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Evidence-Based Science Activities in Grades 3-5: Meeting the NGSS
This new book shows elementary teachers how evidence-based science activities help students achieve deeper conceptual understanding. Drawing on a wealth of research, authors Patrick Brown and James Concannon demonstrate how direct, hands-on experience in the science classroom can enable your students to become more self-reliant learners. They also provide a plethora of model lessons aligned with the Next Generation Science Standards (NGSS) and offer advice on how to create your lesson plans and activities to satisfy the demands of your curriculum. With the resources in this book, you and your students will be able to ditch the textbook and embark upon an exciting and rewarding journey to scientific discovery.
Book Details
- Publisher: Routledge
- Publish Date: Jan 7th, 2019
- Pages: 78
- Language: English
- Edition: undefined - undefined
- Dimensions: 9.69in - 6.85in - 0.21in - 0.39lb
- EAN: 9780815383420
- Categories: • Schools - Levels - Elementary• Teaching - Subjects - Science & Technology
About the Author
Dr. Patrick L. Brown, Ph.D., is the Executive Director of STEM and Career Education for the Fort Zumwalt School District in O'Fallon, Missouri.
Dr. James P. Concannon, Ph.D., is the Director of the School of Education at William Woods University in Fulton, Missouri.
Praise for this book
"This book by Patrick Brown and Jim Concannon is a significant contribution to helping teachers achieve the vision of current science education reforms. It provides teachers with what they need. Both authors are experienced teachers and the activities provided in the book are all research based and classroom tested."
--from the Foreword by Dr. Norman Lederman, Distinguished Professor of Mathematics and Science Education, Illinois Institute of Technology
"Evidence-Based Science Activities in Grades 3-5 is for teachers who are struggling to implement the NGSS. To assist elementary teachers, each inquiry activity has extensive background, illustrations, related research and safety concerns that will assist students in learning science. The authors are veteran science educators with extensive interactions with elementary teachers."
--Dr. Lloyd H. Barrow, Professor Emeritus, Science Education, University of Missouri