05702nam 2200457 450 991082417180332120230124201011.01-55379-940-2(CKB)4100000012049300(MiAaPQ)EBC6320331(Au-PeEL)EBL6320331(OCoLC)1281959430(EXLCZ)99410000001204930020220524d2018 uy 0engurcnu||||||||txtrdacontentcrdamediacrrdacarrierHands-on science and technologyGrade 5Ontario an inquiry approach /series editor, Jennifer LawsonWinnipeg, Manitoba :Portage & Main Press,[2018]©20181 online resource (343 pages)Hands-On Science and Technology for Ontario1-55379-711-6 Includes bibliographical references.Intro -- Introduction to Hands-On Science and Technology for Ontario, Grade 5 -- Introduction to Hands-On Science and Technology -- Program Introduction -- The Inquiry Approach to Science and Technology -- 21st Century Teaching and Learning -- The Goals of the Science and Technology Program -- Hands-On Science and Technology Strands and Expectations -- Hands-On Science and Technology Fundamental Concepts and Big Ideas -- Hands-On Science and Technology Program Principles -- Infusing Indigenous Perspectives -- Cultural Connections -- Land-Based Learning -- Technology -- Sustainability -- Program Implementation -- Program Resources -- Classroom Environment -- Planning Units-Timelines -- Classroom Management -- Classroom Safety -- Scientific Inquiry Skills: Guidelines for Teachers -- Observing -- Questioning -- Exploring -- Classifying -- Measuring -- Communicating, Analyzing, and Interpreting -- Predicting -- Inferring -- Inquiry Through Investigation and Experiments -- Inquiry Through Research -- Online Considerations -- Addressing Students' Literacy Needs -- Technological Problem Solving -- Makerspace -- The Hands-On Science and Technology Assessment Plan -- Assessment for Learning -- Assessment as Learning -- Assessment of Learning -- Performance Assessment -- Portfolios -- Evidence of Student Achievement Levels for Evaluation -- Important Note to Teachers -- References -- Assessment Reproducibles -- Achievement Chart for Science &amp -- Technology -- Unit 1 Human Organ Systems -- Introduction -- Unit Overview -- Curriculum Correlation -- Resources for Students -- What Do We Know About Keeping Our Bodies Healthy? -- Why Does What We Eat Matter? -- What Happens to Food After We Eat It? -- Why Is Water Important for a Healthy Body? -- How Can We Design and Construct a Model of the Digestive System? -- Why Is Healthy Blood Red?.How Does Exercise Affect Your Heart and Lungs? -- How Do Healthy Joints, Bones, and Muscles Help You Move? -- How Does the Brain Send Messages to the Rest of the Body? -- How Does Skin Protect Our Bodies? -- How Do Our Bodies Fight Illness and Injury? -- How Do I Keep My Body Healthy? -- Inquiry Project: What More Do I Want to Know About Keeping My Body Healthy? -- Unit 2 Forces Acting on Structures and Mechanisms -- Introduction -- Unit Overview -- Curriculum Correlation -- Resources for Students -- What Do We Know About Forces and Structures? -- How Do Bridges Withstand Forces? -- What Can We Learn About Forces and Machines? -- How Does a Lever Make Work Easier? -- How Does an Inclined Plane Make Work Easier? -- How Does a Screw Make Work Easier? -- How Does a Wedge Make Work Easier? -- How Do Forces of Nature Affect the Environment? -- How Can We Protect Ourselves From Forces in Our Environment? -- Inquiry Project: How Can We Design a Structure to Withstand Forces in the Environment? -- Unit 3 Properties of and Changes -- Introduction -- Unit Overview -- Curriculum Correlation -- Resources for Students -- What Do We Know About the Properties of Matter? -- What Are Some Properties of Solids, Liquids, and Gases? -- How Do Substances Interact With Water? -- How Do Substances Interact to Produce Gases? -- How Can We Measure and Compare the Mass of Objects? -- How Does Water Behave as it Melts, Freezes, Evaporates, or Condenses? -- What Is a Physical Change? -- How Can We Identify a Chemical Change? -- How Does Food Preparation Depend on Physical and Chemical Changes? -- How Can We Practise Safety With Household Chemicals? -- What Is the Life Cycle of a Manufactured Product? -- Inquiry Project: How Can We Create and Evaluate Household Products? -- Unit 4 Conservation of Energy and Resources -- Introduction -- Unit Overview.Curriculum Correlation -- Resources for Students -- What Do We Know About Energy? -- What Can We Learn About Different Forms of Energy? -- How Is Energy Transformed? -- What Are Fossil Fuels? -- What Are Renewable Energy Resources? -- What Is Solar Power? -- What Is Water Power? -- How Do Renewable and Non-Renewable Resources Compare? -- How Can We Conserve Energy? -- Why Is It Important to Recycle? -- Inquiry Project: What More Do I Want to Know About Energy? -- References -- Appendix: Image Banks -- About the Contributors -- _Hlk501625533.Hands-On Science and Technology for OntarioScienceStudy and teaching (Elementary)Activity programsScienceStudy and teaching (Elementary)Activity programs.372.35044Lawson Jennifer1959-MiAaPQMiAaPQMiAaPQBOOK9910824171803321Hands-on science and technology3989596UNINA03657nam 2200781z- 450 991055758320332120210501(CKB)5400000000043816(oapen)https://directory.doabooks.org/handle/20.500.12854/68327(oapen)doab68327(EXLCZ)99540000000004381620202105d2021 |y 0engurmn|---annantxtrdacontentcrdamediacrrdacarrierReading FluencyBasel, SwitzerlandMDPI - Multidisciplinary Digital Publishing Institute20211 online resource (146 p.)3-03943-268-0 3-03943-269-9 Reading fluency has been identified as a key component of proficient reading. Research has consistently demonstrated significant and substantial correlations between reading fluency and overall reading achievement. Despite the great potential for fluency to have a significant outcome on students' reading achievement, it continues to be not well understood by teachers, school administrators and policy makers. The chapters in this volume examine reading fluency from a variety of perspectives. The initial chapter sketches the history of fluency as a literacy instruction component. Following chapters examine recent studies and approaches to reading fluency, followed by chapters that explore actual fluency instruction models and the impact of fluency instruction. Assessment of reading fluency is critical for monitoring progress and identifying students in need of intervention. Two articles on assessment, one focused on word recognition and the other on prosody, expand our understanding of fluency measurement. Finally, a study from Turkey explores the relationship of various reading competencies, including fluency, in an integrated model of reading. Our hope for this volume is that it may spark a renewed interest in research into reading fluency and fluency instruction and move toward making fluency instruction an even more integral part of all literacy instruction.Language and Linguisticsbicsscacademic achievementbackground knowledgechallenging textscomprehensioncomprehension strategy usecurriculum-based measurementfluencyfluency development lessoninterventionsitem response theoryKAPS modellearning supportMDFSNAEPoral readingoral reading fluencyprosodyreadingreading comprehensionreading difficultiesreading fluencyreading interventionreading motivationrepeated readingsilent readingsocioeconomic statusspectrographic measurementstruggling readerssystematic reviewwide readingword recognition skillsLanguage and LinguisticsRasinski Timothyedt1086559Rupley WilliamedtPaige DavidedtYoung ChaseedtRasinski TimothyothRupley WilliamothPaige DavidothYoung ChaseothBOOK9910557583203321Reading Fluency3035103UNINA