Readings

= = INQUIRY REFERENCES:

** Inquiry continuum **
 * 1) [[file:InquiryContinuum.pdf]]

 ** 5E Model ** What the teacher doe s
 * 1) [[file:5EModel-What-Tchr-does.pdf]]

What the student does
 * 1)  [[file:5EModel-What-Stdnt-does.pdf]]

**Guide for Reading - Expectations for analysing articles**
 * 1) [[file:Guide for Reading-PDF.pdf]]

=__Reading for Jan. 14__ =


 * 1) [[file:Article-What is a skeptic]]

=** __Reading for Jan. 19__ **=

 __**INQUIRY READINGS- JIGSAW ACTIVITY**__

=
 [|FOUNDATIONS Vol. 2 - Inquiry - For K-5 classrooms] - Reference source for the first four Inquiry readings plus additional references.====== <span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">
 * NOTE**: Each student is expected to read the __//**PREFACE**//__ found in the FOUNDATIONS 'journal' in addition to reading their selected article.


 * 1) [[file:Intro to Inqury-Fndntns-PDF.pdf]] <span style="color: #d56520; font-family: 'Comic Sans MS',cursive;">**Inquiry Reading - Article #1 - Jigsaw activity**
 * 2) <span style="color: #ff6300; font-family: 'Comic Sans MS',cursive;"> [[file:Why Inquiry-ASH smry-PDF.pdf]] **Inquiry Reading - Article #2 - Jigsaw activity**
 * 3) <span style="color: #ff6300; font-family: 'Comic Sans MS',cursive; line-height: 19px;"> [[file:What Childrn Gain - Lrng thru Inqury-PDF .pdf]] **Inquiry Reading - Article #3 - Jigsaw activity**
 * 4) <span style="color: #ff6300; font-family: 'Comic Sans MS',cursive;">[[file:Pwer of Chldrn Thnkng-ASH-Smry-PDF.pdf]] **Inquiry Reading - Article #4 - Jigsaw activity**
 * 5) <span style="color: #ff6300; font-family: 'Comic Sans MS',cursive;">** [|Scientific Inquiry as a Process for Learning] **

<span style="font-family: 'Comic Sans MS',cursive; font-size: 150%;">__**Readings for Jan. 21**__

1. Article: Nature of Science
 * [[file:Nat of Sc-bckgrd-Chptr-1-ASH-smry-PDF.pdf]]

2. Article: Lessons Learned: Addressing Common Misconceptions About Inquiry
 * [[file:Lsns Lrned-Mscncptns-Full txt-re-Inqury-PDF.pdf]]

<span style="font-family: 'Comic Sans MS',cursive; font-size: 140%;">__**<span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">Readings for Jan. 26 **__

1. Article: 5 Reasons to use Notebooks
 * [[file:Article-5-Reasons to use notebooks.pdf]]

2. Article: Science Instruction: An Endangered Species
 * [[file:Article-Sci instrctn Endngrd species.pdf]]

<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">**<span style="font-family: 'Comic Sans MS',cursive; font-size: 128%;">__Readings for Jan. 28__ **
 * 1) [[file:Article-Exmng- lrning cycle.pdf]]

<span style="font-family: 'Comic Sans MS',cursive; font-size: 160%;">**__Readings for Feb. 2__**
 * 1) [[file:Article- Journals of discovery-PDF.pdf]]

<span style="font-family: 'Comic Sans MS',cursive; font-size: 150%;">**__Readings for Feb. 3__**
 * 1) [[file:A is for assessment-PDF.pdf]]
 * 2) [[file:Article-Gettng crtive with asmnts-PDF.pdf]]

<span style="font-family: 'Comic Sans MS',cursive; font-size: 140%;">** __Reading for Feb. 9__ ** <span style="font-family: 'Comic Sans MS',cursive;">
 * 1) <span style="font-family: 'Comic Sans MS',cursive; font-size: 117%;">ARTICLE <span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">: <span style="font-family: 'Comic Sans MS',cursive; font-size: 140%;">Why Read Picture Books in Science Class? **<span style="color: #da16a1; font-family: 'Comic Sans MS',cursive; font-size: 14.4px;"> (class handout) <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px; font-weight: normal; line-height: normal;"> Nat'l Science Teachers Assoc. **

<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">** __Reading for Feb. 11__ **
 * 1) <span style="font-family: 'Comic Sans MS',cursive; font-size: 110%;">ARTICLE: <span style="font-family: 'Comic Sans MS',cursive; font-size: 140%;">Reading Aloud <span style="font-family: arial,helvetica,sans-serif; font-size: 13px; line-height: 19px;">**<span style="color: #ff00ff; font-family: 'Comic Sans MS',cursive; font-size: 14.4px;"> (class handout) <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px; font-weight: normal; line-height: normal;"> Nat'l Science Teachers Assoc. **

<span style="font-family: 'Comic Sans MS',cursive; font-size: 140%;">** __Video Reference - View/Review by March 2__ ** <span style="font-family: 'Comic Sans MS',cursive; font-size: 16px;">[|Learning Science Through Inquiry - Video resources]
 * 1) Workshop #1 - video: **What is Inquiry and why do it? {FOLLOW LINK TO VoD - video on demand} **
 * <span style="font-family: Geneva,Arial,Helvetica,sans-serif; font-size: 12px; font-weight: normal; line-height: 17px;">Inquiry-based teaching, . . . should not be an isolated occurrence, but a comprehensive and ongoing approach. However, many teachers hesitate to teach science through inquiry because they did not learn this way themselves, when they were students or during their preparation to become teachers. This workshop shows inquiry teaching and learning in action, with real teachers and students in real classrooms. . . . this workshop will help you understand the process and how it benefits students, and give you strategies to use in your classroom. **

<span style="background-color: #92f782; color: #ce1cce; font-family: 'Comic Sans MS',cursive; font-size: 21px;">A Method of Searching for Articles on-line
 * 1) [[file:Method-4-srchng-4-Jrnl-artcls-on-line-PDF.pdf]]

<span style="font-family: 'Comic Sans MS',cursive; font-size: 140%;"> ** Readings / References for the future **

<span style="font-family: 'Comic Sans MS',cursive;"> <span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">[|From Cookbook to Experimental Design] Abstract (Summary)** One key goal of an elementary science program should be to move students toward expertise in their ability to design investigative questions. The ability to design a testable question is difficult for novice science students and requires teachers to support students by using concrete strategies. Flannagan and McMillan promote a tangible strategy teachers can use to help students design testable questions for experiments and discuss how this strategy can be used to help students design their own investigative questions.
 * <span style="-webkit-border-horizontal-spacing: 2px; -webkit-border-vertical-spacing: 2px; font-family: Arial,Helvetica,sans-serif; font-weight: normal; line-height: 26px;">Flannagan, J., & McMillan, R.. (2009). From Cookbook to Experimental Design. //Science and Children, 46// (6), 46-50.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;"> ==**<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14.4px; font-weight: normal; line-height: 33px;">Sander, J., & Nelson, S.. (2009). Science Conversations for Young Learners. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 16px; font-weight: normal; line-height: 33px;"> // Science and Children, 46 // <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14.4px; font-weight: normal; line-height: 33px;">(6), 43-45. **== <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14.3px;">**Abstract (Summary)** Sander and Nelson offer their tips on guiding kindergarteners to participate in large-group discussions in science. In the class described in this article students were given the opportunity to observe, sort, compare, measure, and investigate sponges while they engaged in the inquiry process. The authors outline a few simple guidelines they implemented to successfully use student-lead discussions. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 13px; font-weight: normal; line-height: normal;">
 * [|Science Conversations for Young Learners]**

<span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">[|Inventive Learning Stations] The benefits of learning stations are many. Learning stations can be used for myriad purposes--to teach concepts, integrate subject matter, build interest, and allow for inquiry--the possibilities are limited only by the imagination of the teacher and the supplies available. Here, Jarrett shares suggestions and a checklist for setting up successful learning stations.
 * Jarrett, O.. (2010). "Inventive" Learning Stations. //Science and Children,// //47//(5), 56-59. ||
 * Abstract (Summary)**

<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">[|Making Sense of Data - Giving students freedom to collect data] <span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;"> <span style="font-family: Arial,Helvetica,sans-serif; font-size: 117%; line-height: 19px;">//Amy Palmeri.// **Science and Children.** Washington: Oct 2009. Vol. 47, Iss. 2; p. 30 (4 pages)

** Abstract (Summary) **
<span style="font-family: Arial,Helvetica,sans-serif; font-size: 107%; line-height: 19px;">In classrooms, representational tools and strategies often considered means to an end rather than tools to make sense of data in a meaningful way. Here, Palmeri discusses the importance of giving students freedom in collecting data to help them develop lasting understanding and solid problem-solving skills.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">[|"A Walk in the Tall, Tall Grass"] <span style="font-family: 'Comic Sans MS',cursive;"> //Kathryn Kaatz.// **Science and Children.** Washington: Feb 2008. Vol. 45, Iss. 6; p. 28 (4 pages) **Abstract (Summary)** Kaatz discusses the field trip and the up-close observations of grasses that teach her kindergarten students to record what they see. The field trip, which is in the Cedar Lake Trail in Minneapolis, allows children to observe carefully prairie grasses and animals. The children are then asked to draw as scientists and are reminded that their job as scientists is to observe and record just what they see.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">[|Role-Play in the Science Classroom] <span style="font-family: Arial,Helvetica,sans-serif;"> //Eric A Worch, Amy M Scheuermann, Jodi J Haney.// **Science and Children.** Washington: Sep 2009. Vol. 47, Iss. 1; p. 54 Children who engage in dramatic play develop more and longer-lasting mental constructs than children who did not have the opportunity to learn through dramatic play. Worch, Scheuermann and Haney identified a number of advantages of role-play in the classroom, including allowing students to act upon their personal experiences, helping teachers to identify misconceptions, encouraging creativity, and increasing student motivation. Among other things they share that the role-play experiences, students were able to identify that animals do have the same basic needs of food, water, and shelter but that each animal gets its needs in different ways.
 * Abstract (Summary) **