{"product_id":"the-science-teachers-toolbox-9781119570103","title":"The Science Teachers Toolbox","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eAbout the Authors xxv\u003c\/p\u003e \u003cp\u003eAbout the Editors of the Toolbox Series xxvii\u003c\/p\u003e \u003cp\u003eAcknowledgments xxix\u003c\/p\u003e \u003cp\u003eLetter from the Editors xxxi\u003c\/p\u003e \u003cp\u003eIntroduction xxxiii\u003c\/p\u003e \u003cp\u003e\u003cb\u003eI Science Labs 1\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e1. Strategies for Teaching Lab Safety 3\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat is It? 3\u003c\/p\u003e \u003cp\u003eWhy We Like It 3\u003c\/p\u003e \u003cp\u003eSupporting Research 3\u003c\/p\u003e \u003cp\u003eSkills for Intentional Scholars\/NGSS Standards 4\u003c\/p\u003e \u003cp\u003eApplication 4\u003c\/p\u003e \u003cp\u003eStudent Handouts and Examples 7\u003c\/p\u003e \u003cp\u003eWhat Could Go Wrong? 7\u003c\/p\u003e \u003cp\u003eTechnology Connections 8\u003c\/p\u003e \u003cp\u003eAttribution 8\u003c\/p\u003e \u003cp\u003eFigures 8\u003c\/p\u003e \u003cp\u003eFigure 1.1 Science Safety Contract English (Student Handout) 8\u003c\/p\u003e \u003cp\u003eFigure 1.2 Science Safety Contract Spanish (Student Handout) 11\u003c\/p\u003e \u003cp\u003eFigure 1.3 Identifying Broken Lab Safety Rules (Student Handout) 13\u003c\/p\u003e \u003cp\u003eFigure 1.4 Identifying Broken Lab Safety Rules—Answer Key 14\u003c\/p\u003e \u003cp\u003eFigure 1.5 Science Lab Safety Quiz (Student Handout) 15\u003c\/p\u003e \u003cp\u003e\u003cb\u003e2. Strategies for Teaching Lab Procedures 17\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat is It? 17\u003c\/p\u003e \u003cp\u003eWhy We Like It 17\u003c\/p\u003e \u003cp\u003eSupporting Research 18\u003c\/p\u003e \u003cp\u003eSkills for Intentional Scholars\/NGSS Standards 18\u003c\/p\u003e \u003cp\u003eApplication 18\u003c\/p\u003e \u003cp\u003eStudent Handouts and Examples 29\u003c\/p\u003e \u003cp\u003eWhat Could Go Wrong? 29\u003c\/p\u003e \u003cp\u003eTechnology Connections 30\u003c\/p\u003e \u003cp\u003eAttributions 30\u003c\/p\u003e \u003cp\u003eFigures 31\u003c\/p\u003e \u003cp\u003eFigure 2.1 Folder Activity—Outside and Inside—Thermal Power Plant  31\u003c\/p\u003e \u003cp\u003e\u003cb\u003e3. Strategies for Teaching the Scientific Method and Its Components 33\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat is It? 33\u003c\/p\u003e \u003cp\u003eWhy We Like It 34\u003c\/p\u003e \u003cp\u003eSupporting Research 34\u003c\/p\u003e \u003cp\u003eSkills for Intentional Scholars\/NGSS Connections 35\u003c\/p\u003e \u003cp\u003eApplication 35\u003c\/p\u003e \u003cp\u003eStudent Handouts and Examples 50\u003c\/p\u003e \u003cp\u003eWhat Could Go Wrong? 50\u003c\/p\u003e \u003cp\u003eTechnology Connections 52\u003c\/p\u003e \u003cp\u003eFigures 54\u003c\/p\u003e \u003cp\u003eFigure 3.1 Student Research Organizer (Student Handout) 54\u003c\/p\u003e \u003cp\u003eFigure 3.2 Identifying Independent and Dependent Variables (Student Handout) 55\u003c\/p\u003e \u003cp\u003eFigure 3.3 Identifying Independent and Dependent Variables—Answer Key 58\u003c\/p\u003e \u003cp\u003eFigure 3.4 How to Write a Hypothesis (Student Handout) 61\u003c\/p\u003e \u003cp\u003eFigure 3.5 How to Write a Hypothesis—Answer Key 64\u003c\/p\u003e \u003cp\u003eFigure 3.6 Student Materials List (Student Handout) 67\u003c\/p\u003e \u003cp\u003eFigure 3.7 Finding Controls and Making Data Tables (Student Handout) 68\u003c\/p\u003e \u003cp\u003eFigure 3.8 Finding Controls and Making Data Tables—Answer Key 70\u003c\/p\u003e \u003cp\u003eFigure 3.9 Example and Checklist—Making Graphs (Student Handout) 73\u003c\/p\u003e \u003cp\u003eFigure 3.10 Discussion of Results (Student Handout) 74\u003c\/p\u003e \u003cp\u003eFigure 3.11 Conclusion (Student Handout) 76\u003c\/p\u003e \u003cp\u003eFigure 3.12 Discussion of Results and Conclusion Modified Version (Student Handout) 78\u003c\/p\u003e \u003cp\u003eFigure 3.13 Scientific Method Pretest Stations 80\u003c\/p\u003e \u003cp\u003eFigure 3.14 Scientific Method Pretest—Student Answer Sheet (Student Handout) 82\u003c\/p\u003e \u003cp\u003eFigure 3.15 Scientific Method Pretest—Answer Key 84\u003c\/p\u003e \u003cp\u003e\u003cb\u003e4. Strategies for Teaching the Inquiry Process 87\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat is It? 87\u003c\/p\u003e \u003cp\u003eWhy We Like It 88\u003c\/p\u003e \u003cp\u003eSupporting Research 89\u003c\/p\u003e \u003cp\u003eSkills for Intentional Scholars\/NGSS Connections 89\u003c\/p\u003e \u003cp\u003eApplication 89\u003c\/p\u003e \u003cp\u003eStudent Handouts and Examples 99\u003c\/p\u003e \u003cp\u003eWhat Could Go Wrong? 99\u003c\/p\u003e \u003cp\u003eTechnology Connections 100\u003c\/p\u003e \u003cp\u003eAttributions 100\u003c\/p\u003e \u003cp\u003eFigures 102\u003c\/p\u003e \u003cp\u003eFigure 4.1 Quantitative vs. Qualitative Examples (Student Handout) 102\u003c\/p\u003e \u003cp\u003eFigure 4.2 Quantitative vs. Qualitative Examples—Answer Key 103\u003c\/p\u003e \u003cp\u003eFigure 4.3 Observing with Quantitative and Qualitative Data (Student Handout) 104\u003c\/p\u003e \u003cp\u003eFigure 4.4 Observing with Quantitative and Qualitative Data—Answer Key 105\u003c\/p\u003e \u003cp\u003eFigure 4.5 Owl Pellet Step-by-Step Procedures and Questions (Student Handout) 106\u003c\/p\u003e \u003cp\u003eFigure 4.6 Question Stems for Observers (Student Handout) 108\u003c\/p\u003e \u003cp\u003eFigure 4.7 Discussion of Results and Conclusion (Student Handout) 109\u003c\/p\u003e \u003cp\u003eFigure 4.8 Using the Inquiry Process (Student Handout) 111\u003c\/p\u003e \u003cp\u003eFigure 4.9 Checklist for Verifying Online Resources (Student Handout) 113\u003c\/p\u003e \u003cp\u003e\u003cb\u003e5. Strategies for Using Project-Based Learning 115\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat is It? 115\u003c\/p\u003e \u003cp\u003eWhy We Like It 115\u003c\/p\u003e \u003cp\u003eSupporting Research 116\u003c\/p\u003e \u003cp\u003eSkills for Intentional Scholars\/NGSS Connections 116\u003c\/p\u003e \u003cp\u003eApplication 117\u003c\/p\u003e \u003cp\u003eStudent Handouts and Examples 126\u003c\/p\u003e \u003cp\u003eWhat Could Go Wrong? 127\u003c\/p\u003e \u003cp\u003eTechnology Connections 127\u003c\/p\u003e \u003cp\u003eAttributions 128\u003c\/p\u003e \u003cp\u003eFigures 128\u003c\/p\u003e \u003cp\u003eFigure 5.1 Example of Project-Based Learning Task Manager—Carbon Footprint of a Restaurant (Student Handout) 128\u003c\/p\u003e \u003cp\u003eFigure 5.2 Blank Project-Based Learning Task Manager (Student Handout) 129\u003c\/p\u003e \u003cp\u003eFigure 5.3 Example of PBL Scoring Guide—Restaurant Project (Student Handout) 130\u003c\/p\u003e \u003cp\u003eFigure 5.4 Example of PBL Rubric—Location of the Next Wind Farm in the United States (Student Handout) 131\u003c\/p\u003e \u003cp\u003eFigure 5.5 Peer Presentation Evaluation (Student Handout) 132\u003c\/p\u003e \u003cp\u003e\u003cb\u003e6. Strategies for Teaching the Engineering Process 133\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat is It? 133\u003c\/p\u003e \u003cp\u003eWhy We Like It 135\u003c\/p\u003e \u003cp\u003eSupporting Research 135\u003c\/p\u003e \u003cp\u003eSkills for Intentional Scholars\/NGSS Connections 136\u003c\/p\u003e \u003cp\u003eApplication 136\u003c\/p\u003e \u003cp\u003eStudent Handouts and Examples 149\u003c\/p\u003e \u003cp\u003eWhat Could Go Wrong? 149\u003c\/p\u003e \u003cp\u003eTechnology Connections 150\u003c\/p\u003e \u003cp\u003eAttributions 152\u003c\/p\u003e \u003cp\u003eFigures 153\u003c\/p\u003e \u003cp\u003eFigure 6.1 Student Examples of Mousetrap Catapult Designs 153\u003c\/p\u003e \u003cp\u003eFigure 6.2 Mousetrap Catapult Lab Worksheet (Student Handout) 154\u003c\/p\u003e \u003cp\u003eFigure 6.3 Mousetrap Catapult Picture 155\u003c\/p\u003e \u003cp\u003eFigure 6.4 Mousetrap Catapult Rubric (Student Handout) 156\u003c\/p\u003e \u003cp\u003eFigure 6.5 Mousetrap Catapult Sentence Frames (Student Handout) 157\u003c\/p\u003e \u003cp\u003e\u003cb\u003eII Integration of ELA, Mathematics, and the Arts 159\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e7. Strategies for Teaching Vocabulary 161\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat is It? 161\u003c\/p\u003e \u003cp\u003eWhy We Like It 161\u003c\/p\u003e \u003cp\u003eSupporting Research 162\u003c\/p\u003e \u003cp\u003eSkills for Intentional Scholars\/NGSS Standards 162\u003c\/p\u003e \u003cp\u003eApplication 162\u003c\/p\u003e \u003cp\u003eStudent Handouts and Examples 170\u003c\/p\u003e \u003cp\u003eWhat Could Go Wrong? 171\u003c\/p\u003e \u003cp\u003eTechnology Connections 171\u003c\/p\u003e \u003cp\u003eAttributions 171\u003c\/p\u003e \u003cp\u003eFigures 172\u003c\/p\u003e \u003cp\u003eFigure 7.1 The Language of Introductory Ecology (Student Handout) 172\u003c\/p\u003e \u003cp\u003eFigure 7.2 Vocabulary Definition Worksheet (Student Handout) 174\u003c\/p\u003e \u003cp\u003eFigure 7.3 Word Wall Challenge Rubric (Student Handout) 175\u003c\/p\u003e \u003cp\u003eFigure 7.4 Word Wall Examples (Student Examples) 176\u003c\/p\u003e \u003cp\u003eFigure 7.5 Limiting Factors: Interactive Fast Facts (Student Handout) 177\u003c\/p\u003e \u003cp\u003eFigure 7.6 Limiting Factors: Interactive Fast Facts—Answer Key 179\u003c\/p\u003e \u003cp\u003e\u003cb\u003e8. Strategies for Teaching Reading Comprehension 181\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat is It? 181\u003c\/p\u003e \u003cp\u003eWhy We Like It 181\u003c\/p\u003e \u003cp\u003eSupporting Research 181\u003c\/p\u003e \u003cp\u003eSkills for Intentional Scholars\/NGSS Standards 182\u003c\/p\u003e \u003cp\u003eApplication 182\u003c\/p\u003e \u003cp\u003eStudent Handouts and Examples 192\u003c\/p\u003e \u003cp\u003eWhat Could Go Wrong? 193\u003c\/p\u003e \u003cp\u003eTechnology Connections 193\u003c\/p\u003e \u003cp\u003eAttributions 193\u003c\/p\u003e \u003cp\u003eFigures 194\u003c\/p\u003e \u003cp\u003eFigure 8.1 Annotations 194\u003c\/p\u003e \u003cp\u003eFigure 8.2 Annotations Model Think Aloud Example (Teacher Model) 194\u003c\/p\u003e \u003cp\u003eFigure 8.3 Example of a Text-Dependent Question and Answer (Student Example) 195\u003c\/p\u003e \u003cp\u003eFigure 8.4 Photochemical and Industrial Smog Venn Diagram (Student Example) 195\u003c\/p\u003e \u003cp\u003eFigure 8.5 Cultural Eutrophication Cause and Effect (Teacher Model) 196\u003c\/p\u003e \u003cp\u003eFigure 8.6 Water Cycle Concept Map (Student Example) 197\u003c\/p\u003e \u003cp\u003eFigure 8.7 Carbon Cycle Story (student handout) 198\u003c\/p\u003e \u003cp\u003eFigure 8.8 Example of the Carbon Cycle (Student Example) 199\u003c\/p\u003e \u003cp\u003eFigure 8.9 Hints for Drawing the Atmospheric Layers—High School (Student Handout) 200\u003c\/p\u003e \u003cp\u003eFigure 8.10 Drawing the Atmospheric Layers—Elementary and Junior High School 201\u003c\/p\u003e \u003cp\u003eFigure 8.11 Drawing the Atmospheric Layers—Answer Key 202\u003c\/p\u003e \u003cp\u003eFigure 8.12 4 × 4 (Student Example) 203\u003c\/p\u003e \u003cp\u003eFigure 8.13 Jigsaw Directions 203\u003c\/p\u003e \u003cp\u003e\u003cb\u003e9. Strategies for Teaching Writing 205\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat is It? 205\u003c\/p\u003e \u003cp\u003eWhy We Like It 205\u003c\/p\u003e \u003cp\u003eSupporting Research 206\u003c\/p\u003e \u003cp\u003eSkills for Intentional Scholars\/NGSS Connections 206\u003c\/p\u003e \u003cp\u003eApplication 206\u003c\/p\u003e \u003cp\u003eStudent Handouts and Examples 220\u003c\/p\u003e \u003cp\u003eWhat Could Go Wrong? 220\u003c\/p\u003e \u003cp\u003eTechnology Connections 221\u003c\/p\u003e \u003cp\u003eAttributions 222\u003c\/p\u003e \u003cp\u003eFigures 223\u003c\/p\u003e \u003cp\u003eFigure 9.1 Severe Weather Book Project Research (Student Handout) 223\u003c\/p\u003e \u003cp\u003eFigure 9.2 Severe Weather Book Project Scoring Guide (Student Handout) 224\u003c\/p\u003e \u003cp\u003eFigure 9.3 Severe Weather Book Project Research Example 225\u003c\/p\u003e \u003cp\u003eFigure 9.4 Plot Map Outline (Student Handout) 226\u003c\/p\u003e \u003cp\u003eFigure 9.5 Severe Weather Book Plot Map Example 227\u003c\/p\u003e \u003cp\u003eFigure 9.6 Comic Strip PSA Checklist (Student Handout) 228\u003c\/p\u003e \u003cp\u003eFigure 9.7 Chicken Pox PSA Comic Strip (Student Example) 230\u003c\/p\u003e \u003cp\u003eFigure 9.8 Asthma PSA Comic Strip (Student Example) 231\u003c\/p\u003e \u003cp\u003eFigure 9.9 Ecology Essential Questions Argument Essay (Student Handout) 233\u003c\/p\u003e \u003cp\u003eFigure 9.10 Argument Essay Organizer (Student Handout) 235\u003c\/p\u003e \u003cp\u003eFigure 9.11 Ecology Example Argument Essay Organizer 236\u003c\/p\u003e \u003cp\u003eFigure 9.12 Argument Essay Peer Editing Checklist (Student Handout) 237\u003c\/p\u003e \u003cp\u003e\u003cb\u003e10. Strategies for Discussions 239\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat is It? 239\u003c\/p\u003e \u003cp\u003eWhy We Like It 239\u003c\/p\u003e \u003cp\u003eSupporting Research 239\u003c\/p\u003e \u003cp\u003eSkills for Intentional Scholars\/NGSS Connections 240\u003c\/p\u003e \u003cp\u003eApplication 240\u003c\/p\u003e \u003cp\u003eStudent Handouts and Examples 251\u003c\/p\u003e \u003cp\u003eWhat Could Go Wrong? 251\u003c\/p\u003e \u003cp\u003eTechnology Connections 253\u003c\/p\u003e \u003cp\u003eFigures 254\u003c\/p\u003e \u003cp\u003eFigure 10.1 Discussion Ground Rules (Teacher Poster) 254\u003c\/p\u003e \u003cp\u003eFigure 10.2 Group Discussion Ratings Scale 255\u003c\/p\u003e \u003cp\u003eFigure 10.3 Socratic Seminar Participation Checklist (Student Handout) 256\u003c\/p\u003e \u003cp\u003e\u003cb\u003e11. Strategies for Teaching Math 257\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat is It? 257\u003c\/p\u003e \u003cp\u003eWhy We Like It 258\u003c\/p\u003e \u003cp\u003eSupporting Research 258\u003c\/p\u003e \u003cp\u003eSkills for Intentional Scholars\/NGSS Connections 259\u003c\/p\u003e \u003cp\u003eApplication 259\u003c\/p\u003e \u003cp\u003eStudent Handouts and Examples 282\u003c\/p\u003e \u003cp\u003eWhat Could Go Wrong? 283\u003c\/p\u003e \u003cp\u003eTechnology Connections 284\u003c\/p\u003e \u003cp\u003eFigures 285\u003c\/p\u003e \u003cp\u003eFigure 11.1 Bar Graph Example for Teaching Graphing to Fourth Grade Students (Student Handout) 285\u003c\/p\u003e \u003cp\u003eFigure 11.2 Line Graph Example for Teaching Graphing to Fifth Grade and Beyond (Student Handout) 287\u003c\/p\u003e \u003cp\u003eFigure 11.3 Example of Graphing Pretest (Student Handout) 289\u003c\/p\u003e \u003cp\u003eFigure 11.4 Example of Graphing Pretest—Answer Key 290\u003c\/p\u003e \u003cp\u003eFigure 11.5 Which Type of Graph Should I Use? (Student Handout) 291\u003c\/p\u003e \u003cp\u003eFigure 11.6 Which Type of Graph Should I Use?—Answer Key 292\u003c\/p\u003e \u003cp\u003eFigure 11.7 Temperature vs. Number of Escherichia coli Colonies 294\u003c\/p\u003e \u003cp\u003eFigure 11.8 Year vs. Number of Deer and Wolves 295\u003c\/p\u003e \u003cp\u003eFigure 11.9 Wildlife Strike Data Analysis and Interpretation (Student Handout) 295\u003c\/p\u003e \u003cp\u003eFigure 11.10 Wildlife Strike Data Analysis and Interpretation—Answer Key 297\u003c\/p\u003e \u003cp\u003eFigure 11.11 Dimensional Analysis Practice (Student Handout) 299\u003c\/p\u003e \u003cp\u003eFigure 11.12 Dimensional Analysis Practice—Answer Key 301\u003c\/p\u003e \u003cp\u003eFigure 11.13 Practice Measuring Your Friends and Their Things (Student Handout) 303\u003c\/p\u003e \u003cp\u003eFigure 11.14 Practice Measuring Your Friends and Their Things—Answer Key 305\u003c\/p\u003e \u003cp\u003eFigure 11.15 Metric System Ladder 307\u003c\/p\u003e \u003cp\u003eFigure 11.16 Converting Within the Metric System (Student Handout) 308\u003c\/p\u003e \u003cp\u003eFigure 11.17 Metric System Ladder and Abbreviations 309\u003c\/p\u003e \u003cp\u003eFigure 11.18 Converting Within the Metric System—Answer Key 310\u003c\/p\u003e \u003cp\u003eFigure 11.19 Metric System Measuring Challenge (Student Handout) 313\u003c\/p\u003e \u003cp\u003eFigure 11.20 Example of 10 Items to be Measured 314\u003c\/p\u003e \u003cp\u003eFigure 11.21 Metric System Measuring Challenge—Answer Key 315\u003c\/p\u003e \u003cp\u003eFigure 11.22 Metric and Imperial System Internet Search Lab (Student Handout) 317\u003c\/p\u003e \u003cp\u003eFigure 11.23 Metric and Imperial System Internet Search Lab—Answer Key 320\u003c\/p\u003e \u003cp\u003eFigure 11.24 Excel—Selecting All Cells in a Spreadsheet 323\u003c\/p\u003e \u003cp\u003eFigure 11.25 Excel—Pop-up Box 323\u003c\/p\u003e \u003cp\u003eFigure 11.26 Excel—Rows vs. Columns 323\u003c\/p\u003e \u003cp\u003eFigure 11.27 Celebrating Pi Day in the Sky (Student Handout) 324\u003c\/p\u003e \u003cp\u003eFigure 11.28 Excel—Calculating Radius 325\u003c\/p\u003e \u003cp\u003eFigure 11.29 Excel—Screenshots of Before and After Cell Fix 325\u003c\/p\u003e \u003cp\u003eFigure 11.30 Excel—Screenshot of the Formula Bar 325\u003c\/p\u003e \u003cp\u003eFigure 11.31 Excel—The Sun’s Surface Area 325\u003c\/p\u003e \u003cp\u003eFigure 11.32 Celebrating Pi Day in the Sky—Answer Key 326\u003c\/p\u003e \u003cp\u003eFigure 11.33 Making Graphs in Excel (Student Handout) 327\u003c\/p\u003e \u003cp\u003eFigure 11.34 Excel—Graph for Celebrating Pi Day in the Sky 329\u003c\/p\u003e \u003cp\u003e\u003cb\u003e12. Strategies for Incorporating the Arts and Kinesthetic Movement 331\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat is It? 331\u003c\/p\u003e \u003cp\u003eWhy We Like It 331\u003c\/p\u003e \u003cp\u003eSupporting Research 331\u003c\/p\u003e \u003cp\u003eSkills for Intentional Scholars\/NGSS Connections 332\u003c\/p\u003e \u003cp\u003eApplication 332\u003c\/p\u003e \u003cp\u003eStudent Handouts and Examples 353\u003c\/p\u003e \u003cp\u003eWhat Could Go Wrong? 353\u003c\/p\u003e \u003cp\u003eTechnology Connections 354\u003c\/p\u003e \u003cp\u003eAttributions 355\u003c\/p\u003e \u003cp\u003eFigures 356\u003c\/p\u003e \u003cp\u003eFigure 12.1 Engineering Process: A Case Study in Inventions (Student Handout) 356\u003c\/p\u003e \u003cp\u003eFigure 12.2 Rewriting a Song (Student Handout) 357\u003c\/p\u003e \u003cp\u003eFigure 12.3 Example of the First Rewritten Stanza for Twinkle Twinkle Little Star 359\u003c\/p\u003e \u003cp\u003eFigure 12.4 Rubric for Cell and Germ Theories Skit (Student Handout) 360\u003c\/p\u003e \u003cp\u003eFigure 12.5 Timeline Graphic Organizer for the Cell and Germ Theories (Student Handout) 361\u003c\/p\u003e \u003cp\u003eFigure 12.6 Timeline Graphic Organizer for the Cell and Germ Theories—Answer Key 362\u003c\/p\u003e \u003cp\u003eFigure 12.7 Directions and Scoring Guide for Rube Goldberg Cartoon (Student Handout) 363\u003c\/p\u003e \u003cp\u003eFigure 12.8 Picture of a Student’s Constructed Rube Goldberg Machine 365\u003c\/p\u003e \u003cp\u003eFigure 12.9 Dams! are They Constructive or Destructive? (Student Handout) 366\u003c\/p\u003e \u003cp\u003eFigure 12.10 Meiosis vs. Mitosis Review (Student Handout) 368\u003c\/p\u003e \u003cp\u003e\u003cb\u003eIII Additional Resources 371\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e13. Strategies for Activating Prior Knowledge 373\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat is It? 373\u003c\/p\u003e \u003cp\u003eWhy We Like It 373\u003c\/p\u003e \u003cp\u003eSupporting Research 373\u003c\/p\u003e \u003cp\u003eSkills for Intentional Scholars\/NGSS Connections 374\u003c\/p\u003e \u003cp\u003eApplication 374\u003c\/p\u003e \u003cp\u003eStudent Handouts and Examples 386\u003c\/p\u003e \u003cp\u003eWhat Could Go Wrong? 386\u003c\/p\u003e \u003cp\u003eTechnology Connections 387\u003c\/p\u003e \u003cp\u003eAttributions 387\u003c\/p\u003e \u003cp\u003eFigures 388\u003c\/p\u003e \u003cp\u003eFigure 13.1 KWL Chart Example—States of Matter 388\u003c\/p\u003e \u003cp\u003eFigure 13.2 Astronomy Anticipation Guide (Student Handout) 389\u003c\/p\u003e \u003cp\u003eFigure 13.3 Blind Kahoot! Nervous System Notes (Student Handout) 390\u003c\/p\u003e \u003cp\u003eFigure 13.4 Blind Kahoot! Teacher Notes—Nervous System 391\u003c\/p\u003e \u003cp\u003eFigure 13.5 Altitude Pretest for Misconceptions (Student Handout) 392\u003c\/p\u003e \u003cp\u003eFigure 13.6 Climate Change Pretest for Misconceptions (Student Handout) 393\u003c\/p\u003e \u003cp\u003e\u003cb\u003e14. Strategies for Cultural Responsiveness 395\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat is It? 395\u003c\/p\u003e \u003cp\u003eWhy We Like It 396\u003c\/p\u003e \u003cp\u003eSupporting Research 396\u003c\/p\u003e \u003cp\u003eSkills for Intentional Scholars\/NGSS Connections 397\u003c\/p\u003e \u003cp\u003eApplication 397\u003c\/p\u003e \u003cp\u003eStudent Handouts and Examples 415\u003c\/p\u003e \u003cp\u003eWhat Could Go Wrong? 415\u003c\/p\u003e \u003cp\u003eTechnology Connections 415\u003c\/p\u003e \u003cp\u003eAttributions 417\u003c\/p\u003e \u003cp\u003eFigures 418\u003c\/p\u003e \u003cp\u003eFigure 14.1 All About Me! Form (Student Handout) 418\u003c\/p\u003e \u003cp\u003eFigure 14.2 First Day of School Student Survey (Student Handout) 419\u003c\/p\u003e \u003cp\u003eFigure 14.3 High School Student Survey (Student Handout) 420\u003c\/p\u003e \u003cp\u003eFigure 14.4 Contributors to Science (Student Handout) 421\u003c\/p\u003e \u003cp\u003eFigure 14.5 13 Culturally Responsive Teaching Ideas 422\u003c\/p\u003e \u003cp\u003e\u003cb\u003e15. Strategies for the Beginning and Ending of Class 423\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat is it?.423\u003c\/p\u003e \u003cp\u003eWhy We Like It 423\u003c\/p\u003e \u003cp\u003eSupporting Research 424\u003c\/p\u003e \u003cp\u003eSkills for Intentional Scholars\/NGSS Connections 424\u003c\/p\u003e \u003cp\u003eApplication 424\u003c\/p\u003e \u003cp\u003eStudent Handouts and Examples 433\u003c\/p\u003e \u003cp\u003eWhat Could Go Wrong? 433\u003c\/p\u003e \u003cp\u003eTechnology Connections 433\u003c\/p\u003e \u003cp\u003eFigures 434\u003c\/p\u003e \u003cp\u003eFigure 15.1 is Water Wet? 434\u003c\/p\u003e \u003cp\u003eFigure 15.2 Reviewing Previous Material 434\u003c\/p\u003e \u003cp\u003e\u003cb\u003e16. Strategies for Reviewing Content 435\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat is It? 435\u003c\/p\u003e \u003cp\u003eWhy We Like It 435\u003c\/p\u003e \u003cp\u003eSupporting Research 436\u003c\/p\u003e \u003cp\u003eSkills for Intentional Scholars\/NGSS Connections 436\u003c\/p\u003e \u003cp\u003eApplication 436\u003c\/p\u003e \u003cp\u003eStudent Handouts and Examples 448\u003c\/p\u003e \u003cp\u003eWhat Could Go Wrong? 448\u003c\/p\u003e \u003cp\u003eTechnology Connections 449\u003c\/p\u003e \u003cp\u003eFigures 450\u003c\/p\u003e \u003cp\u003eFigure 16.1 Blank BINGO Card (Student Handout) 450\u003c\/p\u003e \u003cp\u003eFigure 16.2 are the Winners Losers? Game Cards 451\u003c\/p\u003e \u003cp\u003e\u003cb\u003e17. Strategies for Assessing Student Learning 453\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat is It?.453\u003c\/p\u003e \u003cp\u003eWhy We Like It 454\u003c\/p\u003e \u003cp\u003eSupporting Research 455\u003c\/p\u003e \u003cp\u003eSkills for Intentional Scholars\/NGSS Connections 455\u003c\/p\u003e \u003cp\u003eApplication 456\u003c\/p\u003e \u003cp\u003eStudent Handouts and Examples 479\u003c\/p\u003e \u003cp\u003eWhat Could Go Wrong? 479\u003c\/p\u003e \u003cp\u003eTechnology Connections 480\u003c\/p\u003e \u003cp\u003eAttributions 481\u003c\/p\u003e \u003cp\u003eFigures 482\u003c\/p\u003e \u003cp\u003eFigure 17.1 Final Day Cool Down Activity 482\u003c\/p\u003e \u003cp\u003eFigure 17.2 Example Scale 482\u003c\/p\u003e \u003cp\u003eFigure 17.3 Example of a Unit’s First Practice Test 483\u003c\/p\u003e \u003cp\u003eFigure 17.4 Reflecting on My Learning—Blank (Student Handout) 484\u003c\/p\u003e \u003cp\u003eFigure 17.5 Reflecting on My Learning—Completed Example 486\u003c\/p\u003e \u003cp\u003eFigure 17.6 Toxicology Unit Thinking Test (Student Handout) 487\u003c\/p\u003e \u003cp\u003eFigure 17.7 Toxicology Unit Thinking Test—Answer Key 490\u003c\/p\u003e \u003cp\u003eFigure 17.8 Student-Choice Performance-Based Assessment (Student Handout) 493\u003c\/p\u003e \u003cp\u003eFigure 17.9 Cell City Models—Student Examples 494\u003c\/p\u003e \u003cp\u003eFigure 17.10 Checklist for Cell City Models (Student Handout) 497\u003c\/p\u003e \u003cp\u003eFigure 17.11 Toxicology Unit Thinking Test Modified (Student Handout) 498\u003c\/p\u003e \u003cp\u003e\u003cb\u003e18. Strategies for Co-Teaching 501\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat is It? 501\u003c\/p\u003e \u003cp\u003eWhy We Like It 501\u003c\/p\u003e \u003cp\u003eSupporting Research 502\u003c\/p\u003e \u003cp\u003eSkills for Intentional Scholars\/NGSS Connections 502\u003c\/p\u003e \u003cp\u003eApplication 502\u003c\/p\u003e \u003cp\u003eWhat Could Go Wrong? 508\u003c\/p\u003e \u003cp\u003eTechnology Connections 508\u003c\/p\u003e \u003cp\u003eReferences 509\u003c\/p\u003e \u003cp\u003eIndex 531\u003c\/p\u003e","brand":"John Wiley \u0026 Sons Inc","offers":[{"title":"Default Title","offer_id":48866403221847,"sku":"9781119570103","price":24.65,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781119570103.jpg?v=1722278478","url":"https:\/\/bookcurl.com\/products\/the-science-teachers-toolbox-9781119570103","provider":"Book Curl","version":"1.0","type":"link"}