Uses the precise language of science to help teachers develop students' science process skills. Provides critical definitions for the terms observation, inference, prediction, hypothesis, guess, and operational question. By reducing the reliance on guessing, teachers encourage and model the fundamental inquiry skills necessary to do science. (SAH)

Describes a method to collect seeds that are dispersed from weeds while avoiding some outdoor hazards such as rough terrain or animals. Describes a plan for creating a weed fishing pole and includes a materials list. (SAH)

Demystifies the terms prediction, hypothesis, and theory, and explains these terms with examples in order to help elementary science teachers clarify the language of science. (ASK)

Presents an interdisciplinary unit that combines science and technology as a social-historical study on Arcadian dikes. Promotes an authentic task for assessment. Provides a student resource materials packet and activity sheet. (ASK)

Presents units that address states of matter and changes of states of matter linked with the water cycle and integrates literacy and science. Discusses the language in science books. Lists characteristics of good science inquiry units. (Contains 11 references.) (ASK)

Integrating curriculum is important in helping children make connections within and among areas. Presents a class project for kindergarten children which came out of the students' interests and desire to build a reptile exhibit. (ASK)

Presents a simple writing technique called the key-word process which helps students communicate the important science concepts they have learned. (ASK)

Discusses the importance of using interdisciplinary instruction in science education. Suggests ways for successful interdisciplinary instruction, developing science skills through language, and getting the most out of nonfiction books. (Contains 21 references.) (ASK)

Describes a demonstration in which a teacher or student can relight a blown out candle from a burning candle held about 2-3 centimeters directly above it. (SAH)

Describes how drawing can be used as a tool to help students develop and document more complex understandings not often used in science instruction. Explores how drawing can be used to learn about animals. Includes student illustrations. (SAH)

Describes a successful simulation that explores animal camouflage and the fundamental idea that organisms depend on their environment. Uses a story from a basal reader to facilitate student learning; however, other trade books could also be used. (SAH)

Describes an experiment in which students use candy and containers of water to spark their interest in investigating. Students work in groups and make observations about what happens to the candy as it is placed in water. Features an experiment template for students to record their findings. (SAH)

Describes a strategy to help students learn how to make detailed observations. Emphasizes making productive observations using complete, detailed, accurate statements or pictures. (SAH)

Describes a study in which fourth and fifth grade students drew pictures of what they believed a scientist looks like. Scientists then visited the classrooms and students were asked to draw another picture of what scientists look like. More stereotypic views of scientists were seen in the first drawings than in the second. (SAH)

Explores storytelling as an instructional method to teach about science. A well-told science story can bring acts to life, make abstract concepts concrete, and walk the listener through the process of scientific inquiry using virtual reality. (SAH)