Properties of Energy 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, Properties of Energy for…mehr
Properties of Energy 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, Properties of Energy 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 Properties of Energy for Grades K–2 students investigate properties of energy. Core Competencies and Curricular Competencies will be addressed while students explore the following Big Ideas: * The motion of objects depends on their properties. * Light and sound can be produced and their properties can be changed. * Forces influence the motion of an object.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 * Loose Parts 20 * References 21 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 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 What Are the Properties of Energy? 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 How Things Move in Nature? 73 * 2 What Can We Learn About Motion Through Storytelling? 79 * 3 What Do We Know About Motion? 85 * 4 How Do Living and Nonliving Things Move? 91 * 5 How Do Balls Move? 98 * 6 How Can We Move an Object? 104 * 7 How Can We Move Loads More Easily? 109 * 8 How Can We Design and Build Devices That Move Using Energy From Wind or Air? 116 * 9 What Do We Know About Sources of Light? 121 * 10 How Do We Know We Get Energy From the Sun? 126 * 11 How Does Light Help Us See Objects? 134 * 12 How Can We See Light’s Many Colours? 139 * 13 What Do We Know About Sound? 144 * 14 How Is Sound Created? 149 * 15 How Do Musical Instruments Use Sound Energy? 153 * 16 How Can We Use Recycled Materials to Construct Instruments That Make Sound? 157 * 17 Which Objects Do Magnets Attract? 162 * 18 What Is Static Electricity, and How Is It Created? 168 * 19 Inquiry Project: How Can I Design a Toy or Game That Uses Energy? 172 Appendix: Image Banks 177 About the Contributors 183 Hands-On Science Order Form 184
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 * Loose Parts 20 * References 21 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 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 What Are the Properties of Energy? 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 How Things Move in Nature? 73 * 2 What Can We Learn About Motion Through Storytelling? 79 * 3 What Do We Know About Motion? 85 * 4 How Do Living and Nonliving Things Move? 91 * 5 How Do Balls Move? 98 * 6 How Can We Move an Object? 104 * 7 How Can We Move Loads More Easily? 109 * 8 How Can We Design and Build Devices That Move Using Energy From Wind or Air? 116 * 9 What Do We Know About Sources of Light? 121 * 10 How Do We Know We Get Energy From the Sun? 126 * 11 How Does Light Help Us See Objects? 134 * 12 How Can We See Light’s Many Colours? 139 * 13 What Do We Know About Sound? 144 * 14 How Is Sound Created? 149 * 15 How Do Musical Instruments Use Sound Energy? 153 * 16 How Can We Use Recycled Materials to Construct Instruments That Make Sound? 157 * 17 Which Objects Do Magnets Attract? 162 * 18 What Is Static Electricity, and How Is It Created? 168 * 19 Inquiry Project: How Can I Design a Toy or Game That Uses Energy? 172 Appendix: Image Banks 177 About the Contributors 183 Hands-On Science Order Form 184
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