Summary
| Subject keyword(s) | Asking questions, Communicating, Education, Science as Inquiry, Science as inquiry, Science process skills, Scientific habits of mind, Social Sciences, Teaching Standards |
|---|---|
| Grade level | Elementary School, Middle School, High School, Vocational/Professional Development Education |
| Intended audience | Educator |
| Resource type | Audio/Visual, Instructional Material, Text |
| Resource format | application, application/pdf |
| Rights | Permission to reproduce content is granted in advance under the following circumstances: (1) All educators may reproduce up to five copies of an NSTA article for personal use only. This does not include display or promotional use. (2) All educators may reproduce and e-mail an NSTA article in their possession to as many as five individuals for personal use only. This does not include promotional use. (3) Elementary, middle, and high school teachers, as well as educators in a university setting, may reproduce an article from a single issue of an NSTA journal for one-time classroom or non-commercial, professional-development use only. This does not apply to coursepacks (see next paragraph). For all other permission requests from Science Scope, ISSN 0887-2376, please access www.copyright.com or contact the Copyright Clearance Center, Inc. (CCC), 222 Rosewood Drive, Danvers, MA 01923, 978-750-8400. CCC is a not-for-profit organization that provides licenses for the use of NSTA content. For more information about NSTA permissions policies, please go to www.nsta.org/permissions. Permission to reproduce content is granted in advance under the following circumstances: (1) All educators may reproduce up to five copies of an NSTA article for personal use only. This does not include display or promotional use. (2) All educators may reproduce and e-mail an NSTA article in their possession to as many as five individuals for personal use only. This does not include promotional use. (3) Elementary, middle, and high school teachers, as well as educators in a university setting, may reproduce an article from a single issue of an NSTA journal for one-time classroom or non-commercial, professional-development use only. This does not apply to coursepacks (see next paragraph).For all other permission requests from Science Scope, ISSN #0887-2376, please access www.copyright.com or contact the Copyright Clearance Center, Inc. (CCC), 222 Rosewood Drive, Danvers, MA 01923, 978-750-8400. CCC is a not-for-profit organization that provides licenses for the use of NSTA content. For more information about NSTA permissions policies, please go to www.nsta.org/permissions. |
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Visit NSTA.org Home My PD Tools My Private Messages Register for Free My Library My PD Indexer My PD Plan & Portfolio My PD Record & Certificates My Calendar My Notepad My Community Forums My Help Desk Give Us Feedback Subjects Earth and Space Science Physical Science Life Science History and Nature of Science Personal and Social Issues Science and Technology Science as Inquiry Learning Resources & Opportunities Science Objects SciPacks SciGuides Symposia Symposia Archives Professional Development Institutes Web Seminars Web Seminar Archives Podcasts Online Courses NSTA Journal Articles NSTA Press Books Community Forums Education Administrator Help Frequently Asked Questions Technical Support Advisory Support Give Us Your Feedback Learning Center Home > Product Detail Product Detail: Journal Article Tried and True: Peanut butter and jelly science By: Donna Farland Free Offering $0 - Member Price $0 - Nonmember Price You currently have javascript disabled, please use the button below: Details Type of Product: Journal Article Average Rating: based on 1 review Publication Title: Science Scope Publication Date: 4/1/2006 Pages: 1 Grade Level: Middle School Description Are you feeling frustrated with the quality of your students' writing or lack there of? If so, head straight for the peanut butter and jelly. Students will respond to this fun filled activity as they learn the importance of writing clear procedures in science. This visual lesson sticks with students like peanut butter to the roof of a mouth! Ideas For Use Discuss the importance of writing in science, not only in the classroom, but in real-world laboratories and other scientific facilities as well. Discussions Easy and Quick Earth/Space Activities Posted in Earth and Space Science by Carolyn Mohr on Tue Aug 09, 2011 2:00 PM Hi Mallory and welcome to the discussion forums! I did a search of the NSTA Learning Center's resources using the term ... Additional Info Science Discipline: (mouse over for full classification) Communicating Observing Scientific habits of mind Intended User Role: Curriculum Supervisor, Middle-Level Educator, Teacher Educational Issues: Achievement, Curriculum, Inquiry learning, Teacher preparation, Teaching strategies Technical Resource Format: application/pdf Size: 270 KB Requirements: Requires Adobe Acrobat Reader National Standards Correlation This resource has 6 correlations with the National Standards. [VIEW CORRELATIONS] This resource has 6 correlations with the National Standards. [HIDE CORRELATIONS] Science as Inquiry Abilities necessary to do scientific inquiry Think critically and logically to make the relationships between evidence and explanations. Communicate scientific procedures and explanations. Understandings about scientific inquiry Scientists develop explanations using observations (evidence) and what they already know about the world (scientific knowledge). Good explanations are based on evidence from investigations. (K-4) Teaching Standards Teachers of science plan an inquiry-based science program for their students. Select science content and adapt and design curricula to meet the interests, knowledge, understanding, abilities, and experiences of students. Teachers of science guide and facilitate learning. In doing this, teachers Encourage and model the skills of scientific inquiry, as well as the curiosity, openness to new ideas and data, and skepticism that characterize science. Focus and support inquiries while interacting with students. State Standards Correlation Use the form below to view which of your state standards this resource addresses. Select State AC AK AL AR AZ CA CO CT DC DE FL GA HI IA ID IL IN KS KY LA MA MD ME MI MN MO MS MT NC ND NE NH NJ NM NV NY OH OK OR PA RI SC SD TN TX UT VA VT WA WI WV WY Loading... Customer Reviews Leading By Example Adah (San Antonio, TX) on June 15, 2011 This very short article describes how asking students to write the steps to making a peanut butter sandwich and acting them out exactly how students wrote them has helped improved student written procedures on lab reports. A good way to lead by example and a very good idea. {1} ##LOC[OK]## {1} ##LOC[OK]## ##LOC[Cancel]## {1} ##LOC[OK]## ##LOC[Cancel]## [ Access our noscript login page ] E-mail: Password: I'm an NSTA member and I don't have a password Lost password? Recover it here. Register now [Help PDF] Advanced Search Advanced Search Actions Recommend to a friend Write a Review Google Scholar Articles by: By: Donna Farland Copyright © 2012 NSTA | Contact Us | FAQ | Help | Give Us Feedback | Legal Notice 3.19