{"product_id":"the-science-teachers-toolbox-isbn-9781119570103","title":"The Science Teacher's Toolbox","description":"\u003cp\u003e\u003cb\u003eA winning educational formula of engaging lessons and powerful strategies for science teachers in numerous classroom settings\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eThe \u003ci\u003eTeacher’s Toolbox\u003c\/i\u003e 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.\u003c\/p\u003e \u003cp\u003e\u003ci\u003eThe Science Teacher's Toolbox\u003c\/i\u003e 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.    \u003c\/p\u003e \u003cp\u003eFavoring 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:\u003c\/p\u003e \u003cul\u003e \u003cli\u003eUnderstand how each strategy works in the classroom and avoid common mistakes\u003c\/li\u003e \u003cli\u003ePromote culturally responsive classrooms\u003c\/li\u003e \u003cli\u003eActivate and enhance prior knowledge\u003c\/li\u003e \u003cli\u003eBring fresh and engaging activities into the classroom and the science lab\u003c\/li\u003e \u003c\/ul\u003e \u003cp\u003eWritten by respected authors and educators\u003cb\u003e, \u003c\/b\u003e\u003ci\u003eThe Science Teacher's Toolbox: Hundreds of Practical Ideas to Support Your Students \u003c\/i\u003eis an invaluable aid for upper elementary, middle school, and high school science educators as well those in teacher education programs and staff development professionals.\u003c\/p\u003e \u003cp\u003eAbout the Authors xxv\u003c\/p\u003e \u003cp\u003eAbout the Editors of the Toolbox Series xxvii\u003c\/p\u003e \u003cp\u003eAcknowledgments xxix\u003c\/p\u003e \u003cp\u003eLetter from the Editors xxxi\u003c\/p\u003e \u003cp\u003eIntroduction xxxiii\u003c\/p\u003e \u003cp\u003e\u003cb\u003eI Science Labs 1\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e1. Strategies for Teaching Lab Safety 3\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat is It? 3\u003c\/p\u003e \u003cp\u003eWhy We Like It 3\u003c\/p\u003e \u003cp\u003eSupporting Research 3\u003c\/p\u003e \u003cp\u003eSkills for Intentional Scholars\/NGSS Standards 4\u003c\/p\u003e \u003cp\u003eApplication 4\u003c\/p\u003e \u003cp\u003eStudent Handouts and Examples 7\u003c\/p\u003e \u003cp\u003eWhat Could Go Wrong? 7\u003c\/p\u003e \u003cp\u003eTechnology Connections 8\u003c\/p\u003e \u003cp\u003eAttribution 8\u003c\/p\u003e \u003cp\u003eFigures 8\u003c\/p\u003e \u003cp\u003eFigure 1.1 Science Safety Contract English (Student Handout) 8\u003c\/p\u003e \u003cp\u003eFigure 1.2 Science Safety Contract Spanish (Student Handout) 11\u003c\/p\u003e \u003cp\u003eFigure 1.3 Identifying Broken Lab Safety Rules (Student Handout) 13\u003c\/p\u003e \u003cp\u003eFigure 1.4 Identifying Broken Lab Safety Rules—Answer Key 14\u003c\/p\u003e \u003cp\u003eFigure 1.5 Science Lab Safety Quiz (Student Handout) 15\u003c\/p\u003e \u003cp\u003e\u003cb\u003e2. Strategies for Teaching Lab Procedures 17\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat is It? 17\u003c\/p\u003e \u003cp\u003eWhy We Like It 17\u003c\/p\u003e \u003cp\u003eSupporting Research 18\u003c\/p\u003e \u003cp\u003eSkills for Intentional Scholars\/NGSS Standards 18\u003c\/p\u003e \u003cp\u003eApplication 18\u003c\/p\u003e \u003cp\u003eStudent Handouts and Examples 29\u003c\/p\u003e \u003cp\u003eWhat Could Go Wrong? 29\u003c\/p\u003e \u003cp\u003eTechnology Connections 30\u003c\/p\u003e \u003cp\u003eAttributions 30\u003c\/p\u003e \u003cp\u003eFigures 31\u003c\/p\u003e \u003cp\u003eFigure 2.1 Folder Activity—Outside and Inside—Thermal Power Plant  31\u003c\/p\u003e \u003cp\u003e\u003cb\u003e3. Strategies for Teaching the Scientific Method and Its Components 33\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat is It? 33\u003c\/p\u003e \u003cp\u003eWhy We Like It 34\u003c\/p\u003e \u003cp\u003eSupporting Research 34\u003c\/p\u003e \u003cp\u003eSkills for Intentional Scholars\/NGSS Connections 35\u003c\/p\u003e \u003cp\u003eApplication 35\u003c\/p\u003e \u003cp\u003eStudent Handouts and Examples 50\u003c\/p\u003e \u003cp\u003eWhat Could Go Wrong? 50\u003c\/p\u003e \u003cp\u003eTechnology Connections 52\u003c\/p\u003e \u003cp\u003eFigures 54\u003c\/p\u003e \u003cp\u003eFigure 3.1 Student Research Organizer (Student Handout) 54\u003c\/p\u003e \u003cp\u003eFigure 3.2 Identifying Independent and Dependent Variables (Student Handout) 55\u003c\/p\u003e \u003cp\u003eFigure 3.3 Identifying Independent and Dependent Variables—Answer Key 58\u003c\/p\u003e \u003cp\u003eFigure 3.4 How to Write a Hypothesis (Student Handout) 61\u003c\/p\u003e \u003cp\u003eFigure 3.5 How to Write a Hypothesis—Answer Key 64\u003c\/p\u003e \u003cp\u003eFigure 3.6 Student Materials List (Student Handout) 67\u003c\/p\u003e \u003cp\u003eFigure 3.7 Finding Controls and Making Data Tables (Student Handout) 68\u003c\/p\u003e \u003cp\u003eFigure 3.8 Finding Controls and Making Data Tables—Answer Key 70\u003c\/p\u003e \u003cp\u003eFigure 3.9 Example and Checklist—Making Graphs (Student Handout) 73\u003c\/p\u003e \u003cp\u003eFigure 3.10 Discussion of Results (Student Handout) 74\u003c\/p\u003e \u003cp\u003eFigure 3.11 Conclusion (Student Handout) 76\u003c\/p\u003e \u003cp\u003eFigure 3.12 Discussion of Results and Conclusion Modified Version (Student Handout) 78\u003c\/p\u003e \u003cp\u003eFigure 3.13 Scientific Method Pretest Stations 80\u003c\/p\u003e \u003cp\u003eFigure 3.14 Scientific Method Pretest—Student Answer Sheet (Student Handout) 82\u003c\/p\u003e \u003cp\u003eFigure 3.15 Scientific Method Pretest—Answer Key 84\u003c\/p\u003e \u003cp\u003e\u003cb\u003e4. Strategies for Teaching the Inquiry Process 87\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat is It? 87\u003c\/p\u003e \u003cp\u003eWhy We Like It 88\u003c\/p\u003e \u003cp\u003eSupporting Research 89\u003c\/p\u003e \u003cp\u003eSkills for Intentional Scholars\/NGSS Connections 89\u003c\/p\u003e \u003cp\u003eApplication 89\u003c\/p\u003e \u003cp\u003eStudent Handouts and Examples 99\u003c\/p\u003e \u003cp\u003eWhat Could Go Wrong? 99\u003c\/p\u003e \u003cp\u003eTechnology Connections 100\u003c\/p\u003e \u003cp\u003eAttributions 100\u003c\/p\u003e \u003cp\u003eFigures 102\u003c\/p\u003e \u003cp\u003eFigure 4.1 Quantitative vs. Qualitative Examples (Student Handout) 102\u003c\/p\u003e \u003cp\u003eFigure 4.2 Quantitative vs. Qualitative Examples—Answer Key 103\u003c\/p\u003e \u003cp\u003eFigure 4.3 Observing with Quantitative and Qualitative Data (Student Handout) 104\u003c\/p\u003e \u003cp\u003eFigure 4.4 Observing with Quantitative and Qualitative Data—Answer Key 105\u003c\/p\u003e \u003cp\u003eFigure 4.5 Owl Pellet Step-by-Step Procedures and Questions (Student Handout) 106\u003c\/p\u003e \u003cp\u003eFigure 4.6 Question Stems for Observers (Student Handout) 108\u003c\/p\u003e \u003cp\u003eFigure 4.7 Discussion of Results and Conclusion (Student Handout) 109\u003c\/p\u003e \u003cp\u003eFigure 4.8 Using the Inquiry Process (Student Handout) 111\u003c\/p\u003e \u003cp\u003eFigure 4.9 Checklist for Verifying Online Resources (Student Handout) 113\u003c\/p\u003e \u003cp\u003e\u003cb\u003e5. Strategies for Using Project-Based Learning 115\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat is It? 115\u003c\/p\u003e \u003cp\u003eWhy We Like It 115\u003c\/p\u003e \u003cp\u003eSupporting Research 116\u003c\/p\u003e \u003cp\u003eSkills for Intentional Scholars\/NGSS Connections 116\u003c\/p\u003e \u003cp\u003eApplication 117\u003c\/p\u003e \u003cp\u003eStudent Handouts and Examples 126\u003c\/p\u003e \u003cp\u003eWhat Could Go Wrong? 127\u003c\/p\u003e \u003cp\u003eTechnology Connections 127\u003c\/p\u003e \u003cp\u003eAttributions 128\u003c\/p\u003e \u003cp\u003eFigures 128\u003c\/p\u003e \u003cp\u003eFigure 5.1 Example of Project-Based Learning Task Manager—Carbon Footprint of a Restaurant (Student Handout) 128\u003c\/p\u003e \u003cp\u003eFigure 5.2 Blank Project-Based Learning Task Manager (Student Handout) 129\u003c\/p\u003e \u003cp\u003eFigure 5.3 Example of PBL Scoring Guide—Restaurant Project (Student Handout) 130\u003c\/p\u003e \u003cp\u003eFigure 5.4 Example of PBL Rubric—Location of the Next Wind Farm in the United States (Student Handout) 131\u003c\/p\u003e \u003cp\u003eFigure 5.5 Peer Presentation Evaluation (Student Handout) 132\u003c\/p\u003e \u003cp\u003e\u003cb\u003e6. Strategies for Teaching the Engineering Process 133\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat is It? 133\u003c\/p\u003e \u003cp\u003eWhy We Like It 135\u003c\/p\u003e \u003cp\u003eSupporting Research 135\u003c\/p\u003e \u003cp\u003eSkills for Intentional Scholars\/NGSS Connections 136\u003c\/p\u003e \u003cp\u003eApplication 136\u003c\/p\u003e \u003cp\u003eStudent Handouts and Examples 149\u003c\/p\u003e \u003cp\u003eWhat Could Go Wrong? 149\u003c\/p\u003e \u003cp\u003eTechnology Connections 150\u003c\/p\u003e \u003cp\u003eAttributions 152\u003c\/p\u003e \u003cp\u003eFigures 153\u003c\/p\u003e \u003cp\u003eFigure 6.1 Student Examples of Mousetrap Catapult Designs 153\u003c\/p\u003e \u003cp\u003eFigure 6.2 Mousetrap Catapult Lab Worksheet (Student Handout) 154\u003c\/p\u003e \u003cp\u003eFigure 6.3 Mousetrap Catapult Picture 155\u003c\/p\u003e \u003cp\u003eFigure 6.4 Mousetrap Catapult Rubric (Student Handout) 156\u003c\/p\u003e \u003cp\u003eFigure 6.5 Mousetrap Catapult Sentence Frames (Student Handout) 157\u003c\/p\u003e \u003cp\u003e\u003cb\u003eII Integration of ELA, Mathematics, and the Arts 159\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e7. Strategies for Teaching Vocabulary 161\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat is It? 161\u003c\/p\u003e \u003cp\u003eWhy We Like It 161\u003c\/p\u003e \u003cp\u003eSupporting Research 162\u003c\/p\u003e \u003cp\u003eSkills for Intentional Scholars\/NGSS Standards 162\u003c\/p\u003e \u003cp\u003eApplication 162\u003c\/p\u003e \u003cp\u003eStudent Handouts and Examples 170\u003c\/p\u003e \u003cp\u003eWhat Could Go Wrong? 171\u003c\/p\u003e \u003cp\u003eTechnology Connections 171\u003c\/p\u003e \u003cp\u003eAttributions 171\u003c\/p\u003e \u003cp\u003eFigures 172\u003c\/p\u003e \u003cp\u003eFigure 7.1 The Language of Introductory Ecology (Student Handout) 172\u003c\/p\u003e \u003cp\u003eFigure 7.2 Vocabulary Definition Worksheet (Student Handout) 174\u003c\/p\u003e \u003cp\u003eFigure 7.3 Word Wall Challenge Rubric (Student Handout) 175\u003c\/p\u003e \u003cp\u003eFigure 7.4 Word Wall Examples (Student Examples) 176\u003c\/p\u003e \u003cp\u003eFigure 7.5 Limiting Factors: Interactive Fast Facts (Student Handout) 177\u003c\/p\u003e \u003cp\u003eFigure 7.6 Limiting Factors: Interactive Fast Facts—Answer Key 179\u003c\/p\u003e \u003cp\u003e\u003cb\u003e8. Strategies for Teaching Reading Comprehension 181\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat is It? 181\u003c\/p\u003e \u003cp\u003eWhy We Like It 181\u003c\/p\u003e \u003cp\u003eSupporting Research 181\u003c\/p\u003e \u003cp\u003eSkills for Intentional Scholars\/NGSS Standards 182\u003c\/p\u003e \u003cp\u003eApplication 182\u003c\/p\u003e \u003cp\u003eStudent Handouts and Examples 192\u003c\/p\u003e \u003cp\u003eWhat Could Go Wrong? 193\u003c\/p\u003e \u003cp\u003eTechnology Connections 193\u003c\/p\u003e \u003cp\u003eAttributions 193\u003c\/p\u003e \u003cp\u003eFigures 194\u003c\/p\u003e \u003cp\u003eFigure 8.1 Annotations 194\u003c\/p\u003e \u003cp\u003eFigure 8.2 Annotations Model Think Aloud Example (Teacher Model) 194\u003c\/p\u003e \u003cp\u003eFigure 8.3 Example of a Text-Dependent Question and Answer (Student Example) 195\u003c\/p\u003e \u003cp\u003eFigure 8.4 Photochemical and Industrial Smog Venn Diagram (Student Example) 195\u003c\/p\u003e \u003cp\u003eFigure 8.5 Cultural Eutrophication Cause and Effect (Teacher Model) 196\u003c\/p\u003e \u003cp\u003eFigure 8.6 Water Cycle Concept Map (Student Example) 197\u003c\/p\u003e \u003cp\u003eFigure 8.7 Carbon Cycle Story (student handout) 198\u003c\/p\u003e \u003cp\u003eFigure 8.8 Example of the Carbon Cycle (Student Example) 199\u003c\/p\u003e \u003cp\u003eFigure 8.9 Hints for Drawing the Atmospheric Layers—High School (Student Handout) 200\u003c\/p\u003e \u003cp\u003eFigure 8.10 Drawing the Atmospheric Layers—Elementary and Junior High School 201\u003c\/p\u003e \u003cp\u003eFigure 8.11 Drawing the Atmospheric Layers—Answer Key 202\u003c\/p\u003e \u003cp\u003eFigure 8.12 4 × 4 (Student Example) 203\u003c\/p\u003e \u003cp\u003eFigure 8.13 Jigsaw Directions 203\u003c\/p\u003e \u003cp\u003e\u003cb\u003e9. Strategies for Teaching Writing 205\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat is It? 205\u003c\/p\u003e \u003cp\u003eWhy We Like It 205\u003c\/p\u003e \u003cp\u003eSupporting Research 206\u003c\/p\u003e \u003cp\u003eSkills for Intentional Scholars\/NGSS Connections 206\u003c\/p\u003e \u003cp\u003eApplication 206\u003c\/p\u003e \u003cp\u003eStudent Handouts and Examples 220\u003c\/p\u003e \u003cp\u003eWhat Could Go Wrong? 220\u003c\/p\u003e \u003cp\u003eTechnology Connections 221\u003c\/p\u003e \u003cp\u003eAttributions 222\u003c\/p\u003e \u003cp\u003eFigures 223\u003c\/p\u003e \u003cp\u003eFigure 9.1 Severe Weather Book Project Research (Student Handout) 223\u003c\/p\u003e \u003cp\u003eFigure 9.2 Severe Weather Book Project Scoring Guide (Student Handout) 224\u003c\/p\u003e \u003cp\u003eFigure 9.3 Severe Weather Book Project Research Example 225\u003c\/p\u003e \u003cp\u003eFigure 9.4 Plot Map Outline (Student Handout) 226\u003c\/p\u003e \u003cp\u003eFigure 9.5 Severe Weather Book Plot Map Example 227\u003c\/p\u003e \u003cp\u003eFigure 9.6 Comic Strip PSA Checklist (Student Handout) 228\u003c\/p\u003e \u003cp\u003eFigure 9.7 Chicken Pox PSA Comic Strip (Student Example) 230\u003c\/p\u003e \u003cp\u003eFigure 9.8 Asthma PSA Comic Strip (Student Example) 231\u003c\/p\u003e \u003cp\u003eFigure 9.9 Ecology Essential Questions Argument Essay (Student Handout) 233\u003c\/p\u003e \u003cp\u003eFigure 9.10 Argument Essay Organizer (Student Handout) 235\u003c\/p\u003e \u003cp\u003eFigure 9.11 Ecology Example Argument Essay Organizer 236\u003c\/p\u003e \u003cp\u003eFigure 9.12 Argument Essay Peer Editing Checklist (Student Handout) 237\u003c\/p\u003e \u003cp\u003e\u003cb\u003e10. Strategies for Discussions 239\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat is It? 239\u003c\/p\u003e \u003cp\u003eWhy We Like It 239\u003c\/p\u003e \u003cp\u003eSupporting Research 239\u003c\/p\u003e \u003cp\u003eSkills for Intentional Scholars\/NGSS Connections 240\u003c\/p\u003e \u003cp\u003eApplication 240\u003c\/p\u003e \u003cp\u003eStudent Handouts and Examples 251\u003c\/p\u003e \u003cp\u003eWhat Could Go Wrong? 251\u003c\/p\u003e \u003cp\u003eTechnology Connections 253\u003c\/p\u003e \u003cp\u003eFigures 254\u003c\/p\u003e \u003cp\u003eFigure 10.1 Discussion Ground Rules (Teacher Poster) 254\u003c\/p\u003e \u003cp\u003eFigure 10.2 Group Discussion Ratings Scale 255\u003c\/p\u003e \u003cp\u003eFigure 10.3 Socratic Seminar Participation Checklist (Student Handout) 256\u003c\/p\u003e \u003cp\u003e\u003cb\u003e11. Strategies for Teaching Math 257\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat is It? 257\u003c\/p\u003e \u003cp\u003eWhy We Like It 258\u003c\/p\u003e \u003cp\u003eSupporting Research 258\u003c\/p\u003e \u003cp\u003eSkills for Intentional Scholars\/NGSS Connections 259\u003c\/p\u003e \u003cp\u003eApplication 259\u003c\/p\u003e \u003cp\u003eStudent Handouts and Examples 282\u003c\/p\u003e \u003cp\u003eWhat Could Go Wrong? 283\u003c\/p\u003e \u003cp\u003eTechnology Connections 284\u003c\/p\u003e \u003cp\u003eFigures 285\u003c\/p\u003e \u003cp\u003eFigure 11.1 Bar Graph Example for Teaching Graphing to Fourth Grade Students (Student Handout) 285\u003c\/p\u003e \u003cp\u003eFigure 11.2 Line Graph Example for Teaching Graphing to Fifth Grade and Beyond (Student Handout) 287\u003c\/p\u003e \u003cp\u003eFigure 11.3 Example of Graphing Pretest (Student Handout) 289\u003c\/p\u003e \u003cp\u003eFigure 11.4 Example of Graphing Pretest—Answer Key 290\u003c\/p\u003e \u003cp\u003eFigure 11.5 Which Type of Graph Should I Use? (Student Handout) 291\u003c\/p\u003e \u003cp\u003eFigure 11.6 Which Type of Graph Should I Use?—Answer Key 292\u003c\/p\u003e \u003cp\u003eFigure 11.7 Temperature vs. Number of Escherichia coli Colonies 294\u003c\/p\u003e \u003cp\u003eFigure 11.8 Year vs. Number of Deer and Wolves 295\u003c\/p\u003e \u003cp\u003eFigure 11.9 Wildlife Strike Data Analysis and Interpretation (Student Handout) 295\u003c\/p\u003e \u003cp\u003eFigure 11.10 Wildlife Strike Data Analysis and Interpretation—Answer Key 297\u003c\/p\u003e \u003cp\u003eFigure 11.11 Dimensional Analysis Practice (Student Handout) 299\u003c\/p\u003e \u003cp\u003eFigure 11.12 Dimensional Analysis Practice—Answer Key 301\u003c\/p\u003e \u003cp\u003eFigure 11.13 Practice Measuring Your Friends and Their Things (Student Handout) 303\u003c\/p\u003e \u003cp\u003eFigure 11.14 Practice Measuring Your Friends and Their Things—Answer Key 305\u003c\/p\u003e \u003cp\u003eFigure 11.15 Metric System Ladder 307\u003c\/p\u003e \u003cp\u003eFigure 11.16 Converting Within the Metric System (Student Handout) 308\u003c\/p\u003e \u003cp\u003eFigure 11.17 Metric System Ladder and Abbreviations 309\u003c\/p\u003e \u003cp\u003eFigure 11.18 Converting Within the Metric System—Answer Key 310\u003c\/p\u003e \u003cp\u003eFigure 11.19 Metric System Measuring Challenge (Student Handout) 313\u003c\/p\u003e \u003cp\u003eFigure 11.20 Example of 10 Items to be Measured 314\u003c\/p\u003e \u003cp\u003eFigure 11.21 Metric System Measuring Challenge—Answer Key 315\u003c\/p\u003e \u003cp\u003eFigure 11.22 Metric and Imperial System Internet Search Lab (Student Handout) 317\u003c\/p\u003e \u003cp\u003eFigure 11.23 Metric and Imperial System Internet Search Lab—Answer Key 320\u003c\/p\u003e \u003cp\u003eFigure 11.24 Excel—Selecting All Cells in a Spreadsheet 323\u003c\/p\u003e \u003cp\u003eFigure 11.25 Excel—Pop-up Box 323\u003c\/p\u003e \u003cp\u003eFigure 11.26 Excel—Rows vs. Columns 323\u003c\/p\u003e \u003cp\u003eFigure 11.27 Celebrating Pi Day in the Sky (Student Handout) 324\u003c\/p\u003e \u003cp\u003eFigure 11.28 Excel—Calculating Radius 325\u003c\/p\u003e \u003cp\u003eFigure 11.29 Excel—Screenshots of Before and After Cell Fix 325\u003c\/p\u003e \u003cp\u003eFigure 11.30 Excel—Screenshot of the Formula Bar 325\u003c\/p\u003e \u003cp\u003eFigure 11.31 Excel—The Sun’s Surface Area 325\u003c\/p\u003e \u003cp\u003eFigure 11.32 Celebrating Pi Day in the Sky—Answer Key 326\u003c\/p\u003e \u003cp\u003eFigure 11.33 Making Graphs in Excel (Student Handout) 327\u003c\/p\u003e \u003cp\u003eFigure 11.34 Excel—Graph for Celebrating Pi Day in the Sky 329\u003c\/p\u003e \u003cp\u003e\u003cb\u003e12. Strategies for Incorporating the Arts and Kinesthetic Movement 331\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat is It? 331\u003c\/p\u003e \u003cp\u003eWhy We Like It 331\u003c\/p\u003e \u003cp\u003eSupporting Research 331\u003c\/p\u003e \u003cp\u003eSkills for Intentional Scholars\/NGSS Connections 332\u003c\/p\u003e \u003cp\u003eApplication 332\u003c\/p\u003e \u003cp\u003eStudent Handouts and Examples 353\u003c\/p\u003e \u003cp\u003eWhat Could Go Wrong? 353\u003c\/p\u003e \u003cp\u003eTechnology Connections 354\u003c\/p\u003e \u003cp\u003eAttributions 355\u003c\/p\u003e \u003cp\u003eFigures 356\u003c\/p\u003e \u003cp\u003eFigure 12.1 Engineering Process: A Case Study in Inventions (Student Handout) 356\u003c\/p\u003e \u003cp\u003eFigure 12.2 Rewriting a Song (Student Handout) 357\u003c\/p\u003e \u003cp\u003eFigure 12.3 Example of the First Rewritten Stanza for Twinkle Twinkle Little Star 359\u003c\/p\u003e \u003cp\u003eFigure 12.4 Rubric for Cell and Germ Theories Skit (Student Handout) 360\u003c\/p\u003e \u003cp\u003eFigure 12.5 Timeline Graphic Organizer for the Cell and Germ Theories (Student Handout) 361\u003c\/p\u003e \u003cp\u003eFigure 12.6 Timeline Graphic Organizer for the Cell and Germ Theories—Answer Key 362\u003c\/p\u003e \u003cp\u003eFigure 12.7 Directions and Scoring Guide for Rube Goldberg Cartoon (Student Handout) 363\u003c\/p\u003e \u003cp\u003eFigure 12.8 Picture of a Student’s Constructed Rube Goldberg Machine 365\u003c\/p\u003e \u003cp\u003eFigure 12.9 Dams! are They Constructive or Destructive? (Student Handout) 366\u003c\/p\u003e \u003cp\u003eFigure 12.10 Meiosis vs. Mitosis Review (Student Handout) 368\u003c\/p\u003e \u003cp\u003e\u003cb\u003eIII Additional Resources 371\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e13. Strategies for Activating Prior Knowledge 373\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat is It? 373\u003c\/p\u003e \u003cp\u003eWhy We Like It 373\u003c\/p\u003e \u003cp\u003eSupporting Research 373\u003c\/p\u003e \u003cp\u003eSkills for Intentional Scholars\/NGSS Connections 374\u003c\/p\u003e \u003cp\u003eApplication 374\u003c\/p\u003e \u003cp\u003eStudent Handouts and Examples 386\u003c\/p\u003e \u003cp\u003eWhat Could Go Wrong? 386\u003c\/p\u003e \u003cp\u003eTechnology Connections 387\u003c\/p\u003e \u003cp\u003eAttributions 387\u003c\/p\u003e \u003cp\u003eFigures 388\u003c\/p\u003e \u003cp\u003eFigure 13.1 KWL Chart Example—States of Matter 388\u003c\/p\u003e \u003cp\u003eFigure 13.2 Astronomy Anticipation Guide (Student Handout) 389\u003c\/p\u003e \u003cp\u003eFigure 13.3 Blind Kahoot! Nervous System Notes (Student Handout) 390\u003c\/p\u003e \u003cp\u003eFigure 13.4 Blind Kahoot! Teacher Notes—Nervous System 391\u003c\/p\u003e \u003cp\u003eFigure 13.5 Altitude Pretest for Misconceptions (Student Handout) 392\u003c\/p\u003e \u003cp\u003eFigure 13.6 Climate Change Pretest for Misconceptions (Student Handout) 393\u003c\/p\u003e \u003cp\u003e\u003cb\u003e14. Strategies for Cultural Responsiveness 395\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat is It? 395\u003c\/p\u003e \u003cp\u003eWhy We Like It 396\u003c\/p\u003e \u003cp\u003eSupporting Research 396\u003c\/p\u003e \u003cp\u003eSkills for Intentional Scholars\/NGSS Connections 397\u003c\/p\u003e \u003cp\u003eApplication 397\u003c\/p\u003e \u003cp\u003eStudent Handouts and Examples 415\u003c\/p\u003e \u003cp\u003eWhat Could Go Wrong? 415\u003c\/p\u003e \u003cp\u003eTechnology Connections 415\u003c\/p\u003e \u003cp\u003eAttributions 417\u003c\/p\u003e \u003cp\u003eFigures 418\u003c\/p\u003e \u003cp\u003eFigure 14.1 All About Me! Form (Student Handout) 418\u003c\/p\u003e \u003cp\u003eFigure 14.2 First Day of School Student Survey (Student Handout) 419\u003c\/p\u003e \u003cp\u003eFigure 14.3 High School Student Survey (Student Handout) 420\u003c\/p\u003e \u003cp\u003eFigure 14.4 Contributors to Science (Student Handout) 421\u003c\/p\u003e \u003cp\u003eFigure 14.5 13 Culturally Responsive Teaching Ideas 422\u003c\/p\u003e \u003cp\u003e\u003cb\u003e15. Strategies for the Beginning and Ending of Class 423\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat is it?.423\u003c\/p\u003e \u003cp\u003eWhy We Like It 423\u003c\/p\u003e \u003cp\u003eSupporting Research 424\u003c\/p\u003e \u003cp\u003eSkills for Intentional Scholars\/NGSS Connections 424\u003c\/p\u003e \u003cp\u003eApplication 424\u003c\/p\u003e \u003cp\u003eStudent Handouts and Examples 433\u003c\/p\u003e \u003cp\u003eWhat Could Go Wrong? 433\u003c\/p\u003e \u003cp\u003eTechnology Connections 433\u003c\/p\u003e \u003cp\u003eFigures 434\u003c\/p\u003e \u003cp\u003eFigure 15.1 is Water Wet? 434\u003c\/p\u003e \u003cp\u003eFigure 15.2 Reviewing Previous Material 434\u003c\/p\u003e \u003cp\u003e\u003cb\u003e16. Strategies for Reviewing Content 435\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat is It? 435\u003c\/p\u003e \u003cp\u003eWhy We Like It 435\u003c\/p\u003e \u003cp\u003eSupporting Research 436\u003c\/p\u003e \u003cp\u003eSkills for Intentional Scholars\/NGSS Connections 436\u003c\/p\u003e \u003cp\u003eApplication 436\u003c\/p\u003e \u003cp\u003eStudent Handouts and Examples 448\u003c\/p\u003e \u003cp\u003eWhat Could Go Wrong? 448\u003c\/p\u003e \u003cp\u003eTechnology Connections 449\u003c\/p\u003e \u003cp\u003eFigures 450\u003c\/p\u003e \u003cp\u003eFigure 16.1 Blank BINGO Card (Student Handout) 450\u003c\/p\u003e \u003cp\u003eFigure 16.2 are the Winners Losers? Game Cards 451\u003c\/p\u003e \u003cp\u003e\u003cb\u003e17. Strategies for Assessing Student Learning 453\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat is It?.453\u003c\/p\u003e \u003cp\u003eWhy We Like It 454\u003c\/p\u003e \u003cp\u003eSupporting Research 455\u003c\/p\u003e \u003cp\u003eSkills for Intentional Scholars\/NGSS Connections 455\u003c\/p\u003e \u003cp\u003eApplication 456\u003c\/p\u003e \u003cp\u003eStudent Handouts and Examples 479\u003c\/p\u003e \u003cp\u003eWhat Could Go Wrong? 479\u003c\/p\u003e \u003cp\u003eTechnology Connections 480\u003c\/p\u003e \u003cp\u003eAttributions 481\u003c\/p\u003e \u003cp\u003eFigures 482\u003c\/p\u003e \u003cp\u003eFigure 17.1 Final Day Cool Down Activity 482\u003c\/p\u003e \u003cp\u003eFigure 17.2 Example Scale 482\u003c\/p\u003e \u003cp\u003eFigure 17.3 Example of a Unit’s First Practice Test 483\u003c\/p\u003e \u003cp\u003eFigure 17.4 Reflecting on My Learning—Blank (Student Handout) 484\u003c\/p\u003e \u003cp\u003eFigure 17.5 Reflecting on My Learning—Completed Example 486\u003c\/p\u003e \u003cp\u003eFigure 17.6 Toxicology Unit Thinking Test (Student Handout) 487\u003c\/p\u003e \u003cp\u003eFigure 17.7 Toxicology Unit Thinking Test—Answer Key 490\u003c\/p\u003e \u003cp\u003eFigure 17.8 Student-Choice Performance-Based Assessment (Student Handout) 493\u003c\/p\u003e \u003cp\u003eFigure 17.9 Cell City Models—Student Examples 494\u003c\/p\u003e \u003cp\u003eFigure 17.10 Checklist for Cell City Models (Student Handout) 497\u003c\/p\u003e \u003cp\u003eFigure 17.11 Toxicology Unit Thinking Test Modified (Student Handout) 498\u003c\/p\u003e \u003cp\u003e\u003cb\u003e18. Strategies for Co-Teaching 501\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat is It? 501\u003c\/p\u003e \u003cp\u003eWhy We Like It 501\u003c\/p\u003e \u003cp\u003eSupporting Research 502\u003c\/p\u003e \u003cp\u003eSkills for Intentional Scholars\/NGSS Connections 502\u003c\/p\u003e \u003cp\u003eApplication 502\u003c\/p\u003e \u003cp\u003eWhat Could Go Wrong? 508\u003c\/p\u003e \u003cp\u003eTechnology Connections 508\u003c\/p\u003e \u003cp\u003eReferences 509\u003c\/p\u003e \u003cp\u003eIndex 531\u003c\/p\u003e  \u003cp\u003e\u003cb\u003eTARA C. DALE\u003c\/b\u003e is a National Board Certified Teacher (NBCT), currently teaching high school science and working as an instructional coach. She has taught middle school Science and Social Studies as well as Biology, Ecology, Earth Science, AP Psychology, and AP Environmental Science. She sits on the Board of Directors for the Arizona NBCT Network and is on the Superintendent Teacher Advisor Team for Maricopa County, Arizona. Tara has facilitated professional development classes and presented at conferences throughout the United States.  \u003c\/p\u003e\u003cp\u003e\u003cb\u003eMANDI S. WHITE\u003c\/b\u003e is currently an academic and behavior specialist at Kyrene del Pueblo Middle School in Chandler, Arizona. She has worked as a middle school special education resource teacher and has taught English, Social Studies, and Math. She holds Master's Degrees in Special Education and Educational Leadership, as well as a graduate certificate in Positive Behavior Support. Also, she has helped facilitate professional development for educators in Arizona.  \u003c\/p\u003e\u003cp\u003e\u003cb\u003eLARRY FERLAZZO\u003c\/b\u003e teaches English, Social Studies, and International Baccalaureate classes to English language learners and others at Luther Burbank High School in Sacramento, California. He is the author and co-author of nine books, including \u003ci\u003eThe ELL Teacher's Toolbox\u003c\/i\u003e, and writes a weekly teacher advice column for \u003ci\u003eEducation Week Teacher.\u003c\/i\u003e He is the recipient of the Ford Foundation's Leadership for a Changing World Award and winner of the International Reading Association Award for Technology and Reading.  \u003c\/p\u003e\u003cp\u003e\u003cb\u003eKATIE HULL SYPNIESKI\u003c\/b\u003e has taught English language learners and others at the secondary level for over twenty years. She teaches middle school English Language Arts and Social Studies at Fern Bacon Middle School in Sacramento, California, and leads professional development for educators as a consultant with the Area 3 Writing Project at the University of California, Davis. She is co-author of several books, including \u003ci\u003eThe ELL Teacher's Toolbox\u003c\/i\u003e.   \u003c\/p\u003e\u003cp\u003e\u003cb\u003eSpark Engagement in Your Classroom with Hundreds of Low-Prep, High-Value Science Lessons and Strategies\u003c\/b\u003e \u003c\/p\u003e\u003cp\u003e\u003ci\u003eThe Science Teacher's Toolbox\u003c\/i\u003e offers hundreds of educational strategies that can be easily implemented in any science classroom. Part of the popular \u003ci\u003eTeacher's Toolbox\u003c\/i\u003e series, this practical, research-based book helps your students actively experience science and strengthen their critical thinking skills. The authors draw from their years of real-world classroom experience to provide high-impact activities, fully aligned with Common Core standards, and step-by-step teaching strategies that emphasize intellectually engaging \u003ci\u003eall\u003c\/i\u003e students, including students with varied learning abilities.  \u003c\/p\u003e\u003cp\u003eThe book focuses on physical sciences, earth and space sciences, life sciences, engineering, technology, and application of science. The strategies and learning activities highlight the Science and Engineering Practices and Crosscutting Concepts identified in the Next Generation Science Standards (NGSS) where applicable. The book presents strategies for teaching essential science lab formats, including the scientific method, project-based learning, and the inquiry process. It also covers integrating English Language Arts (ELA), mathematics, and the arts, and contains additional resources such as strategies for assessing student learning, cultural responsiveness, and activating prior knowledge.  \u003c\/p\u003e\u003cp\u003e\"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 \u003ci\u003eexperience\u003c\/i\u003e (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).\"\u003cbr\u003e—\u003cb\u003eDr. Amanda McAdams\u003c\/b\u003e, Director of Curriculum in Wyoming’s Lincoln County School District #2, 2010 Arizona Teacher of the Year\u003c\/p\u003e \u003cp\u003e\"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.\"\u003cbr\u003e—\u003cb\u003eRobin Norwich\u003c\/b\u003e, NBCT, Math and Physics teacher, 2019 recipient of the Sloan Award for Excellence in Teaching Science and Mathematics\u003c\/p\u003e \u003cp\u003e\"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.\u003c\/p\u003e \u003cp\u003eI 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.\"\u003cbr\u003e—\u003cb\u003eJon S. Wilson\u003c\/b\u003e, BSME, MAE, MSIE; 25+ years practicing engineer and 25+ years training practicing engineers\u003c\/p\u003e \u003cp\u003e\"As a teacher, I have often heard professionals discuss the importance of \"soft skills\" our students require upon graduation.  The ideas in \u003ci\u003eThe Science Teacher’s Toolbox\u003c\/i\u003e 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.\"\u003cbr\u003e—\u003cb\u003eConnie Kennedy\u003c\/b\u003e, K-12 Mathematics \u0026amp; Science Instructional Support Specialist, Bay City Public Schools\u003c\/p\u003e \u003cp\u003e\"As a science teacher of nearly 20 years, I found the information laid out in \u003ci\u003eThe Science Teacher's Toolbox\u003c\/i\u003e 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.\"\u003cbr\u003e—\u003cb\u003eJami Spencer\u003c\/b\u003e, biology teacher and science department chair, Cottonwood High School, Utah\u003c\/p\u003e \u003cp\u003e\"As a principal who has worked in K-12 settings for 15 years, I find this book to be remarkably useful. It's 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.\"\u003cbr\u003e—\u003cb\u003eMike Deignan\u003c\/b\u003e, Principal, Desert Vista High School\u003c\/p\u003e \u003cp\u003e\"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.\"\u003cbr\u003e—\u003cb\u003eAmy Rankey\u003c\/b\u003e, 5th Grade Teacher, Hampton Elementary School\u003c\/p\u003e","brand":"Jossey-Bass","offers":[{"title":"Default Title","offer_id":47990336487653,"sku":"NP9781119570103","price":38.0,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1842\/7735\/files\/9781119570103.jpg?v=1761787408","url":"https:\/\/k12savings.com\/products\/the-science-teachers-toolbox-isbn-9781119570103","provider":"K12savings","version":"1.0","type":"link"}