Online Resources
[Online Resources by Chapter—for Settlage, Southerland, Smetana, and Lottero-Perdue]
Chapter 1: Providing All Students with Access to Science
Introduction to Science for All Americans. Provides a stirring description of why we need to teach science differently.
http://www.project2061.org/publications/sfaa/online/intro.htm
An inspiring poem about the goals of science teaching.
Ronsberg, D. (2006). There’s more to teaching science. Science and Children, 44(1), 24–25.
http://www.nsta.org/store/product_detail.aspx?id=10.2505%2f4%2fsc06_044_01_24
Science Friday Podcast: The radio program that describes itself as “brain fun for curious people” is dedicated to increasing public access to science and scientific information. Each audio story has accompanying articles and videos that students will enjoy exploring to learn more. The education portion of the website also offers free activities, lessons, and resources connected to their programming.
http://www.sciencefriday.com/educate/
Chapter 2: Nature of Science: Seeing Science from a Bird’s Eye View
The Field Museum Abbott Hall of Conservation’s Restoring Earth: Virtually explore the interdisciplinary projects that Field Museum scientists are working on in collaboration with local communities across the globe. Go behind the scenes to be inspired by those who use science to take action on pressing environmental issues.
This site and large collection of resources presents science as a human endeavor that students, citizens, and professional scientists use to better understand the natural world and inform personal and societal decision making.
Science: A Work in Progress
https://ssec.si.edu/science-work-progress
Part of the Smithsonian Institution’s Good Thinking collection, this short video debunks “The Scientific Method” for teachers and illustrates how scientific knowledge develops through a variety of integrated practices.
Chapter 3: Science Activity: Collecting Information while Investigating
The following are a few of our favorite citizen science projects that provide opportunities for students to collect, submit, and/or analyze data as part of collaborative science projects between scientists and volunteer citizens of all ages.
Journey North: https://scistarter.org/journey-north
Monarch Watch: www.monarchwatch.org/
Project FeederWatch: www.feederwatch.org/
FrogWatch USA: www.frogwatch.org
Project Squirrel: http://www.projectsquirrel.org
Zooniverse: https://www.zooniverse.org
Smithsonian Early Enrichment Center: The Smithsonian Early Enrichment Center and their Early Explorer Blog offers inspiration for ways you and your early elementary students’ families can connect learning in and outside the classroom. Object-based learning activities encourage students to carefully attend to and collect information about the world around them.
https://seecstories.com/blog-2/
Chapter 4: Developing Explanations as a Science Activity
Write About This app for iPad: For those classrooms with iPads, the app allows youth to capture their thoughts. One of many potential uses is for students to use the app to write claims and then incorporate visual evidence in the form of photos taken during their investigation to support these claims.
For even more ideas, see http://www.writeaboutapp.com/scienceinquiry/
Chapter 5: Using Theory to Explain and Understand Science Learning
The following link, from the Exploratorium in San Francisco, provides a number of quick games that demonstrate different aspects of memory theory.
http://www.exploratorium.edu/memory/dont_forget/index.html
YouTube videos of a clinical interview with young children portraying Piaget’s stages of development.
http://www.youtube.com/watch?v=d_trtZ5Xkp4
http://www.youtube.com/watch?v=MpREJIrpgv8
A YouTube video describing Vygotsky’s ideas.
A video, entitled “Mind of their Own,” explores why students often have difficulties learning science concepts.
https://www.learner.org/series/minds-of-our-own/
Chapter 6: Multiple Strategies to Assess Science Learning
Strategies for Assessment and Inquiry Learning in Science (SAILS)
The European SAILS project website showcases units and classroom cases that illustrate the incorporation of a variety of assessment strategies including peer assessment, self-assessment, classroom dialogue, etc.
http://results.sails-project.eu/
The Assessment portion of The Inquiry Project website showcases the project’s framework for formative assessment. Other assessment resources, including concept cartoons and student notebooks, are also highlighted.
http://inquiryproject.terc.edu/assessment/
Banks of science items used by the National Assessment of Educational Progress (NAEP).
https://nces.ed.gov/NationsReportCard/nqt/
Chapter 7: Questioning Strategies within Ambitious Science Teaching
This article explores the use of wait time in teaching and learning.
This website has an assortment of questions categorized and grouped in pedagogically useful ways.
http://questioning.org/Q7/toolkit.html
This website offers a number of tips in the effective use of a range of questions.
https://www.nde-ed.org/TeachingResources/ClassroomTips/classroomtips.htm
This guidebook provides an overview of what productive science talk consists of, explains the goals for productive discussions, and introduces nine talk moves that encourage student discourse. Classroom vignettes bring the strategies to life.
Michaels, S. & O’Connor, C. (2012). Talk science primer. Cambridge, MA: TERC.
http://inquiryproject.terc.edu/shared/pd/TalkScience_Primer.pdf
A checklist of key “talk moves” for productive classroom conversations
http://inquiryproject.terc.edu/prof_dev/Goals_and_Moves.cfm
This article describes strategies that teachers can use to engage English learners in developing academic language in science and math classrooms.
Arechiga, D. (2013). Tackling complex texts with language learners. Educational Leadership, 71(3).
Chapter 8: Varied Approaches to Science Instruction
Conceptual change among students in science.
http://www.ericdigests.org/2004-3/change.html
This is the web address of a short, easy to read book focusing on inquiry instruction produced National Research Council.
http://www.nap.edu/openbook.php?isbn=0309064767
Background on the history and development of the BSCS 5E Instructional Model. Video with explanations of each phase.
https://bscs.org/bscs-5e-instructional-model
NSTA Guide for designing units and lessons using a Backward Design approach and Learning Cycle instructional model.
http://ngss.nsta.org/designing-units-and-lessons.aspx
This article explains concerns with the I Do, We Do, You Do instructional model in the context of science.
Chapter 9: Incorporating Engineering Design into Science Classrooms
Engineering: Go for It: The organization has a website, magazine, and various print and digital resources for students and teachers related to engineering and engineering education.
Engineer Your Life: This website serves as a guide to exploring engineering careers, specifically tailored to girls.
http://stelar.edc.org/projects/14504/curricula/engineer-your-life
Engineering is Elementary & Engineering Adventures: The Museum of Science’s engineering curriculums are designed for in- and out-of-school learning.
http://www.eie.org/engineering-adventures
The WaterBotics program engages students in engineering design as they design underwater robots to solve a variety of real-world challenges.
PBS Design Squad Educator Resources geared toward empowering middle grade students to solve real-world design problems and explore engineering around the world.
http://pbskids.org/designsquad/parentseducators/
Chapter 10: Managing Classrooms for Science Learning
This site, produced by the California Science Teachers Association, is an excellent source of information about effective strategies for classroom, for science classrooms, and even for science laboratories.
https://cascience.org/resources/teaching-resources/pedagogylessons
Mr. Smith and Room 26: Teacher success with building classroom community.
http://www.youtube.com/watch?v=TBxrGK13QoM
A description of an effective classroom management system for classrooms that features inquiry-based science.
https://teachwithict.weebly.com/how-to-create-a-wiki.html
Chapter 11: Teachers Negotiating Different Communities
Why teach students from urban schools differently?
http://serc.carleton.edu/sp/library/urban/why.html
A description of how to engage and support students in urban classrooms.
http://serc.carleton.edu/sp/library/urban/how.html
This research article by Bhaskar Upadhyay describes how one elementary teacher used her students’ personal experiences to teach science.
http://onlinelibrary.wiley.com/doi/10.1002/sce.20095/pdf
Biographies of over fifty professional scientists representing considerable diversity.
http://pbskids.org/dragonflytv/scientists/index.html
Can I Be a Star Teacher of Diverse Children in Poverty? Position paper co-authored by Martin Haberman.
https://habermanfoundation.org/can-i-be-a-star-teacher-of-diverse-children-in-poverty/