CURRICULUM TOPIC STUDYSearch Science Supplements
Find your supplement in 3 simple steps!Search Results For Science Supplements
This paper can be used as a supplement to Section IV. The study addresses the difficulty students aged 12-14 have identifying and controlling variables.
This paper can be used with CTS section IV to explore middle and high school students' reasoning patterns and alternative conceptions related to chemical change, dissolving, conservation of matter, periodicity, and phase change.
This paper can be used with CTS section II to examine an inquiry-based approach to teaching evolution by using Darwin's model of natural selection. Examples of student work illustrate students' reasoning.
Several of the concept cartoon assessments on this site can be used with Section IV to elicit student ideas related to adaptation and compare the ideas your students have with common ideas that emerge from the CTS study. Commentary that accompanies each cartoon describes common misconceptions noted in the research literature.
THis resource can be used with Section I to understand key concepts related to weather, including properties of air and water and forces. The concepts explained in the book help provide teachers with a foundation for explaining weather related phenomena.
Useful to use with Section II to examine how teachers use analogies in their instructional practice.
This paper can be used with Section IV to conduct your own study of commonly held ideas your own students have about "what is an animal."
This article can be used with Sections II and III as an overview of the K-12 astronomy ideas in the National Science Education Standards and their implications for curriculum and instruction. Selected sections of the article can be used with any of the topic study guides in the Astronomy Category.
This web article from actionbioscience.org, describes several misconceptions students have about plant physiology, structure, and behavior. The resource can be used with CTS Section I and IV to both improve adult understanding of botanical concepts as well as be aware of misconceptions students might develop based on factual errors in textbooks and flawed representations.
10. Baby Mice
This assessment probe can be used with CTS Section IV.This probe targets student ideas related to how traits are passed on from parents to offspring. The probe can be used to examine student work related to the idea that half of an offspring's genetic information comes from the mother and half from the father. In addition, the teacher notes provide further information for CTS Sections II, III, and IV.
This draft map, developed for the second edition of the Atlas of Science Literacy, is used with Section IV.
This map is currently in draft form. If you would like to give Project 2061 feedback on this draft map, Click here
This report can be used to supplement the misconception research in CTS Section IV and address instructional implications in Section II. The report is a comprehensive summary of 11 conceptual areas of chemistry and examines the misconceptions students age 11-18 are likely to have, their possible origins, and implications for elementary, middle, and high school instruction.
These assessment probes can be used with CTS Section IV.These probes target student ideas related to light and how we see an object. The probes can be used to examine student work related to the topic of light. In addition, the teacher notes provide further information for CTS Sections II, III, and IV.
This 55 minute video can be used with Section II to explore why a common elementary science activity- lighting a bulb with a battery and a wire- does not necessarily result in learning. Adults, in this case Harvard and MIT graduates, are asked to repeat the same task many years later, and have difficulty with understanding what they need to do to light the bulb.
Includes some common naive ideas and misconceptions related to cells, with references listed at the bottom. Can be used with Section IV.
Supplement to Section IV: This study examined high school students alternative conceptions of atoms, isotopes, and allotropes and how they link these concepts to the Periodic Table.
This section provides a nice summary of DNA related concepts and ideas including structure, function, heredity, and the human genome. This book is an excellent resource for elementary teachers. Originally published in the UK, the book is designed to explain science ideas and concepts to elementary teachers with a limited science background.
This section gives a nice summary of big ideas related to cells and the hierarchal organization of cells in an organism. This book is an excellent resource for elementary teachers. Originally published in the UK, the book is designed to explain science ideas and concepts to elementary teachers with a limited science background.
This chapter gives an overview of major human body systems and functions within those systems.This book is an excellent resource for elementary teachers. Originally published in the UK, the book is designed to explain science ideas and concepts to elementary teachers with a limited science background.
This section explains the different sense organs and how they function. This book is an excellent resource for elementary teachers. Originally published in the UK, the book is designed to explain science ideas and concepts to elementary teachers with a limited science background.
This section gives an overview of the major organic and inorganic molecules necessary to human nutrition.This book is an excellent resource for elementary teachers. Originally published in the UK, the book is designed to explain science ideas and concepts to elementary teachers with a limited science background.
Describes the basic process of photosynthesis and use of food by plants. This book is an excellent resource for elementary teachers. Originally published in the UK, the book is designed to explain science ideas and concepts to elementary teachers with a limited science background.
Describes the structures and functions common to flowering plants. This book is an excellent resource for elementary teachers. Originally published in the UK, the book is designed to explain science ideas and concepts to elementary teachers with a limited science background.
Describes the basic life cycle, growth mechanism, and reproduction of flowering plants. This book is an excellent resource for elementary teachers. Originally published in the UK, the book is designed to explain science ideas and concepts to elementary teachers with a limited science background.
This chapter can be used as a supplement to CTS Section I to understand graphs and graphing.
Describes the process of growth and human reproduction.This book is an excellent resource for elementary teachers. Originally published in the UK, the book is designed to explain science ideas and concepts to elementary teachers with a limited science background.
27. Chemical Bonds
This assessment probe can be used with CTS Section IV.This probe targets student ideas about chemical bonds- specifically whether they believe a bond is a physical structure in a molecule. The probe can be used to examine student work related to the Chemical Bonding topic study. In addition, the teacher notes provide further information for CTS Sections II, III, and IV.
This resource can be used to supplement CTS Section I- Adult Content Knowledge. It describes several chemistry fundamentals to adults who are seeking to improve their content knowledge of matter-related topics.
The chapters in this book can be used as supplements for Sections II and IV, providing a more detailed description of many of the same research studies summarized in Making Sense of Secondary Science, one of the collective resources used in CTS. Each chapter explores ideas of students aged 10-16 about natural phenomena and examines how students' conceptions change and develop with teaching. Several CTS topics can be found within the chapters which include: Chapter 2: Light; Chapter 3: Electricity in Simple Circuits; Chapter 4: Heat and Temperature; Chapter 5: Force and Motion; Chapter 6: The Gaseous State; Chapter 7: The Particulate Nature of Matter in the Gaseous Phase, Chpater 8: Beyond Appearances: The Conservation of Matter under Physical and Chemical Transformations; and Chapter 9: The Earth as a Cosmic Body.
This paper can be used with CTS Section IV to examine students commonly held ideas about air, atmosphere, clouds, water cycle, seasons, and Earths heating.
Supplement to Section IV- This paper reports a synthesis of the existing research about childrens misconceptions relating to weather, climate, and atmosphere.
This review of student ideas associated with weather related topics can be used to supplement CTS Section IV.
33. Circus of Light
Could be used with Section II to examine some instructional activities that challenge students thinking about the nature of light.
These assessment probes can be used with CTS Section IV.These probes target student ideas related to characteristic properties of matter. The probes can be used to examine student work related to the topic study. In addition, the teacher notes provide further information for CTS Sections II, III, and IV.
Several of the concept cartoon assessments on this site can be used with Section IV to elicit student ideas related to biological evolution and compare the ideas your students have with common ideas that emerge from the CTS study. Commentary that accompanies each cartoon describes common misconceptions noted in the research literature.
Several of the concept cartoon assessments on this site can be used with Section IV to elicit student ideas related to natural selection and compare the ideas your students have with common ideas that emerge from the CTS study. Commentary that accompanies each cartoon describes common misconceptions noted in the research literature.
Several of the concept cartoon assessments on this site can be used with Section IV to elicit student ideas related to variation and compare the ideas your students have with common ideas that emerge from the CTS study. Commentary that accompanies each cartoon describes common misconceptions noted in the research literature.
This draft map, developed for the second edition of the Atlas of Science Literacy, is used with Section IV. Note the conceptual strand, Motion of Objects in the Solar System.
This map is currently in draft form. If you would like to give Project 2061 feedback on this draft map, Click here
This assessment probe can be used with CTS Section IV. This probe targets student ideas related to the day/night cycle. The probe can be used to examine student work related motion in the earth-sun system. In addition, the teacher notes provide further information for CTS Sections II, III, and IV.
While this paper focuses on teachers' conceptions, it is useful with CTS section IV in learning about the difficulties both students and adults have in conceptualizing vast spans of time, including pivotal geologic occurances.
Article describes how density misconceptions may arise from buoyancy experiences. Useful with sections II and IV.
This web site has collected movies of teachers using a variety of design activities with middle-school students. It provides sets of classroom-ready tasks, summaries of standards and relevant research, and interviews with teachers, students, engineers, designers and educational researchers. The site can be used with sections II and III.
In this book, a scientist describes how the species of life on earth became so diverse. Sections from the book can be used as content readings to supplement Section I.
This draft map, developed for the second edition of the Atlas of Science Literacy, is used with Section IV.
This map is currently in draft form. If you would like to give Project 2061 feedback on this draft map, Click here
This video can be used with CTS Section I to improve teachers' content understanding. Soil scientists describe the nature of soil and the physical and chemical processes involved in its formation. The video can also be used with Section IV as children are interviewed throughout the video on their ideas about soil. The print materials that go with the video include a set of questions that can be used to elicit commonly held ideas.
This supplement can be used with Section I to improve teachers' understanding of concepts related to static electricity, current electricty, and magnetism as well as helping understand the connection between electricty and magentism.
This paper can be used with CTS section IV to learn more about young children's (ages 7-10) conceptions of matter, both micro and macroscopic.
This assessment probe can be used with CTS Section IV. This probe targets student ideas related to the relative distances between earth, the moon, and stars. The probe can be used to examine student work related to the idea that stars are very far away. In addition, the teacher notes provide further information for CTS Sections II, III, and IV.
49. Energy
This book can be used with CTS Section I. Selected readings help teachers improve their content understanding of energy related concepts.
This draft map, developed for the second edition of the Atlas of Science Literacy, is used with Section IV.
This map is currently in draft form. If you would like to give Project 2061 feedback on this draft map, Click here
This draft map, developed for the second edition of the Atlas of Science Literacy, is used with Section IV.
This map is currently in draft form. If you would like to give Project 2061 feedback on this draft map, Click here
These assessment probes can be used with CTS Section IV.These probes target student ideas related to density. The probes can be used to examine student work related to the Density topic study. In addition, the teacher notes provide further information for CTS Sections II, III, and IV.
53. Force and Motion
This resource can be used to supplement CTS Section I. Selected readings can help teachers improve their content understanding of concepts related to Force and Motion.
This article can be used to supplement CTS Section IV. It describes a number of misconceptions about how rocks form.
55. Habitat Change
This assessment probe can be used with CTS Section IV. This probe targets student ideas related to adaptation. The probe can be used to examine student work related to the idea that animals do not intentionally change their behavioral and structural characteristics when their is a major change in the environment. In addition, the teacher notes provide further information for CTS Sections II, III, and IV.
This draft map, developed for the second edition of the Atlas of Science Literacy, is used with Section IV.
This map is currently in draft form. If you would like to give Project 2061 feedback on this draft map, Click here
This book is a nice supplement to CTS Section IV. Intuitive rules students use to reason conservation-related phenomena are described in detail as well as several example tasks used to elicit student thinking.
This draft map, developed for the second edition of the Atlas of Science Literacy, is used with Section IV. The emphasis is on reproduction and development of humans.
This map is currently in draft form. If you would like to give Project 2061 feedback on this draft map, Click here
These two assessment probes can be used with CTS Section IV.These probes target student ideas related to transfer of heat energy. The probes can be used to examine student work related to the topic study. In addition, the teacher notes provide further information for CTS Sections II, III, and IV.
These assessment probes can be used with CTS Section IV.These probes target student ideas related to conservation of matter. The probes can be used to examine student work related to conservation of matter ideas in a variety of contexts including closed systems, change in state, dissolving, breaking objects into smaller parts, and a biological transformation of matter. In addition, the teacher notes provide further information for CTS Sections II, III, and IV.
This article connects to Section I by describing content teachers need to know to teach astronomy well. The paper describes the ADT (Astronomy Diagnostic Test). This resource may be useful when discussing what adult knowledge teachers must have in order to teach astronomy concepts in the standards.
Section II and IV supplement. This study examines the factors that may be related to students ability to s uccessfully design experiments. Results indicate that explicit, incremental development of the skills of formulating hypotheses and identfying variables is needed for student success.
63. Images of Atoms
This online article can be used with Section II and IV to examine the difficulties and misconceptions students have picturing atoms and molecules. The article discusses use of a "fuzzy ball" representation at the middle and high school level to help students develop more accurate conceptions of the structure of atoms and molecules. Alternative representations are reviewed and discussed for their potential to lead to misconceptions about atoms.
Several of the concept cartoon assessments on this site can be used with Section IV to elicit student ideas related to the mechanism of inheritance and compare the ideas your students have with common ideas that emerge from the CTS study. Commentary that accompanies each cartoon describes common misconceptions noted in the research literature.
This draft map, developed for the second edition of the Atlas of Science Literacy, is used with Section IV.
This map is currently in draft form. If you would like to give Project 2061 feedback on this draft map, Click here
This article can be used with CTS sections II and III. It is about a study conducted with upper elementary students in New Zealand that examined children's ideas about what was inside of their bodies.
This 30 min DVD clip can be used as a supplement to Section I (and a companion to Science Matters) to enhance content knowledge. Dr. Hazen, co-author of Science Matters, provides a clear, concise lecture, with visuals, examples, and rich analogies, on atomic bonding. The DVD clip emphasizes the main principle that electrons rearrange to form chemical bonds.
This article can be used as a supplement to CTS Section II and IV. The authors describe the beliefs middle school students bring to their learning about ideas related to plate tectonics and the implications for instruction. The article includes a detailed list of related plate tectonics misconceptions including commonly held ideas about plates, plate movement and plate interactions, events and features resulting from plate interactions, and recycling of plate material. Strategies for moving students beyond ther misconceptions are also described.
69. Is It a Plant?
This assessment probe can be used with CTS Section IV.The probes targets student conceptions of what a plant is. The probe can be used to examine student work related to the Plant Life topic study. In addition, the teacher notes provide further information for CTS Sections II, III, and IV.
This assessment probe can be used with CTS Section IV. This probe targets student ideas related to rocks. The probe can be used to examine student work related to common misunderstandings about a conception of what a rock is. In addition, the teacher notes provide further information for CTS Sections II, III, and IV.
These assessment probes can be used with CTS Section IV.These probes target student ideas related to how food is made and used in a plant The probes can be used to examine student work related to the biological concept of food and the transformation of matter that is involved when food is made or used. In addition, the teacher notes provide further information for CTS Sections II, III, and IV.
This article can be used with CTS Section IV to examine misconceptions related to genetics content.
This supplement provides a research-based learning progression that describes a coherent sequence of core ideas about matter, including particulate matter. It can be used with CTS Sections II, III, IV, and V to explore how empirically-tested concepts/ideas that lead to an understanding of Atomic-Molecular Theory build over a K-8 sequence. In addition, the publication (which can be read on line) describes this particular learning progression, the core tenets of atomic molecular theory, and implications for classroom instruction on pages 226-249.
This paper can be used with Sections II,III,IV,V, and VI to further discuss implications for curriculum and assessment as they relate to standards.
This comprehensive summary of children's force and motion conceptions can be used to supplement Sections II and IV. The article discusses methods of teaching used with younger children that help them learn force and motion ideas by experiencing phenomena with their bodies in the context of amusement park rides. The article provides information on the conceptual difficulties students have and common misconceptions.
76. Light
Readings from this book supplement CTS Section I by deepening teachers' understanding of concepts related to light.
This supplement to Section IV examines 1st graders ideas about foests and the types of living things fund there. The study shows a general lack of awareness of biotic and abiotic features of a forest habitat.
78. Making Sound
This assessment probe can be used with CTS Section IV. This probe targets student ideas related to sound. The probe can be used to examine student work related to the role of vibration in producing sound. In addition, the teacher notes provide further information for CTS Sections II, III, and IV.
This draft map, developed for the second edition of the Atlas of Science Literacy, is used with Section IV.
This map is currently in draft form. If you would like to give Project 2061 feedback on this draft map, Click here
This draft map, developed for the second edition of the Atlas of Science Literacy, is used with Section IV.
This map is currently in draft form. If you would like to give Project 2061 feedback on this draft map, Click here
This article can be used with sections II,III, and VI. It examines how and whether it is reasonable, given present circumstances, to expect that middle school students can learn evolution-related ideas in the national and state standards. An instrument is included for pre and post assessment of student ideas.
This draft map, developed for the second edition of the Atlas of Science Literacy, is used with Section IV.
This map is currently in draft form. If you would like to give Project 2061 feedback on this draft map, Click here
Misconceptions on phases of the moon to use with Section IV.
This assessment probe can be used with CTS Section IV. This probe targets student ideas related to changes in the surface of the earth. The probe can be used to examine student work related to the idea that marine fossils found on top of tall mountains can be explained by earth processes. In addition, the teacher notes provide further information for CTS Sections II, III, and IV.
85. Needs of Seeds
This assessment probe can be used with CTS Section IV.The probe targets student ideas related to germination of a seed. The probe can be used to examine student work related to the subtpic of plant life cycles. In addition, the teacher notes provide further information for CTS Sections II, III, and IV.
This assessment probe can be used with CTS Section IV. This probe targets student ideas related to when objects can be seen in the sky. The probe can be used to examine student work related to the idea that some objects can be seen only in the day time, some only at night, and some,like the moon, can be seen in both day and night. In addition, the teacher notes provide further information for CTS Sections II, III, and IV.
This assessment probe can be used with CTS Section IV.This probe targets student ideas related to how plants use food for growth. The probes can be used to examine student work related to the idea that plants can grow for a time in the dark by using stored food. In addition, the teacher notes provide further information for CTS Sections II, III, and IV.
As a supplement to Section IV, this article can be used to show that elementary teachers may enter science teaching with similar alternative conceptions that their students hold related to the topic of the seasons.
Video shows MIT and Harvard graduates and a high school student struggling with ideas related to the sun-earth-moon system, particularly seasons and the phases of the moon. Can be used with Section IV to examine preconceptions or with Section I to clarify adult understanding (very good content explanations provided in the video).
Clips of Harvard and MIT graduates and middle school students, showing their misconceptions and struggles with ideas related to photosynthesis. Useful for Sections I and IV.
Useful to give teachers as a preassessment. Useful with Section I to clarify adult as well as student understanding of the nature of science. Could also be given to students and used to examine Sections II and III.
This study can be used with CTS Section IV to examine the difficulties students have with the causal effect of one variable and its interrelationships with other variables. Implications for the science curriculum are discussed.
Can be used with Section II to examine implications for instruction.
This draft map, developed for the second edition of the Atlas of Science Literacy, is used with Section IV.
This map is currently in draft form. If you would like to give Project 2061 feedback on this draft map, Click here
This video clip can be used to supplement CTS section I by providing content information on Newton's First and Second Law. It also provides examples to supplement CTS Section II of demonstrations teachers can use. A transcript of the video is also provided.
This site can be used with Section I to help teachers build an understanding of the complex relationship between the motion and position of the earth, in relation to light from the sun, in order to understand the concept of seasons.
Supplements to CTS: Section I- Scientists describe the characteristics of life and criteria used to determine whether something is considered to be alive. Section II- Video clip of instruction that shows a second grade teacher helping students generate their own definitions of living and non-living and design investigations to determine if a mystery object is alive. Section IV- Students are observed and interviewed in a clinical setting.
Supplements to CTS: Section I- Scientists describe the fundamental differences among life forms that provide a basis for biological classification, including organisms that do not fit neatly into classification schemes. Section II- Examines STC curriculum materials that provide activities for students to distinguish between plant and animals characteristics. Section IV- Early ideas of first graders are examined as they use Venn diagrams to determine how plants and animals are alike and different, using descriptive terms that are particularly human-centered.
The video can be used with Section I by showing an interview with a scientist who explains developmental stages in animals. An overview of different life cycle patterns within the animal kingdom is explained. Section II can be supplemented with an example of video showing a lesson in which third grade students explore the question, ìWhat was it before?î by studying the life cycle of darkling beetles using Science T.R.A.C.S. The video gives a glimpse into student thinking which can be used with Section IV. Students are interviewed about their ideas of the role parents play in animal reproduction.
Supplements to CTS: Section I- Several scientists describe plant reproduction and life cycles. Section II- Video shows 3rd graders investigating plant life cycles with Science T.R.A.C.S. Section IV- A researcher describes her work with children who often think seeds are not alive.
Supplements to CTS: Section I- Scientists explain the role of DNA and genes as a source of variation and mutation is introduced as one cause of new variations in populations. Dr. Paul Williams describes his experience observing variation and how he developed Fast Plants through artificial selection. The historical contributions and focus of Darwin on the meaning of adaptation through natural selection are highlighted. Section II- A 6th grade class is shown investigating variation in plant height. Section IV- Students in a studio setting are interviewed about their ideas related to variation in a population.
Supplements to CTS: Section I- Scientists from HarvardÌs Museum of Comparative Zoology explore the meaning of species and use a collection of Darwins finches to propose a scenario for how species might evolve through natural selection. A tree of life is introduced as a model that portrays how scientists think life on earth evolved. Section II- Dr. Karen Worth from EDC describes how materials, like the EDC Insights curriculum, can be used to develop early ideas about evolution with elementary students. A 5th grade classroom is observed as they try to connect similarities among life forms to the idea of relatedness. Section IV- In a studio interview setting, 4th and 5th graders share their ideas about species, adaptation, evolution, and relatedness.
Supplements to CTS: Section I- An ecologist describes what happens to energy as it flows through a community and distinguishes between energy and matter. A distinction is made between energy and matter and how both relate to food. Scientists describe the key role of photosynthesis and respiration to the energy needs of organisms. A visit to a compost research facility looks at decomposers and their role in energy flow. Section II- Dr. Herbert Their discusses the importance of building understandings of community-level phenomena in elementary grades. A visit to a 5th grade classroom shows students exploring energy flow along food chains in classroom terrariums. Dr. Paul Williams shows how Bottle Biology Ecocolumns can be used as a system for studying energy flow. Section IV- Children in the Science Studio discuss their ideas about the source of energy for different links in a food chain.
A ten minute clip at the beginning of this video can be used with Section II to show a fifth grade lesson on developing a scale model of the size and distance of the earth and the moon. The video is an example of a constructivist lesson that starts with the students' own ideas about size and distance followed by guiding them through building a model to get a more accurate sense of scale. The lesson also addresses the ways models are constructed and used.
Supplements to CTS: Section I- A scientist describes the cycling of matter in a forest ecosystem. A scientist describes photosynthesis and producers and their main source of matter. A visit to a sewage treatment plant looks at the role of decomposers and decomposition. Two scientists describe material cycling, including carbon and nitrogen cycles. Section II- Third graders are shown considering questions about matter during an investigation involving worm tanks. Section IV- Dr. Tina Grotzer talks about research on ideas children have about decomposition, and the importance of looking at cause and effect in building accurate scientific understandings. Children in the Science Studio discuss their ideas about sources of matter for different links in a food chain.
Supplements to CTS: Section I- A visit to a sewage treatment plant looks at the role of decomposers and decomposition. Also, a scientist describes the cycling of matter in a forest ecosystem. Section IV- Dr. Tina Grotzer talks about research on ideas children have about decomposition, and the importance of looking at cause and effect in building accurate scientific understandings.
Supplement for Section I: This 8 minute video features a scientist explaining the concept of the speed of light to measure distances in the universe.
Supplement for Section IV- Video shows a teacher eliciting first and second graders ideas about living vs. nonliving things.
109. Sound
This book can be used to supplement CTS section I. Selected sections can be used to help teachers deepen their understanding of sound related concepts.
This article can be used with Section IV. It discusses ideas high school students have about stars and discusses implications for high school courses.
This supplement to Section IV addresses difficulties students have understanding qualitative and quantitative pressure and volume relationships of air within a sealed syringe in different states of compression in a task related to Boyles Law.
This supplement to Section IV investigates 12th grade students understandings of the nature of chemical bonds and energy chages across familiar chemical reactions following instruction.
113. Students' Representations and Explanations of Dissolving in Regard to Interactions of Molecules
This resource can be used with CTS Section IV (grades 8 and above) to examine research findings about students' understanding of dissolving from a macro to micro level.
This paper can be used with CTS section IV to examine high school students' conceptions and views concerning environmental and natural resource issues.
Includes examples of learning activities, video, and simulations for high school biology that could be used with sections I and II.
This site can be used to supplement CTS sections I, II, and IV by providing content information about biological evolution and the nature of science and examples of instructional resources. Clicking on "Additional Resources" will provide information on misconceptions associated with biological evolution and the nature of science.
This paper can be used as a supplement for Sections I and II. It addresses the scientific idea of energy and considers how energy, used in an everyday context, raises implications for teaching.
This paper can be used to supplement CTS Sections II and IV. The paper addresses commonly held ideas students have about energy, why the concept of energy is so difficult to learn, considerations for teaching energy-related ideas, and suggestions for teaching specific energy-related concepts.
Content and Instructional supplementary information for Sections I and II. An excellent supplement to the National Science Education Standards on biological evolution.
This article can be used with Sections II and IV to examine teaching strategies that confront elementary students' tenaciously held ideas about objects, such as mittens, coats, and hats, generating their own heat. The article is a nice glimpse into a fourth grade classroom example of teaching for conceptual change.
This chapter can be used with Section II and IV to further explore implications for teaching concepts related to light, particularly inquiry-based strategies. It also illuminates the learning difficulties and prior conceptions students bring to their learning related to visible light concepts.
This article can be used with CTS sections II and IV to learn more about how demonstrations impact students' preconceptions about air pressure.
This content resource is used to supplement CTS Section I by providing background knowledge for teachers (as well as high school students)on bilogical evoulution, natural selection, the nature of science, an historical account of Darwin's work, and the nature of evidence and explanations that support scientific theories such as evolution.
This paper can be used to supplement Section IV by sharing a study in which third grade students shared their ideas about lunar phases prior to and following instruction designed to promote conceptual change.
Thes cell lessons can be used by professional developers who are using CTS sections II,III, and V, to help teachers apply CTS to design of instruction. The lesson clearly shows how a careful study of the benchmarks, combined with principles of teaching and learning, can lead to development of lessons that are well-aligned with learning goals. This particular example illustrates how two CTS guides (Cells and Systems) can be used to design instruction.
This short article can be used with CTS Section II to alert teachers to instructional implications of implying there is a linear "scientific method" as well as considering when it is appropriate for students to develop a hypothesis versus a prediction. (Note: Scroll down to the end of the chapter to find Pine's article.)
Sections of this book can be used to supplement CTS Sections I and II. The book provides an overview and description of a full range of models used in earth and space science, including similes, analogies, metaphors, physical models, mathematical models, and computer models. It also includes suggestions for incorporating the use of models into inquiry=based instruction and the nature of science.
This section of the book provides an overview of living processes and the concept of living. This book is an excellent resource for elementary teachers. Originally published in the UK, the book is designed to explain science ideas and concepts to elementary teachers with a limited science background.
This draft map, developed for the second edition of the Atlas of Science Literacy, is used with Section IV.
This map is currently in draft form. If you would like to give Project 2061 feedback on this draft map, Click here
130. Whale and Shrew
This assessment probe can be used with CTS Section IV. This probe targets student ideas related to cells. The probe can be used to examine student work related to the idea that the size of a typical cell is not determined by the size of th eorganism. In addition, the teacher notes provide further information for CTS Sections II, III, and IV.
Readings from this book can be used to supplement CTS sections II and IV. Using the topic of light, the author helps the reader understand how students construct meaning in science and ways teachers can improve instruction that builds upon students ideas in order to build a bridge between the ideas they bring to the classroom and the scientific ideas. Chapter 2 examines the alternative frameworks literature and describes findings from research that help us understand how children think about the nature of light.
This assessment probe can be used with CTS Section IV.The probe targets student ideas related to particles in the context of a change in state. The probe can be used to examine student work related to the topic study. In addition, the teacher notes provide further information for CTS Sections II, III, and IV.
133. What Makes A Shadow
This 8 minute video shows second grade students engaged in activities that examine their thinking about how light travels. This video can be used to supplement Sections II and IV.
Supplement to Section IV. This short 1 minute clip shows a middle school student describing how plants make food from water, sunlight, and soil.
This paper can be used with CTS sections II and IV to explore young children's conceptions about whether something is living. Recommendations are provided for teaching strategies that focus on conceptual change.
Readings from this book can be used with CTS sections II and IV to learn more about student thinking about the nature of scientific knowledge and the relationships between science and society. The book discusses ways teachers can adapt their curriculum to help students better understand these important connections.
