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Inquiring Scientists, Inquiring Readers: Using Nonfiction to Promote Science Literacy, Grades 3-5
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Dieser Artikel gilt, aufgrund seiner Grösse, beim Versand als 3 Artikel!
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| In Inquiring Scientists, Inquiring Readers, science educators Jessica Fries-Gaither and Terry Shiverdecker help teachers blend literacy into elementary science instruction. This unique book will show teachers how to teach science using a variety of nonfiction text sets (such as field guides, reference books, and narrative expository texts) and replace individual lessons with a learning-cycle format (including hands-on investigations, readings, directed discussion, and problem solving). Research-based and teacher-friendly, Inquiring Scientists, Inquiring Readers shows how inquiry can engage your students in reading nonfiction texts, discussing important science concepts, and writing to both develop understanding and share information. Here are some of the book's special features: - Eight units covering life, physical, Earth, and space science-- from " Drip Drop Detectives: Exposing the Water Cycle" to " Classroom Curling: Exploring Forces and Motion" to " Beaks and Biomes: Understanding Adaptation in Migrating Organisms." Two additional units cover the nature of science. All units have been classroom-tested for effectiveness and align with the National Science Education Standards and the Common Core State Standards for English Language Arts. - Detailed scientific background, common misconceptions associated with the content, an annotated list of the texts in the text set, safety considerations, reproducible student pages, and suggested assessments. - Authentic, inquiry-based contexts for reading, writing, and discussion through read-alouds, collaborative activities, graphic organizers, and writing prompts. Inquiring Scientists, Inquiring Readers will change the way you think about engaging your students. The authors show that it's possible to integrate literacy into elementary-level science instruction without sacrificing quality in either area. |
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