Launching Learners in Science, PreK-5: How to Design Standards-Based Experiences and Engage Students in Classroom Conversations by Kerry E. Curtiss Williams, George E. Veomett

Preface     ix
Acknowledgments     x
About the Authors     xi
Welcome to Launching Learners in Science     1
The Origin of Launching Learners in Science     3
Knowing Science     6
Knowing Children and How They Learn     7
Knowing Structures That Facilitate Learning and Teaching Science     9
Changing Emphases     9
Outline of the NSES Science Content Standards     12
Unifying Concepts and Processes     12
Science as Inquiry     13
Physical Science Content Standards     13
Life Science Standards     14
Earth and Space Science     14
Science and Technology     15
Science in Personal and Social Perspective     15
History and Nature of Science     16
Conversation Starters     16
The Nature of Science     17
What Is the Nature of Science?     19
Science as a Body of Knowledge     20
Science as Process     22
Elements of the Scientific Process     22
A Historical Example     26
Science as Process in Elementary School     27
Reviewing the Nature of Science in ElementaryEducation     29
Conversation Starters     30
Prior Beliefs, Efficacy, and Teaching Science     31
Influence of Experiences and Beliefs on Practice     32
Efficacy     32
Reflecting on the Walls of Teaching Science     34
Getting Around the Walls     35
I Do Not Know Enough Science Content     35
Students Need to Know the "Right Answers"     39
I Don't Have Time to Teach Science     42
Active Science Lessons Disrupt My Classroom Management     45
Reflecting on Your Own Science Walls     48
Conversation Starters     49
Construction Ahead! Influences on Learning     51
Maturation and Learning     53
Constructing Knowledge     53
Piaget: The Interaction of Maturation and Experience     55
Assimilation and Accommodation     56
Equilibrium/Disequilibrium     56
Stages of Cognitive Development     57
Conversation Starters     60
Social Interaction and Learning     61
Vygotsky and Social Interaction     62
Language     63
Culture     63
The Teacher's Role: Personal Educator     65
Optimum Learning: The Zone of Proximal Development     65
Identifying Students' Zones of Proximal Development     67
Scaffolding: Stretching Without Pulling     69
The Right Amount of Interaction     71
The Controlling Guide     71
The Dispassionate Guide     71
The Effective Guide     72
Social Interaction With Peers     73
Conversation Starters     74
Active Learning     75
Active Learning: Hands-On, Minds-On     75
The Emotional Side of Active Learning     77
The Ingredients for Active Learning     79
Materials     79
Manipulation     80
Choice     82
Language     83
Adult Support     86
Conversation Starters     88
Classroom Experiences     89
Key Science Experiences     91
The Key Science Experiences     91
A Wheel of Key Science Experiences     92
Observing     92
Representing     95
Organizing     97
Detecting Patterns and Questioning     98
Experimenting     100
Sharing     101
Putting It All Together     102
The Key Science Experiences and Maturation     103
Scaffolding for the Teacher     103
Conversation Starters     109
Thinking Routines     111
Getting "In To" the Learning in the Classroom     113
Staying Active in the Learning     114
Going Deeper Within the Learning     115
Why Use Thinking Routines?     116
Maturation and Thinking Routines     118
Scaffolding Within Thinking Routines     118
Scaffolding With Language     120
Scaffolding With Tools     120
Scaffolding With the Environment     121
Gathering Your Balloons     124
Conversation Starters     126
Planning Science Workshops     127
What Is a Science Workshop?     128
Whole-Group Instruction     129
Thinking About Creating Workshops     130
A Sample Workshop Unit     131
Rocks     131
Scaffolding Within Workshops     136
Scaffolding Content     137
Scaffolding for Student Needs: Differentiation     137
Scaffolding the Key Science Experiences     138
Tips for Getting Started With Workshops      140
Why Workshops?     143
Creating Your Own Workshops-A Checklist     144
Before a Unit     145
Before a Workshop     145
Conversation Starters     146
Science Is a Community Affair     147
Assessment     149
Formative Assessment     151
Features of Formative Assessment     151
Formative Assessment and Motivation     152
Task Orientation and Ego Involvement     152
Tools of Formative Assessment     154
Helping Students Self-Assess     154
Questioning as a Type of Formative Assessment     154
Anecdotal Note Taking     159
Student Journals     159
Rubrics     162
Portfolios     162
Summative Assessments     164
The Why of Assessing     166
Conversation Starters     166
Access to Science in a Classroom     167
Science Studios     168
Access to Science     169
Access to Materials     169
Types of Materials     169
Collecting and Organizing Materials     171
Why Is Access to Materials Important?     172
Supporting Students' Work With Materials     173
Access to Science Spaces     174
Physical Space     174
Emotional Safety     176
Adequate Time for Investigation     178
Celebrations of Accomplishments     178
Access to People     178
Support From Teachers     179
Collaboration With Peers     179
Family Involvement     181
Community Resources     182
Access to the World     182
Technology     183
Field Trips     184
The Great Outdoors     185
The Best of Both Worlds: Laboratories and Studios for Children     186
Conversation Starters     186
Connections to Curriculum     187
Your Foundation: The Science Curriculum     188
Study Your District Objectives     189
Plan Units Around the Objectives     190
The Next Layer: Integration     192
Making the Curriculum Your Own     198
Conversation Starters     200
Resources     201
Safety     203
Safety in the Classroom     203
Safety and Active Learning     203
Some "Absolute Musts"      206
Literature     207
Children's Literature     207
References     213
Index     219