National Academies Press: OpenBook

Resources for Teaching Elementary School Science (1996)

Chapter: Part 3. Teacher's References

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Suggested Citation:"Part 3. Teacher's References." National Academy of Sciences. 1996. Resources for Teaching Elementary School Science. Washington, DC: The National Academies Press. doi: 10.17226/4966.
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PART 3
TEACHER'S REFERENCES

Suggested Citation:"Part 3. Teacher's References." National Academy of Sciences. 1996. Resources for Teaching Elementary School Science. Washington, DC: The National Academies Press. doi: 10.17226/4966.
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Suggested Citation:"Part 3. Teacher's References." National Academy of Sciences. 1996. Resources for Teaching Elementary School Science. Washington, DC: The National Academies Press. doi: 10.17226/4966.
×
Page 130
Suggested Citation:"Part 3. Teacher's References." National Academy of Sciences. 1996. Resources for Teaching Elementary School Science. Washington, DC: The National Academies Press. doi: 10.17226/4966.
×
Page 131
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What activities might a teacher use to help children explore the life cycle of butterflies? What does a science teacher need to conduct a "leaf safari" for students? Where can children safely enjoy hands-on experience with life in an estuary? Selecting resources to teach elementary school science can be confusing and difficult, but few decisions have greater impact on the effectiveness of science teaching.

Educators will find a wealth of information and expert guidance to meet this need in Resources for Teaching Elementary School Science. A completely revised edition of the best-selling resource guide Science for Children: Resources for Teachers, this new book is an annotated guide to hands-on, inquiry-centered curriculum materials and sources of help in teaching science from kindergarten through sixth grade. (Companion volumes for middle and high school are planned.)

The guide annotates about 350 curriculum packages, describing the activities involved and what students learn. Each annotation lists recommended grade levels, accompanying materials and kits or suggested equipment, and ordering information.

These 400 entries were reviewed by both educators and scientists to ensure that they are accurate and current and offer students the opportunity to:

  • Ask questions and find their own answers.
  • Experiment productively.
  • Develop patience, persistence, and confidence in their own ability to solve real problems.

The entries in the curriculum section are grouped by scientific area—Life Science, Earth Science, Physical Science, and Multidisciplinary and Applied Science—and by type—core materials, supplementary materials, and science activity books. Additionally, a section of references for teachers provides annotated listings of books about science and teaching, directories and guides to science trade books, and magazines that will help teachers enhance their students' science education.

Resources for Teaching Elementary School Science also lists by region and state about 600 science centers, museums, and zoos where teachers can take students for interactive science experiences. Annotations highlight almost 300 facilities that make significant efforts to help teachers.

Another section describes more than 100 organizations from which teachers can obtain more resources. And a section on publishers and suppliers give names and addresses of sources for materials.

The guide will be invaluable to teachers, principals, administrators, teacher trainers, science curriculum specialists, and advocates of hands-on science teaching, and it will be of interest to parent-teacher organizations and parents.

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