Living Things for Grades K–2 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 K–2…mehr
Living Things for Grades K–2 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 K–2 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 K–2 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. Download the FREE digital resources (image banks and reproducibles) that accompany this book by following the instructions printed on the first page of the Appendix.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
1. 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 2. 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 * Loose Parts 20 * References 21 3. Curricular Competencies: How to Infuse Scientific Inquiry Skills and Processes Into Lessons 22 * Observing 22 * Questioning 22 * Exploring 22 * Classifying 23 * Measuring 23 * Communicating, Analyzing, and Interpreting 24 * Predicting 25 * Inferring 25 * Inquiry Through Investigation and Experimentation 25 * Inquiry Through Research 26 * Addressing Students’ Early Literacy Needs 27 * Online Considerations 27 * References 28 4. 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 5. What Are the Features of Plants and Animals? 59 * About This Module 60 * Curriculum Learning Framework 65 * Curricular Competencies Correlation Chart 66 * Resources for Students 68 * 1 Initiating Event: What Do We Observe, Think, and Wonder About Plants and Animals? 72 * 2 What Can We Learn About Plants and Animals Through Storytelling? 77 * 3 What Do We Know About Living Things? 82 * 4 How Are Living and Nonliving Things Different? 87 * 5 Is It a Plant, an Animal, or Something Else? 92 * 6 What Do We Need to Grow and Be Healthy? 95 * 7 What Are the Needs of Living Things? 101 * 8 What Animals Live in Our Local Area? 106 * 9 How Do Animals Meet Their Needs in Their Local Environments? 110 * 10 How Do Different Indigenous Peoples View Animals? 114 * 11 How Are Adult Animals and Their Offspring the Same and Different FromEach Other? 118 * 12 What Can We Learn About Life Cycles? 123 * 13 What Plants Grow in Our Local Area? 130 * 14 What Do Plants Need to Stay Alive and Healthy? 134 * 15 How Do Different Indigenous Peoples Use Plants? 139 * 16 Inquiry Project: What More Do We Want to Know About Plants or Animals? 144 6. Appendix: Image Banks 149 7. About the Contributors 161 8. Hands-On Science Order Form 162
1. 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 2. 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 * Loose Parts 20 * References 21 3. Curricular Competencies: How to Infuse Scientific Inquiry Skills and Processes Into Lessons 22 * Observing 22 * Questioning 22 * Exploring 22 * Classifying 23 * Measuring 23 * Communicating, Analyzing, and Interpreting 24 * Predicting 25 * Inferring 25 * Inquiry Through Investigation and Experimentation 25 * Inquiry Through Research 26 * Addressing Students’ Early Literacy Needs 27 * Online Considerations 27 * References 28 4. 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 5. What Are the Features of Plants and Animals? 59 * About This Module 60 * Curriculum Learning Framework 65 * Curricular Competencies Correlation Chart 66 * Resources for Students 68 * 1 Initiating Event: What Do We Observe, Think, and Wonder About Plants and Animals? 72 * 2 What Can We Learn About Plants and Animals Through Storytelling? 77 * 3 What Do We Know About Living Things? 82 * 4 How Are Living and Nonliving Things Different? 87 * 5 Is It a Plant, an Animal, or Something Else? 92 * 6 What Do We Need to Grow and Be Healthy? 95 * 7 What Are the Needs of Living Things? 101 * 8 What Animals Live in Our Local Area? 106 * 9 How Do Animals Meet Their Needs in Their Local Environments? 110 * 10 How Do Different Indigenous Peoples View Animals? 114 * 11 How Are Adult Animals and Their Offspring the Same and Different FromEach Other? 118 * 12 What Can We Learn About Life Cycles? 123 * 13 What Plants Grow in Our Local Area? 130 * 14 What Do Plants Need to Stay Alive and Healthy? 134 * 15 How Do Different Indigenous Peoples Use Plants? 139 * 16 Inquiry Project: What More Do We Want to Know About Plants or Animals? 144 6. Appendix: Image Banks 149 7. About the Contributors 161 8. Hands-On Science Order Form 162
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