Index

A
AAUW. See American Association of University Women
Achievement gap, 472
Acid rain, 91
Ackoff, R., 94
ACT. See American College Test
Action-research project, 424
Activating prior knowledge, 427, 462; anticipation guides in, 377; application of, 374–386; background knowledge in, 375, 378; benefits of, 373; Blind Kahoot! and, 377–382; critical thinking, 374; defining, 373; for diverse learners, 386; effective communication for, 374; for ELLs, 386; misconceptions in, 382–386; NGSS connections for, 374; research for, 373–374; skills for intentional scholars and, 374; student handouts and examples, 386; technology connections for, 387; videos for, 382
Adams, John Quincy, 269
Adaptation, 211, 244, 432
Advertising, 124
Age, student research and, 37
Air pressure, 37
Air quality, 265
Airports, 264–265
Alim, H. Samy, 395
All About Me! Form, 401–402, 418
Alternative Teaching, 504–505
Altitude, 384
Altitude Pretest for Misconceptions, 392
American Anti-Vivisection Society, 95–96
American Association of University Women (AAUW), 412
American College Test (ACT), 34
American Federation of Teachers, 400
American Heritage Month, 415
American Revolution, 270
Amplification, of text, 191–192
Analogies, 332, 478
Analysis: by advanced students, 99–100; of carbon footprint, 117; of data, 263–264; diverse learners and, 48; of experiments, 44–45; of graphs, 44–45, 263–265; of inquiry process, 97; meta-analysis, 89; NGSS on, 45; results of, writing about, 45; statements, 264. See also Dimensional analysis
An Anatomy of the World (Donne), 339
Anderson, Conner, 193
Android phones, 352
Animoto, 122
Annotation, skills, 183–184
Annotations Model Think Aloud Example, 184, 194
Anticipation guides, 377, 426–428
Apple Numbers, 278
Application: of activating prior knowledge, 374–386; of art, 332–350; beginning and ending of class, 424–433; of content review, 436–448; of co-teaching, 502–508; of cultural responsiveness, 397–415; of engineering process, 136–149; of formative assessments, 456–470; of inquiry process, 89–98; of kinesthetic movement, 350–353; lab procedures, teaching, 18–29; of lab safety activities, 4–7; of math teaching strategies, 259–282; of PBL, 117–126; of reading comprehension, 182–192; of scientific method, 35–49; of summative assessments, 470–479; of vocabulary, teaching, 162–170; of writing, teaching, 206–220
Ardinger, Cherish, 410
Are the Winners Losers? Game Cards, 451
Argument Essay Organizer, 235
Argument Essay Peer Editing Checklist, 237
Argument Essay Prewrite Graphic Organizer, 248–249
Argument essays, 217
Art: application of, 332–350; benefits of incorporation of, 331; common problems with, 353–354; critical thinking and, 332, 344; defining, 331; NGSS for, 332; research on, 331–332; skills for intentional scholars for, 332; student handouts and examples, 353; technology connections for, 354–355; visual arts, 346–348; website design, 350. See also specific types
Artificial intelligence, 250
AsapScience, 341
Asian Pacific American Heritage Month, 410, 415
Asimov, Isaac, 482
Assessments, diagnostic, 453
Assessments, formative, 453; anxiety differentiation in, 461; application of, 456–470; Beginning and Ending of Class, 423–424; benefits of, 454–455; common problems in, 479–480; creative problem solving in, 455; discussions, 239; of diverse learners, 478–479; Lab Safety Rules Story, 4; NGSS connections for, 455–456; practice tests, 461; skills for intentional scholars for, 455–456; student handouts and examples, 479; technology connections, 480–481; Think-Pair-Share, 245
Assessments, performance-based, 475–478
Assessments, summative, 453; anxiety differentiation in, 461; application of, 470–479; benefits of, 454–455; board game, 7; common problems in, 479–480; creative problem solving in, 455; of diverse learners, 478–479; lab safety hero, 6–7; news articles, 7; NGSS connections for, 455–456; oral tests, 6; performance-based, 475–478; Science Lab Safety Quiz, 7; skills for intentional scholars for, 455–456; student handouts and examples, 479; technology connections, 480–481
Assets, students as, 396
Assignments: shortening, 38, 40, 43; in vocabulary teaching, 166
Asthma PSA Comic Strip, 231–232
Astronomy, 164–165, 211, 377, 461
Astronomy Anticipation Guide, 380
Atkins, Anna, 348
Attributions, 8
Authentic audiences, 354; presenting to, 123
Authentic Data Ideas, 265
Automatic stress response, 27
Autonomy, 6
Awareness, in cultural responsiveness, 398–400

B
Background knowledge, 375, 378, 462; warm-ups and, 428
Backwards design, 471
Bad ideas, 143
Balance beams, 271
Bar Graph Example for Teaching Graphing to Fourth Grade Students, 285–286
Bar graphs, 285–286
Barney, the dinosaur, 21, 30
Batalha, Natalie, 346
Bath, Patricia, 410
Because statement, 40
Beck, Isabel, 161
Beginning of class: application, 424–433; classroom management during, 425; common problems with, 433; creative problem solving for, 424; critical thinking, 424; diverse learners during, 433; effective communication in, 424; formative assessments during, 423–424; research on, 424; student handouts and examples, 433; technology connections, 433
Bell-to-bell instruction, 27, 423
Bias, 400; implicit, 412; minimization of, 34; racial, 398–399
BINGO, 436–437
Biogeochemical cycles, 187
Biology, 164, 268; topics, 163
Biomes, 385–386
Birds, 94
Black, Paul, 455
Black History Month, 409, 415
Blackburn, Barbara, 399
Blank BINGO Card, 450
Blank Project-Based Learning Task Manager, 120, 129
Blind Kahoot!, 387; activating prior knowledge and, 377–382
Blind Kahoot! Nervous System Notes, 390–391
Blind Kahoot! Teacher Notes - Nervous System, 390–391
Blind questions, 379, 380
Blogs, 46
Bogaert, Nick, 143
Bortz, Brian, 151, 152
Bottlenecks, 23
Box Game, 437–439
Brahe, Tycho, 476
Brainstorming, 94; bad ideas in, 143; continuation of, 145; documentation in, 144; in engineering process, 134, 142–144; hybrid, 144; ideation in, 142; individual time in, 142; in PBL, 118; round robin discussion in, 142–143; for Rube Goldberg machines, 347
Bridge inspections, 265
A Brief History of Time (Hawking), 337
Broad concepts, 90
Brown, M., 118
Brown University, 413
Brunelleschi, Filippo, 334, 335
Buddy students, 252
Business letters, 124

C
Cadavers, use of, 345
Calculators, Excel as, 279
Call and response strategies, 19
Calling on students, randomly, 242
Capitalization, in measurement, 273
Carbon cycle, 339
Carbon Cycle Story, 187, 198
Carbon footprint, 117, 127, 128
Careers, in science, 348
Carrillo, Faith, 222
Carson, R., 337
Cartoons, as lab safety tool, 5
Carver, George Washington, 409
Castle, Stephanie, 387
Catalysts, 277
Catapults, 139–140
Cause and effect, Crosscutting Concepts, 116
Cause and effect organizers, 116, 186, 188
Celebrating Pi Day in the Sky, 324
Celebrating Pi Day in the Sky - Answer Key, 326
Cell City Models - Student Examples, 494–496
Cell organelles, 351, 478
Cell theory, 342, 360–362
Centrifugal force, 168
CER structure, 215–217
Change, 117
Chase, Brittany, 100
Checklist for Cell City Models, 497
Checklist for Verifying Online Resources, 113
Checklists: for discussion strategies, 243; in Socratic seminars, 246–247; in teaching writing, 207
Chemical bonds, 148, 350
Chemical safety, in lab safety, 9–10
Chemistry, 268, 397, 457; classes, 258; units, 409, 427–428
Chiari Malformation, 27
Chicken Pox PSA Comic Strip, 230
Children's books, 209
Chocolate chip cookies, 51
Chromebooks, 352
Chromosome Poem, Said the Little Stone (Lewis, J. P.), 339
Chunking: for anxiety differentiation, 27; for differentiation, 191; in IEPs, 98; for reading comprehension, 191
Circuits, 351
Clarification statement, 347
Class blogs, 46
Class Dojo, 40
Class meetings, lab reports and, 46
Classroom games, 168
Classroom management: beginning and ending of class, 425; in engineering process, 149–150
The Classroom Management Book (Wong, H., & Wong, R.), 404
Cleaning procedures, 20; communication in, 21; music during, 21; responsibilities in, 21
Climate change, 384, 385, 393
Climate Change Pretest for Misconceptions, 393
Climax, in writing, 210
Close reading, 182–186; of complex texts, 183; first impressions in, 185; first read in, 185; steps in process of, 185–186; teacher read in, 185
Cloze, reading strategy, 169–171
Coffee, 94
Comic Strip PSA Checklist, 228–229
Comic strips, student created, 212
Common Core Math Standards, 257, 260, 278; on Imperial system of measurement, 268; on metric system of measurement, 268
Common Core Standards, 205, 240
Common Core State Standards, 271
Common List, 241
CommonLit, 193
Communication. See Effective communication
Concept maps, 186–188
Concepts, broad and specific, 90
Conceptual misunderstandings, 383
Conclusions: diverse learners and, 48; in experiments, 45–46; handouts on, 76–79, 109–110; in inquiry process, 97; in scientific method, 45–46
Conferences: parent-teacher, 46; student-led, 46; writing, 213–214
Constructive, 349, 366
Contact hypothesis, 414
Content review: application of, 436–448; benefits of, 435; common problems with, 448–449; creative problem solving for, 436; for diverse learners, 447–448; NGSS on, 436; research, 436; skills for intentional scholars, 436; student handouts and examples, 447–448; technology connections for, 449
Content-related dimensional analysis, 268
Contributors to Science, 421
Controls: in experiments, 43–44; handouts on, 68–72
Conversion: between Imperial and metric systems, 276–277; in Imperial system of measurement, 271–272; in metric system of measurement, 272–276
Converting Within the Metric System, 308–309
Converting Within the Metric System - Answer Key, 310–312
Cool downs, 423–425; common problems with, 433; Crosscutting Concepts and, 432–433; examples, 457–458; ideas for, 430–433; new connections with, 430–431; newly taught material review, 431; procedures, 456–457
Coordinated learning activities, 49
Copernicus, Nicolaus, 346
Coriolis Effect, 351
Corrective instruction, 468, 505
Co-teaching: application of, 502–508; benefits of, 501; common problems in, 508; diverse learners, 507; effective communication in, 502; with ELLs, 508; enrichment from, 505; models, 502–506; NGSS connections for, 502; research on, 502; skills for intentional scholars and, 502; technology connections for, 508; tips for, 506–507
Cotton, 136
Creative problem solving: for beginning and ending of class, 424; for content review, 436; cultural responsiveness and, 397; in discussion, 240; in engineering process, 136; in formative and summative assessments, 455; in math teaching, 371; teaching lab procedures, 18; using PBL, 118
Creativity, diversity and, 26
Crick, Francis, 346
Critical thinking: activating prior knowledge, 374; art and, 332, 344; beginning and ending of class, 424; cultural responsiveness, 397; discussions, 240; in engineering process, 136; in inquiry process, 89, 96–97; in math teaching, 259; for PBL, 116; prompting, 264; scientific method and, 35, 39, 43; vocabulary, 169; for writing, teaching, 206
Crosscutting Concepts, 35, 187–188; cause and effect, 116; cool downs and, 432–433; for Earth and Space Science, 432; energy and matter, 116; for Life Science, 432; NGSS, 432–433; patterns, 116; PBL, 116–117; for Physical Science, 432; scale, 116; structure and function, 116; systems and system models, 116; for Technology, Engineering, and Applications of Science, 432
CRT. See Culturally Relevant Teaching
Crum, George, 51
CSP. See Culturally sustaining pedagogy
Cultural Eutrophication Cause and Effect, 196
Cultural responsiveness: additional strategies for, 413; application of, 397–415; awareness in, 398–400; benefits of, 396; common problems with, 415; community and environment in, 414; creative problem solving and, 397; critical thinking, 397; defining, 395; discrimination, 412; dissections with Native American students, 96; for diverse learners, 414–415; diverse role models in, 408–411; effective communication and, 397; information processing and, 405–413; learning partnerships and, 400–405; in lessons, 411; NGSS connections for, 397; oral traditions and, 408; research on, 396–397; skills for intentional scholars and, 397; student handouts and examples, 415; technology connections for, 415–417; women and people of color, 346, 411–412
Culturally Relevant Teaching (CRT), 395, 413
Culturally responsive teaching, 88–89
Culturally Responsive Teaching and the Brain (Hammond), 397
Culturally sustaining pedagogy (CSP), 395
Cunitz, Maria, 346
Curiosity, student, 426
Currents, water and wind, 351
Cutting paper, 23

D
da Vinci, Leonardo, 348
Daily writing activities, 218
Dale, Tara, 19, 23–24, 26, 28–29, 93, 117, 123, 167, 242, 245, 398, 404, 506
Dalton, John, 346
Dams, effect of, 349, 366–367
Dams! Are They Constructive or Destructive, 366–367
Dance, 340–341
Darwin, C., 337
Data, 506; analysis of, 263–264; authentic, 265; for graph practice, 50; handouts, 102–105; in inquiry process, 90; interpretation of, 44, 263; observational, 95; qualitative, 94, 95, 102–105; quantitative, 94, 95, 102–105; reliable, 34
Data tables: in experiments, 43–44; handouts on, 68–72
Deadlines, 98
Debates: agreement statements in, 40; disagreement statements in, 40; discussion strategies for, 248–249; Earth and Space Science topics, 250; facilitating, 248–249; Life Science topics, 250; NGSS topics for, 250; Physical Science topics, 250; sentence starters, 40; sentence starters for, 242; Technology, Engineering, and Applications of Science topics, 250
Decision-making, 426
Dependent variables, 38–39, 55–60, 506
Design, 349–350
Destructive, 349, 366
Details, highlighting, 207
Differentiation: buddy to work with, 282; chunking, 191; extra time, 251; fair treatment and, 408; multiplication charts, 282; oral tests, 6–7, 466; shortened assignments, 38, 40, 43; test retakes, 8, 466; word bank, 6; writing frames, 433. See also Diverse learners; English language learners
Differentiation, for advanced students: analysis by, 99–100; inquiry process and, 27, 97–98
Differentiation, for anxiety: buddies for, 252; chunking for, 27; class participation and, 446; in experiments, 51; failure and, 50–51; in formative and summative assessment, 461; research strategies, 47; selective mutism, 168; triggers of, 215; vocabulary, 168
Differentiation, for physical disabilities: handwriting challenges, 220; moving students, 26; playing review games, 447–448; videos for, 126
Dimensional analysis, 258; content-related, 268; in math teaching, 265–268; multi-step, 267; process of, 266–267
Dimensional Analysis Practice, 267, 299–300
Dimensional Analysis Practice - Answer Key, 267, 301–302
Directions and Scoring Guide for Rube Goldberg Cartoon, 347, 364
Discrimination, 412
Discussion Ground Rules, 254
Discussion of Results, 45, 74–77, 109–110
Discussion of Results and Conclusion, 109
Discussion of Results and Conclusion Modified Version, 79
Discussion strategies: activities for, 244–250; application of, 240–251; benefits of, 239; checklists for, 243; common problems with, 251–253; creative problem solving in, 240; critical thinking and, 240; for debates, 248–249; defining, 239; for diverse learners, 250–251; effective communication in, 240; for ELLs, 250–251; in engineering process, 141; formative assessments and, 239; four corners, 249–250; ground rules for, 240–241, 254; NGSS connections, 240; research for, 239–240; round robin, 142–143, 246; rubrics for, 243; sentence starters as, 241; skills for intentional scholars, 240; skits in, 241; snowball, 244–245; Socratic seminars, 245–248; student handouts and examples for, 251; student participation in, 242–243; technology connections, 253–254; Think-Pair-Share, 245; wait time and, 251
Dissections: handouts, 106–107; observations during, 95–97; online, 101
Diverse learners: activating prior knowledge for, 386; analysis by, 48; in beginning and ending of class, 433; conclusion writing and, 48; co-teaching, 507; cultural responsiveness for, 414–415; engineering process for, 148–149; formative and summative assessments of, 478–479; graphic organizers for, 381; grouping strategies for, 29; high school, 48–49; hypothesis writing by, 48; IEPs for, 406; inquiry process for, 97–98; math teaching for, 282; moving students, 26–27; PBL for, 126; reading comprehension of, 191–192; research and, 47; reviewing content for, 447–448; scientific method and, 47–49; student attention, 27; student monitoring and, 29; teaching writing to, 219–220; time management for, 27–29; vocabulary teaching for, 170
Diversity: creativity and, 26; enrichment and, 396
Documentaries, 98
Donne, John, 339
Drafting, 207
Drama, 342–345
Drawing, 163–164
Drawing the Atmospheric Layers - Answer Key, 187
Drawing the Atmospheric Layers - Elementary and Junior High, 201
The Dreamkeepers (Ladson-Billings), 395
Dress Code, Science Safety Contract, 8–9
DRY MIX, 260
Dua Lipa, 341
Dweck, Carol, 138
Dyer, F. L., 137

E
Earth and Space Science: astronomy topics, 164, 211, 377, 461; Crosscutting Concepts for, 432; debate topics for, 250; diverse contributors to, 410; ecology topics, 217, 264, 409, 477; environmental science topics, 47; geology topics, 117–118; kinesthetic movement and, 351; measurement in, 277; NGSS and, 337; PBL for, 125; storytelling in, 345; website design and, 350
Earthquakes, 91, 93, 167, 350
Eclipses, 166, 350
Ecology: units, 217, 264, 409, 477; vocabulary, 163
Ecology Essential Questions Argument Essay, 233–234
Ecology Example Argument Essay Organizer, 236
Edison (Dyer & Martin, T. C.), 137
Edison, Thomas, 136–138
EDpuzzle, 28
Edublog, 52
Education World, 127
Effective communication: for activating prior knowledge, 374; beginning and ending of class, 424; for classroom procedures, 19; in cleaning procedures, 21; in co-teaching, 502; cultural responsiveness and, 397; in discussions, 240; of engineering process results, 134, 147; of information, 88; in inquiry process, 89; in math teaching, 259; in time management, 23; for vocabulary teaching, 162; for writing teaching, 206
Egg drop challenge, 139, 151
Eight-Year Study, 471
Elementary and middle school: graphs for, 259–261; humanities studies in, 336–337
ELLs. See English language learners
Emdin, Christopher, 408
Empathy, 474
Encyclopedia Brittanica, 269
Ending of class: application, 424–433; classroom management during, 425; common problems with, 433; creative problem solving for, 424; critical thinking, 424; diverse learners during, 433; effective communication in, 424; formative assessments during, 423–424; research on, 424; student handouts and examples, 433; technology connections, 433
Endothermic, 148, 361
Energy: conservation, 116; kinetic, 268; potential, 402
Engineering Is Elementary, 151
Engineering process: advantages of, 135; application of, 136–149; brainstorming in, 134, 142–144; class discussion in, 141; classroom management in, 149–150; common problems in, 149–150; communication of results in, 134, 147; creative problem solving in, 136; critical thinking in, 136; current solutions in, 140; for diverse learners, 148–149; documentation of, 149; of Edison, 136–138; for ELLs, 149; failure in, 137–138; growth and fixed mindsets in, 137–138; for light bulbs, 136–137; main concepts in, 140; NGSS on, 133–136, 148; problem definition in, 140; project ideas for, 148; prototypes in, 134, 146; questions in, 139; redesigning, 134, 146–147; research in, 135–136, 139–142; restarting, 147; results in, 146–147; scientific method compared with, 135; skills for intentional scholars and, 136; solution choice in, 144–145; steps in, 133–134, 335; technology connections for, 150–151
Engineering Process: A Case Study in Inventions, 356–357
Engineering projects, grading, 147–148
English Language Arts Standards, 240
English language learners (ELLs), 28; activating prior knowledge for, 386; buddies for, 29; calling on, 242; co-teaching with, 508; discussion strategies for, 250–251; engineering process for, 149; graphic organizers for, 381; math teaching strategies for, 282; online translators for, 8; question stems and, 97; reading comprehension of, 98, 190, 192; research performed by, 47; sentence frames for, 149; sentence stems for, 149; teaching writing to, 219; videos for, 382; vocabulary teaching and, 168; word banks for, 170; writing frames for, 219
Enrichment: on assessments, 469; from co-teaching, 505; diversity and, 396; folder activities, 214; 4X4 reading strategy, 188–190, 203; learning goals and scales, 458, 460; online review games, 445; online scavenger hunts, 28; peer tutor, 468; student learning and, 27; videos and, 28; webquests, 214
Environmental racism, 411
Environmental science, 47
Enzymes, 36
Equitable use, 144
Equity Institute, 399, 406
Erosion, 148, 277
Error, tolerance for, 145
Escherichia coli, 263
ESS3.C, 337
Essay topic ideas, 218
Essays: argument, 217; in authentic presentations, 122; in PBL, 124
Evolution, 90, 92
Example and Checklist - Making Graphs, 73
Example of a Text-dependent Question and Answer, 183, 195
Example of a Unit's First Practice Test, 483
Example of Graphing Pretest, 289
Example of Graphing Pretest - Answer Key, 290
Example of PBL Rubric - Location of the Next Wind Farm in the U.S., 127, 131
Example of PBL Scoring Guide - Restaurant Project, 130
Example of PBL Task Manager - Carbon Footprint of a Restaurant, 127, 128
Example of Project-Based Learning Task Manager, 128
Example of Ten Items to be Measured, 314
Example of the Carbon Cycle, 199
Example of the First Rewritten Stanza for Twinkle Twinkle Little Star, 359
Example Scale, 482
Excel, Microsoft, 45; as calculator, 279–281; graph construction in, 281–282; setting up, 278–279; vocabulary, 279
Excel - Calculating Radius, 325
Excel - Graph for Celebrating Pi Day in the Sky, 329
Excel - Pop-up Box, 323
Excel - Rows vs. Columns, 323
Excel - Screenshot of the Formula Bar, 325
Excel - Screenshots of Before and After Cell Fix, 325
Excel - Selecting All Cells in a Spreadsheet, 323
Excel - The Sun's Surface Area, 325
Exit tickets, 447, 458
Exothermic, 148, 361
Expectations, teacher of student, 406–408
Experimental questions: content connected with, 36; in hypothesis writing, 38
Experiments: analysis of, 44–45; anxiety in, 51; conclusions in, 45–46; controls in, 43–44; data from, 36; data tables in, 43–44; lesson planning for, 42; materials list in, 42; performing, 36, 41–45; published results of, 46; questions unanswered by, 88; Science Buddies on, 42; in scientific method, 41–45; setting up, 41–45; step-by-step, 42–43. See also Scientific method
Expertise: in PBL, 117; resources for finding experts, 123
Explanatory writing, 211–215
Exposition, in writing, 210
“An Extremely Abbreviated History of Engineering Design” (Salustri), 334

F
Fact, fiction and, 37
Factual misconceptions, 383
Failure: anxiety and, 50–51; in engineering process, 137–138
Falling action, in writing, 210
Fast Facts, in vocabulary teaching, 169–170
Fault lines, 265
Feedback: anonymous, 253; student to student, 217–218, 241, 252, 430, 456; student to teacher, 120, 469; teacher to student, 24, 41, 208, 213–214, 246, 453, 455
Ferlazzo, Larry, 30, 47, 52, 151, 171, 193, 221, 222, 253, 254, 354, 387, 417, 449
Fertilizer, 43
Feynman, Richard, 94
Fiction, fact and, 37
Final Day Cool Down Activity, 482
Finding Controls and Making Data Tables, 68–69
Finding Controls and Making Data Tables - Answer Key, 70–72
First aid, lab safety, 9
First Day of School Student Survey, 419
The First Days of School (Wong, H., and Wong, R.), 30
Fission, 185, 345
5-PS2-1, 347
Five-point scale, 24
Fixed mindsets, 137–138
Flashing lights, 27
Flexibility in use, 144
Flint, Michigan, water quality, 411
Florence Cathedral, 334–335
Folder Activity - Outside and Inside - Thermal Power Plant, 28, 31
“Formulas and Functions in Apple Numbers 2017” (Nabtech), 284
Fossils, 337
Four corners, 249–250
4X4 reading strategy, 188–190, 203
Fracking, 476
Franklin, Rosalind, 346
Free Online Graph Paper, 284
Fullan, Michael, 479–480
Funds of knowledge, 397
Fusion, 345

G
Gallery walks, 5
Games, classroom, 168
Garbage, 337–339; on beaches, 265
Garcia, Ruby, 171
Gardipe, Carol, 346
GCF Global, 284
Geology, 117–118
Germ theory, 342, 360–362
Global Positioning System (GPS), 147, 410
GoGuardian, 24
Gonzalez, Valentina, 413, 417, 422
Google Classroom, 24
Google Drive/Google Documents, 46
Google Hangouts, 123
Google Sheets, 278
Google Sites, 350
Google Slides, 7, 333; in authentic presentations, 122
GPS. See Global Positioning System
Grading students: engineering projects, 147–148; rubrics, 124–125; on scientific method, 49; scoring guides, 124–125
Graduated cylinders, 23
Grant writing, 23
Graphic organizers: cause and effect organizers, 116, 186, 188; concept maps, 186–188; for diverse learners, 381; for ELLs, 381; prewriting, 206–207; for reading comprehension, 186; Venn diagrams, 186, 188
Graphs: analysis of, 44–45, 263–265; bar, 285–286; checklist for, 73; data for practice on, 50; for elementary and middle school, 259–261; in Excel, 281–282; handouts on, 73; for high school, 261; interpreting, 45, 263–265; line, 287–288; for math teaching, 259–265; pie charts, 262; selection of, 261–263, 291; student created, 45; types of, 261–263
Gravity, 347
Greenberg, D., 94
Greetings, 404–405
Ground rules, 254; for discussion strategies, 240–241
Group Discussion Ratings Scale, 243, 255
Grouping students, strategies for: in classroom procedures, 25–26; for diverse learners, 29; heterogeneous, 26; homogeneous, 26; as management tool, 26
Growth mindset, 137–138

H
Habitat restoration, 163, 473
Haiku poems, 339
Halsted, William Stewart, 342
Hammer, Rebecca, 401, 417
Hammond, Zaretta, 397, 400, 405, 408, 409, 417
Hands-on learning, 34
Hannam, James, 337
Hapara, 24
Hawking, S., 337
Heroes, lab safety, 6–7
Heterogeneous groups, 26
High school: diverse learners, 48–49; graphs for, 261; humanities studies in, 337; Rube Goldberg machines in, 348
High School Student Survey, 402, 420
Highlights, 28
Hill, Catherine, 412
Hints for Drawing the Atmospheric Layers - High School, 187, 200
Hip hop, 408
Hippocrates, 342
Homework, 51, 168, 424, 433, 445
Homo sapiens, 164
Homogeneous groups, 26
Hooke, Robert, 342
Hooking students, 209
Horizontal, 260
The Horrid Voice of Science (Lindsay), 339
Horton, Jenn, 355
How to Write a Hypothesis, 61–63
How to Write a Hypothesis - Answer Key, 64–67
HS-PS3-3, NGSS of, 347
Hughes, Jadin, 481
Humanities, 333–337; elementary and middle school studies, 336–337; high school studies, 337; lesson ideas, 337
Humphries, Irelyn, 193
“Humpty Dumpty,” 341–342
Hunter, John McNeile, 346
Hunter, Madeline, 423
Hybrid brainstorming, 144
Hydrophilic, 36
Hydrophobic, 36
Hypothesis, writing: because statement in, 40; Class Dojo for, 40; diverse learners and, 48; experimental questions in, 38; guide for, 61–67; handouts on, 61–67; requirements for, 39; research and, 39; in scientific method, 38–41; variables in, 38
Hypothesized definitions, 163

I
“I am thinking…” strategy, 261
ICE structure, 215–217
Ideas, bad, 143
Ideation: Bogaert on, 143; in brainstorming, 142; rules for, 143
Identifying Broken Lab Safety Rules, 13, 467
Identifying Broken Lab Safety Rules - Answer Key, 14, 467
Identifying Independent and Dependent Variables, 55–57
Identifying Independent and Dependent Variables - Answer Key., 58–60
IEPs. See Individualized Education Programs
Imagination, 26
Imperial system of measurement: Common Core Math Standards on, 268; conversion between metric system and, 276–277; conversion in, 271–272; grade-level math skills and standards, 268; history of, 269–271; NGSS on, 268
Implementation dip, 479
Implicit bias, 412
Inappropriate class behavior, 149
Independent variables, 38–39, 55–60, 506
Individual brainstorm time, 142
Individualized Education Programs (IEPs): chunking in, 98; for diverse learners, 406; for selective mutism, 168
Inertia, 429
Information: communicating, 88; evaluating, 88; obtaining, 88; perceptible, 145; processing, 405–413
Informative/explanatory writing, 211–215
Inquiry process: advantages of, 88–89; analysis of, 97; application of, 89–98; common problems with, 99–100; conclusion in, 97; critical thinking in, 89, 96–97; data in, 90; defining, 87–88; differentiation for advanced students and, 97–98; for diverse learners, 97–98; division of, 98; effective communication in, 89; handouts, 111–112; NGSS on, 89; questions, 91; research on, 89; scientific method v., 89–90, 92; skills for intentional scholars on, 89; steps of, 90; student handouts, 99; technology connections, 100; unique resources for, 92–97
Inquiry questions, research and, 91
Instructional guides, 215
Instructional videos, 96, 192, 347, 350
Insulators, 148
Interactive teaching, 5
International Space Station, 246
Internet, 98
Intervention, for students, 454, 468–469
Interviews: as a research tool, 47; student created, 122
Intrinsic motivation, 88, 455
Invasive species, 163, 265, 396
Inventions, 336–337, 356
iPhones, 352
Is Water Wet?, 434

J
Jerram, Luke, 347
Jigsaw Directions, 203
Jigsaw method, for reading comprehension, 190–191
Jobs, responsibilities and, 25
Journal/learning log, 218
Julian, Percy Lavon, 410

K
Kahoot!, 28, 417, 441–444; scientific method on, 52
Kinesthetic movement: application of, 350–353; benefits of incorporation of, 331; common problems with, 353–354; defining, 331, 350–351; Earth Science and, 351; lesson ideas, 333; Life Science and, 351; NGSS for, 332, 351; Physical Science and, 351; skills for intentional scholars for, 332; student handouts and examples, 353; Technology, Engineering, and Applications of Science and, 351; technology connections for, 353–354. See also specific types
Kinetic energy, 268
Kircher, Athanasius, 342
Knowledge: background, 375, 378, 428, 462; funds of, 397. See also Activating prior knowledge
Koch, Robert, 342
Kotey, Samantha, 127
Kucan, Linda, 161
KWL Chart Example - States of Matter, 374, 388
KWL charts, 383, 428
KWL-S charts, 376

L
Lab clean-up procedures: communication in, 21; music in, 20–21; responsibilities in, 21
Lab equipment: balance beams, 271; Bunsen burners, 5; microscopes, 23, 504; Vernier probes, 504
Lab reports, 205; class meetings and, 46; portfolios, 46; sharing of, 46; starters, 45
Lab safety activities: application of, 4–7; board game, 7; broken rules, 13–14; cartoons, 5; chemical safety in, 9–10; for diverse learners, 6–7; first aid, 9; general rules for, 9; handouts, 13–15; heroes, 6–7; implementation of, 3; interactive teaching of, 5; NGSS on, 3; oral tests, 6–7; posters, 5; problems in, 7–8; procedures, 19; quiz, 15; research on, 3–4; rules, 5; Science Safety Contract and, 4; Skills for Intentional Scholars on, 3; skits, 5; Spanish rules for, 11; student handouts and examples, 7; technology connections, 8; videos, 5
Lab Safety Quiz, 15
Lab scenes, 5
Lab stations, resources at, 23
Ladson-Billings, Gloria, 395
Lakes, 265
Language arts, 337–339
The Language of Introductory Ecology, 172–173
Laptops, 352
Lavoisier, Antoine, 346
Law of conservation of mass, 338–339
Law of conservation of matter, 338–339
Learning: log, 218; memorization compared to, 94
Learning goals and scales, 458–470; in classroom, 460–468; development of, 459–460; enrichment, 458, 460; introduction of, 461–463; lower-prep version of, 466–467; motivation from, 463–464; reflection and, 464–465; student responses to, 469–470
Learning partnerships, cultural responsiveness and, 400–405
van Leeuwenhoek, Anton, 342
Lemov, Doug, 29
Lesson planning, 343; for experiments, 42; time management and, 22
Lewis, J. Patrick, 339
Lewis, Veronica, 27
Lexile levels, 53, 182, 193, 505
LGBTQ Pride Month, 409–410
Life Science: biology topics, 164, 268, 409, 411; Crosscutting Concepts for, 432; debate topics for, 250; diverse contributors to, 410; kinesthetic movement and, 351; measurement in, 277; PBL for, 125; storytelling in, 345; website design and, 350
Light bulbs, engineering of, 136–137
A Light in the Attic (Silverstein), 337
Lights, flashing, 27
Limiting Factors, 177–179
Lindgren, Charles, 151
Lindsay, Vachel, 339
Line Graph Example for Teaching Graphing to Fifth Grade and Beyond, 287–288
Line graphs, 287–288
Liou, Daniel D., 398–399, 406, 417
Liquids, measurement of, 23
Lister, Joseph, 342
Literacy, scientific, 34
Local First Arizona, 409
Local invasive species, 265
The Loneliest Creature (Lewis, J. P.), 339
Loya, Athena, 481
Lucas, Treven, 481
Lyell, Charles, 346
Lyman, Frank, 245

M
MacMost, 284
MacPherson, Erin, 355
Maeda, John, 331
Making Graphs in Excel, 327–328
Mallory, Walter S., 137
Management tools, student grouping and, 26
Mariana Trench, 90
Martin, Colby, 171
Martin, T. C., 137
Martinez, J. V., 410
Marzano, Robert, 24, 374
Mass, conservation of, 338–339
Materials list: in experiments, 42; handout, 67
Math teaching: application of, 259–282; benefits of, 258; common problems with, 283–284; creative problem solving in, 371; critical thinking in, 259; defining, 257; dimensional analysis in, 265–268; for diverse learners, 282; effective communication in, 259; for ELLs, 282; graphs for, 259–265; NGSS connections for, 259; research for, 258–259; skills for intentional scholars, 259; student handouts and examples for, 282–283; technology connections in, 284
Math-Aids.Com, 284
Matter, 116, 376; conservation of, 338–339; states of, 374–375
Mayer, Maria Goeppert, 346
Mazanec, Taryn, 355
McKeown, Margaret, 161
McPeek, Annika, 152
McTighe, Jay, 454, 472
Measurement, 314; abbreviations for, 274; capitalization in, 273; in Earth Sciences, 277; history of systems of, 269–271; in Life Science, 277; of liquids, 23; NGSS on, 277; standardization of, 269–270; standards per grade level, 258; in Technology, Engineering, and Applications of Science, 277; in United Kingdom, 270–271; in United States, 270–271. See also Imperial system of measurement; Metric system of measurement
Meiosis, 351
Meiosis vs. Mitosis Review, 368–370
Melvin, Leland D., 410
Memorization, 453–454, 480; learning compared to, 94
Merian, Maria Sibylla, 348
Meta-analysis, 89
Metric and Imperial System Internet Search Lab, 277, 317–319
Metric and Imperial System Internet Search Lab - Answer Key, 320–322
Metric System Ladder, 307
Metric System Ladder and Abbreviations, 309
Metric System Measuring Challenge, 276, 313
Metric System Measuring Challenge - Answer Key, 315–316
Metric system of measurement, 307–313; Common Core Math Standards on, 268; conversion between Imperial system and, 276–277; conversion in, 272–276; grade-level math skills and standards, 268; history of, 269–271; NGSS on, 268
Microbes, bacteria and viruses, 247, 342, 348
Microscopes, 23, 504
Microsoft Excel. See Excel, Microsoft
Microwave, 50
Miles, S., 118
Miller, Brianna, 193
Mindset, growth and fixed, 137–138
Minerals, 473, 504; classification of, 117–118
Mini-whiteboards, 141
Misconceptions, identification of: in activating prior knowledge, 382–386; conceptual, 383; factual, 383; inoculation in, 384; refutation of, 384; vernacular, 383
Mitosis, 351
Mix-and-match activities, 350
Mnemonics, 273
Models, systems, 116
Moirraine, Janica, 222
Money problems, 267
Monitoring students, 24–26
Moran, Nancy A., 346
Morse, Samuel, 348
Morse code, 348
Motivation, 6; intrinsic, 88, 455
Mount St. Helens, 93
Mousetrap Catapult Challenge, 143, 145; dangers in, 150; T-Chart for, 139, 140, 141
Mousetrap Catapult Lab Worksheet, 154–155
Mousetrap Catapult Picture, 155
Mousetrap Catapult Rubric, 147, 156
Mousetrap Catapult Sentence Frames, 157
Moving students: diverse learners, 26–27; lab procedures and, 18–19
Multilingual videos, 382
Multiplication charts, 282
Munch, Edvard, 347
Music: during cleaning procedures, 21; dance and, 340–341; hip hop, 408; parodies, 341; science songs, 341; song writing, 340; videos, student created, 341, 354
Mutism, selective, 168

N
Nabtech, 284
Narrative writing, 209–211
NASA, 268, 276, 348
National Center for Culturally Responsive Educational Systems (NCCRESt), 416
National Council of Teachers of Mathematics (NCTM), 271
National Geographic Kids, 28
National Hispanic Heritage Month, 410, 415
National Research Council (NRC), 383
National Science Teachers Association (NSTA), 387; on research, 3–4
Native American students, 96
Navajo culture, 96
NBC Learn, 152
NCCRESt. See National Center for Culturally Responsive Educational Systems
NCTM. See National Council of Teachers of Mathematics
Neal, Kaden, 193
New media, 349–350
New York Science Teacher, 387
Newsela, 193
Newton, Isaac, 346
Next Generation Science Standards (NGSS), 344; activating prior knowledge and, 374; on analysis, 45; for art, 332; beginning and ending of class, 424; for content review, 436; co-teaching and, 502; crosscutting concepts, 432–433; cultural responsiveness and, 397; debate topics for, 250; discussion strategy connections, 240; Diversity and Equity Team, 397, 415; Earth and Space Science and, 337; on engineering process, 133–136, 148; formative and summative assessments, 455–456; of HS-PS3-3, 347; on Imperial system of measurement, 268; on inquiry process, 89; for kinesthetic movement, 332, 351; lab procedures, teaching, 18; lab safety standards, 4; math teaching strategies, 259; on measurement, 277; on metric system of measurement, 268; PBL and, 116–117; reading comprehension standards of, 182; scientific method and, 35, 87; scientists of color and, 346; for teaching writing, 206; on variables, 38; on vocabulary, teaching, 161; website projects for disciplines of, 350; women scientists and, 346
NGSS. See Next Generation Science Standards
Nightingale, Florence, 342, 346
Nobel Prize, 94
Nonpolar molecules, 36
Non-scientific beliefs, 383
Non-text-dependent questions, examples of, 183
Northeastern University, 150–151
NRC. See National Research Council
NSTA. See National Science Teachers Association

O
Observations: completion of, 92–93; data and, 95; during dissections, 95–97; of phenomena, 93–95; student performed, 93
Ocampo, Adriana, 346, 410
Oefner, Fabian, 347
Oil spills, 47
On the Origin of Species (Darwin), 337
One Teach, One Assist, 503
One Teach, One Observe, 503
Online dissections, 101
Online documentaries, 98
Online games, 24, 28, 377
Online review games, 440–447
Online scavenger hunts, 28
Online translators, 8
Opinion statements, 250
Oral tests, 6–7, 466
Oral traditions, 408
Osmosis, 36–39, 41
Ostrow, Alex, 212, 213, 222
Outcome-based education, 471
Overfishing, effects of, 345, 396
Overloaded and Underprepared (Pope, Brown, and Miles), 118
Owl Pellet Step-by-Step Procedures and Questions, 106–107

P
P wave, 167
Pacemakers, 50
Paper, cutting, 23
Paragraph frames, 45
Parallel Teaching, 504
Parents: parent-teacher conferences, 46; signatures, 46
Paris, Django, 395
Parodies, 341
Participation, student, discussion strategies and, 242–243
Pasteur, Louis, 342, 346
PBL. See Project-based learning
Pedagogy, 395
Pedretti, Dominic, 193
Peer buddies, 282, 343
Peer editing, 217–218
Peer Presentation Evaluation, 132
Peer tutors, 468
People of color, in science, 346, 411–412
Perceptible information, 145
Perseverance, 115, 137
Peterson, Jodi, 193
Peterson, Lucas, 481
Phenomena, 427; observations of, 93–95
Phoenix Sky Harbor Airport, 264
Photochemical and Industrial Smog Venn Diagram, 186, 195
Photosynthesis, 161, 215
Physical disabilities. See Differentiation, for physical disabilities
Physical effort, 145
Physical Science: chemistry topics, 268, 397, 409, 427–428, 457; Crosscutting Concepts for, 432; debate topics for, 250; diverse contributors to, 410; kinesthetic movement and, 351; measurement in, 277; PBL for, 125; storytelling in, 345; website design and, 350
Pi Day, 278–282, 324
Picture of a Student's Constructed Rube Goldberg Machine, 365
Pie chart, 262
Pizza boxes, 122
Plagiarism, 37
Plant growth, 43
Plate tectonics, 345
Pledge of Allegiance, 453
Plenciz, Marcus Antonius, 342
Plot Map Outline, 226
Poe, Edgar Allan, 339
Poetry, 337–339; Haiku, 339; Historical, 339; Tanka, 339
Polar molecules, 36
Polymers, 148, 409
Pope, D., 118
Portfolios, lab report, 46
Posey, Melissa, 349, 355
Positive reinforcement, 252–253
Posted answers, 351
Posters: lab safety, 5; summative assessments, 475; of women scientists, 412, 416
Potato chips, 51, 139
PowerPoints, 7, 122
Practice Measuring Your Friends and Their Things, 303–304
Practice Measuring Your Friends and Their Things - Answer Key, 305–308
Practice tests, 461
Precipitation, 265
Preconceived notions, 383
Predator and prey, 166, 264
Prefixes, 162–164
Presentations, authentic: audience in, 123; essays in, 122; Google Slides in, 122; in PBL, 121–123; press kits in, 122; Prezi in, 122; public service announcement videos in, 122; in student-initiated projects, 122–123; in teacher-initiated projects, 121–122
Press kits, 122
Pretests, 338; handouts, 80–86; for misconceptions, identification of, 384; scientific method and, 49, 80–86
Preview-View-Review, 47
Prewriting, 206–207
Prezi: in authentic presentations, 122; project-based learning, 122; scientific method, 46
Prichard, Jason, 481
Pringle Potato Chip Challenge Rubric, 151
Pringles, 139
Prior knowledge. See Activating prior knowledge
Problem and Project-Based Learning Activities, 127
Procedures, classroom: advantages of, 17–18; application, 18–29; call and response, 19; cleaning up, 20–21; differentiation for diverse learners and, 26–29; effective communication for, 19; lab safety, 19; moving students, 18–19; NGSS standards, 18; research on, 18; resources in, 23; rules vs., 18; SALAME, 19; shortening, 22–23; Skills for intentional scholars, 18; student attention in, 19–20; student grouping in, 25–26; student monitoring, 24–25; technology connections, 30; time management in, 22–23
Project-based learning (PBL): advantages of, 115; application of, 117–126; authentic presentations in, 121–123; brainstorming in, 118; creative problem solving with, 118; critical thinking for, 116; Crosscutting Concepts, 116–117; defining, 115; for diverse learners, 126; for Earth and Space Science, 125; essays in, 124; expertise in, 117; ideas, 125–126; for Life Science, 125; NGSS connections, 116–117; for Physical Science, 125; planning, 117–119; possible problems in, 127; Prezi, 122; questions in, 118–119; research, 116; responsibilities in, 119–120; rubrics for, 124–125; scoring guides for, 124–125; steps in, 117; structured groups for, 119–121; student handouts and examples for, 126; student-initiated projects, 118–119; Task Deadline in, 120; teacher-initiated projects, 117–118; for Technology, Engineering, and Applications of Science, 126; technology connections for, 127; To Do List in, 120
Prompts, 208
Proportion, 116
Prototypes, in engineering process, 134, 146
PSA. See Public service announcements
PTOToday, 481
Public school enrollment, in United States, 395
Public service announcement videos, in authentic presentations, 122
Public service announcements (PSA), 212–213
Published results: of experiments, 46; resources, 53; scientific method and, 46
Publishing, in writing process, 207

Q
QR Code Generator, 352
QR codes, 352–353
QRCode Monkey, 352
Qualitative data, 94, 95, 102–105
Quantitative data, 94, 95, 102–105
Quantitative vs. Qualitative Examples, 102–104
Quantitative vs. Qualitative Examples - Answer Key, 104–105
Quantity, 116
Question stems: ELLs and, 97; handouts, 108
Question Stems for Observers, 108
Questions, 24; blind, 379, 380; in engineering process, 139; inquiry process, 91; non-text-dependent, 183; in PBL, 118–119; reinforcement, 378–379, 380; scientific method, 91; in scientific method, 35–36; student writing, 90; text-dependent, 183–186
Quick, Hailey, 152
Quickwrites, 219
Quizizz, 28; in scientific method, 52
Quizlet, 28, 441, 444–445; in scientific method, 52
Quizlet Live, 52
Quizlet Match, 52

R
Racial bias, 398–400
Racism, environmental, 411
Ramadan, 405
Ramseyer, Maryann, 212, 213, 222
Randomly calling on students, 242
Raps, 408
Reader's Digest, 28
Reading comprehension: annotation skills and, 183–184; application of, 182–192; benefits of, 181; chunking for, 191; close reading, 182–186; common problems with, 193; of ELLs, 98, 190, 192; 4X4 reading strategy, 188–190; graphic organizers for, 186; jigsaw, 190–191; NGSS standards, 182; research on, 37, 181–182; skills for intentional scholars, 182; student handouts and examples, 192; technology connections for, 193
Ready for Rigor Framework, 397
Real-time feedback, 24
Real-world connections, 408
Reardon, Sean F., 472
Redi, Francesco, 342
Reflecting on My Learning - Blank, 484–485
Reflecting on My Learning - Completed Example, 486
Reflection, in Socratic seminars, 247
Reimer, Peggy, 151
Reinforcement questions, 378–379, 380
Relationships, greeting students daily, 404–405
Reliable data, 34
Religion vs. Science, 383
Research: for activating prior knowledge, 373–374; age and, 37; for anxious students, 47; art, 331–332; on beginning of class, 424; on co-teaching, 502; on cultural responsiveness, 396–397; directing, 37–38; for discussion strategies, 239–240; diverse learners and, 47; ELL performance of, 47; on ending of class, 424; in engineering process, 135–136, 139–142; fact and fiction discerned in, 37; hypothesis writing and, 39; on inquiry process, 89; inquiry questions and, 91; interviews as, 47; kinesthetic movement, 331–332; on lab safety activities, 3–4; for math teaching strategies, 258–259; PBL, 116; performance of, 92–93; plagiarism and, 37; on procedures, classroom, 18; for reading comprehension, 37, 181–182; resource provision for, 37; resources, 53; reviewing content, 436; in scientific method, 34, 36–37; student research organizer, 54; students performing, 36–37; for teaching writing, 206; technology connections, 53; videos for, 37, 47, 93; on vocabulary, teaching, 161
Resolution, in writing, 210
Resources: for expertise, 123; handouts on, 113; for inquiry process, 92–97; names for, 92; for published results, 53; for research, 53; for scientific method, 92
Responsibilities, 507; in cleaning procedures, 21; jobs and, 25; in PBL, 119–120
Restorative circles, 401
Results, discussing, 74–75, 78–79; handouts, 109–110
Results, publishing, 46
Retrieval practice, 434
Reviewing Previous Material, 434
Revision, 207
Rewordify, 192
Rewriting a Song, 358
Rhode Island School of Design, 331
Rigor is NOT a Four-Letter Word (Blackburn), 399
Rij, Lindsay, 217, 222
Rising action, in writing, 210
Rivers, 265
Role models, diversity of, 408–411
Roots, of words, 162–164; Greek and Latin, 171
Round robin discussion, 142–143, 246
Rowe, Mary Budd, 251
Rube Goldberg machines, 346, 364–365; brainstorming for, 347; for high school students, 348
Rubric for Cell and Germ Theories Skit, 360
Rubrics: creation of, 208; for discussion strategies, 243; for PBL, 124–125; Pringle Potato Chip Challenge, 151; for student-initiated projects, 125; for teacher-initiated projects, 124–125; in teaching writing, 207
Rules, procedures compared with, 18
Rumer, Colleen, 96–97

S
SALAME, a call and response strategy, 19
Sallu, Adama, 398–399, 417
Salustri, F. A., 334
“Sarah Cynthia Sylvia Stout Would Not Take the Garbage Out” (Silverstein), 337
SAT. See Scholastic Aptitude Test Subject Tests
Say Hi With an H strategy, 404
Scavenger hunts, online, 28
Schleiden, Matthias, 342
Scholastic Aptitude Test (SAT) Subject Tests, 34
Schwann, Theodor, 342
Science and Engineering Practices, 35
Science Buddies, 52–53, 481; on experiments, 42
Science fairs, 42, 46
Science Lab Safety Quiz, 15
Science Safety Contract: Dress Code, 8–9; English version, 8–10; handout on, 8–12; lab safety and, 4; rules, 6; Spanish version, 11–12
Scientific literacy, 34
Scientific method, 33; advantages of, 34; application of, 35–49; conclusion in, 45–46; coordinated learning activities in, 49; critical thinking and, 35, 39, 43; diverse learners and, 47–49; engineering process compared with, 135; experiments in, 41–45; grading students on, 49; hypothesis in, 38–41; inquiry process v., 89–90, 92; on Kahoot!, 52; NGSS, 35, 87; possible problems with, 50–52; practices in, 87–88; pretests and, 49, 80–86; Prezi for, 46; published results and, 46; question asking in, 35–36; questions, 91; on Quizizz, 52; on Quizlet, 52; research performed in, 34, 36–37; resources for, 92; skills for intentional scholars, 35; student handouts and examples, 50; technology connections, 52
Scientific Method Pretest - Answer Key, 84–85
Scientific Method Pretest Stations, 80–81
Scientific Method Pretest - Student Answer Sheet, 82–83
Scientists: of color, 346; women, 346
Scoring guides: in PBL, 124–125; for student-initiated projects, 125; for teacher-initiated projects, 124–125
Scotchgard, 51
The Scream (Munch), 347
Selective mutism, 168
Self-reflection, 455, 464–465
Semmelweis, Ignaz Philipp, 342
Sentence frames, 149
Sentence starters: for debates, 242; as discussion strategy, 241
Sequence transition words, 212
Sesemann, Jeff, 128, 152
Severe Weather Book Plot Map Example, 227
Severe Weather Book Project Research, 209, 223, 224
Severe Weather Book Project Research Example, 209, 225
Severe Weather Book Project Scoring Guide, 209
Share time, 401
Sherman, Patsy, 51
Shoebox challenges, 508
Show and Tell, 401
von Siebold, Karl, 342
Significant digits, 457
Silent Spring (Carson), 337
Silverstein, Shel, 337–338
Simple machines, 346–347
Simpson, Kristi, 209, 222
Sister classes, 46
Skills for intentional scholars: activating prior knowledge and, 374; for art, 332; beginning and ending of class, 424; co-teaching and, 502; cultural responsiveness and, 397; discussion strategies, 240; engineering process and, 136; formative and summative assessments, 455–456; on inquiry process, 89; for kinesthetic movement, 332; lab procedures, teaching, 18; lab safety standards, 4; math teaching strategies, 259; reading comprehension, 182; reviewing content, 436; scientific method, 35; teaching writing, 206; on vocabulary, teaching, 161
Skits: in discussion strategies, 241; lab safety, 5; storytelling through, 345
Skype, 123
Slideshows, 46, 147, 170, 213, 475
Sling psychrometer, 476
Slinky, 50
Smartphones, 352
Smith, Sam, 51
Smithsonian, 28
Snowball strategy, for discussions, 244–245
Social anxiety, 168
Social emotional skills, 119, 145; optimistic thinking, 133; perseverance, 115, 137
Social media, 151
Society of Women Engineers, 411–412
Socratic Seminar Participation Checklist, 252, 256
Socratic seminars, 245–248; benefits to, 248; challenges with, 252; checklists in, 246–247; reflection in, 247
Socrative, a review tool, 441, 445–447
Songs: science, 341; writing, 358
Sonnet - To Science (Poe), 339
South Mountain, 118
Space Race, 446
Spady, William, 471
Species: extinct, 233, 474; nomenclature, 457
Specific concepts, 90
Sports Illustrated Kids, 28
Stability, 117
Stacho, Thomas, 30
Station Teaching, 504
STEAM certified teacher, 331, 332, 354; lesson ideas, 333
STEM fields, 412, 480
Step-by-step procedures, 42–43
Stereotype threat, 400, 412
Stevens, Lisa, 410
Storyboard That, 221
Storytelling: in Earth and Space Science, 345; in Life Science, 345; in Physical Science, 345; through skits, 345; in Technology, Engineering, and Applications of Science, 345
Stress response, automatic, 27
Structure and function, 117
Structured groups: for PBL, 119–121; in student-initiated projects, 120–121; Teacher Comments in, 120; in teacher-initiated projects, 120
Student attention, 19–20; diverse learners, 27
Student confidence, 252
Student conflict, 253
Student engagement, 20, 181, 376, 396, 402, 424–425
Student Examples of Mousetrap Catapult Designs, 146, 153
Student expectations, 406–408
Student handouts and examples: activating prior knowledge, 386; art, 353; beginning of class, 433; on conclusions, 76–79, 109–110; on controls, 68–72; cultural responsiveness, 415; data, 102–105; on data tables, 68–72; on dependent and independent variables, 55–60; for discussion strategies, 251; dissections, 106–107; ending of class, 433; formative and summative assessments, 479; on graphs, 73; on hypothesis writing, 61–67; inquiry process, 99, 111–112; kinesthetic movement, 353; for lab procedures, 29; lab safety activities, 7, 13–15; materials list, 67; for math teaching strategies, 282–283; for PBL, 126; pretests, 80–86; question stems, 108; reading comprehension, 192; on resources, 113; on results discussion, 74–75, 78–79, 109–110; reviewing content, 447–448; on Science Safety Contract, 8–10; scientific method, 50; vocabulary teaching, 170–171; writing teaching, 220
Student interests, 403
Student interface videos, 449
Student learning, enrichment and, 27
Student monitoring, 24–26; classroom procedures, 24–25; diverse learners and, 29
Student preparation, 252
Student Research Organizer, 54
Student-centered instruction, 89, 247, 396, 413, 472
Student-Choice Performance-Based Assessment, 493
Student-initiated projects, 118–119; authentic presentations in, 122–123; rubrics for, 125; scoring guides for, 125; structured groups in, 120–121
Study strategies for students, 468
Suffixes, 162–164
Summaries, 219
Summative tests, 6
Super Glue, 50
Surveys, 402–404
Swift, Taylor, 341
Syllabus, 402, 507
Systems models, 116

T
TAILS, 260
Takes the World From Another Point of View (film), 94
Tanka poems, 339
Task Deadline, in PBL, 120
Taylor, Annette, 383
T-charts, 95; for Mousetrap Catapult Challenge, 141
Teacher Comments, in structured groups, 120
Teacher evaluation, five-point scale, 24
Teacher involvement, 252–253
Teacher proximity, 24
Teacher-for-a-day, vocabulary teaching and, 168
Teacher-initiated projects, 117–118; authentic presentations in, 121–122; scoring guides for, 124–125; structured groups in, 120
TeachThought, 433
Team Teaching, 505–506
Technology, Engineering, and Applications of Science: Crosscutting Concepts for, 432; debate topics for, 250; kinesthetic movement and, 351; measurement in, 277; PBL for, 126; storytelling in, 345; website design and, 350
Technology connections, 20, 23, 123; for activating prior knowledge, 387; for art, 353–354; beginning of class, 433; classroom procedures, 30; for content review, 449; for co-teaching, 508; for cultural responsiveness, 415–417; discussion strategies, 253–254; ending of class, 433; for engineering process, 150–151; for formative and summative assessments, 480–481; inquiry process, 100; for kinesthetic movement, 353–354; lab safety, 8; in math teaching strategies, 284; for PBL, 127; for reading comprehension, 193; research resources, 53; scientific method, 52; teaching lab procedures, 23; for teaching writing, 220–221; for vocabulary teaching, 171
Technology Use Agreements, 24
Tempe Town Lake, 264
Temperature, 265
Temperature vs. Number of Escherichia coli Colonies, 294
Text: complexity, 182; evidence, 184–185, 207
Text-dependent questions, 183; annotation skills and, 183–184; answering, 186; examples of, 183; textual evidence for, 184–185
Thinking tests, 470–475
Think-Pair-Share, 245
13 Culturally Responsive Teaching Ideas, 422
Time management: in classroom procedures, 22–23; communication in, 23; for diverse learners, 27–29; lesson planning and, 22; resources and, 23
Time pressure, 20
Timeline Graphic Organizer for the Cell and Germ Theories, 344, 361
Timeline Graphic Organizer for the Cell and Germ Theories - Answer Key, 344, 362–363
To Do List, in PBL, 120
Tolerance, 145
Tornadoes, 265
Toxicology Unit Thinking Test, 487–489
Toxicology Unit Thinking Test - Answer Key, 490–492
Toxicology Unit Thinking Tests Modified, 498–500
Traffic accidents, 265
Transfer, 218
Trebuchets, 139–140
True-false questions, 7
Turning Learning Right Side Up (Ackoff and Greenberg), 94
Twinkle Twinkle Little Star (song), 340, 357–359
Tyler, Ralph, 471

U
Understanding, 453–454, 472–475
Understanding by Design (Wiggins and McTighe), 454
United Kingdom, measurement systems in, 270–271
United States: measurement systems in, 270–271; public school enrollment in, 395
Universal design principles, 144
Using the Inquiry Process, 111–112

V
Valera, Monica, 8
Variables: dependent and independent, 38–39, 55–60, 506; handouts on, 55–60; identification of, in hypothesis, 38; manipulated and responding, 260; NGSS on, 38
Vectors, 350
Venn diagrams, 186, 188
Vernacular misconceptions, 383
Vernier probes, 504
Vertical, 260
Victor Atiyeh Leadership for Education Awards, 331
Videos: for activating prior knowledge, 382; closed captioning of, 126; for ELLs, 382; enrichment and, 28; instructional, 96, 192, 347, 350; as lab safety tool, 5; multilingual, 382; music, 341, 354; public service announcement, 122; for research, 37, 47, 93; student created, 341; student interface, 449
Virchow, Rudolf Carl, 342
Visual arts, 346–348
Vocabulary, teaching: anxiety differentiation and, 168; application of, 162–170; assignments in, 166; basic word list, 163; benefits of, 161; common problems in, 171; critical thinking, 169; definition worksheet, 174; for diverse learners, 170; ecology, 163; effective communication for, 162; ELLs and, 168; Excel, 279; Fast Facts, 169–170; hypothesized definitions in, 163; interdisciplinary examples, 164–165; NGSS standards on, 161; prefixes, 162–164; research on, 161; roots, 162–164; skills for intentional scholars on, 161; student handouts and examples, 170–171; suffixes, 162–164; teacher-for-a-day, 168; technology connections for, 171; word exposure and, 164
Vocabulary Definition Worksheet, 174
von Stumm, S., 89

W
Wait time, discussion strategies and, 251
Wakefield, Ruth, 51
Walker, C. J., 410
Warm-ups, 423–425; background knowledge and, 428; common problems with, 433; ideas for, 426–430; previewing material for, 426–428; previous material review, 430
Washington, George, 269
Water Cycle, 187
Water Cycle Concept Map, 197
Water recycling, 246
Watson, James, 346
We Are Teachers website, 284, 355
Webquests, 28
Website design, 350
West, Gladys, 410
Where the Sidewalk Ends (Silverstein), 337
Which Type of Graph Should I Use?, 291
Which Type of Graph Should I Use? - Answer Key, 293–294
White, Mandi, 20, 117, 167, 209, 217, 222, 241, 242, 479, 501, 506
Wiggins, Grant, 454, 472
Wildlife Strike Data Analysis and Interpretation, 265, 295–296
Wildlife Strike Data Analysis and Interpretation - Answer Key, 265, 297–298
Wildlife strikes, 429
William, Dylan, 455
Wind farms and turbines, 127, 131, 382
Women, in science, 346, 411–412
Women's History Month, 409–410
Wong, Harry, 19, 30, 404
Wong, Rosemary, 30, 404
Woody, Caroline, 387, 390
Word banks, 6, 170
Word Wall Challenge, 165–169
Word Wall Challenge Rubric, 166, 175
Word Wall Examples, 176
Word Wall Wall, 165, 167
Words in a Sentence, 165, 171
Writing: bad, 208; CER structure, 215–217; effective, 208; essays, 122, 124, 217; frames, 219, 433; grants, 23; ICE structure, 215–217; informative/explanatory, 211–215; journal/learning log, 218; narrative, 209–211; quickwrites, 219; summaries, 219
Writing, teaching: application of, 206–220; argument in, 215–218; benefits of, 205; checklists in, 207; climax, 210; common problems in, 220–221; critical thinking for, 206; daily writing activities in, 218; defining, 205; for diverse learners, 219–220; drafting in, 207; essay topic ideas in, 215–218; exposition, 210; falling action, 210; feedback in, 214; models, 208; NGSS for, 206; prewriting in, 206–207; process of, 206–207; publishing in, 207; research for, 206; resolution, 210; revision in, 207; rising action, 210; rubrics in, 207; skills for intentional scholars and, 206; student handouts and examples, 220; technology connections for, 220–221
Writing teaching, effective communication for, 206
Wylie, Emma, 194

Y
Year vs. Number of Deer and Wolves, 294
YouTube, 21

Z
Zicafoose, Hannah, 194