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Doing

Good Sciencein Middle School:

A Practical Guide toInquiry-Based Instruction



Arlington, Virginia

Doing

Good Science

By Olaf Jorgenson,Jackie Cleveland,

and Rick Vanosdall

in Middle School:A Practical Guide to

Inquiry-Based Instruction


Claire Reinburg, DirectorJudy Cusick, Senior EditorAndrew Cocke, Associate EditorBetty Smith, Associate Editor

ART AND DESIGN, Linda Olliver, DirectorPRINTING AND PRODUCTION, Catherine Lorrain-Hale, Director

Nguyet Tran, Assistant Production ManagerJack Parker, Electronic Prepress Technician

NEW PRODUCTS AND SERVICES, SCILINKS, Tyson Brown, DirectorDavid Anderson, Database and Web Development Coordinator

NATIONAL SCIENCE TEACHERS ASSOCIATION

Gerald F. Wheeler, Executive DirectorDavid Beacom, Publisher

Copyright © 2004 by the National Science Teachers Association.All rights reserved. Printed in the United States of America.06 05 04 4 3 2 1

Library of Congress Cataloging-in-Publication DataJorgenson, Olaf. Doing good science in middle school : a practical guide to inquiry-based instruction / by Olaf Jorgenson, JackieCleveland, and Rick Vanosdall.— 1st ed. p. cm. Includes bibliographical references and index. ISBN 0-87355-232-6 1. Science—Study and teaching (Middle school) 2. Inquiry-based learning. I. Cleveland, Jackie. II. Vanosdall, Rick.III. Title. Q181.J69 2004 507'.1’2—dc22 2004012339

NSTA is committed to publishing material that promotes the best in inquiry-based science education. However, conditions ofactual use may vary and the safety procedures and practices described in this book are intended to serve only as a guide.Additional precautionary measures may be required. NSTA and the authors do not warrant or represent that the proceduresand practices in this book meet any safety code or standard of federal, state, or local regulations. NSTA and the authorsdisclaim any liability for personal injury or damage to property arising out of or relating to the use of this book, including anyof the recommendations, instructions, or materials contained therein.

Permission is granted in advance for reproduction for purposes of classroom or workshop instruction. To requestpermission for other uses, send specific requests to: NSTA Press, 1840 Wilson Boulevard, Arlington, Virginia 22201-3000. Web site: www.nsta.org

Featuring SciLinks —a way to connect text and the Internet. Up-to-the-minute online content, classroomideas, and other materials are just a click away. Go to page xii to learn more about this educational resource.


Tables and Figures ...................................................................................... viiiAcknowledgments ........................................................................................ ixAbout the Authors ......................................................................................... xSciLinks ......................................................................................................... xiiPreface .......................................................................................................... xiii

The Demands of the Middle School Learner:

Socialization, Autonomy, and Structure ....................................... 1The Match Between Middle Schoolers and Inquiry ................... 2Typically Atypical ............................................................................. 3Need for Structure ........................................................................... 4Middle School Thinker: Not an Oxymoron ................................. 5Passion for Discovery ....................................................................... 6At-Risk Students .............................................................................. 6

The Cornerstones of Good Science: Inquiry

and Collaboration ...................................................................................... 9The Nature of Inquiry-Based Science ........................................... 9The Teacher’s Role in Inquiry ...................................................... 12Strength in Numbers ..................................................................... 13

What Good Science Looks Like in the Classroom .................... 17The 5E Method ............................................................................... 18Learning Science as a Process ....................................................... 19Student Response to Good Science .............................................. 20Good Science and the NSES ......................................................... 21Principles of Scientific Knowing .................................................. 22It’s Good Teaching! ........................................................................ 22Research Support ............................................................................ 23Implementation Challenges .......................................................... 24

v

Contents

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Integration Is Key: Science,

Literacy, Math, and Technology ..................................................... 27Science and Literacy ....................................................................... 27

Science Lab Notebooks ................................................ 29Personalizing Literacy in Science ............................... 30Reading and Science .................................................... 31

Science IS Mathematics ................................................................. 32Good Science Can Be Low Tech .................................................. 33

Classroom Management and Safety .............................................. 35The First Days with Students ....................................................... 35Classroom Management ................................................................ 36

Management vs. Discipline ......................................... 36A Strategy to Avoid ...................................................... 39Rewards and Praise ...................................................... 39Acknowledging Differences ....................................... 40Lesson Planning for Good Management .................. 40

Teaching Safety ............................................................................... 41An Emotionally Safe Environment ............................................. 43

Ten Activities for Middle School Science: Developmentally

Appropriate, Inquiry- and Standards-Based ............................... 45Content and Kit-Based Instruction.............................................. 46Activity Template ........................................................................... 47Activities .......................................................................................... 48

Activity #1: Thinking Like a Scientist .................... 49Activity #2: Attributes ............................................... 54Activity #3: Penny Water .......................................... 56Activity #4: The Incredible, Edible Candle ............ 61Activity #5: Sewer Lice .............................................. 65Activity #6: Cartesian Diver ..................................... 70Activity #7: Nut Case ................................................. 74Activity #8: Wrist Taker ............................................ 78Activity #9: Oh, Nuts! ............................................... 83Activity #10: Gobstoppers ........................................... 88

Inquiry Activities in Action:

Questioning, Differentiating, and Assessing ........................... 95Using Focus Questions .................................................................. 95A Differentiated, Inquiry-Based Classroom .............................. 96Transforming Traditional Lessons .............................................. 97

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Assessment of Inquiry-Based Science.......................................... 99The Diagnosis-Prescription Cycle ........................... 100Assessment Rubrics .................................................... 102Metacognition as an Assessment Outcome ............. 105

Where Do I Go From Here?

Resources for Good Science in Middle School ........................ 107About Our Resource Collection ................................................. 107The National Standards for Science,

Language Arts, and Mathematics ............................ 108Publications of the National Science Teachers Association .... 108Print Resources ............................................................................. 108Periodicals ...................................................................................... 111Web-Based and Multimedia Resources ..................................... 111Associations and Workshops ...................................................... 112Vendors .......................................................................................... 113The Last Word ............................................................................. 114

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Appendix A Glossary of Good Science Terms ...................................... 117Appendix B Sample Lab Report Form .................................................. 119Appendix C NSTA Position Statement: The Nature of Science ........ 121Appendix D Science Lab Safety Rules .................................................. 123Bibliography ............................................................................................... 125Index ............................................................................................................ 129

Vicki BakerScience TeacherNational Board Certified Teacher

in Early Adolescent ScienceAlvarado Middle SchoolNew Haven Unified School DistrictUnion City, California

Janet CoffeyAssistant ProfessorCurriculum and InstructionCollege of EducationUniversity of Maryland, College Park

Reviewers forThis Book:

Linda FroschauerScience Department Chair and

Science TeacherWeston Middle SchoolWeston, Connecticut

Inez Fugate LiftigField Editor, Science ScopeGrade 8 Science TeacherFairfield Woods Middle SchoolFairfield, Connecticut


National Science Teachers Associationviii

Table 1.1 Compatibility Between Middle Schoolers and Inquiry ............................... 2

Table 2.1 Changing Emphases to Promote Inquiry ..................................................... 10Table 2.2 Invitation to Inquiry Grid ............................................................................... 12Figure 2.1 What Is Inquiry? ............................................................................................ 11

Table 3.1 Characteristics of Subject- vs. Learner-Centered Instruction .................. 21Table 3.2 Changing Emphases Called for by the National

Science Education Standards ...................................................................................... 24

Table 4.1 Reciprocity Between Literacy and Science Skills ........................................ 28Figure 4.1 Science Lab Notebook Checklist ................................................................. 30

Table 5.1 Ineffective Methods vs. Effective Procedures for Middle SchoolClassroom Management .............................................................................................. 38

Figure 5.1 Lab Safety Checklist ....................................................................................... 42

Figure 6.1 Sample Lab Report: Building and Flying a Paper Airplane ................... 51Figure 6.2 Rubric for Evaluating “Building and Flying a Paper Airplane” ........... 52Figure 6.3 Sample Class Data Sheet for “Penny Water” ............................................ 59Figure 6.4 T-Chart for “The Incredible, Edible Candle” ........................................... 63Figure 6.5 A Venn Diagram for “Nut Case” ................................................................ 76Figure 6.6 Body Parts Chart for “Wrist Taker” ........................................................... 80Figure 6.7 Class Data Chart (Blank) for “Oh, Nuts!” ................................................. 84Figure 6.8 Class Data Chart (Filled in) for “Oh, Nuts!” ............................................ 85Figure 6.9 Rubric for “Gobstoppers” .............................................................................. 92

Table 7.1 Traditional Classroom vs. Differentiated Classroom ................................. 97Table 7.2 A Pendulum Lesson: Moving from a Traditional

to Inquiry-Based Approach ........................................................................................ 98Table 7.3 Framework of Assessment Approaches and Methods ............................. 101Table 7.4 Changing Emphases for Science Assessment ............................................ 105

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Doing Good Science in Middle School ix

Acknowledgments

The authors wish to thank the incredible people who inspired, reviewed, and/or helpedcraft this book. Our special gratitude goes out to reviewers/critics/therapists Lynn Dray,Eileen Gratkins, Janece Larson, Thea Hansen, Janey Kaufmann, Perry Montoya, PatDustman, Susan Sprague, and Mary Jane Strickland. We also appreciate Rock Leonardfor his time and photography, and our families for their patient support.

DEDICATION

For Juliette, Wesley, Grant, and children everywherewho will benefit from good science and great teachers


National Science Teachers Associationx

About the Authors


Doing Good Science in Middle School xi

Olaf Jorgenson served as director of K–12 sci-ence, social sciences, and world languages in theMesa Unified School District, Mesa, Arizona.Previously he was a teacher and administratorin U.S. and international schools, mostly at themiddle and junior high levels. Ole is past presi-dent of the Association of Science MaterialsCenters (ASMC) and was on faculty with theNational Science Resources Center’s LeadershipAssistance for Science Education Reform (LA-SER) strategic planning institute, with a focuson middle school science issues. He has pre-sented on middle school science reform atASMC’s Next Steps Institute and is a past mem-ber of the National Science TeachersAssociation’s National Committee for ScienceSupervision and Leadership. Ole’s other publi-cations focus on topics in school improvement,leadership, and science education. He holds adoctorate in educational leadership from Ari-zona State University. Ole lives in Kamuela,Hawaii, with his wife, Tanya, and their daugh-ter, Juliette, where he is head of school at Ha-waii Preparatory Academy. He can be reachedat [email protected].

Jackie Cleveland is a K–6 science specialist inMesa, Arizona, where she has also served as abasic skills specialist. She is the recipient of thePresidential Award for Excellence in ScienceTeaching and a 1991 semifinalist for ArizonaTeacher of the Year. She has served as the Na-tional Science Teachers Association preschool/elementary director, president of the ArizonaScience Teachers Association, and advisoryboard member for CHEM at the Lawrence Hallof Science and participated in the developmentof the Mr. Wizard’s Teacher to Teacher televisionproduction. She created, developed, and pre-sented a professional development video series,

Science Scope. She teaches science methodscourses at Arizona State University, NorthernArizona University, and University of Phoenix.Jackie lives in Mesa with her husband, Neal.Jackie’s e-mail address is [email protected].

Rick Vanosdall serves as associate director forresearch at Northern Arizona University’s K–12Center, a multi-university consortium dedicatedto K–12 curriculum and instruction reform state-wide (see http://azk12.nau.edu). Rick was previ-ously the science specialist for Mesa, Arizona’s,22 junior and senior high schools, and prior tothat worked as the science specialist for thedistrict’s National Science Foundation Local Sys-temic Change Grant for enhancing teacher per-formance in K–8 math, science, and technology.Rick is a 15-year high school science educator andtaught chemistry, biology, ecology, and field bi-ology in Mesa. Rick has conducted multiple na-tional conference presentations for the Associa-tion of Science Materials Centers’ Next StepsInstitute and the National Science Teachers As-sociation. Rick earned his doctorate in educa-tional leadership at Arizona State University. Helives in Mesa with his wife, Kim, son, Grant, anddaughter, Wesley, along with the family pooch,Copper. He can be reached via e-mail at [email protected].

Ray Turley, the illustrator, is a science teacherin Mesa, Arizona, with extensive experience atthe junior high level. Ray’s e-mail is [email protected].

BackgroundThis book grew out of the authors’ experienceswhile they worked in the Mesa Public Schools(MPS) in Mesa, Arizona. MPS is a metropolitandistrict with about 75,000 students and 90 schools,


National Science Teachers Associationxii

K–12. Mesa has used learner-centered methods,inquiry principles, and hands-on science unitssince 1974, with a science resource center for kitdevelopment and distribution starting in 1979.Mesa’s science program has earned praise fromthe National Science Teachers Association,Harvard Educational Review, Newsweek, Ameri-can School Board Journal, Parenting Magazine,American Scientist, and The Executive Educator.In the past decade, the district has celebrated fiveawardees of the Presidential Award for Excel-lence in Science Teaching.

The district’s science program and resource

center was developed by longtime director Dr.Susan Sprague, now a science consultant livingin semiretirement in northern Arizona. Mesa’sresource center refurbishes and distributes over10,000 kits annually to its 55 elementary schools.The middle school program also includes twoself-contained fifth-grade Flight Centers withaircraft and helicopter simulators and night-vision goggle stations, serving all of the district’s4,000 or so fifth graders each year. To find outmore, please visit the MPS Science and SocialSciences Resource Center (SSRC) Web site:www.mpsaz.org/ssrc

How can you and your students avoid searching hundreds of science Web sites to locate the bestsources of information on a given topic? SciLinks, created and maintained by the National ScienceTeachers Association, has the answer.

In a SciLinked text, such as this one, you’ll find a logo and topic near a concept your class isstudying, a URL (www.scilinks.org), and a code. Simply go to the SciLinks Web site, type in thecode, and receive an annotated listing of as many as 15 Web pages—all of which have gone throughan extensive review process conducted by a team of science educators. SciLinks is your best sourceof pertinent, trustworthy Internet links on subjects from astronomy to zoology.

Need more information? Take a tour—www.scilinks.org/tour


Doing Good Science in Middle School xiii

Preface

middle school science classroom wasonce described to us as “a nuclear re-action about to happen, on an hourlybasis.” At the time, that descriptionwas meant to illustrate the unstable,

What is inquiry-based science instruction? Itis “the creation of a classroom where students areengaged in (essentially) open-ended, student-cen-tered, hands-on activities. This means that stu-dents must make at least some decisions aboutwhat they are doing and what their work means—thinking along the way” (Colburn 2003). As theNational Science Education Standards say in aslightly different way: “Learning science is some-thing students do, not something that is done tothem” (NRC 1996, p. 2). Thus, good science orinquiry-based science is a shift away from text-book-centered, direct instruction that emphasizesdiscrete factual knowledge claims and passiveobservation of science phenomena, toward active,learner-centered, hands-on, minds-on investiga-tions conducted to a greater or lesser degree bystudents themselves. (See Chapter 2 for a morethorough discussion of inquiry-based instruction.)Good science and middle school learners, we as-sert, are very compatible, as we’ll explain later.

Aunpredictable, and at times irrational behaviorof a mob of middle schoolers. Years later, weknow that the behavior in question is pretty typi-cal, but can be significantly more challenging todeal with when middle grades students are con-fined to neat rows of desks and numbed by text-books, teacher-centered instruction, and lack ofmeaningful interaction with peers or their teach-ers. In this book we propose opportunities forlearning and teaching amidst the sound and furyof a different sort of explosive (but productive)middle school science classroom. In our experi-ence, good science—by which we mean inquiry-based science instruction—promotes the unex-pected and delightful development of adolescentmiddle school students.


National Science Teachers Associationxiv

Who are we? We are three educators who haveworked together in Mesa, Arizona, a school dis-trict that has embraced inquiry-based science in-struction since 1974. We are among those who havecome to enjoy the blossoming intellects, oftencomical behaviors, and insatiable curiosity ofmiddle schoolers and who choose to work withthem! With 55 years’ combined experience in theprofession, we’ve gathered a lot of ideas to share.We know from our interactions with educatorsaround the country that precious few resourcesexist to assist science teachers “in the middle.” Aquick ERIC database search confirms this impres-sion, and it was a central impetus for writing Do-ing Good Science in Middle School.

Our book is aligned to the National ScienceEducation Standards (NSES), which set forthsix areas defining what science teachers at allgrade levels should be able to do:

n Plan inquiry-based science programs

n Take actions to guide and facilitate studentlearning

n Assess teaching and student learning

n Develop environments that enable studentsto learn science

n Create communities of science learners

n Plan and develop the school science program(NRC 1996, p. 4)

We’ve taken these and other NSES as ourcharge, using them as the basis for recommen-dations to assist new and experienced middlegrades teachers. We define middle school asgrades 5–8, consistent with the NSES, andthroughout the book we keep self-containedteam formats as well as departmentalizedmiddle school configurations in mind.

Our work here is meant to meet other impor-tant objectives and to reach a variety of audiences,but above all, we intend it to be teacher-friendly.We wrote Doing Good Science as practitioners, forpractitioners. In this book, you will find

n a comprehensive overview of inquiry-based middle school science instructionbased on the NSES;

n information on best instructional prac-tices and useful print and Web-basedresources, science associations, work-shops, and vendors;

n a conscious connection to the readingand writing skills that help determine—and are fostered by—student success ininquiry-based science instruction;

n 10 teacher-tested activities that integratescience with reading, writing, and math-ematics (with an emphasis on relevantsafety issues);

n a solid foothold for new teachers to helpthem teach inquiry-based science whilebetter fathoming their often enigmaticmiddle grades students; and

n an opportunity for experienced inquiry-based teachers to reaffirm that what theydo is “good science.”

We hope readers will find this book easy touse. It can be read in its entirety or perused sec-tion by section as a reference for lesson and unitplanning and as a basis for evaluating and modi-fying existing lessons. It will help teachers ex-plain to their principals why their classes at timesneed to be noisy, bustling, and “social.”

We understand that the general public mightbe skeptical about the reality of good science inthe middle grades in light of the disappointingreports on science instruction appearing fre-quently in the media. Tests such as the annualNational Assessment of Educational Progress(NAEP) (2003) and international comparisonssuch as the Third International Mathematicsand Science Study (TIMSS) (1997) point to themiddle grades as the place where science in-struction begins to fall apart, after very strong


Doing Good Science in Middle School xv

performance by America’s fourth graders on theTIMSS test (Schmidt et al. 1999).

However, we wrote this book as a celebrationof effective middle school science, and not as aproposed cure for poor standardized-test perfor-mance. Indeed, in later chapters we look at inno-vative and engaging methods already in place insome schools for years—methods that, as recentresearch indicates, not only promote good sciencebut also have contributed directly and dramati-cally to increased test scores in reading, writing,and mathematics, as well as science (EinsteinProject 1999). Significantly, these schools servesome of our least advantaged student populations(e.g., Klentschy, Garrison, and Amaral 2001).

We hope this book is for some readers a pointof departure from relying solely on passive text-and worksheet-dependent curricula andteacher-centered methods in favor of the activelearning potential and rich teaching opportuni-ties that inquiry-based science instruction makespossible in the middle grades. Teachers and stu-dents in middle schools from Anchorage,Alaska, to Fairfax County, Virginia, are already“doing” middle school inquiry science, and inselect districts nationwide, some teachers areheading into a fifth decade of employing the prin-ciples and processes described in this book.

We’ll look at the challenges, too. Some teach-ers shy away from inquiry because it seemsdaunting and a lot of work, but we’ve foundthat if teachers move slowly, inquiry activitiesare actually less labor intensive than traditionalmethods, once teachers establish a system andtheir students know the procedures. It is truethat a shift to inquiry science can involve a sub-stantial fiscal commitment for schools and dis-tricts that decide to invest in a science kit pro-gram. (Our activities, and philosophy, do notrequire kits, though they are definitely an as-set.) Powerful national-level training is in place,

promoted by such organizations as the NationalScience Teachers Association, the National Sci-ence Foundation, the Smithsonian Institution,and the National Science Resources Center. De-pending on the needs of teachers, schools, andsystems, these trainings will take a district fromstrategic plan to science education revolution asquickly as the district’s constituents can preparefor the necessary investment and overhaul.Strong preservice preparation, ongoing profes-sional development, and improved approachesto teacher evaluation will ensure that good sci-ence is taught in middle school classrooms con-sistently and sustainably over time.

The most important question, though, iswhat the impact of all of this will be on young-sters in our schools. Is there evidence—that is,empirical data as well as sufficient testimonialand anecdotal reports—that inquiry method-ology will significantly benefit middle-level chil-dren? That is: Is inquiry-based, standards-cen-tered instruction good for middle school kids?Definitely! We’ll show you why.

Let the

journey begin!

References

Colburn, A. 2003. The lingo of learning: 88 educa-

tion terms every science teacher should know.

Arlington, VA: NSTA Press.

Einstein Project. 1999. Cornerstone study. Available

online at www.einsteinproject.org/studies/

cornerstone


National Science Teachers Associationxvi

National Assessment of Educational Progress (NAEP).

2003. Available online at http://nces.ed.gov/

nationsreportcard

National Research Council (NRC). 1996. National sci-

ence education standards. Washington, DC: Na-

tional Academy Press.

Schmidt, W. H., C. C. McKnight, L. S. Cogan, P. M.

Jakwerth, and R. T. Houang. 1999. Facing the

consequences: Using TIMSS for a closer look at

U.S. mathematics and science education. Bos-

ton: Kluwer.

Third International Mathematics and Science Study

(TIMSS). 1997. Available online at http://

ustimss.msu.edu


National Science Teachers Association54

AttributesCan you believe your eyes? Can you describe items in great detail? Howgood are you at seeing (and hearing and smelling) what’s really there? This introductory-level lab

encourages students to think like scientists by distinguishing factual characteristics from their opinionsor preconceptions. Students enjoy this activity and are surprised to discover that their senses andpreconceived notions can deceive them—as in our “Extensions” variation, when we present them

with cookies loaded with aromatic spices instead of sugar!

StandardsScience (NRC 1996) Inquiry, Nature of ScienceMath (NCTM 2000) Data Analysis and Probability; Measurement, Reasoning,

and Proof

Language (NCTE/IRA 1996) Research, Pose Problems, Gather and Evaluate Data, and Com-municate Findings; Use Language for Exchange of Information

IntegrationScience: Science observationsMath: Development of mathematical terminology, measurement

Language: Written records

Objectivesn Students will practice observations and analysis skills.

n Students will distinguish between fact and opinion and will write descriptions of what theyobserve.

Key Wordsattribute—a quality, characteristic, or property of a person, thing, or group

observation—the act of watching something closely and recording how it behaves or changes under certain conditions

Focus Question“How do you describe an object without naming it?”

acctivity2

TTopicopic: Senses

Go tGo toooo: www.SciLinks.org

ooCodeCode: DGS54


Doing Good Science in Middle School 55

activityy 2BackgroundBefore doing science experiments in your class, it is helpful to build in time for developing skills thatscientists use. You want your students to think like scientists, act like scientists, and eventually bescientists! Observation of physical characteristics (properties) of objects is essential to doing science.

Preparation and Managementn Prep time: Minimal—maybe 2 min.

n Teaching time: 45 min.

n Materials: Any common classroom object, such as a pencil, ballpoint pen, or board eraser

n Procedures: Hold up the common classroom object. Ask students to study—to observe— the

object you are holding. Then ask students to name attributes of the object. Students shouldbe careful not to name the object and should be as factual as possible. A student might say“small,” “pointy,” “lightweight,” or “soft.” Challenge students to explain and defend their

descriptions—“Is that something you can prove, demonstrate, or measure based on what youcan now observe?”

DiscussionAsk other class members if they agree with the attributes a student has named. Why or why not?Encourage discourse among students as opposed to allowing students to direct all comments to

you. Insist on professional courtesy and respect in the exchanges among and between scientists!

Extensions (application and inquiry opportunities)This activity can be varied by using homemade cookies, with some having ingredients (large amountof pepper, aromatic spices, food coloring) added to change the preconceived notion of what thestudents are observing and to provide different results for different groups. (Safety Note: The

cookies should be observed but not tasted. Remind students that no eating or tasting should occurin a science classroom or lab; also, caution students to never taste an unknown substance.)

Assessmentn Distribute a variety of mystery items in paper lunch bags. Select objects with a variety of

shapes, weights, densities, and textures. Ask students to write a complete description of the

items listing as many attributes as possible. If students are able to write a complete descrip-tion, other students may be able to identify the item without even seeing it.

n 20 Questions: The teacher holds up a limited number of common objects. Students choose

whichever they wish and write a description. Several students are chosen to be, in turn, theobject of “20 questions.” Class members are allowed to ask specific “closed” questions relat-ing to attributes (“Is it larger than a pencil, or smaller?”) until they guess the object. (A closed

question can be answered with a single word [such as yes or no] or a short phrase.)



IndexPage numbers in boldface type refer to

tables or figures.

AAAAS (American Association for the Advance-

ment of Science), 21, 112Activities. See Inquiry activitiesAdolescence, 3–4. See also Middle school learn-

ersAlder, Bud, 102, 105American Association for the Advancement of

Science (AAAS), 21, 112ASMC (Association of Science Materials Cen-

ters), 33, 112–113, 114Assessment

formative, 100, 117Assessment of inquiry-based science, 48, 99–

105alternatives for, 101–102approaches and methods for, 100, 101authentic, 99, 117changing emphases for, 105, 105diagnosis-prescription cycle and, 100–102formative, 100, 117key premises for, 99metacognition as outcome of, 105preassessment, 99resources about, 110rubrics for, 102

design of, 102Making a Scientific Hypothesis, 103Making Scientific Observations and Draw-

ing Conclusions, 102–103Association of Science Materials Centers

(ASMC), 33, 112–113, 114At-risk students, 6–7Atkin, J. M., 100Attributes activity, 54–55Atwell, Nancie, 3Authentic assessment, 99, 117

BBehavior expectations for students, 37, 39Benchmarks for Science Literacy, 21

Best practice instruction, 22–23Blaine, Lloyd, 22–23Buoyancy

Cartesian diver activity about, 70–73sewer lice activity about, 65–69

CCalkins, L. M., 28Cartesian diver activity, 70–73Classification, nut case activity about, 74–77,

76Classroom Assessment and the National Science

Education Standards, 100Classroom environment

for cooperative learning, 14for inquiry-based instruction, 18need for structure in, 4, 14, 37stimulus-rich, 14for traditional teaching, 17–18traditional vs. differentiated, 96, 97

Classroom Instruction That Works, 22, 108Classroom management, 35–43

acknowledging differences in behavior pat-terns, 40

avoiding singling out students for misbehav-ior, 39

behavior expectations for, 37, 39consequences for infractions, 37, 39to create emotionally safe environment, 43vs. discipline, 36–39ineffective vs. effective procedures for, 38lesson planning for, 40–41preparation for first days with students, 35–

36resources about, 110–111rewards and praise in, 39–40rules for, 4, 36–39teaching safety, 41–43, 42

Coffey, J. E., 100Cognitive development, 5, 96



iindex

Cole, R. W., 32Collaborative activities, 9, 14–15Community building in classroom, 37–39Concrete thinking, 5Constructivism, 117Content standards, 22, 45–46Cooperation in the Classroom, 13, 108Cooperative learning, 13–15, 117

research topics for, 28–29“think-pair-share” strategy for, 14

Copyright restrictions, 107Cornerstone Study, 23Costs of inquiry-based instruction, 25

DDaviss, B., 31Demonstrations, 14, 15, 23Designing a Scientific Experiment, 104Developmental differences in students, 3, 5, 96,

111Diagnosis-prescription cycle, 100–102Differentiation, 96, 97, 117Direct instruction, 17–18Discipline, 36–37Discrepant event, 62, 117Dray, Lynn, 19

EEinstein Project’s Cornerstone Study, 23Emotionally safe classroom environment, 43Enduring learning, 102Extensions of inquiry activities, 48, 117

F5E method, 19, 117Flinn Scientific, 41Focus questions, 9, 19, 47, 95–96, 117Formal operational thinking, 5Formative assessment, 100, 117Funding for inquiry-based instruction, 25

GGases, sewer lice activity about behavior of, 65–

69Glossary, 117–118Gobstoppers activity, 88–91, 92Good science. See also Inquiry-based science

instructionbasics of, 23

National Science Education Standards and,21–22

student response to, 20Gratkins, Eileen, 25Group activities for cooperative learning, 13–

15Guided inquiry, 1, 2, 15, 19

IImplementation challenges, 24–25Incredible, edible candle activity, 61–64, 63Inquiry activities, 45–105

assessment of, 48, 99–105background of, 47collaborative, 9, 14–15content standards for, 45–46differentiated classroom for, 96, 97, 117discussion about, 47–48

examples of, 49–93attributes, 54–55Cartesian diver, 70–73gobstoppers, 88–91, 92incredible, edible candle, 61–64, 63nut case, 74–77, 76oh, nuts!, 83–87, 84, 85penny water, 56–60, 59sewer lice, 65–69thinking like a scientist, 49–53, 51, 52wrist taker, 78–82, 80

extensions of, 48, 117focus questions for, 9, 19, 47, 95–96, 117guided, 1, 2, 15, 19identifying standards met by, 47integration of, 27–33, 47, 118key words related to, 47objectives of, 47open, 1–2, 15preparation and management of, 47to promote writing skills, 31safety instruction for, 41–43, 42, 48, 123structured, 1, 2, 15template for, 45, 47transforming traditional lessons into, 97–99,

98Inquiry-based science instruction, xiii–xiv

adapting lessons for, 15for at-risk students, 6–7challenges in implementation of, 24–25changing emphases for, 9–10, 10, 24



index

collaborative activities for, 9, 14–15compatibility between middle schoolers and,

2, 2definition of, 1, 1175E method for, 19, 117fostering cooperative skills for, 13–15funding for, 25kit-based, xv, 23, 33, 46, 118for learning science as a process, 19–20nature of, 9–10, 11passion for discovery and, 6principles of scientific knowing and, 22recommendation for time spent in, 19research support for, 23–24resources for, 107–113shift in responsibility to students in, 10, 12student interest in, 20teacher’s role in, 12–13vs. traditional teaching methods, 17–18training for, xvtransition to, 9–10, 18, 97–99, 98

Instructional approaches, 22–23Integration, 27–33, 47, 118

with literacy, 27–32, 28with mathematics, 32–33with technology, 33

JJohnson, David, 13Johnson, Roger, 13

KKit-based science instruction, xv, 23, 33, 46, 118

vendors of, 46, 113–114

Kohn, A., 37–39Kozol, Jonathan, 6

LLab activities, 45–105. See also Inquiry activi-

tiesDesigning a Scientific Experiment, 104safety checklist for, 41, 42safety rules for, 123“See Me” rule for, 42teaching safety for, 41–43, 48

Lab report form, 119–120Leadership and Assistance for Science Educa-

tion Reform (LASER), 21, 113

Learner- vs. subject-centered instruction, 21Learning science as a process, 19–20Lecture, 17, 18Lesson planning, 45

for classroom management, 40–41learner-centered, 96, 97pretests for, 100template for, 45, 47transition from traditional to inquiry-based

approach, 97–99, 98Library of Congress Copyright Office, 107Limited-English-proficient students, 6Literacy and science, 27–32

personalizing of, 30–31reading skills, 31–32reciprocal skills for, 27, 28research skill development, 28–29science lab notebooks, 29–30, 30writing skills, 28

Living Between the Lines, 28Lowery, Larry, 15

MMarzano, R. J., 22Mathematics and science, 27, 32–33

oh, nuts! activity about, 83–87, 84, 85Matter, gobstoppers activity about properties of,

88–91, 92McTighe, J., 102Measurements

oh, nuts! activity about, 83–87, 84, 85wrist taker activity about, 78–82, 80

Meet Me in the Middle, 101Metacognition, 105, 118Middle school learners, 1–7

at-risk students, 6–7behavior expectations for, 37, 39characteristics of, 3–4as coinvestigators, 20, 25compatibility with inquiry-based instruction,

2, 2creating emotionally safe environment for, 43developmental differences in, 3, 5, 96diagnosing needs of, 100differences in behavior patterns of, 40with limited English proficiency, 6moral development of, 4need for structure, 4, 14, 37



iindex

passion for discovery, 6preparedness to learn, 36respect for, 4response to good science, 20social interaction between, 13, 18as thinkers, 5

NNational Assessment of Educational Progress

(NAEP), xivNational Middle Level Science Teachers Asso-

ciation, 113National Middle School Association, 113National Science Education Leadership Associa-

tion, 113National Science Education Standards (NSES),

xiii, xiv, 9, 12, 35assessment and, 99, 100changing emphases called for by, 23, 24, 105content standards of, 22, 45–46good science and, 21–22kit-based instruction and, 46mathematics and, 32principles of scientific knowing and, 22process skills and, 40–41technology and, 33Web site for, 108

National Science Resources Center, 21, 113National Science Teachers Association (NSTA),

19, 23, 113position statement: The Nature of Science,

121–122publications of, 108Scope, Sequence, and Coordination Project

of, 19National Standards for the English Language

Arts, 108Negative attitudes toward science, 6Next Steps Institute (NSI), 21Note taking, 17, 18NSES. See National Science Education StandardsNSI (Next Steps Institute), 21NSTA. See National Science Teachers Associa-

tionNut case activity, 74–77, 76

OObservational skills

attributes activity about, 54–55

incredible, edible candle activity about, 61–64, 63

Oh, nuts! activity, 83–87, 84, 85Open inquiry, 1–2, 15

PPayne, Ruby, 40Pendulum lesson, traditional vs. inquiry-based,

98Penny water activity, 56–60, 59Periodicals, 111Piaget, Jean, 5Pickering, D. J., 22Pollock, J. E., 22Positive reinforcement, 39–40Poverty, 6, 111Praise of students, 39–40Pretests, 100Principles and Standards for School Mathemat-

ics, 108Principles of scientific knowing, 22Process skills, 40–41

thinking like a scientist activity about, 49–53, 51, 52

Professional associations, 112–113Project 2061, 21

RReading skills, 31–32Research skill development, 28–29Research support for inquiry-based instruction,

23–24Resources, 107–113

on assessment, 110associations and workshops, 112–113on classroom management, 110–111on cognitive science, 111on diversity and poverty, 111on inquiry, methods, and strategies, 108–110on instructional strategies for teachers, 110National Science Teachers Association publi-

cations, 108on national standards for science, language

arts, and mathematics, 108periodicals, 111vendors, 113–114Web-based and multimedia, 111–112

Rewards for students, 39–40Rules for classroom management, 4, 36–39



index

student participation in development of, 39teaching of, 37

SSafety

lab safety checklist, 41, 42lab safety rules, 123“See Me” rule for, 42teaching of, 41–43, 48

Sciencedefinition of, 20literacy and, 27–32, 28mathematics and, 27, 32–33nature of, 9–10, 11, 121–122as a process, 19–20technology and, 33

Science autobiography, 100Science for All Americans, 21Science kits, xv, 23, 33, 46, 118

vendors of, 46, 113–114Science lab notebooks, 29–30, 118

checklist for, 30Scientific knowing, principles of, 22Scientific literacy, 21Scientific method, 118SciLinks, xii

assessment strategies, 99buoyancy, 66Cartesian diver, 70classification, 74gases, 65safety in the laboratory, 41science as inquiry, 9senses, 54

Scope, Sequence, and Coordination Project, 19Sewer lice activity, 65–69Standardized test performance, xiv–xv, 23–24,

27, 32State science standards, 46Structured inquiry, 1, 2, 15Students. See Middle school learnersSubject- vs. learner-centered instruction, 21Subtle shifts in transition to inquiry-based in-

struction, 118

TTeachers

associations for, 112–113of at-risk students, 6–7

best practices for, 22–23demonstrations by, 14, 15, 23fear of losing control, 14flexibility of, 4resources for, 107–113role in inquiry, 12–13

Technology, 33Thier, M., 31“Think-pair-share” strategy, 14Thinking like a scientist activity, 49–53, 51, 52Third International Mathematics and Science

Study (TIMSS), xiv–xv, 27, 32Traditional teaching methods, 17–18Transition to inquiry-based instruction, 9–10, 18

costs of, 25implementation challenges for, 24–25subtle shifts in, 118transforming traditional lessons for, 97–99,

98

UUnderstanding by Design, 102

VValle Imperial Project in Science (VIPS), 23Variables, penny water activity for identification

of, 56–60, 59Vendors of science kits, 46, 113–114VIPS (Valle Imperial Project in Science), 23

WWatson, Thomas, 114Web-based resources, 111–112Whole-class approach to research skill develop-

ment, 28–29Wiggins, G., 102Wolfe, Pat, 5Wong, Harry, 35Wong, Rosemary, 35Workshops, 112–113, 114Wormeli, Rick, 3, 14, 31, 43, 101Wrist taker activity, 78–82, 80Writing skills, 28

personalizing literacy in science, 30–31recommended activities, 31sample lab report form, 119–120science lab notebooks, 29–30, 30


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