Living Things for Grades 3–5 from Hands-On Science for British Columbia: An Inquiry Approach completely aligns with BC’s New Curriculum for science. Grounded in the Know-Do-Understand model, First Peoples knowledge and perspectives, and student-driven scientific inquiry, this custom-written resource: * emphasizes Core Competencies, so students engage in deeper and lifelong learning * develops Curricular Competencies as students explore science through hands-on activities * fosters a deep understanding of the Big Ideas in science Using proven Hands-On features, Living Things for Grades 3–5…mehr
Living Things for Grades 3–5 from Hands-On Science for British Columbia: An Inquiry Approach completely aligns with BC’s New Curriculum for science. Grounded in the Know-Do-Understand model, First Peoples knowledge and perspectives, and student-driven scientific inquiry, this custom-written resource: * emphasizes Core Competencies, so students engage in deeper and lifelong learning * develops Curricular Competencies as students explore science through hands-on activities * fosters a deep understanding of the Big Ideas in science Using proven Hands-On features, Living Things for Grades 3–5 contains information and materials for both teachers and students including: Curricular Competencies correlation charts; background information on the science topics; complete, easy-to-follow lesson plans; digital reproducible student materials; and materials lists. Innovative new elements have been developed specifically for the new curriculum: * a multi-age approach * a five-part instructional process—Engage, Explore, Expand, Embed, Enhance * an emphasis on technology, sustainability, and personalized learning * a fully developed assessment plan for summative, formative, and student self-assessment * a focus on real-life Applied Design, Skills, and Technologies * learning centres that focus on multiple intelligences and universal design for learning (UDL) * place-based learning activities, Makerspaces, and Loose Parts In Living Things for Grades 3–5 students investigate plants and animals. Core Competencies and Curricular Competencies will be addressed while students explore the following Big Ideas: * Plants and animals have observable features. * Living things have features and behaviours that help them survive in their environment. * Living things have life cycles adapted to their environment.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Jennifer E. Lawson, PhD, is the creator of the Hands-On books published by Portage & Main Press. As senior writer and editor for the series, she has contributed to more than 50 publications for teachers and students. Jennifer provides professional development workshops for educators locally, nationally, and virtually, and is a Workplace Wellness Advisor. Her most recent book is a collective effort called Teacher, Take Care: A Guide to Well-Being and Workplace Wellness for Educators. She is also one of the founders of Mission to Mexico, an organization that supports schools in some of the most impoverished communities in Puerto Vallarta. Throughout her extensive career in education, Jennifer has worked as a classroom teacher, resource and special education teacher, consultant, principal, university instructor, and school trustee. She lives with her family in Winnipeg, Manitoba.
Inhaltsangabe
Introduction to Hands-On Science 5 * About Hands-On Science 5 * Format of Hands-On Science 5 * The Multi-Age Approach 6 * Inquiry and Science 6 * The Goals of Science Education in British Columbia 6 * Hands-On Science Principles 7 * Cultural Connections 8 * Indigenous Perspectives and Knowledge 9 * References 12 How to Use Hands-On Science in Your Classroom 13 * Multi-Age Teaching and Learning 13 * Module Overview 13 * Talking Circles 16 * Multiple Intelligences Learning Centres 17 * Icons 18 * Makerspaces 19 * References 20 Curricular Competencies: How to Infuse Scientific Inquiry Skills and Processes Into Lessons 21 * Observing 21 * Questioning 21 * Exploring 21 * Classifying 22 * Measuring 22 * Communicating, Analyzing, and Interpreting 23 * Predicting 25 * Inferring 25 * Inquiry Through Investigation and Experimentation 25 * Inquiry Through Research 26 * Addressing Students’ Literacy Needs 27 * Online Considerations 27 * References 28 The Hands-On Science Assessment Plan 29 * Student Self-Assessment 29 * Formative Assessment 31 * Summative Assessment 32 * Indigenous Perspectives on Assessment 33 * Connecting Assessment to Curricular Competencies 33 * Module Assessment Summary 34 * Important Note to Teachers 34 * References 34 * Assessment Reproducibles 35 How Do Living Things Survive in Their Environment? 59 * About This Module 60 * Curriculum Learning Framework 65 * Curricular Competencies Correlation Chart 67 * Resources for Students 69 * 1 Initiating Event: What Do We Observe, Think, and Wonder About Living Things in Their Environment? 77 * 2 What Can We Learn About Living Things Through Storytelling? 83 * 3 What Do We Know About How Living Things Survive in Their Environment? 88 * 4 What Do We Know About Habitats, Communities, and Ecosystems? 93 * 5 What Are Some Special Features of Plants? 99 * 6 What Is a Fungus? 109 * 7 Why Do Organisms Live in Certain Habitats and Biomes? 114 * 8 What Are the Characteristics of Producers, Consumers, and Decomposers? 120 * 9 What Is a Food Chain? 125 * 10 What Is a Food Web? 130 * 11 How Do Plants Adapt to Survive in Their Environment? 134 * 12 How Do Animals Adapt to Survive in Their Environment? 140 * 13 What Is Biodiversity? 147 * 14 How Do Humans Sense and Respond to Their Environment? 155 * 15 How Do Humans Stay Healthy? 164 * 16 What Happens to Food After We Eat It? 173 * 17 Why Is Healthy Blood Red? 179 * 18 How Does Exercise Affect Your Heart and Lungs? 187 * 19 How Do Healthy Joints, Bones, and Muscles Help You Move? 195 * 20 Personal Inquiry Project: What More Do We Want to Know About How Living Things Survive in Their Environment? 205 Appendix: Image Banks 209 About the Contributors 217
Introduction to Hands-On Science 5 * About Hands-On Science 5 * Format of Hands-On Science 5 * The Multi-Age Approach 6 * Inquiry and Science 6 * The Goals of Science Education in British Columbia 6 * Hands-On Science Principles 7 * Cultural Connections 8 * Indigenous Perspectives and Knowledge 9 * References 12 How to Use Hands-On Science in Your Classroom 13 * Multi-Age Teaching and Learning 13 * Module Overview 13 * Talking Circles 16 * Multiple Intelligences Learning Centres 17 * Icons 18 * Makerspaces 19 * References 20 Curricular Competencies: How to Infuse Scientific Inquiry Skills and Processes Into Lessons 21 * Observing 21 * Questioning 21 * Exploring 21 * Classifying 22 * Measuring 22 * Communicating, Analyzing, and Interpreting 23 * Predicting 25 * Inferring 25 * Inquiry Through Investigation and Experimentation 25 * Inquiry Through Research 26 * Addressing Students’ Literacy Needs 27 * Online Considerations 27 * References 28 The Hands-On Science Assessment Plan 29 * Student Self-Assessment 29 * Formative Assessment 31 * Summative Assessment 32 * Indigenous Perspectives on Assessment 33 * Connecting Assessment to Curricular Competencies 33 * Module Assessment Summary 34 * Important Note to Teachers 34 * References 34 * Assessment Reproducibles 35 How Do Living Things Survive in Their Environment? 59 * About This Module 60 * Curriculum Learning Framework 65 * Curricular Competencies Correlation Chart 67 * Resources for Students 69 * 1 Initiating Event: What Do We Observe, Think, and Wonder About Living Things in Their Environment? 77 * 2 What Can We Learn About Living Things Through Storytelling? 83 * 3 What Do We Know About How Living Things Survive in Their Environment? 88 * 4 What Do We Know About Habitats, Communities, and Ecosystems? 93 * 5 What Are Some Special Features of Plants? 99 * 6 What Is a Fungus? 109 * 7 Why Do Organisms Live in Certain Habitats and Biomes? 114 * 8 What Are the Characteristics of Producers, Consumers, and Decomposers? 120 * 9 What Is a Food Chain? 125 * 10 What Is a Food Web? 130 * 11 How Do Plants Adapt to Survive in Their Environment? 134 * 12 How Do Animals Adapt to Survive in Their Environment? 140 * 13 What Is Biodiversity? 147 * 14 How Do Humans Sense and Respond to Their Environment? 155 * 15 How Do Humans Stay Healthy? 164 * 16 What Happens to Food After We Eat It? 173 * 17 Why Is Healthy Blood Red? 179 * 18 How Does Exercise Affect Your Heart and Lungs? 187 * 19 How Do Healthy Joints, Bones, and Muscles Help You Move? 195 * 20 Personal Inquiry Project: What More Do We Want to Know About How Living Things Survive in Their Environment? 205 Appendix: Image Banks 209 About the Contributors 217
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