Free Ebook Everyday Life Science Mysteries: Stories for Inquiry-Based Science Instruction - PB333X2, by Richard Konieck-Moran
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Everyday Life Science Mysteries: Stories for Inquiry-Based Science Instruction - PB333X2, by Richard Konieck-Moran
Free Ebook Everyday Life Science Mysteries: Stories for Inquiry-Based Science Instruction - PB333X2, by Richard Konieck-Moran
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How do tiny bugs get into oatmeal? What makes children look like or different from their parents? Where do rotten apples go after they fall off the tree? By presenting everyday mysteries like these, this book will motivate your students to carry out hands-on science investigations and actually care about the results. These 20 open-ended mysteries focus exclusively on biological science, including botany, human physiology, zoology, and health. The stories come with lists of science concepts to explore, grade-appropriate strategies for using them, and explanations of how the lessons align with national standards. They also relieve you of the tiring work of designing inquiry lessons from scratch.
- Sales Rank: #483578 in Books
- Published on: 2013-03-07
- Original language: English
- Dimensions: 10.75" h x 8.50" w x .75" l, 1.70 pounds
- Binding: Paperback
- 254 pages
Review
What makes this book so special is the unique way science is integrated into the story line, using characters and situations children can easily identify with. --Page Keeley, author of the NSTA Press series Uncovering Student Ideas in Science
About the Author
Richard Konicek-Moran, Professor Emeritus at the University of Massachusetts in Amherst, USA.
Most helpful customer reviews
2 of 2 people found the following review helpful.
Uses stories to teach life sciences
By Duncan H. Haynes
A thoroughly field-tested, one-of-a-kind book designed for teaching life science to K-8 pupils. It treats numerous life-science phenomena that the pupil sees EVERY DAY but does not really understand. It lets the kids ask the questions in the way they naturally do, and it provides the teacher with all the material needed for a definitive answer. Each chapter starts with a one-page story that can be read to the class by the teacher or can be given to the pupils to read. In the story, a life-science MYSTERY is encountered by kids at play or by a family on an outing. The young protagonists' curiosity is aroused. They talk about it, trying out various explanations.
In Chapter 8 Jeannie and Rick wonder whether the white patches on the tree's brown bark are scabs. "Some looked like little flowers but were green all over. Some looked like plants that had overlapping scales. Many resembled the white stuff they had spotted on the first tree, but were red, pink or yellow."
Identifying with the young protagonists, the pupils in the classroom are drawn in by the wonder and MYSTERY of that odd stuff found on tree bark. "Jeannie and Rick knew Rebecca, a biologist at the local nature center and went to ask her."
"They are lichens," Rebecca said. She told them they were a special type of organism, made up of two organisms: fungus and algae. She invites them to look at specimens under the magnifying glass and microscope.
The next pages of this chapter provide the teacher with a list of concepts that can now be introduced: fungi, algae, symbiosis, spores, reproduction and life cycles. That is followed by four pages of factual "content background," which include diagrams and pictures of lichens. This enables the instructor to TEACH the material at any desired level between kindergarten and eight grade. The author gives bullet lists of suggestions for questions that can be most appropriately raised and answered for K-4 pupils versus grade 5-8 pupils.
Finally, the chapter backs the teacher up with two pages of gray-highlighted material that is directly linked to established National Education Standards for life science for those grades. The chapter ends with a list of references for supplemental material or consideration at greater depth.
Thus the chapter supplies a story which will resonate with the pupil's own experience. This sparks the pupil's interest in questions and motivates the pupil to receive true scientific explanations from the teacher. In the same pages, the teacher is supplied with the facts to be taught and is primed with related concepts that can be introduced. Also in the same pages, the teacher's choices and effort are justified with respect to mandated standards.
In the same fashion, Chapters 5-24 present stories of falling maple seeds; flowering trees; their comparison with flowering plants, seeds and fruits; lichens; an experiment with seedlings in a jar; the efficiency of seeds; germination; the water content of apples; how beans swell in water; seeds as hitchhikers; the pumpkin as a seed delivery system; the human heartbeat; a bubble-gum experiment; why kids resemble their parents; the sense of taste; measuring human reaction time; what the earthworms do; how to learn what an owl eats; the biochemical reactions that make bread rise; and where do the bugs in your oatmeal come from?
Chapters 1-4 serve as general aids to the teacher. They include the theory behind the book; the use of the story technique; use of the stories to connect life sciences to earth- and physical sciences; and scientific literacy, record keeping and method of inquiry.
Related books by the author use the story-telling method are Everyday Physical Science Mysteries: Stories for Inquiry-Based Science Teaching - PB333X1 and Everyday Earth and Space Science Mysteries: Stories for Inquiry-Based Science Teaching - PB333X3.
Earlier books by the author made use of many of the same stories.
1 of 2 people found the following review helpful.
okay, but not going to be useful
By J. L Roth
The curriculum I teach is going to make this "life science" book, which is mostly about plants, useless for me.
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