Engaging Students in Science Investigation Using GRC: Science Instruction Consistent with the Framework and NGSS Teachers can create a learning environment that piques student curiosity and engages learners in science investigations to make sense of phenomena. The Gather, Reason, Communicate Reasoning (GRC) method provides an effective instructional sequence consistent with the research on how students learn science. This book provides teachers of science with specific guidance and examples for how to improve science teaching and learning consistent with the vision for science education presented in the Framework, NGSS, and three-dimensional state standards.

Teaching Science is Phenomenal provides science educators with insights into using science phenomena and engineering challenges to develop meaningful, three-dimensional classroom experiences for students. The book integrates the GRC and 5E models creating a systematic process to develop lessons that engage students in authentic science performances. A major focus of the book is to support educators as they align teaching and learning to standards consistent with the Framework and NGSS. Educators are introduced to the use of "analogous phenomena" to extend student learning. This book provides insights and strategies for eff ectively using the accompanying online lesson resources at #Going3Dw/GRC, which has standards-based lessons for every grade level and science discipline. For even more phenomena-based resources, visit www.TeachingScienceIsPhenonemal.org

"Teaching for agency and understanding works for everyone. So, start where you are, use what you have, teach whoever comes through your door." - Wendy Ward Hoffer Phenomenal Teaching is a professional development workshop in a book. The text charts a pathway for teachers to cultivate agency and foster understanding for every learner. It provides research, classroom examples, planning tools, and opportunities to use your background knowledge and talk back to the text. This book is interactive and intentionally designed with lots of open space to be your personal thought playground as you navigate this journey. Graphic organizers invite you to think and plan, and each chapter closes with an invitation for reflection. Chapter one explores the critical foundation for effective teaching - our purpose and beliefs as teachers. Chapters two through seven offer six instructional approaches that, when used together, can make all the difference for student learning: planning, community, workshop, thinking strategies, discourse, and assessment. Wendy asks questions and expects a response. "Write in this book." She says, "I truly invite you to write all over it - annotate, underline, ask, respond. You will learn more, have a record of your thinking, and it will be more fun."

If you like the popular?Teaching Science Through Trade Books? columns in NSTA?s journal Science and Children, or if you?ve become enamored of the award-winning Picture-Perfect Science Lessons series, you?ll love this new collection. It?s based on the same time-saving concept: By using children?s books to pique students? interest, you can combine science teaching with reading instruction in an engaging and effective way.

2018 Outstanding Academic Title, Choice Ambitious Science Teaching outlines a powerful framework for science teaching to ensure that instruction is rigorous and equitable for students from all backgrounds. The practices presented in the book are being used in schools and districts that seek to improve science teaching at scale, and a wide range of science subjects and grade levels are represented. The book is organized around four sets of core teaching practices: planning for engagement with big ideas; eliciting student thinking; supporting changes in students’ thinking; and drawing together evidence-based explanations. Discussion of each practice includes tools and routines that teachers can use to support students’ participation, transcripts of actual student-teacher dialogue and descriptions of teachers’ thinking as it unfolds, and examples of student work. The book also provides explicit guidance for “opportunity to learn” strategies that can help scaffold the participation of diverse students. Since the success of these practices depends so heavily on discourse among students, Ambitious Science Teaching includes chapters on productive classroom talk. Science-specific skills such as modeling and scientific argument are also covered. Drawing on the emerging research on core teaching practices and their extensive work with preservice and in-service teachers, Ambitious Science Teaching presents a coherent and aligned set of resources for educators striving to meet the considerable challenges that have been set for them.

The revised Third Edition of this indispensable classic on Piaget and teaching features a new introduction, a new chapter on critical exploration in the classroom, and a renewed belief in the need to educate children about peace and social justice.

A colorfully illustrated biography of a little French boy who would become an internationally known oceanographer and champion of the seas. Once upon a time in France, a baby was born under the summer sun. His parents named him Jacques. As he grew, Jacques fell in love with the sea. He dreamed of breathing beneath the waves and swimming as gracefully as a fish. In fact, he longed to become a manfish. Jacques Cousteau grew up to become a champion of the seas and one of the best-known oceanographers in the world. In this lovely biography, poetic text and gorgeous paintings come together to create a portrait of Cousteau that is as magical as it is inspiring. Praise for Manfish “Berne offers a luminous picture-book biography about Jacques Cousteau . . . . Puybaret’s smooth-looking acrylic paintings extend the words’ elegant simplicity and beautifully convey the sense of infinite, underwater space.” —Booklist (starred review) “This moving tribute to the great nautical observer and filmmaker is shot through with an authentically childlike sense of adventure and the thrill of discovery . . . . This poetic profile of a doer and a dreamer is certain to inspire fresh interest in discovering, and in caring for, our world’s wonders.” —Kirkus Reviews (starred review) “A new generation of children is introduced to the pioneering oceanographer and filmmaker. Beginning with Cousteau’s childhood in France where he marveled at the sea and dreamed of breathing underwater, Berne reveals the unique mix of curiosity, ingenuity, and passion that drove Cousteau to make underwater exploration possible.” —School Library Journal

This book provides teachers with useful tools to help students understand science. The book translates current science education research from theory into classroom instruction. The experience of the authors with teachers was utilized to help translate research into what works for quality science teaching and learning. The book establishes the fundamentals for learning science in a simple, straightforward approach that teachers can successfully implement immediately with great success. The utility of the book comes from the way the big ideas for science are related to implementation in classroom instruction and the myriad of examples the book employs. The book is consistent with A Framework for K-12 Science Education and the Next Generation Science Standards; an obvious consequence of the authors being on the writing committees for A Framework for K-12 Science Education and Next Generation Science Standards (NGSS). The authors fully realize that all states, school districts, and classroom teachers will not implement the NGSS. However, these documents will have a significant influence on school programs and classroom practices. The book is structured to support professional teachers and professional learning communities. Questions are provided with each chapter to support reflection on the ideas presented in the chapter. Structuring the chapters for this purpose also leads to some redundancies, this is intentional and hopefully will not distract from the experience for those wishing to read the book cover to cover.

This comprehensive professional development course for grades 6–8 science teachers provides all the necessary ingredients for building a scientific way of thinking in teachers and students, focusing on science content, inquiry, and literacy. Teachers who participate in this course learn to facilitate hands-on science lessons, support evidence-based discussions, and develop students' academic language and reading and writing skills in science, along with the habits of mind necessary for sense making and scientific reasoning. Force and Motion for Teachers of Grades 6–8consists of five core sessions: Session 1: Motion Session 2: Change in Motion Session 3: Acceleration and Force Session 4: Force Session 5: Acceleration and Mass The materials include everything needed to effectively lead this course with ease: Facilitator Guide with extensive support materials and detailed procedures that allow staff developers to successfully lead a course Teacher Book with teaching, science, and literacy investigations, along with a follow-up component,Looking at Student Work™, designed to support ongoing professional learning communities CD with black line masters of all handouts and charts to support group discussion and sense making, course participation certificates, student work samples, and other materials that can be reproduced for use with teachers

Informed by psychology and neuroscience, Cavanagh argues that in order to capture students' attention, harness their working memory, bolster their long-term retention, and enhance their motivation, educators should consider the emotional impact of their teaching style and course design.