunities to be engaged beyond just hearing and reading about science. Yes, there is a time and place for direct instruction, but it should not be the primary focus of any science classroom. All of the strategies in this book focus on intellectually engaging all students to increase learning.
The learning activities in our book can be used to teach all science content. We focus on the four main disciplinary core ideas identified in the Next Generation Science Standards (NGSS): (1) physical sciences; (2) earth and space sciences; (3) life sciences; and (4) engineering, technology, and application of science. Each strategy, when applicable, will include the Science and Engineering Practices and/or Crosscutting Concepts, which are also found in the NGSS. When the NGSS were written, each performance expectation combined a relevant practice of science or engineering, with a core disciplinary idea and crosscutting concept (NGSS, 2013b, p. 382).
During Tara's second year as a seventh grade science teacher, a student asked, “When will we ever need to know the moon phases?” After reflecting on her response to this student, Tara felt as though she had failed to provide a valid answer. She realized that most of the content her state standards required her to teach would not be useful to the average student. As a result, she shifted her focus and made the content a vehicle through which to teach her students what we call the Skills for Intentional Scholars. We define an “intentional scholar” as one who is actively learning, engaged, and thinking while in school, not passively receiving information and spitting back facts on Friday's test. There are three skills we believe all intentional scholars should have: (1) to think critically; (2) to problem solve creatively; and (3) to communicate effectively. Each strategy in this book will address at least one of the Skills for Intentional Scholars, while also effectively supporting science learning in a classroom.
The NGSS highlight the need to incorporate Skills for Intentional Scholars. While answering a question on how critical thinking and communication skills are addressed in their standards, they state:
It is important to understand that the scientific practices in the Next Generation Science Standards (NGSS), as defined by the National Research Council (NRC), include the critical thinking and communication skills that students need for postsecondary success and citizenship in a world fueled by innovations in science and technology. These science practices encompass the habits and skills that scientists and engineers use day in and day out. In the NGSS these practices are wedded to content. In other words, content and practice are intertwined in the standards, just as they are in the NRC Framework and in today's workplace. (NGSS, n.d., para. 2)
The NGSS support the idea that all science-related teaching strategies need to incorporate active learning and allow students to effectively demonstrate their understanding of scientific concepts while utilizing the three Skills for Intentional Scholars. Science classes must be more than simply requiring students to memorize facts.
The Teacher's Toolbox series consists of four books, including strategies for teaching English language learners, social studies, math, and science. The first book in the series, The ELL Teacher's Toolbox (2018) by Larry Ferlazzo and Katie Hull Sypnieski, uses an easy-to-read format that we've chosen to follow and modify slightly. This format breaks each strategy into the following sections:
what the strategy is
why we like the strategy
research that supports the strategy
which of the three Skills for Intentional Scholars is being taught while using this strategy, which will be indicated using an icon to help teachers quickly identify which of the three skills are being practiced. Where appropriate, we will also be listing the crosscutting concepts and science and engineering practices from the NGSS connected to each strategy.
applications of the strategy (practical ideas for using it in the classroom)
how to execute the strategy while differentiating for students with diverse needs, such as those with learning challenges, English language learners, and advanced students
what could go wrong while using the strategy and how to proactively address those problems
Technology Connections for the strategy (available online)
attributions to recognize other educators who have contributed ideas to the strategy
finally, each strategy ends with related figures (handouts and student examples). These are available online at
http://www.wiley.com/go/scienceteacherstoolbox
.
A “bonus” chapter, “Strategies for Using Scientific Tools and Technology”—not in this version of this book—is also available at http://www.wiley.com/go/scienceteacherstoolbox.
This book is divided into three Parts. Part I highlights several lab formats, such as the scientific method, project-based learning, and engineering process. Part II focuses on strategies that integrate reading, writing, speaking and listening, mathematics, and the arts into science lessons. The final Part is entitled Additional Resources, which contains strategies that did not necessarily fit into the other sections, for example, methods for activating prior knowledge, reviewing content, and assessing student learning.
This science strategy book will enhance science classrooms from fourth to twelfth grade. Additionally, many of these strategies can be integrated into other curricular areas with great success. We hope you get as much use out of them as we have throughout the years!
PART IScience Labs
CHAPTER 1Strategies for Teaching Lab Safety
What Is It?
Lab safety includes the behavioral expectations, rules, and procedures that students follow during an interactive lab.
Why We Like It
During the first week of school, teachers can focus on getting to know their students. In addition, they can provide opportunities for their students to learn about each other, the teacher, and the classroom. See Chapter 14: Strategies for Cultural Responsiveness for resources that help you to get to know your students.
We've found that lab safety is the logical first unit in a science class. Students need to know the teacher's expectations and have time to practice safe behavior prior to doing science labs. Lab safety, when implemented correctly, reduces the risk of injury to the teacher and their students while also minimizing damage to lab equipment. Most important of all, lab safety can enhance student engagement and learning in science.
Supporting Research
Every science class should be teeming with lab and fieldwork that requires students to behave in specific ways to avoid injury. The National Science Teachers Association (NSTA) declares that “inherent in conducting science activities, however, is the potential for injury” (NSTA, 2015). Students need to learn how to proactively avoid injury as well as how to appropriately react if an accident occurs.
Teaching students to follow lab safety rules provides them with an opportunity to practice taking personal responsibility. Some teachers believe punitive measures, such as receiving an F on a quiz, is an effective way to teach personal responsibility. However, simply receiving a bad grade does not teach students how to behave in a more responsible manner. Students are more likely to learn how to manage their behavior and attitudes when they receive guidance from an adult who takes the time to encourage students to reflect on their actions (Wormeli, 2016). Instruction on lab safety is a meaningful way to show students the bigger picture of a situation and, thus, enhance personal responsibility.
Skills for Intentional Scholars/NGSS Standards
The activities in this chapter require students to practice thinking critically as they apply their newly learned lab safety rules and procedures. Simply memorizing the rules won't suffice, especially in the case of an emergency. Students will not have time to read the lab safety rules when an emergency arises. They must know the rules well enough in order to instinctively react appropriately in a dangerous situation.
Application
There are multiple ways to introduce and teach lab safety in science classrooms. We will highlight the use of a contract and safety rule story, as well as list several other interactive methods that we use to reinforce appropriate lab behavior.
SCIENCE SAFETY CONTRACT
We use a Science Safety Contract to introduce the rules. It is important to read every rule with students before having them sign the bottom. Students then take the contract home to obtain a parent signature. Figure 1.1: Science Safety Contract English is an example of a lab safety form that can be adapted for all grade levels. A Spanish version of the contract is available in Figure 1.2: Science Safety Contract Spanish.
LAB SAFETY RULES STORY
This activity gives students an opportunity to interact with their new learning about lab safety. It can also be used as a formative assessment to determine how well students understand lab safety rules in context. See Chapter 17: Strategies for Assessing Student Learning for additional formative assessment resources.
To personalize the lesson for our students, we replace the student names in Figure 1.3: Identifying Broken Lab Safety Rules with our current students' names. Every class period receives a unique copy that includes four of the students from the respective class. We find that students tend to be more engaged when they find their names in the story, which helps us build a positive rapport with them. Figure 1.4: Identifying Broken Lab Safety Rules—Answer Key provides the answers, assuming a teacher is using Figure 1.1: Science Safety Contract.
OTHER INTERACTIVE WAYS TO TEACH LAB SAFETY
There are many fun and interactive ways to teach lab safety that require students to do more than memorize a list of rules. Here are some ideas for activities that students can do to demonstrate their understanding of lab safety:
Draw a cartoon showing what happens when lab safety rules aren't followed.
Produce a video explaining why it's important to follow lab safety rules.
Write and act out a skit that demonstrates the lab safety rules. Have small groups create two skits each—one showing how to correctly follow lab rules and the other showing an example of not following them. Not only can students have fun with this juxtaposition, but showing “bad” examples is also an effective learning and teaching strategy (Taylor, Wirth, Olvina, & Alvero, 2016).
Analyze a “lab scene.” Before class begins, set up a lab scenario where several lab rules were broken and someone has fallen victim to the violations. To make this interactive, the victim can be a parent or student volunteer. Include props such as a broken beaker, a Bunsen burner that's been left unattended, and water on the floor. Students then analyze the scene to determine which rules were violated and what changes need to be made in the lab to avoid future accidents. Crime scene tape can be added and is available at most local dollar stores.
Each student creates a poster that focuses on one rule; some rules may be duplicated, depending on class size. Students share their posters during a gallery walk during which they provide constructive ideas and feedback to their peers by applying a sticky note to other students' posters. (This is always the first student work we display, and it's available for students to add to their portfolios for parent/teacher conferences.)
Students must pass a test demonstrating their knowledge of lab safety rules and procedures. Figure 1.5: Science Lab Safety Quiz is our true/false test.
DIFFERENTIATION FOR DIVERSE LEARNERS
All lab safety activities can be modified by allowing students to have more time or to work with a partner.
When we watch online lab safety videos in class, English language learners and hearing-impaired students can benefit from closed captioning. In addition, consider playing the videos at a slower speed to make them more accessible to all.
Learning lab safety is usually easier for older students because they've experienced most, if not all of the rules, in previous classrooms. Younger students may require more instruction and practice. We sometimes use a reading strategy called Cloze, which is discussed in depth in Chapter 8: Strategies for Teaching Reading Comprehension. Cloze activities provide students with the lab safety rules contract with keywords missing. Students are challenged to use context clues and background knowledge to guess the word that best fits in the blank. For example, using Figure 1.1: Science Safety Contract, rule number 1 would read like this:
Wear lab safety ____________ when chemicals are used or something is being heated.
Students then work independently or in pairs to determine that the blank should be filled with the word “goggles.” After providing ample time for students to fill each blank, we then provide them with a word bank so they can begin to check the validity of their answers. The word bank can also be shared at the beginning of the activity with students who may need extra scaffolding.
Differentiation can also occur when assessing students.
Instead of taking a traditional summative test, students can prove they've learned a concept using other formats. We provide a variety of options for students to review and ask them to select one. When students are given choices, they can perceive classroom activities as more important because they feel their choice is going to impact their grade so they must make a good one (Marzano, n.d.). Also, giving students choices can enhance a sense of autonomy and increase motivation (Ferlazzo, 2015). In our experience, students who are provided options also tend to complete more work.
Students can choose from any of the following to demonstrate their new learning:
Take an oral test (particularly for students who have reading comprehension challenges).
Create a lab safety hero. The student chooses five lab safety rules they think are the most important. The hero they create then “explains” why these five rules are the most important, including the consequences of not following these rules. After giving the hero a catchy name, the student then draws and colors a picture of his/her hero. Teachers can allow students the option of choosing how to present their heroes (PowerPoint, Google Slides, Prezi, a skit, or a poster).
Find an online article dated within the last year where someone didn't follow lab safety rules. Students write a summary of the event including who, what, when, where, why, and how with an emphasis on the specific lab safety rule(s) that was broken and the consequence(s) that followed. Searching “lab accidents” followed by the year will generate many options.
Write a letter to a younger student explaining the lab safety expectations of their future classroom. The student's letter must explain the lab safety rules in a meaningful way so the younger student understands the expectations of how to behave in a lab and why it is important to follow lab safety rules.
Create a lab safety board game that includes three or four players. The student's board game must cover at least ten of the lab safety rules.
Differentiation can also be accomplished in how a teacher writes directions. For example, Figure 1.5: Science Lab Safety Quiz is a simple true-false quiz teachers can use to assess their students. The directions state, “Indicate if the following statements are true or false.” This quiz can be made more difficult for advanced students by altering the directions. Here is one example of how the directions could read:
Answer the following true-false questions. If a statement is false, you must alter the statement so it is true.
See Chapter 17: Strategies for Assessing Student Learning, for more assessment strategies that can be utilized in a science classroom.
Student Handouts and Examples
Figure 1.1
: Science Safety Contract English (Student Handout)
Figure 1.2
: Science Safety Contract Spanish (Student Handout)
Figure 1.3
: Identifying Broken Lab Safety Rules (Student Handout)
Figure 1.4
: Identifying Broken Lab Safety Rules—Answer Key
Figure 1.5
: Science Lab Safety Quiz (Student Handout)
What Could Go Wrong?
Students cannot participate in a lab until two things are complete. First, students must return their signed Science Safety Contracts. Second, they must prove they know the lab safety rules either by passing a lab safety test or accurately completing an alternate summative activity.
Some students struggle to obtain their parent's signature on the contract. To help these students, we email the Science Safety Contract to the parents and ask them to respond to the email. If a parent doesn't have email, we make a phone call and ensure the child has a copy of the contract to take home that afternoon. We also work with our administration and district to develop translated versions of the contract based on student and family needs. Figure 1.2: Science Safety Contract is a Spanish-language version of our contract.
Some students don't pass a lab safety test the first time or complete an alternate summative activity accurately. To ensure they know safety rules and procedures prior to participating in science labs, these students must retake the original test, retake a different version of the test, or redo their summative activity. Their new grade replaces the original grade. They should be allowed to test and redo their activities until they earn at least 90% on the assessment. We let English language learners use online translators while taking the safety test.
Technology Connections
There are many YouTube lab safety videos that are appropriate for all ages. They are usually made by secondary teachers or their students and include humor. Some are parodies, some are cartoons, and yet others are raps. Simply search for “lab safety videos.”
Attribution
Many thanks to Monica Valera for translating our Science Safety Contract from English into Spanish.
Figures
Student Name______________
Science Safety Contract
Safety is the number one priority in our classroom. The following rules will be strictly enforced. If you choose to violate a lab safety rule, you will be removed from the current lab and possibly future labs.
Dress Code
Wear lab safety goggles when chemicals are used or something is being heated. Know where the eye wash station is. If something gets into your eye, go directly to the eye wash and start rinsing your eye. I will come to you at the eye wash station and help you.
Tie back long hair to avoid it accidentally mixing with chemicals or catching on fire. To avoid contamination, don't apply make-up in the classroom and don't comb your hair here either.
Remove loose jewelry and secure loose clothing to ensure these items do not catch on fire, causes spills, or contaminate chemicals.
General Safety Rules
Come into our classroom quietly and go directly to your desk. Do not interact with lab materials until you have been instructed to do so. It is very common for you to come into our room and find lab materials on counters and tables. Exercise self-control and avoid them until you receive directions for how to use them properly and safely.
Read and listen to all directions. Start with step number 1 and when you're done with #1, go on to #2. If you aren't sure about something, then ask! It's better to be safe than sorry!
To ensure your safety and the safety of those around you, horseplay will NOT be tolerated during a lab. If you don't keep your hands to yourself, then you will be asked to leave for the rest of the period and you may be excluded from future labs.
Do NOT eat in our classroom. This room has been used for mixing chemicals, dissecting specimens, and other science projects. I don't want you to consume something that will make you sick. You can drink water but it needs to be clear and in a closed container. It also needs to be kept at your desk. Do not take your water to your lab table.
When your lab is complete, clean up your lab station. Clean all materials, dry the space, and return all materials to their original location. Also, push in your chair so there is a clear area for us to walk.
Complete every chemical lab by washing your hands with warm water and soap. Hand sanitizer is not soap!
First Aid
REPORT ALL ACCIDENTS TO ME IMMEDIATELY! It does not matter how small (or big).
Know where all of the safety equipment is in our classroom. Where is the eye wash? Lab shower? Phone? Lab safety goggles? Exit? Fire extinguisher? Fire blanket?
Chemical Safety
NEVER touch, taste, or smell a chemical. If you need to smell a chemical, then hold it six inches away from you and gently wave your hand over the substance towards your nose. This action will “waft” some of the fumes toward your nose without exposing you to a large dose.
NEVER MIX CHEMICALS FOR THE “FUN OF IT”! The result may be disastrous.
Keep lids closed on all containers when they are not being used. This will help you avoid accidental spills. Be sure all materials are kept at the back end of the lab table so they aren't easily knocked to the floor.
Rinse off any chemicals that have spilled or splashed onto your skin. DO THIS IMMEDIATELY! Do not come to me first. Take care of yourself first! I will come to you to help you with the spill.
I understand and agree to follow all of the safety rules discussed in class and within this contract. I accept the consequences for not following all of the safety rules discussed in class and within this contract.
Student Signature:
Date:
Parent/Guardian Signature:
Date:
Figure 1.1 Science Safety Contract English (Student Handout)
Nombre del estudiante_________________________
Contracto De Seguridad para la Clase de Ciencias
La seguridad es la mayor prioridad en nuestra clase. Las siguientes reglas serán estrictamente aplicadas. Al violar algunas de estas normas de seguridad del laboratorio, usted será destituido del laboratorio y posiblemente de otros laboratorios en el futuro.
Código de Vestimenta
Utilice gafas de seguridad cuando use químicos o cuando algo se está calentando. Debe saber dónde está la estación de lavatorio de ojos. Si ocurre un accidente y tiene algo en el ojo, vaya inmediatamente al lavatorio de ojos y empiece a lavarse los ojos. Yo iré rápidamente al lavatorio de ojos para ayudarle.
