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Assessing Toxic Risk is a comprehensive guide to student research in toxicology. It includes an overview of basic principles of toxicology and how they are used to assess chemical risks. It provides simple but authentic research protocols to engage students in the process of testing chemical toxicity by conducting bioassays using lettuce seeds, duckweed, and Daphnia. It also contains guidelines for integrating peer review and other collaborative knowledge-building into classroom science.
Assessing Toxic Risk is a comprehensive guide to student research in toxicology. It includes an overview of basic principles of toxicology and how they are used to assess chemical risks. It provides simple but authentic research protocols to engage students in the process of testing chemical toxicity by conducting bioassays using lettuce seeds, duckweed, and Daphnia. It also contains guidelines for integrating peer review and other collaborative knowledge-building into classroom science.

Building Successful Partnerships: Community Connections for Science Education

No single educator can help children learn all they need to become scientifically literate. Resources are all around us—not only in traditional science classrooms and laboratories, but also in gardens, nature centers, parks, youth programs, museums, and on television and radio. Community Connections for Science Education, Volume I: Building Successful Partnerships offers advice on how to select community resource partners, set joint learning goals, improve pre- and post-field trip activities, instruct students in field trip safety and etiquette, and much more.
No single educator can help children learn all they need to become scientifically literate. Resources are all around us—not only in traditional science classrooms and laboratories, but also in gardens, nature centers, parks, youth programs, museums, and on television and radio. Community Connections for Science Education, Volume I: Building Successful Partnerships offers advice on how to select community resource partners, set joint learning goals, improve pre- and post-field trip activities, instruct students in field trip safety and etiquette, and much more.

Celebrating Cultural Diversity: Science Learning for All

Science Learning for All: Celebrating Cultural Diversity covers three must-know” areas of multicultural science education: inclusive curriculum design, multicultural teaching strategies, and language diversity in science teaching and learning. With the help of this best-of collection from The Science Teacher, NSTA’s journal for high school teachers, you’ll find fresh ideas on how to meet the science learning needs of all students, with explicit connections to the National Science Education Standards.
Science Learning for All: Celebrating Cultural Diversity covers three must-know” areas of multicultural science education: inclusive curriculum design, multicultural teaching strategies, and language diversity in science teaching and learning. With the help of this best-of collection from The Science Teacher, NSTA’s journal for high school teachers, you’ll find fresh ideas on how to meet the science learning needs of all students, with explicit connections to the National Science Education Standards.

College Pathways to the Science Education Standards

This one-of-a-kind book applies the Standards, written for K-12 classes, to the college level. Designed for postsecondary science content teachers, science educators, and administrators, this book shows how to implement all six areas of the Standards on campus--teaching, professional development, assessment, science content, science education programs, and science education systems.

This one-of-a-kind book applies the Standards, written for K-12 classes, to the college level. Designed for postsecondary science content teachers, science educators, and administrators, this book shows how to implement all six areas of the Standards on campus--teaching, professional development, assessment, science content, science education programs, and science education systems.

Hands-On Herpetology: Exploring Ecology and Conservation

Plentiful, diverse, and readily available, these animals—known in science as “herps”—are also perfect for teaching students about biology, ecology, and conservation, including problems affecting both amphibians and reptiles.

This highly readable resource melds rigorous science content with science research. Its five sections cover the animals’ biology and handling procedures (including safety tips), provide background information for teachers, offer twenty-one indoor/outdoor activities, and broach critical conservation issues.

Plentiful, diverse, and readily available, these animals—known in science as “herps”—are also perfect for teaching students about biology, ecology, and conservation, including problems affecting both amphibians and reptiles.

This highly readable resource melds rigorous science content with science research. Its five sections cover the animals’ biology and handling procedures (including safety tips), provide background information for teachers, offer twenty-one indoor/outdoor activities, and broach critical conservation issues.

 

Storm Trackers: In an inquiry-based unit, students learn to track hurricanes

The Science Teacher—January 2001

Storm Trackers is an inquiry-based unit designed to combine science, mathematics, geography, and English in an Earth science class. It places students in realistic problem-solving situations and presents meteorology content and hurricane tracking processes. The activity allows students to step beyond the passive learner role into that of meteorologist or storm tracker.
Storm Trackers is an inquiry-based unit designed to combine science, mathematics, geography, and English in an Earth science class. It places students in realistic problem-solving situations and presents meteorology content and hurricane tracking processes. The activity allows students to step beyond the passive learner role into that of meteorologist or storm tracker.
Storm Trackers is an inquiry-based unit designed to combine science, mathematics, geography, and English in an Earth science class. It places students in realistic problem-solving situations and presents meteorology content and hurricane tracking processes. The activity allows students to step beyond the passive learner role into that of meteorologist or storm tracker.
 

Idea Bank

The Science Teacher – December 2000

The Idea Bank provides tips and techniques for creative teaching, in about 1,000 words. In this month’s Idea Bank find out about filling a void with music—physics mood music—and find out the answer to this question, "Do your hands get wrinkly in the ocean?"
The Idea Bank provides tips and techniques for creative teaching, in about 1,000 words. In this month’s Idea Bank find out about filling a void with music—physics mood music—and find out the answer to this question, "Do your hands get wrinkly in the ocean?"
The Idea Bank provides tips and techniques for creative teaching, in about 1,000 words. In this month’s Idea Bank find out about filling a void with music—physics mood music—and find out the answer to this question, "Do your hands get wrinkly in the ocean?"
 

Editor's Corner: Experiencing Emotional Science . . .

The Science Teacher – December 2000

The Science Teacher’s editor shares thoughts on the current issue.
The Science Teacher’s editor shares thoughts on the current issue.
The Science Teacher’s editor shares thoughts on the current issue.
 

The Sun Tower

Science and Children—November/December 2000

With funding and support from the NASA Office of Space Science through the IDEAS program, a team of teachers from Gullett Elementary School in Austin, Texas, and a research scientist at the University of Texas, worked on activities and curriculum to capture students’ natural excitement about outer space. In order to include a strong daytime component to the program, the motion of the sun across the sky was an obvious choice. This article describes how a Sun Tower was used as a tool to engage students in scientific inquiry and reinforce their understanding of the dynamic universe.
With funding and support from the NASA Office of Space Science through the IDEAS program, a team of teachers from Gullett Elementary School in Austin, Texas, and a research scientist at the University of Texas, worked on activities and curriculum to capture students’ natural excitement about outer space. In order to include a strong daytime component to the program, the motion of the sun across the sky was an obvious choice. This article describes how a Sun Tower was used as a tool to engage students in scientific inquiry and reinforce their understanding of the dynamic universe.
With funding and support from the NASA Office of Space Science through the IDEAS program, a team of teachers from Gullett Elementary School in Austin, Texas, and a research scientist at the University of Texas, worked on activities and curriculum to capture students’ natural excitement about outer space. In order to include a strong daytime component to the program, the motion of the sun across the sky was an obvious choice. This article describes how a Sun Tower was used as a tool to engage students in scientific inquiry and reinforce their understanding of the dynamic universe.
 

Research on the River: High school and university students use technology and integrated science to study the quality of the James River

The Science Teacher – September 2000

This project—the JAMES (Joining Across Miles Environmental Systems)—gave high school students the chance to do research involving technology and integrated science and allowed university science methods students the chance to gain experience working with high school students. Overall, this project demonstrates the importance of collaboration enhancing the learning environment of K-12 and university students and their instructors.
This project—the JAMES (Joining Across Miles Environmental Systems)—gave high school students the chance to do research involving technology and integrated science and allowed university science methods students the chance to gain experience working with high school students. Overall, this project demonstrates the importance of collaboration enhancing the learning environment of K-12 and university students and their instructors.
This project—the JAMES (Joining Across Miles Environmental Systems)—gave high school students the chance to do research involving technology and integrated science and allowed university science methods students the chance to gain experience working with high school students. Overall, this project demonstrates the importance of collaboration enhancing the learning environment of K-12 and university students and their instructors.
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