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Doing Science with Children is a step-by-step guide to inquiry in physical, earth and life science for parents, teachers, and informal educators. This text targets those studying to be teachers, already teaching, or interested in helping children learn about science.
Doing Science with Children will help you find your own path to discovering the properties and patterns of the natural world through your own experiences and help develop the skills of a scientist, including experimental and communication skills.
Doing Science with Children will guide you each step of the way as you learn to observe and explore and to ask your own questions. Ideally, you will bring at least one child with you as you work your way through the guided experiences in this book. Hopefully, you will come to think of yourself as a scientist too!
Letter to the Reader
Chapter 1 – A Brief History of Science Education in New York City
Chapter 2 – Why Teach Inquiry Science?
Development and Learning: Why Inquiry Must Be Hands-on
Learning and Language: Social Conditions that Support Effective Learning
Higher Order Thinking: Why Learning Must be Deep and Progressive
Instructional Approaches: How Should We Teach Science?
Chapter 3 – Doing What Scientists Do
Science Notebooks and Science Journals
Observing the World Like a Scientist
Defining a Testable Question
Knowns and Unknowns: Manipulated and Responding Variables
Keeping Things Fair: Controlled Variables
Collecting and Organizing Data
Concept Maps: Learning to Generalize
Chapter 4 – Doing Science Safely
Eye and Personal Protection
Safety with Fire and Heat Sources
Procedures for Using Dangerous Materials
Safety with Plants
Safety with Animals
Safety Awareness for Students
Suggested Safety Rules for School Science
Chapter 5 – Physical Science Inquiries – The Foundational Sciences
Material Interactions: How Do Materials Interact?
Swings and Slides: What Patterns Can We Discover about How Things Move?
Attractive Forces: How Can Objects Be Made to Attract Other Materials? How Does Electricity Flow in a Simple Circuit?
Water is Wet: What Can We Observe about Properties of Water? How Does Water Interact with Earth Materials and the Air?
Chapter 6 – Earth and Space Science Inquiries – Our Place in the Universe
Moonshine and Sunshine: How Do the Moon and Sun Change over Time?
Weather and Climate: What Patterns Can We Discover about the Weather?
Rocks, Pebbles, and Sand: What Can We Observe about Rocks?
Landforms: What Can We Observe about New York City Landforms?
Chapter 7 – Life Science Inquiries – Growth, Change, and Interdependence
Seashells: What Can We Observe about Seashells?
Life Cycles: How Do Different Animals Change and Grow?
City Parks/Urban Forests: What Can We Observe about Plants and Animals in Urban Forests?
Gourmet Gardens: What Plants Do People Depend on for Food and How Do They Grow?
Suggested Field Trips
Bloom’s Taxonomy – Cognitive Domain
Brooklyn College School of Education Conceptual Framework
Practice Questions for the NYS Fourth Grade Science Exam
Science Concepts and Skills by Grade Level for New York City Schools