RSS Ch. 4-6

Ch. 4

100

Is it more effective to teach science over a span of weeks, months, or years?

Years

200

True or False: Current national, state, and district standards do not provide an adequate basis for designing effective curriculum sequences.

True

300

What must building an understanding of atomic-molecular theory involve? (p. 78)

Engaging students in cycles of modeling, testing, and revising.

400

What did Mr. Figueroa’s class learn about the properties of air? (p. 72)

Air has mass and can be weighed. It also is made of up tiny molecules that are constantly moving.

500

Name three benefits of Ms. Winter’s “Mystery Box” investigation.

1. Students use reasoning to make inferences.

2. Students learn that different questions produce different information.

3. Negative evidence can still be useful.

Ch. 5

100

What is the importance of talking in science class?

It forces students to think about and articulate their ideas. They can reflect on what they know or don’t know, and they can learn about their peers’ ideas.

200

What does the I-R-E sequence stand for? (p. 89)

I - Initiation

R - Response

E - Evaluation

300

What is the purpose of “position-driven” discussions?

They are designed to push for divergence in prediction and theories. It is also an open-ended teacher guided discussion.

400

Should teachers consider cultural, linguistic, and experiential differences when teaching, even in science?

Yes, because …

500

Why do ELL students sometimes do better in a science classroom compared to other subjects? (p. 103)

The science classroom is a good environment because talk is often about materials and events that the students see and experience together.

Ch. 6

100

What is the purpose of using models in your lessons? (p. 110)

Models allow scientists to summarize and point out depictions.

200

List two examples of models you can use in your classroom.

Scale models, diagrams, maps, etc.

300

True or False: Modeling data through displays does not advance all four strands of science learning.

False

400

True or False: As students advance in grade level, a wider range of representation should be used to display concepts.

True

500

Imagine you are teaching a third grade science lesson on the similarities between plant and animal growth. Name two different ways you can incorporate modeling when teaching this lesson.

1. Venn-diagrams

2. Line graph

Bonus

100

Why is it effective to teach science over the span of years (spiral curriculum)?

It deepens their understanding of scientific core concepts when they are exposed to it multiple times.

200

What does NYSSLS stand for?

New York State Science Learning Standards

300

Name the three forms of matter.

Solid, liquid, gas

400

Why should student deficit in language (ex: pronunciation) not matter when teaching science?

Teachers should focus on building their strengths and reasonings instead of their language.

500

Why is it good to incorporate mathematics into science lessons?

It gives another way to share, communicate, and understand science concepts. (p. 110)