What are the five content and five process standards for school mathematics listed in the principles and standards document?

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technology, personal and social perspectives, and the history and nature of science. The text also contains vignettes from exemplary programs. The last two chapters discuss national standards for the science program and the educational system. A brief history and an outline of the NSES are provided in the appendices. (Author/LCT) ENC-004853 Ordering Information National Science Teachers Association, PO Box 9021, Washington, DC 20090 Email: (703) 243-7100 / Fax: (301) 843-0159 / Toll-free: (800) 722-6782 www.nsta.org $34.95 per book

overarching themes: equity, curriculum, teaching, learning, assessment, and technology. Each principle is discussed in detail in terms of the vision for school mathematics developed in PSSM. The 10 standards for school mathematics are descriptions of what mathematics instruction should enable students to know and do. The five content standards are number and operations, algebra, geometry, measurement, and data analysis and probability. The five process standards are problem solving, reasoning and proof, communication, connections, and representation. All standards are presented by grade bands for preK to grade 2, grades 3-5, grades 6-8, and grades 9-12. The standards define the mathematics that all students should have the opportunity to learn as they progress through the grades. Each standard comprises a small number of goals that apply across all grades, with the content standards offering an additional set of expectations specific to each grade band. The presentation of the standards is highlighted with examples of student work and examples from the classroom told in the words of teachers. The Table of Standards and Expectations in the appendix highlights the growth of expectations across the grades. It presents a concise summary of expectations related to each content standard arranged by grade band. Also in the appendix is an overview summary of expectations for the preK12 process standards. References are included. (Author/JRS) ENC-017582 Ordering Information National Council of Teachers of Mathematics, Inc., 1906 Association Drive, Reston, VA 20191 Email: (703) 620-9840 / Fax: (703) 476-2970 / Toll-free: (800) 235-7566 www.nctm.org $45.00 per book (paperback) $30.00 per CD-ROM or PDF file

Science for All Children: A Guide to Improving Science Education in Your School District Grades K-6 1997 Author: National Science Resources Center, National Academy of Sciences; Smithsonian Institution This book promotes an inquiry-based approach to teaching science at the elementary level in which children are challenged to ask questions, solve problems, and develop scientific skills. Guidelines are provided for planning and implementing an inquiry-based elementary program in any school district. In this book, the science program is viewed as a cohesive system that comprises several key elements: a research-based, inquiry-centered science curriculum; professional development; materials support; appropriate assessment strategies; and community and administrative support. These elements work together to create an interdependent system, which can be modified to meet the needs of various types of schools. The first part of the book explains the rationale for inquiry-centered science and provides some basic tools for planning such a program. The second section discusses how to implement the program by focusing on the five elements of the National Science Resources Center (NSRN) model for science education reform. In the third section, eight case studies illustrate efforts to implement the model of inquiry-centered science described in the second part of the book. An introduction, epilogue, and appendices are also included. (Author/DJS) ENC-008380 Publisher National Academy Press, Lockbox 285, 2101 Constitution Avenue NW, Washington, DC 20055 (202) 334-3313 / Fax: (202) 334-2451 / Toll-free: (888) 624-8373 www.nap.edu Although the book is out of print, the text may be read online at http://books.nap.edu/books/0309052971/html/index.html Principles and Standards for School Mathematics Grade prek and up 2000 Author: National Council of Teachers of Mathematics Writing Group The National Council of Teachers of Mathematics developed this volume to be a resource for all who make decisions that affect the mathematics education of students in preK to grade 12. Built on NCTM's previous three standards documents, Principles and Standards for School Mathematics Principles (PSSM) presents a vision of school

Standards mathematics based on the belief that all students should learn important

MATHESIATICS mathematics concepts and processes with understanding. PSSM is divided into six principles and 10 standards. The six principles for school mathematics describe the particular features of a high-quality mathematics education and address

book looks at the social context of the classroom and its impact on science teaching and learning. The authors present a strategy that structures lessons much like those in a writers' workshop.

а Group work in science is bracketed by whole-class meetings that allow students to construct meaning through dialogue with each other and with their teacher. Throughout the lessons, the teachers use a variety of discourse strategies to support, extend, and ultimately assess their students' understanding. Bibliographic references are provided. (Author/LCT) ENC012613 Ordering Information Heinemann Educational Books, Inc., 88 Post Road West, PO Box 5007, Westport, CT 06881 Email: (603) 431-7894 / Fax: (800) 203-1502 / Toll-free: (800) 793-2154 www.heinemann.com $24.00 per book (paperback)

growth and decay versus linear climb and fall. Situations include population growth, fan club membership, and investments. Students use spreadsheets and a computer graphing program to explore the situations numerically and graphically and to find the point of intersection for each problem's graph. An extensive bibliography is included. (Author/JRS) ENC016038 Ordering Information Eye on Education, 6 Depot Way West, Larchmont, NY 10538 Email: (914) 833-0551 / Fax: (914) 833-0761 www.eyeoneducation.com $29.95 per book (paperback) A Comprehensive Guide to Designing StandardsBased Districts, Schools, and Classrooms Grades K-12 1996 Author: Robert J. Marzano and John S. Kendall Publisher: ASCD and McREL This guide explains the events that catalyzed the creation of education standards, the way they are created and presented, and how they can be used. It discusses the assessment and reporting of student achievement based on the resulting benchmarks. Each chapter addresses a question about standards, answers it with research and practice-based evidence, and ends with a summary and set of recommendations. Tables and figures illustrate the examples discussed in the text. One chapter addresses the issue of reporting student progress. It suggests that the national, state, and district-level assessments be reported so that they can be interpreted relative to performance on specific standards. On the classroom level, the book compares reporting methods that use grades, standards, and individual benchmarks. The chapter recommends the use of individual scores on individual standards. It states that, although narrative comments are labor intensive, they complement any reporting system and that student-led conferences benefit both the students and the parents. The chapter includes sample report cards, conference scripts, and state and national standardized assessment data forms. (Author/JR) ENC-017535 Ordering Information Association for Supervision and Curriculum Development, PO Box 79760, Baltimore, MD 21279 Email: (703) 578-9600 / Fax: (703) 575-5407 / Toll-free: (800) 933-2723 www.ascd.org $29.95 per book (paperback) ASCD member price $24.95 per book

Implementing Standards-Based Education: An ASCD Professional Inquiry Kit Grades K-12 2000 Author: Jane Ellison and Carolee Hayes Educators can use this professional development kit to form study groups to better understand the purpose of standards and how they can improve student learning. The kit identifies why the standards are important; how they can inform curriculum, instruction, and assessment; and how collaboration and existing resources can facilitate systemic improvements in education. Topic-specific folders contain activity booklets with articles, worksheets, and discussion starter questions based on video clips and an audio tape. The first folder includes materials and reproducible worksheets to guide the organization of study groups. Each of the other folders provides an overview of how the folder materials relate to the topic, a list of materials, and suggestions for possible activities. Also in the folders are the articles, discussion questions, and worksheets needed to carry out the activities. In one activity, group members write out the challenges, obstacles, and constraints they see in implementing standards-based education. They place their notes on a board, read them, and find common themes. They then view a related segment of the video and consider if there is anything they want to add to their list. Notes pages provide spaces to record information and a summary of key ideas. (Author/JR) ENC-018338 Ordering Information Association for Supervision and Curriculum Development, PO Box 79760, Baltimore, MD 21279 Email: (703) 578-9600 / Fax: (703) 575-5407 / Toll-free: (800) 933-2723 www.ascd.org $220.00 per kit ASCD member price $189.00 per kit

Implementing Standards-Based Mathematics Instruction: A Casebook for Professional Development Series: Ways of Knowing in Science Grades K-12 2000 Author: Mary Kay Stein, Margaret Schwan Smith, Marjorie A. Henningsen, Edward A. Silver Publisher: NCTM and Teachers College Press This book offers insights into what makes a mathematics task challenging, how classroom events influence the unfolding of tasks, and how teachers can productively reflect on their practice. It is targeted toward teachers who are trying to integrate the new math standards into their current practice. The Mathematics Tasks Framework is offered as a means to evaluate instructional decisions, the choice of materials, and learning outcomes. Six classroom case studies ground the framework into actual class

in an elementary school classroom. Elementary school teachers and academic researchers in the study collaborated to develop classroom environments in which, as students learned scientific concepts and procedural skills, they acquired the values and attitudes associated with successful scientific collaboration. Using transcripts of classroom conversations and samples of children's writing, the

classroom atmosphere, use problem solving to teach mathematics, and aim to make students see the relevance of mathematics. Each video in this set features highlights from a classroom lesson taught by Toliver and includes her comments on classroom management and the need to create mathematical understanding in students. Common objects, including cat treats, are introduced to encourage students to think about mathematics and its place in the real world. The lessons focus on teaching The Kay Toliver Files mathematical communication, estimation,

QPBS VIDEO polygons, and fractions.

PBS VIDEO Toliver encourages class discussion, demonstrates how to use alternative assessment strategies, and stresses the importance of mathematics literacy. In a sample lesson, the Great Pizza Swap, stuums vnplore the meaning of equivalent fractions as they make paper pizzas. Students write a journal entry to explain the Great Pizza Swap as the final activity for this lesson. The accompanying teacher's guide includes suggestions and resources for staff development workshops utilizing the videos. Lesson plans are included along with additional classroom activities and background resources for the teacher. (Author/JRS) ENC-017928 Ordering Information Public Broadcasting Service, 1320 Braddock Place, Alexandria, VA 22314 Email: (703) 739-5071 / Fax: (703) 739-7513/ Toll-free: (800) 645-4727 www.pbs.org $150.00 per set (4 videos, 1 teacher's guide)

Implementing the Standards: General Resources (continued) room practice. In the first part of the book, readers learn how to use the framework to analyze a classroom task by rating its cognitive demand. This section also discusses the supporting research. Part two comprises the case studies and materials for use in classes, seminars, or other instructional settings. Issues embedded in the six case studies include the role of procedures in reforming mathematics, use of manipulatives, bilingual education, and the impact of standardized testing. The case studies are based on real teachers and events, drawn from detailed documentation of classroom lessons and interviews with the teachers. The case studies aim to stay true to the predispositions and general teaching habits of the teacher who inspired the case. For each study, there is a detailed analysis of the case and discussion questions. The authors believe that the real power of the ideas and strategies contained in the book is derived from group discussion that can grow out of reading the case studies. References are included. (Author/JRS) ENC-017977 Ordering Information Teachers College Press, Columbia University, PO Box 20, Williston, VT 05495 Email: Fax: (802) 864-7626 / Toll-free: (800) 575-6566 tc-press.tc.columbia.edu $21.95 per book (paperback) Inventive Strategies for Teaching Mathematics: Implementing Standards for Reform Series: Psychology in the Classroom Grades K-12 1996 Author: James A. Middleton, Polly Goepfert Based on the vision of mathematics instruction in NCTM's Curriculum and Evaluation Standards for School Mathematics (1989), this book identifies five goals in implementing change: building a new understanding of the nature of mathematics, building and choosing curricula, building reaching strategies, building a balanced assessment strategy, and finding resources. Each chapter discusses a goal in depth and offers ideas for reaching it. A glossary and a list of references are included. In the final chapter, readers will find ideas to aid and support them as they strive to implement the standards. Making change is considered a process that takes time and support. Various innovative curriculum projects for all grade levels are discussed, as well as assessment, technology, parents, and teacher teams. (Author/JAR) ENC-017751 Ordering Information American Psychological Association, Inc., 750 First Street, NE, Washington, DC 20002 Email: (202) 336-5500 / Fax: (202) 336-5502 / Toll-free: (800) 374-2721 www.apa.org $17.95 per book (paperback)

Learning in Overdrive: Designing Curriculum, Instruction, and Assessment from Standards Grade pre-K and up 1995 Author: Ruth Mitchell, Marilyn Crawford, and the Chicago Teachers Union Quest Center Teachers of any grade level can use this book to learn about a process to produce standards-based curriculum units. Working with a set of standards, teachers develop connected clusters that can be single-subject or interdisciplinary. They first determine what end result is desired and then build the unit to achieve that result. Essential to the unit is the cumulative task, which is a real-world problem that embodies all the standards included in the unit. Completion of this task by students should demonstrate that they have attained all of the standards. Once the task is determined, it is broken down into learning segments that provide the daily classroom activities. The authors contend that by starting with a list of standards and developing sufficient culminating tasks, teachers can create an effective yearlong teaching plan that will cover all the needed material. As an example of a culminating task, the book provides an interdisciplinary unit on water. Each chapter gives a narrative description of the step in the process and then relates it to the water example. The end piece in each chapter is a step-by-step description of what teachers need to do to create their own unit. Appendices include information on finding copies of various standards, forms and worksheets to help teachers through the process, and a summary of all steps in the process. (Author/SSD TAH) ENC-016285

The Kay Toliver Files: File Box | Series: Kay Toliver Files Grades 1-8 1995 Author: Kay Toliver Publisher: Foundation for Advancements in Science Education and PBS Video The four videos and workshop materials in this set are designed for use in teacher education and staff development for elementary teachers. The set is part of a series in which veteran teacher Kay Toliver models teaching strategies that create a friendly

Ordering Information Fulcrum Publishing, 16100 Table Mountain Parkway, Suite 300, Golden, CO 80403 Email: (303) 277-1623 / Fax: (800) 726-7112 / Toll-free: (800) 992-2908 www.fulcrum-books.com $19.95 per book (paperback)

Making the Standards Work at Grade 8 Series: Connect to NCTM Standards 2000 Grade 8 2000 Author: Francis (Skip) Fennell, Honi J. Bamberger, Thomas E. Rowan, Kay B. Sammons, Anna R. Suarez Part of the Connect to NCTM Standards 2000 series, this book contains four lessons for each of the five content standards: number and operation, algebra, geometry, measurement, and data analysis and probability. The nine-part series is designed to provide lesson ideas for implementing the NCTM standards at every K-8 grade level. Each book contains 20 ready-to-teach lessons. For each content standard, the book provides three standards-based lessons and one textbook-based lesson. All lessons include teaching plans, reproducible pages for student activities, lesson extensions, and suggestions for assessing student understanding. The last section of the book offers suggestions for developing lessons that incorporate the NCTM standards and that are compatible with individual teaching styles. For example, in one lesson for the algebra content standard, the students translate real-world situations into algebraic symbolism and represent the relationships graphically. Using experimentation, the students make generalizations about the effect of changing rates on slope. They then explain the story shown in each graph. (Author/JAR) ENC-017872 Ordering Information Creative Publications, 5623 West 115th Street, Alsip, IL 60803 Email: (708) 385-0110 / Fax: (800) 624-0821 / Toll-free: (800) 624-0822 www.creativepublications.com $24.95 per book (paperback) Complete series of nine books for $199.95

dents for either concept development or assessment purposes. Suggestions are included for using manipulatives, calculators, educational software, graphics programs, and web sites in the classroom. (Author/JRS) ENC-018314 Ordering Information Corwin Press, Inc., 2455 Teller Road, Thousand Oaks, CA 91320 Email: (805) 499-9734 / Fax: (800) 417-2466 www.corwinpress.com $29.95 per book (paperback) Mathematics: What Are You Teaching My Child? Grades K-8 1994 Author: Marilyn Burns Publisher: Scholastic, Inc. This 20-minute video program shows how mathematics education is being transformed by innovative teaching methods, manipulatives, and new technologies. It addresses issues such as why paper and MATHEMATICS: pencil computational proficiency is not What Are You reaching enough and how to integrate manipula

My Child? tives into the classroom to help implement the NCTM standards (1989). Other issues include collaborative learning and communication, the role of problem solving and reasoning skills, and ways to build parental understanding and support for a mathematics curriculum. The presentation features comments by parents, actual classroom sequences, interviews with three professionals in the workplace, and a math challenge for teachers and students. The video is available in English and Spanish. (Author/KFR) ENC-005712 Ordering Information ETACuisenaire, 500 Greenview Court, Vernon Hills, IL 60061 Email: (847) 816-5050 / Fax: (800) 382-9326 / Toll-free: (800) 445-5985 www.etacuisenaire.com $24.95 per video Specify English or Spanish.

The Math We Need to know and Do: Content Standards for Elementary and Middle Grades Grades K-6 2001 Author: Pearl Gold Solomon This teacher resource book links specific K-6 mathematics content and performance standards with applicable pedagogical concepts. The 200 standards in this book are functionally

Pearl Gold Solomon based on the ideas and organization developed by the NCTM and other state and local agencies. The book delineates the specific mathematics concepts that

The Math We Need to underlie the procedures as

"Know" and "DO" stated in the standards.

Ceteru Srukkurk toe Ekumentary and Middle Grakes Chapter one explains the rationale behind this book and explains the organization and sequence of the following chapters. Chapter two contains 200 concepts related to content and performance standards statements in a numbered table format. The table shows median grade-level expectations for each concept (labeled as exploration, concept mastery, or algorithmic mastery) as well as suggestions for mathematics vocabulary and usage. Chapter three features activities and problems that can be used with stu

National Science Education Standards Awareness Kit for Administrators and Supervisors Grades K-12 1996 Author: project director, Laurie Kreindler Publisher: The Learning Team, Inc. and the Annenberg/CPB Math & Science Project The materials in this kit are for a workshop to help school administrators and others understand their role in building a system that supports improved science teaching and learning with the National Science Education Standards (NSES). The facilitator's workbook includes materials that can be used for small-group discussions and for formal and informal presentations to groups ranging from school boards to civic and community organizations. The workbook includes 38 color overheads with notes, background from the NSES, sample presentations with activities, and a variety of blackline masters. Also found in the kit are a video introducing the standards, an audiotape discussing how to make the standards work, and a poster. (Author/JRS) ENC-013322 Ordering Information Annenberg/Corporation for Public Broadcasting, PO Box 2345, South Burlington, VT 05407 (740) 369-5239 / Fax: (802) 846-1850 / Toll-free: (800) 532-7637 www.learner.org $125.00 per kit $19.95 per video (includes four separate segments) $3.00 per poster

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Implementing the Standards: General Resources (continued) Number and Operations, Part 2: Making Meaning for Operations Series: Developing Mathematical Ideas Grades K-6 1999 Author: principal investigators, Deborah Schifter, Virginia Bastable, Susan Jo Russell Part of the Developing Mathematical Ideas (DMI) program, this professional development kit contains seminar materials to help K-6 teachers explore the meaning of arithmetic opera

Making tions and understand how students develop these concepts. The DMI program offers field-tested seminars examining the big ideas in elementary school mathematics. Each seminar is designed as a stand-alone course typically presented over a full year to teachers who meet at regularly scheduled intervals. Seminar materials include a facilitator's guide with detailed agendas and background reading on the issues of facilitating teacher change; a casebook for each participant; and a video showing students in classrooms organized around student thinking. The participant's book contains 28 cases that explore the types of actions modeled by addition, subtraction, multiplication, and division, and the ways in which students come to understand these operations for whole numbers and fractions. The introduction to each chapter describes the set of cases, highlights the general mathematical themes they address, and includes questions to consider while reading the cases. At each session, participants discuss the cases and engage in a related mathematics activity designed to be challenging to adult learners. During the sessions, participants examine innovative curricular materials, consider research findings related to mathematics education, and create and discuss a portfolio of their assignments. References are included. (Author/JRS) ENC-018073 Ordering Information Dale Seymour Publications, 4350 Equity Drive, PO Box 2649, Columbus, OH 43216 (800) 237-3142 / Fax: (800) 393-3156 / Toll-free: (800) 526-9907 www.pearsonlearning.com $30.20 per casebook (paperback) $30.20 per facilitator's guide (paperback) $12.05 per video $64.75 per facilitator's package includes casebook, facilitator's guide, video) Bulk discounts available. Contact vendor for details.

viewer to do and discuss, and suggested classroom activities for students. This video explores how the idea of predictability forms the basis of mathematics and introduces some mathematical activities in which patterns are central. Video clips show students in pre-K to middle school working with patterns in activities that range from simple-patterned songs and stories to generalized functions represented by mathematical expressions and graphs. The guest teachers discuss how pattern activities support mathematical understanding and the role of group work and assessment in the mathematics classroom. The series guide contains outlines of the themes, activities, and supplies needed for active participation in the video workshop format. Each workshop is correlated with specific standards from the NCTM Curriculum and Evaluation Standards for School Mathematics (1989). (Author/JRS) ENC-014174 Ordering Information Annenberg/Corporation for Public Broadcasting, PO Box 2345, South Burlington, VT 05407 (740) 369-5239 / Fax: (802) 846-1850 / Toll-free: (800) 532-7637 www.learner.org $24.95 per video $199.00 per series (8 tapes/guide) Raising the Standard: An Eight-Step Action Guide for Schools and Communities Grades K-12 1997 Author: Denis P. Doyle, Susan Pimentel This book, with its accompanying CD-ROM and web site, describes how to use an eight-step process to implement standards-driven education reform on the local level. The book provides an overview of the topic, while the CD-ROM and the online version provide more depth. The web site is an electronic service of the RAISING THE Coalition for Goals 2000, which is an

STANDARD alliance of national organizations working together to help communities and

Denis P. Doyle, Susan Pimentel schools achieve educational goals. Visitors to the site can read standardsrelated articles and link to additional standards resources. The eight-step process guides readers through a standard-based school reform that is designed to preserve and reinforce local control while increasing public accountability. It requires the community to use new strategies and tactics that connect education stakeholders to a common vision. The authors suggest that, although the steps appear to be linear, many of them are best executed simultaneously or in quick succession. The process is cyclic, moving from community involvement to action and then to assessment. Throughout the book are tips for completing the steps and examples from communities in which the steps were tested. A checklist of the action steps is provided. (Author/JR) ENC-016631 Ordering Information Corwin Press, Inc., 2455 Teller Road, Thousand Oaks, CA 91320 Email: (805) 499-9734 / Fax: (800) 417-2466 www.corwinpress.com $29.95 per book and CD-ROM (Mac/Windows)

Patterns & Functions: What Comes Next? Series: Mathematics: What's the Big Idea? Grades K-8 1997 Author: produced by Smithsonian Institution Astrophysical Observatory and Massachusetts Corporation for Educational Telecommunications The first video in the Mathematics: What's the Big Idea series, this program sets the stage for the whole series and demonstrates how students' explorations of patterns grow richer and more complex as they move through school. The series presents eight programs in a workshop format designed to help teachers learn mathematics in new and exciting ways. Teachers learn how to teach mathematics in these ways and watch teachers in classrooms that are changing. The videos include guest teachers engaging in group discussion, activities and questions for the

Science and Mathematics Standards in the Classroom Series: It's Just Good Teaching Grades K-12 1997 Author: Jennifer Stepanek Part of the It's Just Good Teaching series, this booklet presents an overview of the vision and rationale in the national standards documents and reviews the current literature related to the standards. This material specifically addresses issues related to the NCTM Curriculum and Evaluation Standards for School Mathematics (1989) and the National Science Education Standards. Each booklet in the series contains a summary of the research and current literature on a topic, a discussion of effective strategies, and an annotated listing of related resources. This booklet offers teachers background information about the national standards, including a discussion of how the standards are based on constructivist theories of learning and recognize that students learn in different ways and at different rates. There are strategies and resources for implementing a standards-based approach to teaching. Highlighted are ideas for planning, selecting, and designing instructional tasks and units. Teachers will also find practical tools such as a checklist exploring the teaching style of standards-based teachers and a list of questions that are effective in creating classroom discourse. Also stressed is the importance of teacher self-evaluation and reflection on teaching practices. A list of related resources and a bibliography are included. (Author/JRS) ENC-016610 Ordering Information Northwest Regional Educational Laboratory, 101 SW Main Street, Portland, OR 97204 Email: (503) 275-9519 / Fax: (503) 275-0458 / Toll-free: (800) 547-6339 www.nwrel.org $7.65 per book (paperback) Teaching Math: A Video Library 9 to 12 Series: Teaching Math Grades 9-12 1996 Author: WGBH Educational Foundation This video library is designed for use in preservice and inservice workshops, by individual teachers, in parent-teacher association meetings, and by school administrators. The library began when the Annenburg/CPB Math and Science Project issued a call for visual examples of dynamic high school teaching that illustrate the curriculum content and process areas outlined in the NCTM Curriculum and Evaluation Standards for School Mathematics (1989). The collection of 10 tapes includes an introductory videotape, five tapes containing real, unscripted lessons focusing on different content areas, and four videotapes that focus on communication, reasoning, connections, and problem solving by showing excerpts from the lessons. The videos provide viewers with an opportunity to observe a wide range of teacher-created lessons from various curricula in diversified educational settings. Different lessons include applications to real life situations, technology use, and problems with more than one correct solution. In one content area video, for example, a teacher from a Boston high school conducts a small group activity with ninth graders. Groups of students try to find a pattern that tells how many blocks are needed to make different-sized staircases. Each group uses paper squares to build several staircase models, records its data on a large piece of paper, and writes down questions it encoun

ters. The teacher moves from group to group asking and answering questions. Each video ends with analysis questions intended to spark discussion and reflection. In the staircase activity, for example, one question asks how the teacher's questions encouraged reasoning. Selected videos include interviews that give students' reactions to the classroom activities. Also included with the video is a guidebook compiled of individual units accompanying each videotape. Each unit contains a list of NCTM standards featured in the lesson, a summary of

а the videotape, and an exploration activity, as well as information about the classroom and a list of discussion ideas. (Author/KFR) ENC-009487 Ordering Information Annenberg/Corporation for Public Broadcasting, PO Box 2345, South Burlington, VT 05407 (740) 369-5239 7 Fax: (802) 846-1850 / Toll-free: (800) 532-7637 www.learner.org $25.00 per guidebook $250.00 per set (10 videos, 1 guidebook) Teaching Science for All Children Grades K-8 2001 Author: Ralph Martin, Colleen Sexton, Jack Gerlovich Written for preservice teachers, this textbook takes a constructivist approach to help foster students' awareness of the nature of science, an understanding of the inquiry process, and an appreciation of the interaction between science, technology, and society. Examples of tools that the book introduces to promote understanding include analogies and concept mapping. The authors emphasize teaching for understanding and use problem solving as an assessment tool. Science, technology, and society references are incorporated in each lesson. Readers are told how to use discrepant events and real-life situations in the lessons. Scenarios introduce each chapter. Figures, tables, and black-andwhite photographs, as well as exercises and featured research reports, are found throughout the book. The first part of the book discusses the importance of scientific inquiry and examines methods that promote cooperative learning. The second part explains how theories provide the foundations for the practice of inquiry learning while the third expands the readers understanding and skills in science teaching. It covers topics that include managing classrooms, assessing student learning, and practicing science safety. The fourth part contains sample lessons and activities, which are classroom-tested and keyed to the NSES. The evaluation component of the learning cycle is interspersed throughout the text. A companion web site contains additional teaching and learning aids. (Author/JR) ENC-018417 Ordering Information Allyn and Bacon, 200 Old Tappan Road, Old Tappan, NJ 07675 Email: (515) 284-6751 / Fax: (551) 284-2607 / Toll-free: (800) 666-9433 vig.abacon.com $72.00 per book (hardcover)

Ordering Information Annenberg/Corporation for Public Broadcasting, PO Box 2345, South Burlington, VT 05407 (740) 369-5239 / Fax: (802) 846-1850 / Toll-free: (800) 532-7637 www.learner.org $199.00 per package (8 videos, 1 workshop guide)

Teaching the Basics Series: Marilyn Burns Talks About Math Teaching Today Grades K-8 1999 Author: Marilyn Burns In this audiotape, Marilyn Burns focuses on the importance of children making sense of mathematics as they learn to problem solve and to do mental as well as paper-and-pencil computation. She places learning arithmetic in the larger context of mathematics and explores approaches to teaching arithmetic that emphasize creating mathematical understanding as opposed to learning rote computational algorithms. Burns actively engages her audience in problem-solving tasks and forms a list of times in daily life when arithmetic is used. A discussion follows about when exact answers are important and when estimation can be used. Burns points out that knowing when to find exact answers and when to estimate is a real-life mathematical skill that students need. Using examples of student work, Burns describes the importance of communication and how students' mathematical writings can be helpful for improving teacher and student understanding. Burns concludes by stressing that, in the classroom where making sense of mathematics is the goal, there is a need for whole group instruction, small group activities, and individual reflection. (Author/JRS) ENC-018093 Ordering Information Math Solutions Publications, 150 Gate 5 Road, Suite 101, Sausalito, CA 94965 Fax: (415) 331-1931 / Toll-free: (800) 868-9092 www.mathsolutions.com $11.95 per tape

An Assessment Sampler: A Resource for Elementary School Teachers, Administrators, and Staff Developers Grades K-8 1999 Author: developed by teachers from Linden Public Schools (NJ), North Penn School District (PA), Rahway Public Schools (NJ), Readington Township Public Schools (NJ) Compiled to disseminate the design and outcomes of the Assessment Project, this book provides an overview of the project, analysis of participating teachers reflections, and examples of assessments tasks they designed as part of An Assessment their inquiry-based instruction. The

SAMPLER Assessment Project's design emphasized professional development through investigation of assessment alternatives. It allowed teachers to design and field-test their tasks and reflect with colleagues and project staff about what the assessments revealed about the students' science understanding. In the first two sections of the book, readers learn the details of the project, the professional development outcomes, and the teachers' reflections on the development process and execution of their inquiry-based assessments. The teachers explain how they considered the formative and summative goals of the assessments and how to customize them to fit specific learning situations. Issues of parental involvement, documentation, and evaluation are addressed. The largest section of the book contains 17 assessment tasks that illustrate the variety of methods the teachers used, such as performance tasks, journal entries, and writing and drawing prompts. Each entry contains a statement of the assessment's purpose referenced to national standards, a description of the procedure, and teachers' reflections and recommendations. Samples of students' work with teacher comments are provided for each task. (Author/JR) ENC-016097 Ordering Information Merck Institute for Science Education, 126 E Lincoln Avenue, RY60-215, Rahway, NJ 07065 Email

: . (732) 594-3443 / Fax: (732) 594-3977 www.nas.edu/rise/examp67.htm $10.00 per book (spiral-bound, paperback) Prepaid orders only. Make check or money order to: Merck Institute for Science Education and mail with shipping instructions. Price includes shipping and handling.

Implementing the Standards: Assessment

Assessment in Math and Science: What's the Point? Series: Annenberg/CPB math and science collection. Grades K-12 1998 Author: producers, Carol Jackson, Alain Jehlen; directors, Lisa Friedman, Tom Van Horn This set of professional development videos and accompanying workshop guide examines current assessment issues and explores strategies for assessment reform in K-12 math and science classrooms. The eight 90-minute videos use a panel format and classroom

Professional vignettes to focus workshop discussions on topics that include exploring the meaning of understanding, constructing assessment tools, and using standardized tests to focus teaching. Each video contains segments in which viewers are encouraged to use materials from the reproducible workshop guide as a basis of discussion. The guide contains workshop activities and educational background materials. In the first video, panelists and viewers use a list, The Ten Dimensions of Understanding, as a vehicle to discover the depth of student understanding shown in three classroom vignettes. In the last video, the discussion focuses on the characteristics of the change process. The roles of principals, parents, and students are explored while an emphasis is placed on what the individual teacher or small group of teachers can do to improve assessment and student learning. (Author/JRS) ENC018191

Assessment Strategies to Inform Science and Mathematics Instruction Series: It's Just Good Teaching Grades K-12 1997 Author: Northwest Regional Educational Laboratory Part of the It's Just Good Teaching series, this booklet presents an overview of the rationale for using assessment to inform instruction and describes nine strategies for classroom assessment, including concept maps, writing activities, and portfolios. Each booklet in the series contains a summary of the research and current literature on a topic, a discussion of effective strategies, and an annotated listing of related resources. Drawing from the NCTM's Assessment Standards for School

Ordering Information National Academy Press, Lockbox 285, 2101 Constitution Avenue NW, Washington, DC 20055 (202) 334-33137 Fax: (202) 334-2451 / Toll-free: (888) 624-8373 www.nap.edu $18.00 per book (paperback)

Learning from Assessment: Tools for Examining Assessment Through Standards Series: PBS MATHLINE: Algebraic Thinking Math Project Grades 5-8 1999 Author: Tania J. Madfes, Ann Muench, Ann Lawrence; L. Carey Bolster, Jill Peters, Christopher Seward Publisher: WestEd and NCTM and Thirteen/WNET In this professional development resource kit are materials for three modules designed to help middle school teachers bridge standards and classroom practice. In the two-hour sessions, teachers examine the interrelationships among assessment, standards, and instruction to improve student achievement in mathematics. Items from large

Learning scale assessment projects such

from as the Third International Math

Assessment and Science Study (TIMSS) and the National Assessment of Educational Practice (NAEP) are used as focal points for discussing critical issues that support student learning. Session participants work

WestEde together to clarify the meaning of standards on both local and national levels, evaluate assessment tools in terms of their alignment with middle school mathematics standards, and plan student learning experiences that reflect standards-based teaching. Included are suggestions for using the Mathline video Hop to It! to show how a grade 8 TIMSS item can be used to probe student thinking. Facilitator support materials include planning tools, masters for all transparencies and handouts, four supplementary activities, and selected references. (Author/JRS) ENC-016033 Ordering Information WestEd Eisenhower Regional Consortium for Science and Mathematics Education, 730 Harrison Street, San Francisco, CA 94107 (510) 302-4279 / Fax: (415) 565-3012 / Toll-free: (877) 493-7833 www.wested.org $31.00 per kit (includes loose-leaf text and video)

Mathematics (1995), this booklet describes three broad purposes for assessment: diagnostic, formative, and summative. Included are suggestions for choosing an appropriate format for assessment, integrating assessment into instruction, and making decisions about instruction based on assessment. In this booklet, two sample student concept maps are included to help readers understand how concept maps can be used for assessment and to show how a concept map can serve as a window into the mind of a learner. Brief quotations from classroom teachers highlight the teacher's perspective on using assessment to inform instruction in actual classrooms. A list of related resources and a bibliography are included. (Author/JRS) ENC015746 Ordering Information Northwest Regional Educational Laboratory, 101 SW Main Street, Portland, OR 97204 Email: (503) 275-9519/ Fax: (503) 275-0458 / Toll-free: (800) 547-6339 www.nwrel.org $7.65 per book (paperback) Bibliography of Assessment Alternatives: Science Series: Innovative Assessment Grades K-12 1998 Author: Northwest Regional Educational Laboratory In this bibliography, teachers of all grade levels will find a collection of alternative assessment ideas in science. Included are state assessments, classroom assessments, and national or international assessments, in addition to performance assessments, portfolios, and technical innovations. The bibliography also includes research about assessment and current thinking on what should be assessed. Various research articles address the issue of making assessment a tool for meaningful reform of school science. Each annotated entry provides an abstract as well as contact addresses for the acquisition of materials. An index is also included. (Author/YK) ENC-017838 Ordering Information Northwest Regional Educational Laboratory, 101 SW Main Street, Portland, OR 97204 Email: (503) 275-95197 Fax: (503) 275-0458 / Toll-free: (800) 547-6339 www.nwrel.org $8.95 per text (paperback) Keeping Score: Assessment in Practice Grades K-12 1999 Author: Ann Shannon This book is intended for mathematics teachers, supervisors of mathematics teachers, designers of mathematics tasks and assessments, and administrators. It discusses issues to be considered while developing mathematics assessments. Throughout the book, four ideas are addressed: balance, opportunity to perform, opportunity to learn, and alignment. The intent is to consider how the four ideas can be used to develop and implement assessment instruments. This book starts with a discussion of differences between norm-referenced and standards-based assessments. One chapter models an outline for standards-based assessment that incorporates elements necessary for the assessment to enhance instruction and learning. Another chapter focuses on the issues that influence opportunities to learn. The book concludes with a discussion of the issue of aligning instruction and assessment with standards. (Author/JAR) ENC017943

Mathematics Assessment: A Video Library, K-12 Grades K-12 1997 Author: producer, Robert Roche The case studies in this video library are drawn from K-12 classrooms to illustrate a range of assessment approaches based on NCTM's Assessment Standards for School Mathematics (1995). The videos and related guidebook are designed to prompt discussion and reflection about changing assessment practices and to help viewers see the link between instruction and assessment. The introductory video acquaints viewers with the library and its components, and three case-study videos illustrate a variety of assessment strategies at the elementary, middle, and high school levels. The final video addresses the changing nature of assessment through discussions and interviews with teachers, administrators, parents, and policy makers. Each case-study video presents two cases, analysis questions for

Science Process Skills: Assessing Hands-on Student Performance Grades 1-6 1992 Author: Karen L. Ostlund Publisher: Addison-Wesley Publishing Company, Inc. These activities offer students the opportunity to demonstrate mastery of science process skills. Divided into six levels, the activities assess the following process skills: observing, communicating, estimating, measuring, collecting data, classifying, inferring, predicting, making models, interpreting data, making graphs, hypothesizing, controlling variables, defining operationally, and investigating. For each assessment, the book provides a materials list, procedure, blackline masters, and an answer key. (KSR) ENC-001429 Ordering Information Dale Seymour Publications, 4350 Equity Drive, PO Box 2649, Columbus, OH 43216 (800) 237-3142 / Fax: (800) 393-3156 / Toll-free: (800) 526-9907 www.pearsonlearning.com $15.95 per book

Implementing the Standards: Assessment (continued) viewer reflection and discussion, and a teacher insight segment showcasing multiple examples of the implementation of the assessment standard. In one case study from the middle school assessment video, a Montana teacher uses student observations from a field trip to Yellowstone National Park to assess students' estimation skills and understanding of large numbers. In the video, after the class estimates the total number Mathematics Al of bison, elk, and pronghorn, groups of students use a park map and information on an assigned animal to revise the class estimate for the population of that animal. One question for viewer discussion asks: How can peer assessment contribute to learning? The guidebook provides background on the schools and classes featured in the videos, exploration activities, and discussion topics for workshops and planning sessions based on individual case studies. (Author/JRS) ENC-014526 Ordering Information Annenberg/Corporation for Public Broadcasting, PO Box 2345, South Burlington, VT 05407 (740) 369-5239 / Fax: (802) 846-1850 / Toll-free: (800) 532-7637 www.learner.org $199.00 per mathematics assessment package (5 videos and 1 guidebook). $125.00 per elementary assessment package (3 videos and 1 guidebook) $125.00 per middle school assessment package (3 videos and 1 guidebook) $125.00 per high school assessment package (3 videos and 1 guidebook) $17.00 per guidebook Measuring Up: Prototypes for Mathematics Assessment Series: Perspectives on School Mathematics. Grades K-12 1993 Author: Mathematical Sciences Education Board, National Research Council This book is for developers of tests and other assessment instruments, teachers, and university-based educators responsible for prospective teachers. The book provides examples of tasks that can be used to assess mathematical skills and knowledge as expressed in the NCTM Curriculum and Evaluation Standards for School Mathematics (1989). The 13 tasks are generally organized as a sequence of questions, often in order of increasing difficulty and presented in several formats. Many of the tasks involve problem solving, communication, and reasoning. These tasks require the student to explain underlying patterns, relationships, or reasoning. For each task, the book provides a recommended time allotment, suggestions for student grouping, background

MEASURING information, and a rough scoring system. In the task called Lightning Strikes

UP Again, for example, four people see lightning strike at a point but, because sound travels more slowly than light, they do not hear the thunder right away. One question asks who hears the thunder first and why. Another question supposes that the lightning strikes again at a different place. Two people, at different locations, hear the thunder at the same time, and students must show on a map where the lightning might have struck. A bibliography is included. (Author/LDR) ENC-007090 Ordering Information National Academy Press, Lockbox 285, 2101 Constitution Avenue NW, Washington, DC 20055 (202) 334-3313 / Fax: (202) 334-2451 / Toll-free: (888) 624-8373 www.nap.edu $10.95 per book (paperback)

Using Assessment to Reshape Mathematics Teaching: A Casebook for Teachers, Teacher Educators, Curriculum and Staff Development Specialists Grades K-12 2000 Author: editors, Sandra K. Wilcox and Perry E. Lanier This casebook and its accompanying video contain seven case studies that explore classroom-based assessment as a way to enhance opportunities for all students to develop mathematical power. The material is designed to enhance teacher learning and to support change in assessment practice. All case studies are correlated to NCTM Professional Teaching Standards to help teachers link assessment with curriculum, teaching, and learning. Each case includes an overview and introduction, suggested participant activities for investigating the case, and reproducible support materials such

Using as samples of student work,

Assessment

to Reshape recorded observations of student

Mathematics engagement, and questions for

Teaching analysis. A sample case focuses on children's early algebraic thinking as students observe, describe, represent, and generalize patterns. Teacher participants are asked to examine their own beliefs about working with algebraic ideas in elementary classrooms. They consider how the students in the sample case were thinking, what types of tasks the teacher had posed, and what the teacher would need to know about algebra to teach it to young students. Included with this case are samples of students' written work and edited videos of students explaining their reasoning about patterns in the tables they developed. Also found are the teacher's notes and her reflection and commentary on the lesson. (Author/JRS) ENC-017980 Ordering Information Lawrence Erlbaum Associates, Inc.,10 Industrial Avenue, Mahwah, NJ 07430 Email: (201) 236-9500 / Fax: (201) 236-0072 / Toll-free: (800) 926-6579 www.erlbaum.com $49.95 per casebook and video Casebook and video also available individually. Contact vendor for further information.

Page 4

strategies, and worthwhile mathematical ideas. Students are asked to use problem solving skills to find how many eight-slice pizzas are needed for a class party where each person eats two pizza slices. Descriptions of the activities include pictures of student presentations and oral and recorded examples of student work. The next section of the book, Questions Teachers Ask, addresses planning, implementation, and instructional issues related to problem-centered learning. Classroom examples show how number sense and computation skills can both be learned within a problem-centered framework. Later sections of this book contain information about the development of children's mathematical thinking, teacher reflections on classroom experiences with problem-centered learning, and ideas for assessing student learning. References include articles and reports offering the theoretical foundation of problem-based learning as well as curriculum resources and children's literature suggestions. (Author/JRS) ENC-014532 Ordering Information Heinemann Educational Books, Inc., 88 Post Road West, PO Box 5007, Westport, CT 06881 Email: (603) 431-7894 / Fax: (800) 203-1502 / Toll-free: (800) 793-2154 www.heinemann.com $14.00 per book (paperback)

Just Think: Problem Solving Through Inquiry Series: Just Think: Problem Solving Through Inquiry Grades K-8 1996 Author: principal investigator, Edward T. Lalor All seven programs in the Just Think: Problem Solving Through Inquiry series are featured on this video, which shows how the components of real-world problem solving can be used in learning situations. Each episode provides footage of situations in which people perform activities necessary for inquiry learning, such as design, discourse, and collaboration. Viewers see K-8 students exploring and refining their understanding about the world around them as they go on field trips, carry out research projects, and play outside.

JUST The series also shows adults modeling

THINK problem-solving skills in the work

PROBLEM SOLVING place. The video emphasizes that

THROUGH INQUIRY

INQUIRY inquiry makes the students responsible for their own learning. One segment

STARTS demonstrates how assessment is an

DISCOURSE integral part of the inquiry process. In

RESEARCH it, scientists working at a testing facili

ASSESSMENT ty for consumer products show how

PARTNERSHIPS assessment is crucial to the generation of results that are useful to both manufacturers and consumers. Teachers discuss the importance of embedded assessment to determine how much students have learned. Children review each other's presentations in 4H projects as an example of peer assessment. The impact of effective assessment on children's learning, performance, and self-concept is discussed. (Author/JR) ENC-017898 Ordering Information New York State Education Department, Attn: Jane Briggs, Office of Educational Television & Pub Broadcast, CEC Room 10A75, Albany, NY 12230 Email: (518) 474-5862 Fax: (518) 486-4850 $150.00 per video May be ordered with all seven programs on one tape or seven individual program tapes. Learning Through Problems: Number Sense and Computational Strategies, A Resource for Primary Teachers Grades 1-3 1999 Author: Paul R. Trafton and Diane Thiessen This resource book is written to teach educators about problemcentered learning, an approach to mathematics instruction that honors children's thinking and sense-making ability. The approach weaves elementary mathematics topics, including addition, subtraction, place value, and problem solving, into a variety of contexts

Learning that allow for genuine

Through mathematical exploration. The first part of the book

Problems demonstrates this approach

Celsorge through the classroom activities and outcomes resulting from using the Pizza Problem Story. The Pizza Problem Story illustrates what the authors term the four characteristics of a good problem: challenging nature, accessibility for all students, existence of a variety of solution

Toucan 2000 http://www.classtech2000.com/toucan/t20index.htm Grades 9-12 2000 Author: webmaster, Jewel Reuter Publisher: Hope College and ClassTECH 2000 This web site contains the materials related to and generated by the Toucan Project, a National Science Foundation project housed at Hope College. The site describes the objectives and agenda for current workshops and provides lessons produced during prior classes. The materials stress the importance of inquiry-based learning and include lesson plans with teaching tips, background information, and student pages. Visitors can follow a link to a synchronous discussion site where they may participate in conversations originating from the Toucan virtual class about inquiry teaching. In one of the lab activities, called Gotta Count Stomata, teachers use the five Es teaching framework (engage, explain, explore, elaborate, and evaluate) to help students design their own experiments based on the number of stomata on leaves. Students are asked to analyze their results, evaluate their experimental design, and consider practical applications of their newly discovered information. (Author/ JR) ENC-017917

Twenty-Twenty: Activities and Projects for WILD School Sites Series: Ohio Project WILD Action Guide Grades 3-12 1999 Author: Paul D. Schiff The projects and activities in this book are designed to encourage teachers and students to enhance and use the school site as part of a comprehensive, multidisciplinary environmental education program. The goal of the book is to help students gain an appreciation for the needs and value of wildlife as well as how the activities of humans impact it. The authors emphasize that performing the activities on school grounds simplifies the prerequisite arrangements and increases the students' feelings of ownership. The projects were developed to be used with the class's existing environmental education program. The focus of the projects and activities is the creation of a place for wildlife

Page 5

Curriculum Materials: Mathematics

First Grade Everyday Mathematics Teacher's Resource Package Series: Everyday Mathematics Grade 1 1998 Author:Max Bell, Jean Bell, James Flanders, William M. Carroll, Ellen Draznin, Nancy Hanvey, Laurie Leff, Herb Price, Joyce Timmons In this curriculum resource package are 110 mathematics lessons that emphasize discussion, problem solving for everyday situations, and discovery with hands-on experiences. Topics include reading and writing numbers, place value of whole numbers, and use of measurement tools. The package is part of a reform-based series from the University of Chicago School Mathematics Project. Seven content strands-Algebra, Exploring Data and Chance, Geometry and Spatial Sense, Measures and Measurement, Numeration and Order, Operations, and Patterns—are developed in a spiral fashion. The strands contain familiar elementary mathematics topics as well as applications intended to motivate the student and provide a context for traditional arithmetic. This kit has six components specifically designed for the grade 1 classroom: a teacher's manual and lesson guide; a resource book with blackline masters; a consumable student activity book; two consumable journals in which students record their mathematical thinking; Minute Math, a teacher resource with short mathematics activities for reinforcement and review; a scope and sequence chart broken down by months; and a wall chart of the numbers zero to 110. Also included in this kit is a teacher's reference manual for grades K-3, which contains background information on content, curriculum, and pedagogy. An assessment guide, also for grades K-3, contains classroom-tested techniques and masters for inventories, self-assessment, and more formal assessment of grade-specific activities. A guide is included for grade K-6 teachers and administrators on how to familiarize families with this series. Student materials are available in Spanish. (Author/JRS) ENC-012099 Ordering Information Everyday Learning Corporation, PO Box 812960, Chicago, IL 60681 (312) 540-0210 / Fax: (312) 540-5848 / Toll-free: (800) 382-7670 www.everydaylearning.com $180.00 per teacher's resource package $15.50 per set of student materials Landmarks in the Hundreds: The Number System Series: Investigations in Number, Data, and Space Grade 3 1995 Author: Susan Jo Russell

, Andee Rubin; developed at TERC Publisher: Dale Seymour Publications This teacher's resource book, part of the Investigations in Number, Data, and Space series for grade 3, focuses on factors and multiples of the number 100. The series provides a complete K-5 mathematics curriculum designed to offer students meaningful mathematical problems that emphasize depth in mathematical thinking rather than superficial exposure to a series of fragmented topics. The Investigations curriculum is presented through a series of teacher books, one for each unit of study. Reproducible resources for students are provided, but the curriculum does not include student books. Students work actively with objects and experiences in their own environment and with a variety of manipulative materials and technology, rather than with workbooks and worksheets filled with problems. This book contains three investigations that each include three to seven sessions (with a session being defined as a one

hour math class). Activities include pair and small-group work, individual tasks, and whole-class discussions. A sample investigation, Finding Factors, introduces students to skip counting using interlocking cubes. By arranging 20

Landmarks cubes in equal groups students find

in the Hundreds and record different ways to make 20, or factors of 20. In later sessions, students repeat this process with different numbers of cubes, moving up to 100. They then use coins to investigate ways to divide a dollar evenly among different numbers of people. Recommendations for homework assignments and for follow-up activities appear at the end of each activity. Embedded assessment activities are recommended throughout each investigation. These assessments can involve writing and reflecting, a brief interaction between student and teacher, or the creation and explanation of a product. Portfolio and observational assessments are also recommended on an ongoing basis. (Author/CMS/KFR) ENC-010364 Ordering Information Scott Foresman Addison Wesley, PO Box 2649, 4350 Equity Drive, Columbus, OH 43216 Fax: (800) 841-8939 www.scottforesman.com $26.51 per teacher's guide Probability Grades 3 to 4 Series: Math by All Means Grades 3,4 1995 Author: Marilyn Burns Publisher: Math Solutions Publications The Math by All Means series was designed in response to the NCTM Curriculum and Evaluation Standards for School Mathematics (1989). Each unit in the series integrates the primary topic with other strands (in this case, from the

•

MATH strands of number, geometry, statistics,

By Al Means and measurement). Writing is incorporated as an integral part of children's mathematics learning. Each book comprises four components: whole-class lessons, menu activities, assessments, and homework. The whole-class lessons te ***** provide a common set of introductory experiences on which children can build their understanding of the unit topic. Menu activities allow students to work independently, whether in groups, pairs, or individually. These activities do not build on each other, but rather pose problems, set up situations, and ask questions that help children interact with the unit topic. Homework assignments are designed for two purposes: to extend the work children are doing in class and to inform parents about the instruction their children are receiving. Woven through each unit are descriptions of what happened when the material was taught to an actual class at the appropriate grade level. These vignettes provide a view of how the lessons were organized, how children reacted, and how a teacher responded in one classroom, but are not intended as a standard of what should happen. Also described are unit goals, the organization of the book, a suggested daily schedule, and a sample letter to parents. Blackline masters are provided for menu activities and for recording sheets. (Author/GMM) ENC-007728

Page 6

Curriculum Materials: Science

Investigating My World, Level K Series: BSCS Science T.R.A.C.S. Grade K 2000 Author: BSCS Development Team The four units in this teacher's guide are designed to be used as a yearlong science program. The series, designed for elementary school students and their teachers, provides a sequence of developmentally appropriate activities in which students actively develop concepts, inquiry skills, and problem-solving skills in authentic science and technology situations. The lessons are based on the science concepts defined by the National Science Education Standards and the American Association for the Advancement of Science Benchmarks. The lessons and activities in this teacher's guide can be implemented in any order. The units cover topics related to properties of objects and materials, health and safety, position and motion, and science and technology. They incorporate whole-class activities, learning centers, and stories. Each lesson begins with a brief activity that involves the entire class and ends with one or more assessment centers. Teachers can find a master list of

Investigating supplies at the beginning of each unit. The teacher's guide contains blackline handout masters. Color photographs and illustrations are found throughout. In a sample activity in the unit about position and motion, students are asked to move in different ways and

Teacher's Guide K. describe their motions. The lesson is designed to develop the students' gross motor skills as well as science process skills, such as observation, imagination, and comparison. The guide offers teaching strategies, such as asking one student to describe another student's movements or extending the activity onto the playground. A story introduces a game where one student mirrors a second student's movements. (Author/JR) ENC-017489 Ordering Information Kendall/Hunt Publishing Company, 4050 Westmark Drive, PO Box 1840, Dubuque, IA 52004 Fax: (800) 772-9165 / Toll-free: (800) 770-3544 www.kendallhunt.com $169.99 per teacher's guide (loose-leaf) Enhanced Science Helper Grades K-8 2000 Author: project director, Sebastian L. Foti On this CD-ROM educators will find an extensive library of more than 1,000 hands-on science learning activities and reference materials. The collection is enhanced by advanced search capabilities that allow teachers to search for lesson plans or other classroom materials by content, keyword, grade, or skill level, as well as by national standards correlation and other criteria. The package includes digital images of materials from a wide variety of sources, some of them dating back as far as the 1960s. This CD-ROM is an enhancement of an earlier version that was released in 1990. Production of the enhanced version involved the handling of more than 60,000 electronic files and the scanning of more than 10,000 real documents, as well as the development of more than 1,000 abstracts to describe the mate

rials and the advanced search engine used to categorize and locate them. The search engine allows users to perform custom searches specifying a variety of criteria. A resource list box displays the results of each search and lets the user narrow the search progressively or scroll through the results.

ENHANCED Clicking on the item instantly displays

SCIENCE its abstract, which has a standardized HELPAR format that includes details on the source of the item, the intended grade level, and an overview of the content.

User's Guide Another click takes the user to the resource itself. Most resources include the procedure for one or more specific activities as well as a list of required materials and related background information. Many of them include links to similar or related documents located elsewhere on the CD. In a sample activity, a unit on brine shrimp includes information on the biology of these organisms, explains how students can raise them from the cyst stage to the adult stage, and describes experiments on growth and feeding. (RJD) ENC-017581 Ordering Information The Learning Team, 84 Business Park Drive, Suite 307, Armonk, NY 10504 Email: (914) 273-2226 / Fax: (914) 273-2227 / Toll-free: (800) 793-8326 www.learningteam.org $125.00 per CD-ROM (Mac/Windows) with user's guide Lab pack and district licensing also available. Contact vendor for further information. Investigating Electrical Systems Series: BSCS Science T.R.A.C.S. Grade 3 1999 Author: project director, Nancy M. Landes In this teacher's guide and student book are seven lessons in which students observe and describe examples of static electricity, compare electricity in this natural state to electricity that is captured, and understand that energy must be flowing through a circuit for it to be useful to people. The set is part of a series that provides a sequence of developmentally appropriate activities in which students actively develop concepts, inquiry skills, and problemsolving skills in authentic science and technology situations. The science concepts are defined by the National Science Education Standards and the American Association for the Advancement of Science Benchmarks. Within each module teachers can find lesson plans, assessment strategies, and a structure for collaborative learning. They will also find an instructional model that connects learning experiences and background content information. Tables outline the materials needed, outcomes, and assessment indicators for each of the lessons. In this module, students discover that an electrical system must include a closed continuous loop through which the electricity can flow from its source, through the device, and back to the source. Additionally, students look at ways they can control the flow of electricity through the circuit by building and testing switches. The student book includes directions, background information, drawings,

food webs through the study of specific plant and animal relationships. Working in groups, students look at the composition of soil and build terrariums to be used throughout most of the activities. Sample activities include setting up an experiment to determine the effect of depriving green plants of sunlight and using the terrariums as a habitat to observe the live animals studied in the module (crickets, chameleons, and earthworms). Additional topics include the roles of producers, levels of consumers and decomposers, and predator/prey relationships. The teacher's guide provides background information, directions for advance preparation, and an index of materials included in the kit. Also provided are reproducible student worksheets, assessment strategies, extensions, and connections to additional disciplines. (Author/LCT) ENC-006515 Ordering Information Delta Education, Inc. SCIS, PO Box 3000, Nashua, NH 03061 (603) 889-8899 / Fax: (603) 886-4632 / Toll-free: (800) 258-1302 $27.95 per teacher's guide $289.00 per kit (includes teacher guide and one living material card) Allow 3 to 4 weeks for delivery of living materials: 100 crickets, 8 chameleons and 30 earth

Curriculum Materials: Science (continued) and black-and-white photographs that depict students in school and adults on the job using the process skills they employ in the module. The teacher's guide contains blackline masters and a list of additional related resources. (Author/JSR) ENC-014802 Ordering Information Kendall/Hunt Publishing Company, 4050 Westmark Drive, PO Box 1840, Dubuque, IA 52004 Fax: (800) 772-9165 / Toll-free: (800) 770-3544 www.kendallhunt.com $12.99 per student book (paperback) $39.99 per teacher's edition (paperback) Environmental Resource Guide, Grades 3-5: Nonpoint Source Pollution Prevention Series: Environmental Resource Guide Grades 3-5 1993 Author: developed by the Tennessee Valley Authority, Environmental Education Section This curriculum packet, part of the Environmental Resource Guide series, is intended as an introduction to the concept of nonpoint source pollution with a special emphasis on nonpoint source water contamination. The packet is part of a public education program that strives to achieve a clean and healthy environment by improving students' environmental literacy. The guide contains activities designed to teach students about agricultural, mining, urban, and other sources of nonpoint pol

Vonnoint Source lution that collectively constitute

Pollution Prevention about 65 percent of all water pollution. Nonpoint pollution is often ignored because its source is largely invisible. However since it is a major threat to the environment, it is important that students learn how it occurs. All activities in this packet are hands-on and correlate with national standards. Each activity contains information on the objectives, topics covered, time requirements, and materials or preparation required, as well as additional background information, ideas for follow-up, extension and additional resources. In a sample activity, students look at picture cards provided in the kit, discuss what they see, and decide what types of pollution the pictures show. Students then make their own flash cards showing examples of pollution using pictures cut out from magazines. (RJD) ENC-017310 Ordering Information Air & Waste Management Association, PO Box 1020, Sewickley, PA 15143 Email: (412) 741-1288 / Fax: (412) 741-0609 / Toll-free: (800) 275-5851 www.awma.org $33.50 per text (loose-leaf) Bulk discounts available. Contact publisher for details.

Schoolyard Ecology, Grades 3-6 Series: GEMS Grades 3-6 1998 Author: Katharine Barrett and Carolyn Willard Publisher: Lawrence Hall of Science and Let's Get Growing! In this teacher's guide, part of the GEMS series, are activities in which students conduct their outdoor life sciences investigations in their schoolyard. GEMS guides and handbooks are designed to support the national science and mathematics standards and use the inquiry-based approach to develop process and content knowledge. In this unit, student scientists collaborate to sample, record, and analyze data SCHOOLYARD that they collect outdoors as they

ECOLOGY become more familiar with the different

Teacher's Guide organisms and where the organisms live. Once they are back in the classroom, the students share their information and discuss their findings. The book emphasizes the importance of teachers using the activities to instill attitudes of discovery and stewardship of living things. Throughout the unit, students use mathematics to measure, map, quantify, and classify their findings. Each activity includes an overview, materials lists, and instructions for advance preparation and for carrying out the activity in class. In one activity, students locate and observe an ant trail. Students also investigate how ants respond to different foods. Margin notes contain teaching tips with sketches of the set-ups. Additional information includes two student field guides, an annotated bibliography of children's literature that can be used with the unit, and summary outlines for each activity. (Author/LCT/JR) ENC-018126 Ordering Information Let's Get Growing!, 1900 Commerical Way, Santa Cruz, CA 95065 (831) 464-1868 / Fax: (831) 476-1427 / Toll-free: (800) 408-1868 www.letsgetgrowing.com $16.00 per teacher's guide (paperback)

Food Chains and Webs Series: Delta Science Modules 2 Grades 3-5 1995 Author: editor, Diana Reno; design and production, Ann V. Richardson The Delta Science Modules provide cross-curricular activities that integrate science. Each module emphasizes basic science concepts and content while developing students' process skills and increasing their appreciation for both the natural world and technology. This kit for grades 3-5 contains 12 hands-on activities that introduce students to the concepts of food chains and

Ecology and Evolution: Islands of Change Grades 5-8 2000 Author: Richard Benz The Galapagos Islands are the basis for this book's hands-on, inquiry-oriented activities for students in grades 5-8. The book's goal is to demonstrate how ecology and evolution are inherently linked. The concepts covered in the activities include geologic time scale, island characteristics that impact ecological relationships, and the factors that lead to evolution. Readers can also find student handouts, teaching strategies, and correlations to the National Science Education Standards. Each activity is listed with three levels of assessment:

ECOLOGY AND Exemplary, Emergent, and Deficient.

EVOLUTION Below each level of assessment is a sam

ISLANDS OF CHANGE ple description of the expected student accomplishments. In one typical activity, students have an opportunity to visualize what happens when liquids of different densities meet. The book explains that the Humbolt and the Panama Currents differ in terms of temperature and nutrient concentration. These differences cause different communities to exist in different regions of the ocean. To illustrate this, the students place a cup with colored warm water into a clear plastic box with cool water. They pull out plugs in the sides of the cups and observe what happens to the water as it leaves the cup. When they repeat the activity, the students reverse the positions of the contrasting temperatures. The book explains how the transfer of energy and populations and ecosystems standards are related to the activities. (Author/JR) ENC-017775 Ordering Information National Science Teachers Association, PO Box 90214, Washington, DC 20090 Email: (703) 243-7100 / Fax: (301) 843-0159 / Toll-free: (800) 722-6782 www.nsta.org $24.95 per book (paperback) Guide to linking with the sciLINKS Internet site provided in the text.

students begin to work on their mission by learning what groundwater is and where it's stored. In the second, a geologist suggests students examine the porosity and permeability of the different rocks in the Fairview area. Third, students learn how scientists measure how fast and which way groundwater flows through the ground. The fourth investigation requires students to determine the source of the lead pollution in Fairview's aquifer. A video reveals a computer model analysis of the area and either confirms or disputes students' choice. In the final step, students hear how scientists study complex groundwater systems. In a sample lab activity, students create a groundwater model to identify the saturated and unsaturated zones and the water table. The teaching guide describes how to use this program, provides a content preview, and offers suggestions for assessment. Also included are reproducible student investigation sheets, science labs, and an investigation log. The guide provides suggestions for extension activities and Internet connections featuring online lesson plans and guides. (Author/YK) ENC-018339 Ordering Information Tom Snyder Productions, Inc., 80 Coolidge Hill Road, Watertown, MA 02472 Email: (800) 304-1254 / Toll-free: (800) 342-0236 www.tomsnyder.com $79.95 per CD-ROM package with teacher's guide (spiral-bound) Multi-user licensing available. Contact vendor for further information.

Dust Bowl: A Problem-Based Unit Series: Problem-Based Science Units Grades 6-8 1997 Author: The College of William and Mary This curriculum unit, part of the Problem-Based Science Units, is designed to introduce high-ability students to the interactions between ecosystems, weather systems, and social systems that contribute to drought conditions. The series comprises a supplementary curriculum that integrates science process, content, and the concept of systems through the study of real-world problems. Each unit is organized around a central problem that is mapped out into specific lessons with assessment approaches, including problem logs, experimental design DUST BOWL worksheets, and lab report forms. In this unit, students engage in a problem scenario in which they, as agents of the Department of Agriculture, visit a small midwestern town where the farming community has fallen on hard times. In the first lesson, students work together to create a Need to Know Board that outlines what they already know, what they need to know, and how they can find required information. Next, they define the problems and issues under study and create a concept map that shows the relationships among various parts of the problem. To resolve the problem, , students build a terrarium to use as a model ecosystem and conduct hands-on experiments that explore the relationships between soil, water, plants, and animals. They also explore the role of sunlight in the illumination of different parts of the solar system; investigate seasons, climate, and weather, and interview practicing meteorologists. For each lesson, the guide provides a summary of the lesson length, its instructional purpose, and the required materials and handouts. It also provides a list of discus

Safe Water Series: Science Seekers Grades 5-8 2000 Author: David A. Dockterman, Carrie Finison Using this CD-ROM, students participate in an interactive and game-oriented search to determine who is polluting the groundwater of Fairview. The CD is part of the Science Seekers series, a collection of CD-ROM packages that combines multimedia, cooperative learning, and hands-on activities to engage students in core science content. In each CD, students receive a message from the Center for Science Seekers that sets up a problem they need to solve. Students

SEEKERS then work away from the computer in cooperative teams, using information sheets and hands-on activities to complete a series of questions. In this Safe Water CD-ROM, there are five investigations during which students research information to help them achieve their mission. In addition, there is at least one science lab associated with each investigation. In the first investigation,

Curriculum Materials: Science (continued) sion and hands-on activities for each class session, questions for the teacher to ask, and suggested assessments and extension activities. The bibliography includes a listing of curricular correlations and electronic resources. (Author/LCT) ENC-014777 Ordering Information Kendall/Hunt Publishing Company, 4050 Westmark Drive, PO Box 1840, Dubuque, IA 52004 Fax: (800) 772-9165 / Toll-free: (800) 770-3544 www.kendallhunt.com $32.95 per book (paperback)

Mystery Masters: Interactive Science Education Web Site www.mysterymasters.com Series: Mystery Masters Medical Mysteries Grades 6-12 2000 Author: Nick Lupien Student visitors to this web site are transformed into medical detectives as they solve four true medical mysteries in their science classes. Users read, perform laboratory investigations, and search the Internet to solve fact-based mysteries that have perplexed scientists and medical doctors. Each mystery involves illnesses with symptoms that appear to be caused by exposure to an environmental toxin. Included with each mystery are a short story, web links, worksheets, lab activities, data tables, and assessments. The mysteries aim to promote science literacy and inquiry at a personal level by integrating basic science concepts, processes, and procedures into real-life scenarios. In one of the mysteries, students gather data and research symptoms related to illnesses exhibited by three of a farmer's eight children during

a a one-month period. Symptoms for one child include high temperature and back pain. The second child developed an earache and vision problems, while the third child experienced an unsteady gait and slurred speech. To form a diagnosis of this unusual set of symptoms, students test urine, blood, and animal feed. They also research the symptoms at web sites related to the diseases zoonosis and encephalitis and the fungicide Panogen. The site's teacher section contains day-by-day directions for the class activities related to each mystery. Also found are teaching objectives, classroom procedures for setting up the lab stations, and correlations with the national science standards. Lab kits with classroom sets of supplies are available for purchase at the web site. (Author/JRS) ENC-017845

Ecology Series: Human Biology Grades 6-8 1999 Author: Robert B. Blair, Heidi Ballard, Susan E. Schultz, Geraldine Horsma, Marjorie Gray, Nicole Holthuis, Julie Bianchini, Rachel Lotan Energy is the unifying theme in this module designed to help students investigate ecology and relate ecological concepts to their lives. The goal of this interdisciplinary activity-based program, developed by the Human Biology Life Sciences Curriculum Project at Stanford University, is to engage middle school students in activities containing science content that helps them make wise decisions. In this unit, students consider how they fit into ecological systems, analyze how they affect the environment, and learn that their actions or decisions affect others. The teacher's guide contains an overview of the lessons, suggestions for methods, and activity guides. It also contains program guide for tables that outline teach

Human Bioloog ing timelines and correlate activities with key ideas. The included assessments, such as homework assignments, journal writing, and embedded activities, can be used individually or in combinations, Interdisciplinary connections, enrichment activities, and reproducible student activity pages are provided. The program guide explains the philosophy of the program and suggests how it can be adapted to the specific needs of a district. The student book contains background information, directions for the activities, and questions to help students review, evaluate, and apply the chapter concepts. A glossary is included in the teacher's guide and student book. Topics addressed in this unit include photosynthesis, biotic and abiotic cycles, and community interactions. (Author/JR) ENC-016030 Ordering Information Everyday Learning Corporation, PO Box 812960, Chicago, IL 60681 (312) 540-0210 / Fax: (312) 540-5848 / Toll-free: (800) 382-7670 www.everydaylearning.com $25.00 per teacher's guide (paperback) $8.50 per student text (paperback) $212.50 per classroom set Contact vendor for quantity discounts.

Science Interactions, Course 3 Series: Science Interactions Grade 8 1998 Author: Bill Aldridge, Russell Aiuto, Jack Ballinger, Anne Barefoot, Linda Crow, Ralph M. Feather, Jr., Albert Kaskel, Craig Kramer, Edward Ortleb, Susan Snyder, Paul W. Zitzewitz The Science Interactions series is a three-year general science program that integrates life, Earth, and physical sciences into four unifying themes: Energy, Systems and Interactions, Scale and Structure, and Stability and Change. Course 3 begins with chapters on electricity and the atom, then progresses through increasingly complex systems such as organic and biological compounds, cells and organ systems, and plant and animal reproduction. Additional topics include natural selection, the solar system, and the universe. Each chapter begins with an exploratory activity that allows students to consider questions about the content to come, make observations, and share prior knowledge. Additional activities offer a combination of open-ended and structured hands-on experiences to encourage students to discover science concepts on their own and to develop critical-thinking and problem-solving skills. Notes in the margins indicate objectives, key terms, and connections to other disciplines or careers. The teacher's guide,

a wraparound version of the student text, reviews reforms in science education and provides suggestions for developing student thinking processes. Also included are a planning guide, tips for visual learning, and strategies for managing activities in the classroom. Guidelines for assessment, cooperative learning, and meeting individual needs are discussed. The assessment component of this program includes performance assessment, portfolios, science journals, and rubrics for projects and presentations. The teacher's guide also contains correlations to the National Science Education Standards (1995) as well as bar codes for multimedia laserdiscs and CD-ROMs. Bibliographic and Internet references are included, and a teacher's resource kit is available. (Author/LCT) ENC-013022 Ordering Information Glencoe/McGraw-Hill, PO Box 543, Blacklick, OH 43004 (614) 890-1111 / Fax: (614) 860-1877 / Toll-free: (800) 334-7344 www.glencoe.com $51.96 per student text $65.94 per teacher wraparound edition

Genes, Environment, and Human Behavior Series: Biological Sciences Curriculum Study Grades 9-12 2000 Author: Mark V. Bloom, Mary Ann Cutter, Ronald Davidson, Michael J. Dougherty, Eward Drexler, Joel Gelernter, Laurance B. McCullough, Joseph D. McInerney, Jeffrey C. Murray, George P. Vogle This module, part of the Biological Sciences Curriculum Study (BSCS) Human Genome Modules, covers the concept that human behavior has genetic and environmental components. It was developed to introduce students to multifactorial causation for human phenotypes, to reduce anxiety about control of genetically influenced behaviors, and to introduce teachers and students to investigation methods in behavioral genetics. It also strives to improve understanding about the genetic and environmental components of normal

Environment behaviors that might lead to organic psychoses, to increase student understanding of the persistence of genetic variation, Human Behavigr and to address ethical and public policy dilemmas. Scientific and historical background information about genetics and behavior is provided. The module discusses the issues related to the ethics, laws, and social implications of behavioral genetics. The five hands-on activities provide procedural and background information as well as analysis questions and extensions. In one activity, students investigate the continuous variation displayed by traits as a result of single gene effects, multiple gene effects, and environmental factors. The students use beads to simulate the inheritance of traits from maternal and paternal genotypes. The module explains how to organize the data and poses analysis questions regarding the simulations. Copymasters and reproducible student pages are provided. (Author/JR) ENC017116 Ordering Information Biological Sciences Curriculum Study, Pikes Peak Research Park, 5415 Mark Dabling Boulevard Colorado Springs, CO 80918 Email: (719) 531-5550 / Fax: (719) 531-9104 www.bscs.org Free text, but requires $5.00 S/H

Fundamental Forces and Fields: Activities and Reader Series: Minds-On Physics Grades 9-12 2000 Author: William J. Leonard, Robert J. Dufresne, William J. Gerace, Jose P. Mestre This book contains an activity-based, full-year curriculum for high school physics. The series is designed to encourage students to explore their current understanding of physics, to use physics principles to analyze and reason about physical situations, and to put together seemingly isolated pieces of physics knowledge into a unified, meaningful whole. The book covers topics related to fundamental forces and fields including models of electromagnetism, gravitational interaction, and Newton's Laws. The activities are designed to curb students' tendency to learn by rote and to engage in formula manipulation. Most of the activities are well suited for use in cooperative group settings. In one activity, students create rough designs of an apparatus and techniques they will use to measure the interaction of magnets, generate plots of how force depends upon the separation of the two magnets, and develop an empirical force law for magnets. The teacher's guide includes extensive support materials addressing anticipated difficulties for students, strategies for dealing with these difficulties, suggestions for classroom discussions, and answers and explanations of the questions in the activities. (Author/FCM) ENC-018246 Ordering Information Kendall/Hunt Publishing Company, 4050 Westmark Drive, PO Box 1840 Dubuque, IA 52004 Fax: (800) 772-9165 / Toll-free: (800) 770-3544 www.kendallhunt.com $15.99 per activity book (paperback) $36.99 per teacher's guide (spiral-bound)

Human Genetic Variation Series: NIH Curriculum Supplement Series Grades 9-12 1999 Author: National Institutes of Health, BSCS, and Videodiscovery Publisher: BSCS and Videodiscovery, Inc. This curriculum supplement introduces major concepts related to human genetic variation and conveys the relationship between basic biomedical research and improvement of personal and public health. The series, correlated to the National Science Education Standards, is designed to bring modern medical research findings from the NIH into classrooms across the country. Each interdisciplinary unit contains five inquiry-based activities; a key that explains how the supplement can be used with major textbooks; and background material with a list of additional resources, a glossary, and blackline masters. An interactive CD-ROM with video scenarios, simulations, animations, and databases accompanies each supplement. In this unit, the

Page 7

focus is on concepts relating to DNA control of the variation among humans, the applications of molecular genetics in the treatment and prevention of diseases, and the decisions people can make based on the available genetic information. The CD-ROM contains additional genetic informa- Human

Genetic tion, such as data about breast cancer and video footage illustrating the decisions and issues that women face when considering testing for the breast cancer gene. In one activity, students play a game to explore the relationship between genetic variation and environmental factors in the onset of heart disease and consider the implications of increased knowledge about genetic variation for disease prevention. Margin notes alert the teacher to opportunities for assessment, for refocusing on major concepts, and for making connections between real life and science. (Author/JR) ENC-018134 Ordering Information National Institutes of Health, Office of Science Education, 6100 Executive Drive, Room 5H01 Bethesda, MD 20892 Email: (301) 402-2469 / Fax: (301) 443-9057 science-education.nih.gov/homepage.nsf Free text and CD-ROM

Assessing Mathematics Learning
Series: Staff Development Grades 7-12 1997 Author: Sarah J. Stanley; with Barbara Wells, W. James Popham

In this professional development video, three

Assessing

Mathematics Learning experts share their knowledge and expertise about assessing student learning. In the first segment, panelists discuss why norm-referenced standardized test data are misrepresented to portray achievement or diagnose deficiencies for individual students. The second and third topics discussed by the panelists are how good math tests are developed and when and why performance assessments should be used. (Author/JRS) ENC-018316 Ordering Information 1OX Educational Research and Development, 5301 Beethoven Street, Suite 190, Los Angeles, CA 90066 (310) 822-3275 / Fax: (310) 822-0269 $199.00 per video The Challenge and Promise of K-8 Science Education Reform Series: Foundations Grades K-8 1997 Author: series editor, James S. Dietz This professional development book is intended as a resource for those who have not yet implemented a program of inquirybased science education. Topics include a vision for effective science education, building a plan for reform, developing a curriculum, and finding partners outside the school to assist with new programs and suggestions of innovative ways to finance them. The book also includes information on additional educational resources, organizations and funding sources listed by state. (Author/RJD) ENC-017510 Ordering Information National Science Foundation, NSF Forms and Publications Unit, 4201 Wilson Boulevard, Arlington VA 22230 Email: (703) 947-2722 / Fax: (703) 644-4276 Text available free online at http://www.nsf.gov/pubs/1997/nsf9776/nsf9776.pdf Figuring it Out: Standards-Based Reforms in Urban Middle Grades Grades 5-8 2000 Author: Anne C. Lewis; with survey by Barnett Berry In this book is a report that examines the first two years of an Edna McConnell Clark Foundation initiative in six school districts to increase student achievement using academic standards. It contains examples of efforts to prevent urban students from falling into the bottom quartile of their districts' achievement scores. The book provides brief descriptions of each of the six districts and outlines how they have designed stan- FIGURING IT OUT dards-based classrooms. (Author/JR) IN URBAN MIDDLE GRADES ENC-018198

pH Laboratory and Classroom Activities: Physiology, Pharmacology, and Other pHantastic pHenomena Grades 9-12 1999 Author: Carla R. Krieger The experiments in this laboratory manual involve acid-base reactions and pH measurements. Students perform experiments using basic analytical equipment such as titration burets, pH meters, and indicator solutions. They also practice recording, plotting, and interpreting experimental data. The book strongly emphasizes real-world connections and describes experiments that illustrate the role of pH in the chemistry of common household and industrial processes such as cleaning, cooking, and simple pharmacology, as well as various manufacturing processes. Each investigation includes separate instructions for students and teachers, as well as information relating the investigation to real world phenomena and suggestions for simple additional experiments that students can do at home using common household materials. In sample activities, students test the chemical properties of commercial antacid tablets and consider the role of pH in the chemistry of various shampoos and hair treatments. (RJD) ENC-015987 Ordering Information Flinn Scientific, Inc., 770 N Raddant Road, PO Box 219, Batavia, IL 60510 Email: Fax: (630) 879-6962 /Toll-free: (800) 452-1261 www.flinnsci.com $24.60 per activity book

Ordering Information The Edna McConnell Clark Foundation, Office of Communications, 250 Park Avenue, New York, NY 10177 (212) 551-9100 / Fax: (212) 986-4558 Text available online at fdncenter.org/grantmaker/emclark Issues in Science Education Grades K-12 1996 Author: editors, Jack Rhoton, Patricia Bowers In this collection of essays, teachers, administrators, and other experts in

ISSUES IN science education research and reform

SCIENCE examine issues associated with sci

EDUCATION ence education reform. Topics include the use of technology in the curriculum, the importance of research findings, alternative methods of assessment, issues that affect the dayto-day work of curriculum developers, instructional leaders, and science teachers, and perspectives related to professional development. (Author/CCM) ENC-008524 Ordering Information National Science Teachers Association, PO Box 90214, Washington, DC 20090 Email: (703) 243-7100 / Fax: (301) 843-0159 / Toll-free: (800) 722-6782 www.nsta.org NSTA member price $23.36 per book Knowing and Teaching Elementary Mathematics: Teachers' Understanding of Fundamental Mathematics in China and the United States Series: Studies in Mathematical Thinking and Learning Grades 1-6 1999 Author: Liping Ma This professional book reports the findings of a research project that compared the subject matter knowledge of elementary school math teachers in the U.S. and China. It describes the nature and development of the Profound Understanding of Fundamental Mathematics (PUFM) that teachers need to become accomplished

KNOWING mathematics teachers and concludes with suggestions for applying what was learned in the study to the problem of

Mathematics (1989). Each chapter addresses questions that surface for practitioners seeking to change and improve mathematics education. (Author/JRS) ENC-015134 Ordering Information National Council of Teachers of Mathematics, Inc., 1906 Association Drive, Reston, VA 20191 Email: (703) 620-9840 / Fax: (703) 476-2970 / Toll-free: (800) 235-7566 www.nctm.org $11.96 per book (paperback) $14.95 for non-NCTM members Mathematics Classrooms that Promote Understanding Series: Studies in Mathematical Thinking and Learning Series Grades K-12 1999 Author: editors, Elizabeth Fennema, Thomas A. Romberg This book presents an integration of the research found in two fields: the study of teaching and the study of learning. Part One of this book focuses on what mathematics should be taught; how to define and increase students' understanding of

MATHEMATICS that mathematics, and how learning

CLASSROOMS THAT with understanding can be facilitated for all students. Part Two includes

PROMOTE classroom vignettes and Part Three presents ideas for developing class

UNDERSTANDING rooms that promote understanding. References and suggestions for further reading are included. (Author/JRS) ENC-017243 Ordering Information Lawrence Erlbaum Associates Inc.,10 Industrial Avenue, Mahwah, NJ 07430 Email: (201) 236-9500 / Fax: (201) 236-0072 / Toll-free: (800) 926-6579 www.erlbaum.com $22.50 per book (paperback) Safety Is Elementary: The New Standard for Safety in the Elementary Science Classroom Grades K-6 2000 Author: editor, James Kaufman In this guide, teachers will find information about safe practices designed to make the science learning experience more enjoyable and meaningful. The guide offers suggestions and guidelines for the safe and proper use of materials that are most likely to be used in science programs. Twelve general safety practices are offered for elementary science classrooms, followed by an alphabetical list of specific safety topics such as bacteria, labeling, and spray containers. The appendix covers topics that require a more lengthy discussion, including animals in the classroom; poisonous plants; and widely available chemicals. (Author/JR) ENC-017989 Ordering Information The Laboratory Safety Institute, 192 Worcester Road, Natick, MA 01760 Email: (508) 647-1900 / Fax: (508) 647-0062 www.labsafety.org $19.95 per guide

AND TEACHING U.S. elementary school teachers' devel- ELEMENTARY

MATHEMATICS

opment of PUFM. (Author/GMM) ENC-015511 Ordering Information Lawrence Erlbaum Associates Inc., 10 Industrial Avenue,

LIPING MA Mahwah NJ 07430 (201) 236-9500 / Fax: (201) 236-0072 / Toll-free: (800) 926-6579 www.erlbaum.com $19.95 per book (paperback) Hardcover available for $45.00 Making Change in Mathematics Education: Learning from the Field Grades K-12 1998 Author: editors, Joan Ferrini-Mundy, Karen Graham, Loren Johnson, Geoffrey Mills Educators and others can use this book to help them implement the NCTM Curriculum and Evaluation Standards for School

For Further Reading (continued)
So You Have to Teach Math: Sound Advice for K-6 Teachers Grades K-6 2000 Author: Marilyn Burns, Robyn Silbey

This teacher resource book poses more

SO YOU HAVE TO rienced K-6 teachers often ask

TEACH MATH? themselves and provides detailed answers to the questions. The goal is to SOUND ADVICE FOR K-4 TEACHERS provide teachers with the support and direction they need to teach mathematics well. Issues addressed include how teachers can create a positive attitude MARILYN BURNS toward learning math, get a handle on ROBYN SILBEY all the math they need to teach, and provide specific feedback on children's papers. Practical hints are offered about leading a class discussion, managing student journals and homework, and preparing for parents night. (Author/JRS) ENC-018214 Ordering Information Math Solutions Publications, 150 Gate 5 Road, Suite 101, Sausalito, CA 94965 Fax: (415) 331-1931 / Toll-free: (800) 868-9092 www.mathsolutions.com $15.95 per book (paperback) So What?: Teaching Children What Matters in Math Grades K-12 1999 Author: Tim Brandy This book is for teachers who want to create a classroom culture in which mathematics is such an integral part that it is difficult to separate the math from

So What? the rest of the culture. The reader is

Teaching Children invited to venture into the classroom

What Matters in Math where a continuous learning community exists. The author places an emphasis on language in the mathematics classroom and offers some suggestions that have worked in the classroom. This book offers ideas on how to create situations that allow students the opportunity to experience the satisfaction of deriving strategies and concepts by pursuing questions that are chosen by the student. (Author/JAR) ENC-017931 Ordering Information Heinemann Educational Books Inc., 88 Post Road West, PO Box 5007, Westport, CT 06881 Email: (603) 431-7894 / Fax: (800) 203-1502 / Toll-free: (800) 793-2154 www.heinemann.com $17.00 per book (paperback) A Splintered Vision: An Investigation of U.S. Science and Mathematics Education Series: Third International Mathematics and Science Study (TIMSS) Grades K-12 1997 Author: William H. Schmidt, Curtis C. McKnight, and Senta A. Raizen This book uses data from the Third International Mathematics and Science Study (TIMSS) to document and characterize the state of U.S. mathematics and science curricula and to place the curricula in a cross-national context. Specifically, data from the TIMSS curriculum analysis is summarized and integrated with teacher questionnaire data from the United States, Japan, and Germany on science and mathematics topic cover.age and

instructional practices. The authors discuss and provide evidence of the unfocused nature of U.S. mathematics and science curricular intentions, textbooks, and teacher practices. The impact of the splintered nature of U.S. educational leadership is also explored. A Splintered After comparing U.S. TIMSS data to Vision other data on teacher practices, the report interprets the findings and proposes a hypothesis to explain the fragmented nature of U.S. mathematics and science education. In this hypothesis, the incremental assembly line philosophy found in American society and loosely federated educational leadership result in the splintered vision and fragmented reality characteristic of U.S. science and mathematics instruction. The National Science Foundation and the National Center for Educational Statistics funded the development of this book. Included are 47 annotated tables and graphs illustrating relationships found in the data. The Appendix contains a list of the documents analyzed for the book. (Author/JRS) ENC-017537 Ordering Information Kluwer Academic/Plenum Publishers, Acord Station - Order Department, PO Box 358, Hingham, MA 02018 Email: (781) 871-6600 / Fax: (781) 871-6528 www.wkap.nl $58.00 per book (paperback) Teaching About Evolution and the Nature of Science Grades K-12 1998 Author: Working Group on Teaching Evolution The National Academy of Sciences developed this book to summarize the observational evidence for evolution and suggest effective ways of teaching the subject. It explains the nature of science and describes how science differs from other human endeavors. Answers to frequently asked questions are provided and guidance is offered on how to analyze and select teaching materials. The book contains seven chapters and five appendices along with three dialogues in which fictional teachers discuss the implications of the ideas discussed in the book. Appendices include summaries of significant court decisions concerning evolution and creationism, position statements from professional organizations about the teaching of evolution, and references and resources. (Author/SSD) ENC-013634 Ordering Information National Academy Press, Lockbox 285, 2101 Constitution Avenue NW, Washington, DC 20055 (202) 334-3313 / Fax: (202) 334-2451 / Toll-free: (888) 624-8373 www.nap.edu $19.95 per book (paperback) The Teaching for Understanding Guide Series: Jossey-Bass Education Grades K-12 1998 Author: Tina Blythe This book is designed to expand teachers' and administrators' repertoires of resources and strategies for engaging students in

meaningful learning experiences with the Teaching for Understanding Framework. The series, which contains publications with topics ranging from school leadership and organization to teaching and learning, is designed to help educators, administrators, and consultants improve schools and enhance students' educational opportunities. The book addresses the definition of the term “understanding" and describes the four elements of the Teaching for Understanding Framework: generative topics, understanding goals, performances of understanding, and ongoing assessment. Strategies are provided for using the framework in the classroom and integrating it into other new practices. The book provides examples of curriculum pieces and case studies of classroom practices along with teachers' comments to show how the framework can be used in regular practice. The chapters conclude with reflection questions that the readers can contemplate in their journals. A glossary is included. Figures, tables, and forms are found throughout the book. (Author/JR) ENC-017012 Ordering Information Jossey-Bass, Inc., Publishers, 350 Sansome St., 5th floor, San Francisco CA 94104 (415) 433-1740 / Fax: (800) 605-2665 / Toll-free: (800) 956-7739 www.josseybass.com $27.95 per book (paperback) Teaching for Understanding: Linking Research with Practice Series: Jossey-Bass Education Grades K-12 1998 Author: editor, Martha Stone Wiske Part of the series described above, this book explains the research basis and components of the Teaching for Understanding Framework. The book also explores the process of learning for understanding and suggests ideas to extend the framework into teacher preparation and widespread use in schools. The framework asks educators to define what is worth understanding around generative topics, to clarify understanding goals, to engage learners in performance of understanding, and to measure students' understanding through ongoing assessment. It describes what teaching for understanding looks like in classroom case studies and examines how teachers have learned to design and enact such practices. It then offers a model to support the ongoing learning of teachers and students. (Author/JR) ENC-017149 Ordering Information Jossey-Bass, Inc., Publishers, 350 Sansome St 5th floor, San Francisco CA 94104 (415) 433-1740 / Fax: (800) 605-2665 / Toll-free: (800) 956-7739 www.josseybass.com $32.95 per book

The Teaching Gap: Best Ideas from the World's Teachers for Improving Education in the Classroom Grades K-12 1999 Author: James W. Stigler and James Hiebert Drawing from the videotaped lessons in the Third International Mathematics and Science Study (TIMSS), this book describes the observed differences in teaching practices between the United States, Japan, and Germany. The authors explain that, by looking at the cultural differences between classroom practices in the three countries, one can see the causes of the international gaps in student performance. The analysis of the videotapes clarified the dif

Best Ideas from ferences in the relationships among students, teachers, and the content being studied. The book presents scenarios and

JAMES W. STIGLER tables and graphs to illustrate

& JAMES HIEBERT these relationships. It also provides principles for improvement and initiatives for change in the United States. (Author/JR) ENC-016599 Ordering Information Simon & Schuster Mail Order, 100 Front Street, Riverside, NJ 08075 (212) 698-7000 / Fax: (800) 943-9831 / Toll-free: (800) 223-2348 $23.00 per book (hardcover) Teaching Mathematics to the New Standards: Relearning the Dance Series: Practitioner Inquiry Grades K-12 2000 Author: Ruth M. Heaton This book describes and traces the efforts of a teacher to change her teaching practice in response to current national reforms in mathematics education. It consists of interwoven chapters on theory and practice that follow the teacher through a year of teaching a TEACHING fourth-grade class while working on her doctoral degree. In each chapter

MATHEMATICS there are sections describing the the

TO THE ory of, for example, teaching as improvisation, interspersed with

NEW STANDARDS vignettes of actual classroom experiences, transcripts of student-teacher dialogues, and more general class

Ruth M Heaton discussion. In the section on teaching as improvisation, the vignettes

Mapóalene Lesipert involve self-reflection of the author on when and how to field questions which are somewhat off topic and how to negotiate the fine line between students competing and students cooperating. The conclusion of the book suggests ways for teachers to become learners as well as suggestions for the training of preservice teachers. (Author/

MM) ENC-018293 Ordering Information National Council of Teachers of Mathematics, Inc., 1906 Association Drive, Reston, VA 20191 Email: (703) 620-9840 / Fax: (703) 476-2970 / Toll-free: (800) 235-7566 www.nctm.org $24.95 per book (paperback)

For Further Reading (continued)
Teaching Science for Understanding: A Human
Constructivist View
Series: Educational Psychology
Grade prek and up 1998 Author: editors, Joel J. Mintzes, James H. Wandersee, Joseph D. Novak

Designed for science educators for all grades, this book presents

circle diagrams, conceptual

note on the potential misuses of technology in teaching,

reason mathematically,

who does

docidos

value their mathematics and
see its usefulness in their
daily lives, and who commu-
nicate their understandings to Dutting the K-4 NCTM Standards into practice
their peers and teachers. They
also introduce teachers who

THOMAS ROWAN & BARBARA BOURNE
in their instructional practice
have made effective changes
that reflect the standards. Specific chapters include discussions
about the standards, strategies for implementing such a pro-
gram, and modes of assessment and evaluation. (Author/GMM) ENC-007760 Ordering Information Heinemann Educational Books Inc., 88 Post Road West, PO Box 5007, Westport, CT 06881 Email: (603) 431-7894 / Fax: (800) 203-1502 / Toll-free: (800) 793-2154 www.heinemann.com $19.00 per book

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Mathematics and Science Resources for Every Classroom
Now that you have read about the wealth of resources the Eisenhower National Clearinghouse makes available
to mathematics and science educators, we urge you to share your findings with others in your school and in your district.

· Let others know how easy it is to subscribe to the print version of ENC Focus. (Subscription information

appears on the inside front cover or see form on page 85.)
Tell your colleagues about the wealth of classroom resources identified in ENC's collection-18,000
mathematics and science books, kits, CD-ROMs, and videotapes, plus professional development materials.

Register for the email services Digital Dozen and Education Headlines. Share the links or make print-

outs for others on your staff.
• Add enc.org to your list of favorites for your personal and school references. There's always something

new and useful for you and your colleagues at ENC Online.

Page 8

Paperwork Burden Statement According to the Paperwork Reduction Act of 1995, no persons are required to respond to a collection of information unless such collection displays a valid OMB control number. The valid OMB control number for this information collection is 1880-0529. The time required to complete this information collection is estimated to average 3 minutes per response, including the time to review instructions, search existing data resources, gather the data needed, and complete and review the information collection. If you have any comments concerning the accuracy of the time estimate or suggestions for improving this form please write to: U.S. Department of Education, Washington, DC 20202-4651. If you have comment or concerns regarding the status of your individual submission of this form, write directly to: Evaluator, Eisenhower National Clearinghouse, 1929 Kenny Road, Columbus, OH 43210-1079.

Page 9

ASSOCIATE DIRECTORS

Collaboration: Thomas Gadsden Instructional Resources: Kimberly S. Roempler

Publishing Gay Gordon

STAFF

Editor: Annette Thorson Manuscript Editor: Carolyn Hamilton Production Editor: Julia Harris

Content Specialists: Carol Damian,

Terese Herrera Senior Graphic Designer: Brian Deep Manager of Electronic Production: Doug Line Interactive Media Specialist: Nagarajan Gopalan Contributing Editors: Judy Duguid, Mark Holtman

Melanie Shreffler Editorial Assistant Virginia Cook

Assistant Director of Instructional Resources: Judy Ridgway

Senior Abstractor: Judy Spicer Catalogers: Nima Shafaieh,

Linda Trombetti Acquisitions Specialists: Dennis Beaudry,

Pam Bentley

Kelvin Trefz Special Projects Coordinator: Lynda Titterington Resource Evaluation Specialist Sue Drummer Electronic Publishing Constance Reising,

Deb Schneider Information Services: Laura Brendon,

Orville Martin Collaboration: Gail Hoskins,

Steve Weaver Computer & Network Services: Roger Cunningham,

Richard Huggins,

Tom Marker Fiscal Services: Ayanna Bandele,

Vickie Shepard Administrative Support

: Frances Burkett,

Joyce Francis, Linda Price

To accomplish its mission,
ENC... Acquires and catalogs mathematics and science curricu-

lum resources, creating the most comprehensive collection in
the nation.
Provides the best selection of math and science educa-
tion resources on the Internet.
Supports teachers' professional development in math,
science, and the effective use of technology
Serves all K-12 educators, parents, and students with
free products and services.
Collaborates with the Eisenhower Regional
Consortia and many other organizations to promote educa- tion reform.

ENC Mathematics and Science Advisory Boards

Charles Allan, Michigan State Department of Education Gerry Wheeler, National Science Teachers Association Ronald Anderson, University of Colorado, Boulder Jerry Becker, Southern Illinois University Jo Ann Carr, University of Wisconsin, Madison

Joan Countryman, Lincoln School, Providence, Rhode Island

& Demonstration Site, George Washington University Arlene Hambrick, North Central Regional Education Laboratory

Elizabeth Horsch, Retired Teacher of High School Science, Wyoming

Harry Tunis, National Council of Teachers of Mathematics

ENC Focus is published by the Eisenhower National Clearinghouse for Mathematics and Science Education. ENC is funded at least in part through Contract No. RJ97071001 with the U.S. Department of Education, Office of Educational Research and Improvement (OERI). The contents of this publication do not necessarily reflect the views or policies of the U.S. Department of Education nor does the mention of tradenames, commercial products, or organizations imply endorsement by the U.S. Government. ENC welcomes readers' comments and questions.

HOW TO REACH US:
For the most up-to-date information on services and programs of the
Eisenhower National Clearinghouse visit our web site at enc.org You can also contact ENC by email, telephone, or postal delivery:

ENC, 1929 Kenny Road, Columbus, OH 43210-1079

Eisenhower National

Clearinghouse

Page 10

istry of the universe affects the decisions we make in our personal and community life. Both would look back at their math and science classes as days of growing selfconfidence and discovery. They would never need to apologize for shortcomings in their basic math and science competencies. They would accept as a matter of course their responsibility to understand the world around them.

In this issue, teachers, teachers of teachers, and even a student or two look at this multifaceted topic, Becoming Literate in Mathematics and Science. You'll find thoughts on the meaning and importance of mathematics and science literacy from the likes of Nobel Laureate Leon Lederman (page 23), internationally known mathematician John Allen Paulos (page 24), and distinguished science education leader Frank Sutman (page 20).

In a talk with a group of high school students, ENC science education specialist Carol Damian found that young people have some interesting ideas on the meaning of the topic, too (page 25). The students' basic question—Why do I have to learn this?—is addressed in poet David O'Connell's article on how Thomas Kuhn's groundbreaking book The Structure of Scientific Revolutions changed the way he viewed science (page 26).

Since media literacy has such a profound impact on mathematics and science learning for most Americans, this issue explores the subject from several different perspectives. Kim Roempler, ENC Associate Director of Instructional Resources, devotes her regular column, Using the Internet, to the concerns teachers and parents have when youngsters turn to the web for information (page 6). From the realm of public television comes Frank Baker with specific advice for teachers (page 48). Lynda Titterington and Suzanne Drummer examine how well the media explained the science behind cloning and how much adults learned and retained (page 51).

As in every issue of ENC Focus, most articles deal with classroom practice, and it is clear that literacy is a paramount concern for teachers on every level.

Kindergarten teacher Tom Sprague introduces scientific inquiry (page 42), and first-grade teacher Kristine Woleck lets her students tell how they “talked their way to the middle of all numbers" (page 29). Fourth-grade teacher Wendy Cheely shows how her students learn to understand mathematics through writing (page 54).

Ways to tap into visual literacy skills are described by middle school science teacher John Rosmurgy (page 39) and mathematics educator Sue McMillen (page 32). High school student Alison Peebles shows how she applies her growing mathematics literacy to understand the way democracy works (page 45).

Promoting mathematics and science literacy is the daily work here at ENC. For that reason we're delighted to announce the launch of a new feature called Classroom Calendar on our web site (enc.org).

Hundreds of resources will be grouped around themes and ideas for classroom instruction. The ENC staff believes, as you do, that math and science classes can be engaging, fun, and connected to the world around us. Days, weeks, and even months will be a cause for learning and celebration at this area of ENC Online. Read about Classroom Calendar on page 19, and of course click on enc.org for your own enjoyment.

Please remember that we always welcome your comments and suggestions. Let us know when you agree or disagree with our editorial statements or policies and the articles we publish.

Carolyn Hamilton is manuscript editor and news writer for ENC. A veteran journalist, she has written about educational issues for school library media specialists and school board members. Email:

ENC FOCUSA Magazine for Classroom Innovatore:

Join in the Dialogue! Write for ENC Focus

Mathematics and Science Across the Curriculum - Submissions due September 1, 2001

Increasing Your Mathematics and Science Content Knowledge - Submissions due December 1, 2001

Literate and Safe

—
on the World Wide Web

you to visit each site, and the sites
listed in the box below, for more information.

True Internet literacy goes beyond teaching students how to navigate the web. As we give our children the freedom they need to become web literate, how can we keep them safe?

by Kimberly S. Roempler, ENC Instructional Resources

Advice from Cable
in the Classroom www.ciconline.com

It took me a while to make the decision, but I finally got high-speed Internet

access at home. My nine-year-old daughter Kelly had been bugging me to replace our slow computer and phone-line Internet access with the stuff she has at school—bright blue and fast! I bought her a see-through blue iMac and a mouse with a red light that looks like a laser.

According to Kelly, the blueness, see-throughness, and “laser" were the selling points. The cable modem hook-up guarantees instant access to the Internet at any time of the day. Of course, those details have nothing to do with Kelly's Internet literacy. That is a job for her teachers and me.

True Internet literacy goes beyond teaching youngsters how to navigate the web. We also must help them learn to choose wisely from the almost infinite amount of information that can be found on the monster that is the World Wide Web. Thinking of it that way brings up a very important, related issue: As we give our children the freedom they need to become web literate, how can we keep them safe?

Typing a keyword in a search engine can easily result in more than 50,000 hits. With so much data at their fingertips, how do youngsters decide which web sites provide accurate information for a school report or when they are just browsing at home? Cable in the Classroom recommends teaching students to ask the five Ws: Who? What? When? Where? and Why? Who is the site's author? If the information sounds authoritative, children have a tendency to assume it's true. But anyone can create a web page. Have students look for links to the author's biographical information to evaluate that person's credibility. What is the site's purpose? What is it trying to dosell products or services? Present information? Advocate ideas? Entertain? Is it adsupported or sponsored by an

Information Literacy

As part of its Nine Information Literacy Standards for Student Learning (www.ala.org/aasl/ip_nine.html), the American Association of School Librarians writes that students who are information literate:

• access information efficiently and effectively;
• evaluate information critically and competently; and

• use information accurately and creatively.

Roempler's
Recommended Resources

We all need information literacy skills to help us judge the value and the truth of the information we receive whether it is through books, magazines, newspapers, television, radio, or the Internet. Children and teenagers need these skills because they spend enormous amounts of time attending to media messages. Without guidance, youngsters may not realize why the message was created or how the message-maker intends to influence them.

I have found two excellent web resources to help teachers and parents provide that guidance. The Cable in the Classroom web site (www.ciconline.com) focuses directly on the issues teachers face. WebSmartKids.org (www.websmartkids.org) is aimed at parents, but the site provides food for thought for teachers as well. It is also a valuable resource for teachers who want to help parents guide their children's Internet use at home.

Both Cable in the Classroom and Web Smart Kids.org gave ENC Focus permission to print excerpts from the advice they provide online. We encourage

WebSmartKids.org - A Parent's Guide to
Building Children's Media Literacy Skills for
the Internet (www.websmartkids.org)

Children's Partnership with the National PTA

organization that is trying to exert influence in some way? Make sure students understand that the purpose of a web site may not be obvious. When was the web site last updated? If it hasn't been maintained, the data may no longer be accurate. Does the information

agree

with other sources on the web or in print? Where does the site originate? Because of the global nature of the web, you may want to dissect the web address (Uniform Resource Locator or URL) or search for an address through the internal links to determine the country or organization of origin. Nationality may or may not have some bearing on the message. Why does the site exist? Designing a personal home, hobby, or class page can illustrate the editorial thinking that goes into presenting information on the web. It reminds students to think critically about the motivations that can influence the messages they find on the web.

With whom does your child communicate online?

The anonymity of the online world, combined with its interactive nature, makes children vulnerable. Explain to your child that you will monitor Internet use and Internet friendships. What are your child's favorite places on the web? What sites has your child bookmarked?

If you want to help your child visit useful, reliable, interesting sites, visit such sites together. You could even begin a family (or classroom) email newsletter by sending your child an email message each week with a description of an excellent site you've discovered that you think your child will enjoy.

Is your child able to tell from the URL the site's title or sponsor? Both are clues to whether the information at a site is reliable or valuable.

Literacy begins with the basics: to be literate in print, children must learn which way to hold a book, where (and what) the title is, and the meaning of authorship. Information literacy on the Internet includes such basic skills as learning how to tell who hosts the site, who wrote the site, and when the site was last updated. Does your child follow the teacher's and school's guidelines about using online information or services to complete homework?

Many schools use their own web sites to post these guidelines. If you and your child are not sure about your school's policy governing Internet use, be sure to find out. If your school doesn't have such guidelines, volunteer to head a committee to create them! Does your child understand copyright rules for online information?

Review the rules for attributing online information with your child by reading “Right and Wrong Online: Teaching Your Children Ethics in Cyberspace” in

Advice from WebSmartKids www.websmartkids.org

As mentioned earlier, WebSmartKids.org addresses its advice primarily to parents, but teachers can adapt the recommendations for classroom use. Articles and resources mentioned can be accessed directly from the site. How much time does your child spend online each day?

Adult involvement is the key to responsible web behavior and to the development of information literacy skills for the Internet. Put the computer children use in an area of the house that everyone shares. (In the classroom, make sure that monitor screens can be seen from other parts of the room.) Communicate to youngsters that you're interested in their computer-using habits.

Page 11

Gender Equitable Schools:

They Benefit Everyone

by Sundra Flansburg, WEEA Equity Resource Center at the Education Development Center

In recent years, much of the cover

age of gender equity in the news media tends to frame the issue in

ENC Focus Article Sparks Discussion terms of “girls versus boys,” or to

The controversy surrounding gender equity work in education has been building assume that improvements in girls'

over the last several years. Recently, this controversy landed right here in ENC Focus. educational achievement come at the

Following publication of the article “Teacher Fellowships Close the Gender Gap," by expense of boys'. These arguments

Janalee Jordan-Meldrum and Tina Coplan of the American Association of University are often rooted in misconceptions

Women (AAUW), we received calls criticizing our coverage of gender equity as well as about the work of those who promote

a letter from a school principal who wanted to know why there were no articles about gender equity in education.

disadvantages faced by boys. It has become politically incorrect, the principal said, to

address gender equity for boys. Gender equity has never been

AAUW responded to the principal's concern by explaining that its goal is to encourabout benefiting females more than

age women to engage in high-tech education and careers “while also looking at the males. When advocates and practi

broader picture of what works best in schools for both girls and boys.” (See ENC tioners first began to work toward

Online, enc.org/focus/equity to read the article, letter, and author's response.) educational equity in the 1970s, they

Because the topic has sparked so much response from our readers, ENC invited the focused on girls and women because

director of the Women's Educational Equity Act (WEEA) Equity Resource Center to

discuss the controversy surrounding gender equity. See the article on this page. females experienced more discrimination than males in terms of access

Let us know what you think. Send your comments to to educational resources and benefits. For instance, females were being shut out of or concentrated in certain classes (vocational education was especially sex-segregated), received substandard funding

media's love of reporting "gender wars" or "battles of the and opportunities in athletics, endured sexual harass

sexes" (e.g., Tannen, 1999), but most gender equity supment, faced quotas of maximum enrollments in

porters shy away from this approach. professional schools, and so on. All of these barriers kept young women as a group—especially young women of Gender Equity Is About Males and color, poor women, and women with disabilities—from Females reaching their potential and being able to contribute fully to society.

For decades, a number of gender equity advocates Few people today deny publicly that this discrimina- have been working in areas in which boys and men are tion existed, or that the situation was blatantly unfair not

disadvantaged. Both male and female researchers have only to females but also to society as a whole. However, identified the need to look at such issues as why African some now state that in the 29 years since Title IX (the American boys are overrepresented in special education principal federal legislation guaranteeing educational

classes, why boys as a group do not perform as well as equity) was passed, discrimination against girls has

girls on verbal skills assessments, and why inappropriate ended. Therefore, they argue, work aimed at girls is not expressions of anger and violence are concentrated disonly unnecessary but also thwarts boys' achievement. proportionately in the male population. Most equity Although the opposition groups' numbers are small,

advocates feel that many of the disadvantages boys face their skilled handling of the media has often garnered

are the result of sex-role stereotyping and other related more attention for their opinions than what their numbers

factors, and thus feel the issue of masculinity needs to be justify. While leaders opposing gender equity often seek

examined and challenged, just as notions of femininity media outlets and public recognition, this mode of work

have been. has not often been preferred by equity advocates and

Much work is already being done to address male practitioners. Much has been written about the mass

issues with a gender equity focus. More is needed. Many specialists and researchers have called for greater atten

Page 12

Dear Mrs. B., Please Reconsider...

An appeals process forces students to examine their approach to problem solving and gives teachers unique insight into students’ mathematical reasoning.

by Lynn Bradley, North Middle School, Belleville, The rules are posted and given to each student at the

Michigan, and Joanne Caniglia, Eastern time the first test is returned. The teacher shows the stu-
Michigan University, Ypsilanti, Michigan dents a sample appeals letter (see box on this page) and

explains the required format. In the body of the letter, the Then eighth graders at North Middle School in

student must begin a new paragraph for each issue he or Belleville, Michigan, receive their graded test

she wants to discuss. papers, there's no buzz of indignation, no comparison of The appeals process benefits both the teacher and the papers, and no questions to the teacher. The young peo- student, and we have used it successfully in both middle ple know that the only way to protest a score or ask for and high school. The teacher knows that if she or he has an explanation of grading is to begin composing a letter misunderstood a student's reasoning or made a mistake in of appeal

marking a test, the student can appeal the grade. Students Students can air their opinions in writing about what have a method to voice their concerns, explain their reathey perceive to be a mistake in grading or adding points, soning, and ask for a higher score. The appeals process a poorly worded question, or an answer that they believe encourages students to test their ability to determine what is wrongly marked incorrect.

is mathematically correct. When The rules for submitting an

an appeal results in vindication appeal are:

of a student's arguments, the Sample Letter 1. Appeals will be in the

student gains confidence in his

or her ability to reason matheform of a neatly written Dear Mr. Sincic,

matically. letter. On my graphing quiz, on #7, I

We respond to the students' 2. Appeals will be written on would like to clear up any confusion

appeals as soon as possible a piece of paper separate that there may have been. My work

usually the next day—in writing. read:

Samples of exchanges between from the test and attached

teachers and students at several to the assignment in quesLine 1 (y-yı) = m(x-X1)

grade levels appear on pages 17 tion. (Do not write on the Line 2 (7-4) = m(x+2)

and 18. test.) Line 3 (7-4)= -3/11(x+2)

In Letter 1, the student's 3. Appeals must be contentLine 4 (7-4)=-3/11(x) + 1/2

appeal had to do with her interbased, not personal. Line 5 y = -3/11 x + 7/2

pretation of the wording in a

problem. If the student had been 4. Insufficient time on a test I just wanted to explain my work

able to clarify the problem, she or assignment is not a and possibly get an extra point. On

would have received full credit. basis for an appeal. line 3, and between line 4, I distrib

Letter 2 is an example of an uted -3/11, but I failed to write it 5. Appeals must be very spedown, so my next line obviously read:

appeal from a precalculus stucific. (7-4) = -3/11(x) + 1/2, which is the

dent. It shows how students proper distribution of -3/11.

analyze their work, identify 6. Students must communi

errors, and explain their reasoncate what action they

Sincerely, would like taken (full

ing. The teacher had originally

marked the problem wrong, but credit, +1 point, +2 Brian

after reviewing the appeals, she points)

gave two additional points. Teacher's Response:

The appeals process is a 7. Appeals are due the next

This is still not correct. Please class period.

valuable tool for gathering inforcheck your multiplication of fractions.

Page 13

Question: (True or False) If two lines do not intersect, then they must be parallel.

Dear Mr. Sincic,

the sole authority for right My appeal is on the first page, number 7. The question states, “If two lines

answers, towards mathematical do not intersect, then they must be parallel.” There is no real answer to this

reasoning-away from merely problem because nothing is said about the two lines being on the same plane.

memorizing procedures, towards The answer would be true if these two lines were on the same plane. The

conjecture, inventing, and probanswer would be false if these two lines were not on the same plane. Therefore,

lem solving—away from an there is no correct answer since there was nothing about a plane written in the

emphasis on mechanistic answer question.

finding (p. 2). I suggest +2 points if my appeal is heard because it is the value of the question.

Lynn Bradley teaches at North

Middle School in Belleville, Sincerely,

Michigan. Joanne Caniglia teaches Melanie

preservice and inservice teachers at

Eastern Michigan University, Teacher's Response:

Ypsilanti. Some of the letters in this

article were provided by Tony Therefore, the answer is false. If one can find one counter-example, the

Sincic, a math teacher at St. Patrick answer is false. Appeal for additional points denied.

School in Brighton, Michigan, who has used the appeals process to motivate students to reflect on their

work and to reason logically. show improvement in future tests because they think about the questions and their answers. In the event that a teacher error appears in a test problem, only Reference those students who recognize it and write an appeal get added points.

National Council of Teachers of Mathematics The appeals process is time consuming, but the benefits to students and

(1995). Assessment Standards for School teachers are worth the time it takes. We also know that the appeals process

Mathematics. Reston, VA: Author. exposes problems that are often overlooked, such as misconceptions or missing bits of information. Then, we can focus our time and attention on those deficiencies rather than reteaching an entire concept. Using an appeals process means that assessment does

Letter 4 not end when we write a grade on a student's paper. Instead, the process

Questions: Solve x+ 7= 3 provides a better understanding of the mathematical concept it was meant to

Solve (5+2) + 3 = (5+x) assess. We have used the appeals process

Dear Mrs. Bradley, with students in grades 8 to 12. As a

I am appealing numbers 18 and 20. The way I was taught in algebra technique for empowering students to

last year is that when we have a variable that involves addition we give

what the variable could be as a positive number as well as negative numtake charge of their learning, it has been introduced in teacher prepara

ber. So I put what the negative number for x would be. Therefore I got

-17 for #18 and -15 for #20 along with the positive numbers. tion courses and to some inservice

-17 + 7 = 3 +7 teachers.

(5+2) + 3 = (5-15) The appeals process addresses the major "shift" in teaching methods

I would like +1 point since that was not the way I learned the math. called for in Assessment Standards for School Mathematics (NCTM, 1995):

Sincerely, We need to shift towards logic

Mark and mathematical evidence as veri

Teacher's Response: fication—away from the teacher as

I don't understand what you mean by the technique you mentioned above. Please see me.

Page 14

A chat with high school students reveals that they really do understand why it is important to become literate in mathematics and science.

by Carol Damian, ENC Instructional Resources

Why do I have to learn this? When will I ever use it? ow many times have you been asked these questions?

literate in mathematics and science, it occurs to me that we should be asking our students to answer their two big questions. I've found that young people will respond, citing important, interesting, and relevant reasons for their studies. Literacy in math and science is about relevancy.

Recently, I was chatting with 15 young people and asked them why a person should study math and science in school. They gave reasons such as becoming wellrounded, getting into college, challenging oneself, needing to "take something" (no other interesting courses—or no choice), being with friends in classes, and choosing courses taught by teachers they like.

Then I probed further by paraphrasing the students’ two big questions: “Do you think you'll ever use that stuff? Why should you have to learn all that science and math?” Some of them mentioned things like balancing checkbooks, converting liters to gallons at the gas pump, and learning how to make slime.

"Well,” I asked, "do you suppose anything you're learning in math and science will ever come up in your everyday lives or in your future jobs?”

"Yes," one girl answered, "like when you charge a bunch of stuff on your credit card and find you'll never be able to pay it off at the humongous interest rate." I asked them if any of their classes prepared them for that kind of real-life shock. Girls and boys chimed in, offering that some classes do—the ones where they actually get to do real things, like simulate stock market investing, plan a model city, or role-play deciding about an organ transplant. They all said they were not sure about the value of other classes because the lessons seemed disconnected from anything real.

I asked the two big questions again, “When will you ever use that stuff? Why learn all that math and science?” They thought awhile, talked among themselves, then started rattling off these “reasons": banking/borrowing money, product consumer, family planning, waste disposal, car purchases (and energy/pollution concerns), transportation systems, global warming, safety, medicines, genetic engineering, politics, defense issues, earthquakes, usable water, food supplies, weather changes, materials for building and clothing, disabilities, understanding numbers and problem-solving, communication, computers, information gathering.... Seemingly disconnected answers, these “reasons” are a mirror of the issues adults face today.

The conversation went on for some time. I was fascinated. These students were quite capable of answering their own questions. More than that, they

were defining what it means to be literate in mathematics and science. They were closing in on what is relevant in math and science to their lives now and in the future.

When students ask you their two big questions, ask them to help you think through the answers. As they respond, they will realize how important mathematics and science literacy is to all of us.

Carol Damian has 25 years experience as a high school physics teacher. Currently, she serves as ENC's science education specialist. Email:

Page 15

Mathematics (NCTM, 1991) and, more recently, the

postponed the conversation to break for lunch, Whitney Principles and Standards for School Mathematics

headed off to gather paper and a pencil; she made a (NCTM, 2000) put forth a vision of classroom discourse drawing of her idea to share with the group (Figure 1). as one in which students raise questions and even initiate Antoine recorded our "middle of all numbers" question mathematical problems. Students clarify and defend their on the list of "Problems We Are Thinking About,” which own conjectures and solutions to peers, becoming an

hung on the classroom door. audience for one another. At the same time, teachers do

And, indeed, it was a problem that the group was more listening. Teachers open their ears to the questions thinking about. During a whole-group meeting later that and conversations of young mathematicians.

afternoon, conjectures from others in the group continFortunately, my ears were open that day in Room 1R, ued. Peter suggested, “I think there must be a couple of our first-grade classroom, when Whitney posed a ques- numbers, not just one in the middle, because there's a lot tion that intrigued her classmates. I

of numbers.” Jason proposed, “It allowed the classroom discourse to

would be an odd number, because evolve not from my voice and agen

TU

five is the middle when you count to

19 da, but from the voices and

18

10, and it's like one, three, five. mathematical ideas of the children. I

Three is in the middle and three is let them talk.

16

odd." William offered yet another What follows is a powerful mathe

theory, “There can be all different matical conversation in the children's

middles. You can choose. It depends own words. I let young mathemati

on how far you can count.” cians talk, and this is what they said.

Kevin then reminded the group,

“The problem is numbers never What is the Middle of

stop.” Whitney pondered this for a All Numbers?

moment and asked, “Well, the num

bers go so far up, but what's the As soon as Whitney posed her

066 99

biggest negative number?” question, Ryan exclaimed, "Fifty is

Pointing to the number line from the middle, because 50 plus 50 equals

-12 to 120 hanging in the class100.” Elizabeth did not agree and

room, Shanika was quick to respond, responded matter-of-factly, “But you

“It's the same as how high you can can count more than 100.” Others in

count. It goes both ways.” Several

Count all the numbers that the group echoed their agreement,

others confirmed her idea, echoing and for a moment, no one said a

we can get to, like 9000

that “negative numbers go as far as word; I let them think. I could sense or 9009. This is what it

the numbers you count with.” that this concept was intriguing to

This notion ignited Frank's think

looks like. them.

ing. He suddenly pointed to the Then came Antoine's comment,

number line and exclaimed with “There's no middle number because

confidence, "I think 1 is the middle numbers never stop.” Kevin conFigure 1.

number. You can go all the way in firmed this, "Every number keeps

negative numbers to the hundreds going. There's too many to count.” Others agreed, and, for and then all the other numbers go the other way." Nods a moment, the group seemed content to accept the idea of agreement could be seen as others in the group conthat no solution could be determined.

sidered Frank's reasoning. But Whitney persisted, offering her strategy to render

The time seemed right for a question that would the problem more accessible, “I think we should count as prompt the children to reflect. I called their attention to high as we can and write all the numbers down on paper the number line. Each positive number was marked with and then fold it and put the two sides of numbers togeth- a red star below it; each negative number was marked er. Then we'll get the middle. If you count to an even

with a black star below it. No star marked zero. I asked, number, then there'll be two numbers in the middle. If it's “What about zero in this problem?” an odd number, then there's one number in the middle."

Referring to a question we had debated earlier in the Some in the group were confused by Whitney's visual year, Kevin replied, “Well, we're not sure if zero really is image. “I don't get it,” Elizabeth said to Whitney. As we a number. We need to decide that first to know where it

Page 16

A taxpayers' group, opposed

averages were all in the ten to higher taxes, might choose

thousands. The students consmall scaling units for a bar

cluded that although truncated graph, thus accentuating the

graphs are frequently used to increases. The school board

mislead the reader, there are might be more likely to

also legitimate reasons for crechoose a larger scaling unit to

ating truncated graphs. make the increases appear less

If you want to try this actividramatic

ty, be aware that it is often

time-consuming for students to Truncated Graphs

locate examples of truncated Blue Green Yellow Red Orange Brown

graphs. You may want to use the Middle school and high

examples provided in the textschool students also worked

books listed in the reference with graphs whose axes had

section. been cut off, or truncated. When part of the vertical axis

Activities that involve changing the scales of graphs is missing, the differences among the bars of a bar graph

naturally lead to discussion and conjecture, as students or histogram are exaggerated. For example, suppose the share their scaling choices and the resulting graphs. The bar graph in Figure 4a represents the favorite M&M's

process of choosing a real-life graph and then using the colors for all the students in a large school. While 444 same data to construct a graph with a different appearstudents chose blue, 415 chose brown. Figure 4b shows a ance gives students a feeling of mathematical power. truncated version of the graph, displaying only the por- They enjoy the feeling of confidence that comes with tion of the bars from 400 to

successfully controlling the 450.

visual impact of a graph. Truncated graphs are commonly rescaled and elongated

Sue McMillen teaches math and

Figure 4b as in Figure 4c, but this exag

Favorite M&Ms

math education courses at gerates the difference among

Buffalo (New York) State the heights of the bars. In

College. She is a frequent Figure 4c, it appears that about

speaker at NCTM conferences seven times as many students

and other conferences for edu

Orange prefer blue as prefer brown,

cators. She welcomes email at since the height of the blue bar

mcmillse@bscmail. is about seven times that of the

buffalostate.edu brown bar. Yet, the actual number of those preferring blue is not even one-and-a-quarter

References times the number preferring brown.

Garofalo, J., Bennett, C. & Mason, C. (March, 1999). Plotting and Analyzing: Students were asked to find examples of truncated

Graphing Calculators for Social Inquiry. Social Education, 63(2) 101-104. graphs, write about why the graphs may have been trun- Jacobs, Harold R. (1994). Mathematics: A Human Endeavor, 5th ed. New York: cated, and redraw them

W. H. Freeman, 564-573. showing the entire y-axis. At

McMillen, Susan E. (1993). The Use of a

Coordinate Graphing and Software Scaling first the students were amazed

Unit with Fourth Grade Children. by how different the graphs

Unpublished doctoral dissertation, State looked with the entire y-axis.

Figure 4c

University of New York at Buffalo.

Favorite M&Ms Their immediate reaction was

Moore, David S. (1997). Statistics: Concepts

and Controversies, 4th ed. New York: W. H. to condemn the use of truncat

Freeman, 201-220. ed graphs as misleading.

Musser, G. L., Burger, W. F. & Peterson, B. However, after being prompted

E. (2000). Mathematics for Elementary

Teachers: A Contemporary Approach, 5th ed. to look for legitimate uses of

New York: John Wiley, 443-463. truncated graphs, they recon

National Council of Teachers of sidered. For example, they

Mathematics. (2000). Principles and found that a nontruncated

Standards for School Mathematics. Reston,

VA: Author. graph of the Dow-Jones aver

Rogers, Laurence T. (March 1995). The ages could not show small

Computer as an Aid for Exploring Graphs. day-to-day changes because the

The School Science Review, 76(276), 31-39. Orange

Page 17

landscapes, a farm, a lake shore,
and a mining site, illustrating a dis-
turbance to the ecosystem brought on by either human or natural caus- es (see drawings 1-3). Three sheets

of tracing paper were stapled on top

The first step was for students to
choose one of the three landscapes
to work on. On the overlay directly
on top of the picture, students drew
how the landscape would look in
the pioneer stage, zero to 50 years

after the human or natural distur2. The lakeshore landscape illustrates the impact of homesteading and deforestation on bance. On the second overlay a shoreline/wetland ecosystem. Students might predict that if succession proceeds unin- students drew an illustration of the terrupted, the pond environment will become absorbed by the surrounding native forest early successional stage, 50 to 300 community.

years later, which is the transitional

stage between the pioneer and clihow monumentally humans can impact the natural envi

max community. Finally, on the third overlay, students ronment and alter the process of succession. One aspect would depict the climax stage, 300 to 1,000 years later. of the presentation that students found particularly inter

Directions for creating the booklets were accompanied esting was the original plans and photos for Agazzi Park. by a list of different plant species: pioneering plants, Today, the Copper King track and football field, Fraki's

invasive plants, and climax plants. Field guides and Supermarket, and subsidized housing-all familiar sites

graphic examples were also provided. In effect, students to students—occupy part of the original park.

were expected to create the process of succession within The day following Bjorkman's visit, I distributed the

a structured format. current school site plan numbered to correspond with

As the work progressed, it became clear that learning images from the slide presentation. Working in small

would be enhanced if students wrote about their drawgroups, students used these primary references for clues

ings. In class, we talked about the booklet pages as a in a kind of investigative scavenger hunt around the

kind of set design for a movie that takes place over a school grounds. This exercise illuminated the history of

very long time. Students were asked to write a narrative change in the built environment and also provided a visu- for their "epoch-length movie set,” including information al perspective of how human activity shapes and changes about the changes in plant communities and animal habithe natural environment. These first two days were a

tat. jumping-off point for an introduction of ecosystem suc

The booklets required several days of class time, and cession.

students were encouraged to work at home to complete

the project thoughtfully. During the process, students also Adding Depth to the Learning

exchanged booklets and offered comments to their peers.

On the day the booklets were due, students completed On the third day, students shared discoveries and ques

a self-evaluation of their effort. They were asked to tions about change and their environment. At this point, I

assess their collected images and reflect in writing on the introduced the concept of succession and assigned read

positive and negative impacts for the environment. ings from books and from the web (see resource list).

For greater understanding, it may be beneficial for The focus of the readings was on primary succession

students to generate their own disturbance (fire, logging, that which begins in areas that never supported living

mining) to an existing ecosystem rather than choosing things, such as volcanic islands. The stages of pioneer,

from the three pre-disturbed ecosystems I created for early, and, finally, climax succession were modeled for

them. Students may also want the option to depict the students with the use of overhead transparencies.

stages of primary succession, beginning where no With this information, students were ready for the unit

ecosystems previously existed. project assignment: to illustrate one example of the sec

To add a technology component to the unit, students ondary succession process in the form of a booklet. Each

could be introduced to the Internet resources that provide booklet consisted of a picture of one of three familiar

data from the Geographic Information System (GIS) and

Page 18

and the candidate with the most points is declared the

Back to Politics winner. A candidate receiving a plurality doesn't necessarily "win" using the Borda Method.

To test its application to a political situation, I used In the data collected about my schoolmates' shopping

the Borda Method in conjunction with the single-selecpreference, the Borda Method reveals that there is, in

tion voting method in the middle school student body fact, a different winner, and it is not Old Navy.

elections at Albany Academy for Girls. Each grade According to single-selection voting, The Gap came in

voted for its own student council candidates. Only the second with 13 votes, but

single-selection preference more people chose The Gap as

was originally counted to a favorite place to shop overall

determine election results, but (see Table 1). The Gap had the

Nicole
. In the

analysis of the group- preferhighest preference with 27.8

ence ranking allowed for a Jess tullut

broader view of the vote. percent of the votes cast,

Tables 3 through 5 reprewhile only 18.4 percent of the

Kelly fill votes were for Old Navy. The

sent the three grades in the Borda Method reveals that

middle school. Each class has

eindre le all The Gap was the top group

more than 20 students, and preference with 229 points,

each student voted. The possiwhile Old Navy came in sec

ble candidates consisted of all

of the students in the class. ond with 156 points (see Table 2).

Only the candidates with the Both the single-selection

highest results are shown on method and the Borda method

the tables.

In Table 3, the difference between group preference are mathematically accurate in their determination of the winner, but the results measure the winner in two dis

and single-selection data is apparent. The "winner" of tinct ways. If voters do not understand the mathematical

the single-selection vote is Candidate C with five votes,

but Candidate B has the most preference points accordtallying process used in an election, they may inadver

ing to the Borda Method. It is important to note that tently give an advantage to a choice that they dislike.

Candidate B only received one first-choice vote. This is true for political elections as well as product marketing surveys.

Although the candidate was clearly not many voters' first choice, she was the students' group preference.

In Table 4, both methods agree on the winner, Data Table 3

Candidate I. If a runner-up needs to be determined,

however, this count by two methods indicates that an Name Ist Choice Vote Group Preference additional vote must be conducted to determine the win

Points

ner because of the discrepancy between the (Single-Selection

single-selection voting and Borda Method results. Method) (Borda Method)

In Table 5, Candidate L is the winner according to both methods, but more is known about the results of

the election by using both methods of evaluation. The Candidate A

3 31

result of the single-selection voting tally does not indiCandidate B

43

cate how similar the group's preference is for both Candidate C

5 38

candidates K and L. Candidate D

These results show that the Borda Method can serve 2 37

as an indicator of group preference and can be used Candidate E

3

19 Candidate F

3

19

Page 19

Math & Science Illiteracy

in the News

Educators, mathematicians, and

While newspapers can be a resource for enhancing litscientists would be wise to overcome

eracy, they are also a source of warnings about the

dangers of illiteracy. misgivings about media coverage of

The Oregonian (February 6, 2001), interviewed what complex math and science issues and

it called "nonmath-related” professionals about their use

of math on the job. The conductor of the state symphony recognize the role of the press in

said, “Math is the fundamental underpinning of all educating the public.

music, from understanding acoustics to reading music

and figuring out tempo." by Carolyn Hamilton, ENC Publishing

In the same article, a novelist recalled that he "fell off

the train at story problems” and regretfully could not ime was when many of us could say, “Oh, I can't

help his children with their math homework. A math spedo percents” or “I never understood any of that

cialist for the Portland schools reports that the district is genetics stuff" with no fear that anyone would

being told by local businesses that math is “a gatekeeper think we were illiterate. The next generation will

of opportunity.” not get off so easily.

Organizers of an effort to spotlight the value Math and science illiteracy is com

of math and science education report that ing under the microscope now. The

16 percent of the U.S. adult population

the news media, politicians, policy

brachiaj

know the difference between a gene

Cres varied to find makers, and educators warn

pol," Erwin said. and a chromosome and thus can be

information from suc. that the need for math and

es that took the sys from one time and plac called scientifically literate,

wired with intormation fr science literacy is no laugh

according to an article in the

Even niore problematic is the fa ing matter. Nor are the dire

Washington Post (In science, warnings of what will

studied by paleontologists. So as si

U.S. adults, 2000).

tists tally the organisms discovered happen to the United

in more than a century of paleontological Surprisingly, the researchers

search they will necessarily and a m States as a major player

ater diversity of newer organisa

claim that this rate puts the

de ones, whether they were in the world if its people

United States in the top rankare not knowledgeable or

ings worldwide. at least conversant with

Some people who tried to fundamental scientific

avoid math and science when issues. A widely perceived

they were in school find that need to equip all children

they now have to play catch up with math and science compe

to succeed in professions once tency is much in the news.

thought far removed from those subA recent article in an Ohio State

jects. The Christian Science Monitor University newspaper describes one

reports that the U.S. Supreme Court professor's approach to reaching young peo

requires federal trial judges to determine if eviple who take his Biology 101 course to fulfill a

dence "is sufficiently grounded in scientific principles graduation requirement. Steve Rissing requires the non

to be introduced at trail. Many state courts have adopted biology majors to subscribe to the New York Times.

similar standards." This has sent trial judges back to uniWeekly he assigns articles and gives quizzes. His intent:

versity campuses for summer courses in subjects as

diverse as toxicology and statistics. There is even a nonI don't want to give my students a vocabulary test.

profit organization that educates judges about genetics. I want to know if they understand some of the basic

The Washington Post points to actions by a Florida principles of science... One way to help give mean- court justice in the infamous 2000 election recount trials ing to the jargon is to show relevancy, to show the

that show he quoted but misinterpreted mathematician students that science means something to their

and author John Allen Paulos's comments about margins lives.” (The Times Is A-changing, 2001)

of error. (See article on page 24.) When the public suffers from math illiteracy, according to the reporter's

Page 20

be easily distinguished from “noncloned" organisms; and media reports appropriately as a primary source of lifethat clones somehow develop at a faster rate than organ- long learning in science and technology. isms created the "old-fashioned way.” Feature writers' tongue-in-cheek articles may have con

Both Lynda Titterington and Suzanne Drummer are vetertributed to some of the misconceptions we discovered. For

an science educators. This article is based on a example, Cosmopolitan featured an article titled, “Cloning presentation they made at the 1998 Annual Meeting of the Men! Why Weird Science Will Quadruple the Great Guy National Association for Research in Science Teaching Supply” (Brown, 1997), and an article in Parenting rec- (NARST) in San Diego, California. ommended a self-cloning kit (Satran, 1997). Both writers played on the misconception that the product of cloning is

References an adult who will possess the same personal attributes as

The 25 most intriguing people '97. (Dec 29, 1997/Jan. 5, 1998.). People Weekly, the cell donor—in these articles, attractiveness as a mate

48, 50-51. and ability to be a good parent.

1997: The year in pictures. (1998a). Life, 21, 24-66. Our findings indicated that the respondents' choice of Brown, J. (1997). Cloning men! Why Weird Science Will Quadruple the Great media type and magazine preference made a difference in Guy Supply. Cosmopolitan, 223, 96-98. the amount they learned about cloning. Those who used

Caldwell, M. (1999). Cumulina and her sisters. Discover, 20(1):56. radio, newspapers, and magazines as science information

Callaghan, J. (1984). The Role of Broadcasting in Nonformal Adult Education.

Journal of Moral Education, 13(3), 183-191. sources had similar scores: approximately 25 per

Lemonick, M.D. (1998). Dolly, You're History. Time, 152(5):64-65. cent of them answered more than eight of the

Little lamb, who made thee? (June, 1998). Vegetarian Times, 13 cloning questions correctly. Only 13

250, 60. percent of those who relied on televi

Mascazine, J.R.; Titterington, L., Kalif, A.K. sion news and 8 percent of the

(1998). Cloning: What Do They Know? A Report

on the General Knowledge of a Sample of Internet users were able to

Midwestern Citizens. Paper presented at the answer eight or more questions

Annual Meeting of the National Cloning in the News correctly.

Association for Research in Science See the online version of this article

Teaching (NARST) San Diego, CA,

April 19-22, 1998. The Mass Media

(enc.org/focus/literacy) for a

Moemeka, A. A. (1983). Radio's role list of magazine articles

in non-formal education. Prospects, as Curriculum?

illustrating the accuracy,

13(4), 517-527.

Morvillo, N., & Brooks, J. G. (Nov. Contrary to our expecta

misconceptions, and

1995). Headline Science: Popular tions when we began our

variety of coverage of

News Stories Spark Student Interest study, we found that accu

in Biology. The Science Teacher, 20

cloning. A selection rate information on a major

could be used for class

National Research Council (1996). The scientific event was available

room study of media coverage

National Science Education Standards. through the news media.

Washington, D.C.: National Academy of scientific breakthroughs.

Press. Before the study, we had avoided

Nardone, R. M. (1997). Hello Dolly! And using news articles in the class

Thanks for the Opportunity You Provided. The room. We now believe we should use

American Biology Teacher, 59(5), 260-262. media resources to teach our students

Ostman, R. E., & Parker, J. L. (1986). A Public's

Environmental Information Sources and Evaluations of how to locate errors when they occur and

Mass Media. Journal of Environmental Education, 18(2), 9-18. how to find reliable sources among the wealth of

Satran, P. R. (Nov. 1997). The fabulous marriage collection. Parenting, publications available.

11, 80-81. The fact that our respondents didn't retain much of

Solter, D. (1998). Dolly is a clone — and no longer alone. Nature, 394(6691), 315

316. what they read or heard is another concern for those con

Toby, S. (1997). Chemistry in the Public Domain: A Plethora of Misinformationsidering use of media reports in the classroom. Our results

Or, Don't Believe Everything You Read in the Newspapers! Journal of Chemical indicate that retention is related to the source of informa- Education, 74;1285-7. tion. Reports from television and radio news are

Wilmut, I., Schnieke, A. E., McWhir, J., Kind, A. J., & Campbell, K. H. (1997).

Viable Offspring Derived from Fetal and Adult Mammalian Cells. Nature, remembered the least, and print information is remem

385(6619), 810-813. bered slightly better. These factors can be taken into

Yoko, K., Tani, T., Sotomaru, Y., & Kurokawa, K. (1998). Eight Calves Cloned consideration when choosing sources from the popular from the Somatic Cells of a Single Adult. Science, 282(5396), 2095-2098. media to use in class.

Finally, we feel it is important to remember that the news media in its many forms—television, radio, newspapers, and web sites—serve as the public's teacher. As educators, we can help our students to learn to use news

Page 21

5. What happened when you tried the same experi

ment but filled the syringe with air? 6. Why can you push the plunger in when there is air

in the syringe, but not when there is water in it? 7. Why can't you push the plunger all the way in with

air in it?

Students are reminded to talk about molecules in their answers. Then they are asked to observe what happens when they push on and then release the plunger in the syringe filled with air. The question helps them relate the phenomenon to the idea that molecules are constantly moving. Another question relates the phenomenon to the scientific idea:

Promoting Student Thinking About Phenomena, Experiences, and Knowledge

For optimal learning to take place, textbooks also need to help students make sense of their experiences and ideas. Textbooks that provide carefully chosen and sequenced questions and tasks can help students reflect on, clarify, and explain their reasoning and ideas.

To help students understand what it means for figures to be mathematically similar, for example, Connected Mathematics engages students in using a rubber band to make enlargements of drawings. As they work on the investigation, students are asked to consider which figures remain the same or change when a figure is enlarged, to compare how the figures differ from one another, and to explain their judgments.

Connected Mathematics routinely emphasizes the need for students to explain their answers, ideas, and solutions with the class or small group. It also provides teachers with suggestions on how to engage students in class discussion. A self-assessment page at the end of each unit encourages students to think about what they've learned.

Matter and Molecules provides question sequences to help students interpret their activities. The questions are structured carefully to lead students step-by-step from one insight to another. Questions frame important issues, help students relate their experiences with phenomena to the scientific ideas presented, or prompt students to contrast common misconceptions with their scientific alternatives. For example, to help students think about how molecules are arranged and move in liquids and gases, Matter and Molecules asks students to consider the following questions as part of an activity in which they push air and water in and out of a syringe:

8. Explain why the plunger moves back out.

Later in the unit, students are asked a question that anticipates a common misconception—that molecules are not perpetually in motion but only move if the substance appears to move:

If you let this cup (of sweetened tea] stand overnight, would the sugar rise to the top, settle to the bottom, or spread evenly throughout the water? Talk about molecules to explain your answer.

1. How far apart are the molecules of a gas compared

to a liquid? 2. In which of these two states of matter do

you

think it would be easier to push the molecules together?

Why? 3. Below is a drawing of a syringe. How would mole

cules of air be arranged in the syringe when the plunger is all the way out? Draw the air molecules

in the syringe. Students then compare their predictions to what actually happens. They push on a sealed plunger that is filled with water and observe that it does not compress. They replace the water with air and repeat the experiment, this time finding that they can push on the plunger. In each case, questions ask them what happened and why: 4. Can you push the plunger in when the syringe is

Developing and Using Scientific and Mathematical Ideas

Textbooks need to provide a wide range of problemsolving and practice tasks to help students see the link between concepts and skills.

Connected Mathematics provides a real-world scenario or story line that builds students' understanding. For example, the text challenges students to plan a bicycle touring business. Students develop bar graphs and charts predicting the costs involved, depending on the number of cyclists and the distance of the tour. They write equations that can predict travel times and profits under varying conditions. Students develop and work with their own data, so they can explain the relationship among variables.

Matter and Molecules provides practice tasks for most of the physical science ideas it examines. These include novel tasks that ask students to develop descriptions and explanations of phenomena they see all around them. Their explanations are expected to become increasingly sophisticated as their understanding deepens.

For example, the following questions (taken from several places in the unit) have students move from using the idea that “molecules are in perpetual motion” to combining it with other related ideas:

Draw pictures to show how water molecules are moving

Can water molecules in ice slow down and stop? If you want something to dissolve fast, should you

mix it with hot water or cold water? Why? • Explain how you can smell an open bottle of vine

gar even though you are across the room. What is actually reaching your nose? How did the vinegar molecules get into the air? How did the vinegar molecules reach your nose? When food is covered with plastic wrap in the refrigerator (or when soup is warming on the stove, but not boiling, with a lid on the pot), water evaporates and then condenses. Where does the water evaporate from? Where does the water condense? How do the water molecules get from the place where water evaporates to the place where water condenses?

decisions. Teachers who have already selected highly rated materials can use the reports to better understand their textbook's strengths. Teachers who have not been able to select highly rated materials can use the reports to identify their textbook's strengths and weaknesses and then focus on supplementing their text with stand-alone units or trade books or with lessons from other textbooks that do a better job. They can use Project 2061's instructional criteria to guide their own classroom instruction and can study the research on student learning that is cited in the reports and use it to revise learning activities and develop new ones. And, finally, they can take advantage of professional development experiences that focus not only on increasing their knowledge of key ideas in science and mathematics, but also on strategies for teaching those ideas more effectively.

In contrast, most science textbooks include few, if any, relevant practice questions. Instead, they rely on multiple choice or short answer questions that simply require students to find the correct answer from similar statements that appear a few pages earlier.

Jo Ellen Roseman is associate director of Project 2061, Gerald Kulm is Curtis D. Robert professor of mathematics education at Texas A&M University, and Susan Shuttleworth is a writer and editor with Project 2061. Beginning in 1985, Project 2061 has worked to reform science education in grades K-12 so that all high school graduates become science literate—that is, prepared to live interesting, responsible, and productive lives in a world increasingly shaped by science and technology. The initiative has developed a variety of tools and training for educators to support efforts to translate the established learning goals into classroom activities. Project 2061's textbook evaluations have been funded by the Carnegie Corporation of New York. More detailed information regarding the evaluations can be found at the project's web site (www.project2061.org).

Implications for Literacy
in Mathematics and Science

With the wide acceptance of national and state standards and benchmarks in science and mathematics, there is growing optimism about educational improvement:

In a field where fads have ruled, we are seeing something new: a growing commitment to the idea that clear and shared goals for student learning must provide a foundation on which to improve education and achievement. Without clear goals, we cannot succeed, for we cannot know in which direction to move. (Stigler & Hiebert, 1999)

But as Project 2061's evaluations have shown, mere alignment is insufficient if students are to actually learn and remember key ideas-materials also must support teaching and learning the ideas. Publishers, authors, funders, and others involved in creating textbooks—along with the educators who use them-must commit themselves now to producing a new generation of textbooks that will help all students achieve these goals. And just as important, teachers need to have carefully targeted professional development that will enable them to appreciate the strengths of highly rated materials and use them well.

In the meantime, schools and school districts can use the evaluation reports to make well-informed adoption

American Association for the Advancement of Science. (1989). Science for All
Americans. New York: Oxford University Press.
American Association for the Advancement of Science. (1993). Benchmarks for
Science Literacy. New York: Oxford University Press.
Berkheimer, G., Anderson, C., Lee, O., & Blakeslee, T. (1988). Matter and
Molecules. (Occasional paper No. 121). Institute for Research on Teaching: East Lansing, MI.

Feynman, R. P. (1997) 'Surely you're joking, Mr. Feynman!': Adventures of a

74 Exploring Data (10-12) 74 Internet Projects for Elementary

Statistics (10 and up) 74 Misused Statistics (10 and up)

Organizing and Analyzing Data: Probability 75 Probability (1,2) 75 Chances Are... Part 1: Probability (3) 75 Probability (4-6) 75 Chance and Data in the News (7-12) 76 Chances of a Lifetime: Probability

(7-12)

Defining Math and Science Literacy 64 Atlas of Science Literacy (K-12) 64 Principles and Standards for School

Mathematics (preK and up) 64 National Science Education

SCIENCE
Standards

EDUCATION (K-12)

65 Benchmarks for

Science Literacy

(K-12)
65 Inquiry and

the National
Science Education
Standards: A Guide for Teaching and

Learning (preK-12) 65 Why Numbers Count: Quantitative

Literacy for Tomorrow's America

(1 and up) 66 Innumeracy: Mathematical Illiteracy

and Its Social Consequences

(preK and up) 66 Young People's Images of Science (4

11) 66 Every Child a Scientist:

Evey wild a Statist Achieving Scientific

Literacy for All

(K-12)
66 The Glossary of

Mathematical
Mistakes (9 and

up) 67 Designs for Science Literacy (K-12)

68 Living and Learning Mathematics:

Stories and Strategies for Supporting

Mathematical Literacy (1) 68 Learning Through Problems: Number

Sense and Computational Strategies,
A Resource for Primary Teachers

(1-3) 69 To Half or Half Not: Fractions,

Decimals (2,3) 69 Developing Number Sense (3-6) 69 Mathwise: Teaching Mathematical

Thinking and Problem Solving (3-6) 70 How Math Works (3-8) 70 Teaching Fractions and Ratios for

Understanding:
Essential Content
Knowledge and
Strategies for

Teachers (3-8) 70 Developing

Mathematical Imagery:

Activities for the

Classroom (6-11) 71 Exploring Symbols: An Introduction

to Expressions and Functions (7-12) 71 Say It With Symbols: Algebraic

Reasoning (8) 71 Powers of Ten: A Film Dealing with

the Relative Size of Things in the
Universe and the Effect of Adding Another Zero (9-12)

Organizing and Analyzing Data: Graphing 72 The Graph Club With Fizz & Martina

(K-4) 72 Tracking Graphs (6,7) 72 Graphing (7-12)

Applying Mathematics 76 A Money Adventure: Earning, Saving,

Spending, Sharing (K-3)
76 Investing for Kids (1 and up) 76 Neale S. Godfrey's Ultimate Kids'

Money Book (3-8) 77 A Blueprint for Geometry (5-8) 77 Mathematics of Cartography (5-12) 77 In the Wind (6-8) 78 Stock Market Simulations (6-9) 78 Geometry Activities from Many

Cultures (6-10) 78 Math in Daily

Life: How Do Numbers Affect Everyday

Decisions? (6-12) 78 Six Billion and

Beyond:
Population in the New Millennium

(6 and up)
78 A Problem of Life and Death: The

ECMO Saga (7-12) 79 Mathematical Modeling: Using Graphs

and Matrices (9-12) 79 Mathematics for Decision Making in

Industry and Government: High

School Modules (9-12) 79 Real-World Math

With the CBL System: Activities

for the TI-83 and EXPLORATIONS

TI-83 Plus (9-12) 80 Mathematics in

Biology
(11 and up)

72 Teach-Stat Activities:

Teach-Stat

Activities Statistical Investigations

(3-6)
73 Exploring

Statistics in the Elementary Grades, Book 2

(4-8) 73 Data: Kids,

Cats, and Ads (5) 73 Data Analysis and Statistics Across

the Curriculum (9-12)

Applying Science 80 Family Learning

Events: Science
and Math Activities Through a Literacy

Approach (K-4) 80 MAD Labs (K-12)

81 Ethics and Values

in Pre-College Science

Instruction (K and up) 81 Population Growth and Balance (5-10) 81 Decisions, Decisions (6-12) 81 Waste Management (7) 82 Chemistry That Applies, 8th, 9th, or

10th Grade (8-10) 82 BioBlast: Better Learning Through

Adventure, Simulation, and

Telecommunications (8-12) 82 Your Genes, Your Choices: Exploring

the Issues Raised by Genetic Research

(9-12) 83 PhysLINK.com: The Ultimate Physics

and Engineering Reference and
Education Online Source (9 and up)

Creating Scientific
Awareness of the Environment

87 Habitats of the World (K-5)

About the Environment with Picture Books

(K-6) 87 Island Explorers Asense of

А Marine Science

place Program (1-8) 88 Oceans (2, 3) I 88 Rain Forest (2-4) 88 How the Weather Works (3-8)

Daniel A Kniesbera 88 Communities in

Nature (4-6) 89 Animal Interdependency (5-8) 89 Eyes on the Sun (5-9) 89 Oceans (6-8) 90 Biodiversity! Exploring the Web of

Life (6-10) 90 The Birth of Earth and Ancient

Oceans (6-12) 90 Energy Conservation: A Student Audit

of Resource Use (6-12) 91 The Insect World (6-12) 91. American Plastics Council (7 and up) 91 Environmental Science: Earth As a

Living Planet (10 and up) 91 Water on the Web (10 and up)

Background Reading
96 200 Percent of Nothing: An Eye-

Opening Tour Through the Twists and
Turns of Math Abuse and Innumeracy

(7 and up)
96 Action, Talk and Text: Learning and

Teaching Through Inquiry (K-12) 96 Cancer (6-12) 96 Catch Them Thinking in Science: A

Handbook of Classroom Strategies

(5-12) 96 Children's Participation: The Theory

and Practice of Involving Young Citizens in Community Development

and Environmental Care (K-9) 97 Creating Scientific Communities in

the Elementary Classroom (K-6) 97 Developing Biological Literacy: A

Guide to Developing Secondary and
Post-Secondary Biology Curricula

(9 and up)
97 High School Mathematics at Work:

Essays and Examples for the

Education of All Students (9-12) 97 Math and Science for Young Children

(preK-3) 97 Mathematics With Reason: The

Emergent Approach to Primary Maths

(preK-6) 97 Nature's Numbers: The Unreal Reality

of Mathematics (10 and up) 97 Numeracy and Beyond: Applying

Mathematics in the Primary School

(1-5) 98 Problems of Meaning in Science

Curriculum (K-12) 98 Science for All Americans (K-12) 98 Six Easy Pieces: Essentials of Physics

Explained by Its Most Brilliant

SIX EASY Teacher

(9 and up) 98 Strength in

Numbers:
Discovering the Joy
and Power of RICHARD P
Mathematics in FEYNMAN Everyday Life (9

and up)
98 Teaching and Learning Science:

Towards a Personalized Approach

(1-12) 98 Through Mathematical Eyes:

Exploring Relationships in Math and

Science (6-8) 98 Tools for Understanding: A Resource

Guide for Extending Mathematical Understanding in Secondary Schools (7-12)

Understanding Science
News and Issues
83 Computers, Teachers, Peers: Science

Learning Partners (preK and up)
83 Beyond 2000: Science Education for

the Future—A Report with Ten

Recommendations (K-12) 83 The Why Files: Science Behind the

News (K-12) 84 Science and Creationism: A View from

the National Academy of Sciences

(K and up) 84 Living and Working in Space: The

Countdown Has Begun (3-10) 84 Talking About Sex: A

Guide for Families SPACE

(5-9) 84 Technology and

Science for a Safer

Tomorrow (5-9) 85 The Food System:

Building Youth Awareness Through

Involvement (5-12) 85 Issues, Evidence & You (7-9) 85 Chemistry Connections (7-12)

85 The Weather Book: An Easy-to-

Understand Guide to the USA's

Weather (7-12) 86 Cloning: How and Why (8 and up) 86 Genetic Engineering: A Reference

Handbook (9 and up) 86 Genome Gateway News (9 and up) 86 Chances' Choices (10-12)

Placing Science Learning in Context 91 Teaching Young Scientists, Grades

K-1: Curriculum Linked Integrated

Units (K-1) 92 Enhanced Science Helper (K-8) 92 Resources for Science Literacy:

Professional Development (K and up) 92 Book of Science Questions That

Children Ask (1-6) 93 The Big Tree (1-8)

Highlights 93 Find Out Why: Presented by

SECURE Disney's Timon

DES and Pumbaa (2-6)

Children 93 Energy (4-6)

Ask 94 Genetics (6-8) 94 Investigating

Systems and Change (6-8) 94 The Real Reasons for Seasons, Grades

6-8: Sun-Earth Connections (6-8) 95 Properties of Matter (6-9) 95 The New Book of Popular Science

(6-12) 95 CORD Biology: Science in Context

(9-12) 95 Evolution (11 and up)

Page 22

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