LEADER 03319oam 2200469 450 001 9910826258303321 005 20191113110401.0 010 $a1-68140-518-0 035 $a(OCoLC)1057732491 035 $a(MiFhGG)GVRL872Q 035 $a(EXLCZ)994100000008483055 100 $a20181001h20192019 uy 0 101 0 $aeng 135 $aurun|---uuuua 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aArgument-driven inquiry in third-grade science $ethree-dimensional investigations /$fVictor Sampson and Ashley Murphy 210 1$aArlington, Virginia :$cNational Science Teachers Association,$d[2019] 210 4$d?2019 215 $a1 online resource (xxvi, 584 pages) $cillustrations 225 0 $aGale eBooks 311 $a1-68140-517-2 311 $a1-68140-567-9 320 $aIncludes bibliographical references and index. 327 $aThe instructional model: argument-driven inquiry -- Motion and stability: forces and interactions -- From molecules to organisms: structures and process -- Heredity: inheritance and variation of traits -- Biological evolution: unity and diversity -- Earth's systems. 330 $a"This book not only describes how argument-driven inquiry (ADI) works and why it is important, but also provides 14 investigations that can be used in the classroom to help students reach the performance expectations found in the Next Generation Science Standards (NGSS Lead States 2013; henceforth referred to as the NGSS) for 3rd grade . The fourteen investigations described in this book will also enable students to develop the disciplinary-based literacy skills outlined in the Common Core State Standards for English language arts (NGAC and CCSSO 2010) because ADI gives students an opportunity to give presentations to their peers, respond to audience questions and critiques, and then write, evaluate, and revise reports as part of each investigation. In addition, these investigations will help students learn many of the mathematical ideas and practices outlined in the Common Core State Standards for mathematics (NGAC and CCSSO 2010) because ADI gives students an opportunity to use mathematics to collect, analyze, and interpret data. Finally, and perhaps most importantly, ADI can help emerging bilingual students meet the English Language Proficiency Standards (CCSSO 2010 2014) because it provides a language-rich context where children can use receptive and productive language to communicate and to negotiate meaning with others. Teachers can therefore use these investigations to align how and what they teach with current recommendations for improving science education"--$cProvided by publisher. 606 $aScience$xMethodology$xStudy and teaching (Primary)$vHandbooks, manuals, etc 606 $aScience$xExperiments 606 $aInquiry-based learning 615 0$aScience$xMethodology$xStudy and teaching (Primary) 615 0$aScience$xExperiments. 615 0$aInquiry-based learning. 676 $a372.35044 700 $aSampson$b Victor$f1974-$01594987 702 $aMurphy$b Ashley$f1988- 801 0$bMiFhGG 801 1$bMiFhGG 906 $aBOOK 912 $a9910826258303321 996 $aArgument-driven inquiry in third-grade science$93989747 997 $aUNINA