Info
- Utilizzare la checkbox di selezione a fianco di ciascun documento per attivare le funzionalità di stampa, invio email, download nei formati disponibili del (i) record.
Argument-driven inquiry in fifth-grade science : three-dimensional investigations / / Victor Sampson [and four others]
| Argument-driven inquiry in fifth-grade science : three-dimensional investigations / / Victor Sampson [and four others] |
| Autore | Sampson Victor <1974-> |
| Pubbl/distr/stampa | Arlington, Virginia : , : National Science Teaching Association, , [2021] |
| Descrizione fisica | 1 online resource (xxvi, 718 pages) : illustrations |
| Disciplina | 507.8 |
| Collana | Gale eBooks |
| Soggetto topico |
Science - Study and teaching (Elementary) - Activity programs
Science - Experiments Inquiry-based learning Fifth grade (Education) |
| ISBN | 1-68140-524-5 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | section 1. The instructional model : argument-driven inquiry -- section 2. Matter and its interactions -- section 3. Motion and stability -- section 4. Ecosystems : interactions, energy, and dynamics -- section 5. Earth's place in the universe -- section 6. Earth's systems. |
| Record Nr. | UNINA-9910794579003321 |
Sampson Victor <1974->
|
||
| Arlington, Virginia : , : National Science Teaching Association, , [2021] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Argument-driven inquiry in fifth-grade science : three-dimensional investigations / / Victor Sampson [and four others]
| Argument-driven inquiry in fifth-grade science : three-dimensional investigations / / Victor Sampson [and four others] |
| Autore | Sampson Victor <1974-> |
| Pubbl/distr/stampa | Arlington, Virginia : , : National Science Teaching Association, , [2021] |
| Descrizione fisica | 1 online resource (xxvi, 718 pages) : illustrations |
| Disciplina | 507.8 |
| Collana | Gale eBooks |
| Soggetto topico |
Science - Study and teaching (Elementary) - Activity programs
Science - Experiments Inquiry-based learning Fifth grade (Education) |
| ISBN | 1-68140-524-5 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | section 1. The instructional model : argument-driven inquiry -- section 2. Matter and its interactions -- section 3. Motion and stability -- section 4. Ecosystems : interactions, energy, and dynamics -- section 5. Earth's place in the universe -- section 6. Earth's systems. |
| Record Nr. | UNINA-9910817906903321 |
|
Sampson Victor <1974->
|
||
| Arlington, Virginia : , : National Science Teaching Association, , [2021] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Hands-on science and technology . Grade 6 : an inquiry approach / / series editor, Jennifer Lawson
| Hands-on science and technology . Grade 6 : an inquiry approach / / series editor, Jennifer Lawson |
| Pubbl/distr/stampa | Winnipeg, Manitoba : , : Portage & Main Press, , [2018] |
| Descrizione fisica | 1 online resource (359 pages) |
| Disciplina | 372.35044 |
| Soggetto topico | Science - Study and teaching (Elementary) - Activity programs |
| ISBN | 1-55379-941-0 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910794344303321 |
| Winnipeg, Manitoba : , : Portage & Main Press, , [2018] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Hands-on science and technology . Grade 5 Ontario : an inquiry approach / / series editor, Jennifer Lawson
| Hands-on science and technology . Grade 5 Ontario : an inquiry approach / / series editor, Jennifer Lawson |
| Pubbl/distr/stampa | Winnipeg, Manitoba : , : Portage & Main Press, , [2018] |
| Descrizione fisica | 1 online resource (343 pages) |
| Disciplina | 372.35044 |
| Collana | Hands-On Science and Technology for Ontario |
| Soggetto topico | Science - Study and teaching (Elementary) - Activity programs |
| ISBN | 1-55379-940-2 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
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 & -- 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. |
| Record Nr. | UNINA-9910794798903321 |
| Winnipeg, Manitoba : , : Portage & Main Press, , [2018] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Hands-on science and technology . Grade 4 Ontario : an inquiry approach / / series editor, Jennifer Lawson
| Hands-on science and technology . Grade 4 Ontario : an inquiry approach / / series editor, Jennifer Lawson |
| Pubbl/distr/stampa | Winnipeg, Manitoba : , : Portage & Main Press, , [2018] |
| Descrizione fisica | 1 online resource (349 pages) |
| Disciplina | 372.35044 |
| Collana | Hands-On Science and Technology for Ontario |
| Soggetto topico | Science - Study and teaching (Elementary) - Activity programs |
| ISBN | 1-55379-939-9 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Intro -- Introduction to Hands-On Science and Technology for Ontario, Grade 4 -- 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 and Technology -- Unit 1 Habitats and Communities -- Introduction -- Unit Overview -- Curriculum Correlation -- Resources for Students -- What Do We Know About Habitats and Communities? -- Why Do Plants and Animals Live in Certain Habitats? -- Which Organisms Are Found in Our Local Habitats? -- How Can We Measure Populations in a Habitat?.
How Do Plants and Animals Adapt to Survive in Their Environment? -- What Relationships Occur Between Populations Within a Community? -- What Are the Characteristics of Herbivores, Carnivores, and Omnivores? -- What Are the Relationships Between Predators, Prey, and Scavengers? -- What Are the Characteristics of Producers, Consumers, and Decomposers? -- What Is a Food Chain? -- What Is a Food Web? -- How Are Plants and Animals Important to Humans and to the Environment? -- How Can We Create Living Habitats? -- What Are Some Natural and Human Impacts on Organisms in the Environment? -- Inquiry Project: What Can I Do to Protect Habitats and Communities? -- Unit 2 Pulleys and Gears -- Introduction -- Unit Overview -- Curriculum Correlation -- Resources for Students -- What Do We Know About Forces and Machines? -- How Do Wheels and Axles Work? -- How Do Gears Help Make Work Easier? -- What Can We Learn About Gears and Direction of Movement? -- How Can We Design and Construct Devices With Working Gears? -- How Does a Single-Fixed Pulley Make Work Easier? -- How Do Movable and Compound Pulleys Make Work Easier? -- How Can We Design and Construct a Working Pulley System? -- What Are the Advantages and Disadvantages of Using Machines With Pulleys and Gears? -- Inquiry Project: How Can We Design and Build a System of Pulleys and Gears for a Specific Purpose? -- Unit 3 Light and Sound -- Introduction -- Unit Overview -- Curriculum Correlation -- Resources for Students -- What Do We Know About Light? -- How Does Light Travel? -- How Does Light Reflect? -- How Well Does Light Pass Through Different Materials? -- How Can We See Light's Many Colours? -- How Has Light Technology Changed Over Time? -- Inquiry Project: How Can I Design and Construct an Optical Device to Transmit and Reflect Light? -- What Do We Want to Learn About Sound?. How Is Sound Created? -- What Is Pitch? -- How Do Sound Waves Travel? -- Which Materials Are Insulators or Conductors of Sound? -- How Can We Amplify Sound? -- How Do We Hear Sound, and How Can We Protect Our Sense of Hearing -- How Do Musical Instruments Use Sound Energy? -- How Can We Design and Construct Musical Instruments Using Various Materials? -- Inquiry Project: What Can We Learn About Sound Technology? -- Unit 4 Rocks and Minerals -- Introduction -- Unit Overview -- Curriculum Correlation -- Resources for Students -- What Do We Know About Rocks and Minerals? -- How Can We Compare and Classify Rocks and Minerals? -- How Can Minerals Be Classified? -- What Are Some Uses for Rocks and Minerals? -- How Are Fossils Formed? -- Inquiry Project: How Are Rocks and Minerals Mined From the Earth? -- How Does Mining Impact Habitats and Communities? -- References -- Appendix: Image Banks -- About the Contributors. |
| Record Nr. | UNINA-9910794799103321 |
| Winnipeg, Manitoba : , : Portage & Main Press, , [2018] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Hands-on science and technology . Grade 5 Ontario : an inquiry approach / / series editor, Jennifer Lawson
| Hands-on science and technology . Grade 5 Ontario : an inquiry approach / / series editor, Jennifer Lawson |
| Pubbl/distr/stampa | Winnipeg, Manitoba : , : Portage & Main Press, , [2018] |
| Descrizione fisica | 1 online resource (343 pages) |
| Disciplina | 372.35044 |
| Collana | Hands-On Science and Technology for Ontario |
| Soggetto topico | Science - Study and teaching (Elementary) - Activity programs |
| ISBN | 1-55379-940-2 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
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 & -- 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. |
| Record Nr. | UNINA-9910824171803321 |
| Winnipeg, Manitoba : , : Portage & Main Press, , [2018] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Hands-on science and technology . Grade 6 : an inquiry approach / / series editor, Jennifer Lawson
| Hands-on science and technology . Grade 6 : an inquiry approach / / series editor, Jennifer Lawson |
| Pubbl/distr/stampa | Winnipeg, Manitoba : , : Portage & Main Press, , [2018] |
| Descrizione fisica | 1 online resource (359 pages) |
| Disciplina | 372.35044 |
| Soggetto topico | Science - Study and teaching (Elementary) - Activity programs |
| ISBN | 1-55379-941-0 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910810948603321 |
| Winnipeg, Manitoba : , : Portage & Main Press, , [2018] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Hands-on science and technology : an inquiry approach . Grade 4 Ontario / / series editor, Jennifer Lawson
| Hands-on science and technology : an inquiry approach . Grade 4 Ontario / / series editor, Jennifer Lawson |
| Pubbl/distr/stampa | Winnipeg, Manitoba : , : Portage & Main Press, , [2018] |
| Descrizione fisica | 1 online resource (349 pages) |
| Disciplina | 372.35044 |
| Collana | Hands-On Science and Technology for Ontario |
| Soggetto topico | Science - Study and teaching (Elementary) - Activity programs |
| ISBN | 1-55379-939-9 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Intro -- Introduction to Hands-On Science and Technology for Ontario, Grade 4 -- 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 and Technology -- Unit 1 Habitats and Communities -- Introduction -- Unit Overview -- Curriculum Correlation -- Resources for Students -- What Do We Know About Habitats and Communities? -- Why Do Plants and Animals Live in Certain Habitats? -- Which Organisms Are Found in Our Local Habitats? -- How Can We Measure Populations in a Habitat?.
How Do Plants and Animals Adapt to Survive in Their Environment? -- What Relationships Occur Between Populations Within a Community? -- What Are the Characteristics of Herbivores, Carnivores, and Omnivores? -- What Are the Relationships Between Predators, Prey, and Scavengers? -- What Are the Characteristics of Producers, Consumers, and Decomposers? -- What Is a Food Chain? -- What Is a Food Web? -- How Are Plants and Animals Important to Humans and to the Environment? -- How Can We Create Living Habitats? -- What Are Some Natural and Human Impacts on Organisms in the Environment? -- Inquiry Project: What Can I Do to Protect Habitats and Communities? -- Unit 2 Pulleys and Gears -- Introduction -- Unit Overview -- Curriculum Correlation -- Resources for Students -- What Do We Know About Forces and Machines? -- How Do Wheels and Axles Work? -- How Do Gears Help Make Work Easier? -- What Can We Learn About Gears and Direction of Movement? -- How Can We Design and Construct Devices With Working Gears? -- How Does a Single-Fixed Pulley Make Work Easier? -- How Do Movable and Compound Pulleys Make Work Easier? -- How Can We Design and Construct a Working Pulley System? -- What Are the Advantages and Disadvantages of Using Machines With Pulleys and Gears? -- Inquiry Project: How Can We Design and Build a System of Pulleys and Gears for a Specific Purpose? -- Unit 3 Light and Sound -- Introduction -- Unit Overview -- Curriculum Correlation -- Resources for Students -- What Do We Know About Light? -- How Does Light Travel? -- How Does Light Reflect? -- How Well Does Light Pass Through Different Materials? -- How Can We See Light's Many Colours? -- How Has Light Technology Changed Over Time? -- Inquiry Project: How Can I Design and Construct an Optical Device to Transmit and Reflect Light? -- What Do We Want to Learn About Sound?. How Is Sound Created? -- What Is Pitch? -- How Do Sound Waves Travel? -- Which Materials Are Insulators or Conductors of Sound? -- How Can We Amplify Sound? -- How Do We Hear Sound, and How Can We Protect Our Sense of Hearing -- How Do Musical Instruments Use Sound Energy? -- How Can We Design and Construct Musical Instruments Using Various Materials? -- Inquiry Project: What Can We Learn About Sound Technology? -- Unit 4 Rocks and Minerals -- Introduction -- Unit Overview -- Curriculum Correlation -- Resources for Students -- What Do We Know About Rocks and Minerals? -- How Can We Compare and Classify Rocks and Minerals? -- How Can Minerals Be Classified? -- What Are Some Uses for Rocks and Minerals? -- How Are Fossils Formed? -- Inquiry Project: How Are Rocks and Minerals Mined From the Earth? -- How Does Mining Impact Habitats and Communities? -- References -- Appendix: Image Banks -- About the Contributors. |
| Record Nr. | UNINA-9910810144603321 |
| Winnipeg, Manitoba : , : Portage & Main Press, , [2018] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
If you build it, they will learn [[electronic resource] ] : 17 devices for demonstrating physical science / / by Bruce Yeany
| If you build it, they will learn [[electronic resource] ] : 17 devices for demonstrating physical science / / by Bruce Yeany |
| Autore | Yeany Bruce |
| Pubbl/distr/stampa | Arlington, Va., : NSTA Press, c2006 |
| Descrizione fisica | 1 online resource (293 p.) |
| Disciplina | 372.3/5 |
| Soggetto topico |
Science - Study and teaching (Elementary) - Activity programs
Science - Study and teaching (Middle school) - Activity programs |
| Soggetto genere / forma | Electronic books. |
| ISBN | 1-933531-92-4 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Table of Contents; Preface; Introduction; 1 Galileo's Track; 2 Can You Top This?; 3 Inertia Block; 4 Resonant Pendulums; 5 Hero's Fountain; 6 String Racers; 7 Solar Motor; 8 Weigh Your Cans; 9 Balanced Breakfast Box; 10 Heavy Foam; 11 Mystery Boxes; 12 Balloon in a Bottle; 13 Hot, Warm, or Cold?; 14 What Color Is Inside?; 15 Gum Wrapper Thermostat; 16 Simple Motor, Two-Coil Motor; 17 Lightbulbs; Appendix A Resources; Appendix B Research Review |
| Record Nr. | UNINA-9910451010003321 |
|
Yeany Bruce
|
||
| Arlington, Va., : NSTA Press, c2006 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
If you build it, they will learn [[electronic resource] ] : 17 devices for demonstrating physical science / / by Bruce Yeany
| If you build it, they will learn [[electronic resource] ] : 17 devices for demonstrating physical science / / by Bruce Yeany |
| Autore | Yeany Bruce |
| Pubbl/distr/stampa | Arlington, Va., : NSTA Press, c2006 |
| Descrizione fisica | 1 online resource (293 p.) |
| Disciplina | 372.3/5 |
| Soggetto topico |
Science - Study and teaching (Elementary) - Activity programs
Science - Study and teaching (Middle school) - Activity programs |
| ISBN | 1-933531-92-4 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Table of Contents; Preface; Introduction; 1 Galileo's Track; 2 Can You Top This?; 3 Inertia Block; 4 Resonant Pendulums; 5 Hero's Fountain; 6 String Racers; 7 Solar Motor; 8 Weigh Your Cans; 9 Balanced Breakfast Box; 10 Heavy Foam; 11 Mystery Boxes; 12 Balloon in a Bottle; 13 Hot, Warm, or Cold?; 14 What Color Is Inside?; 15 Gum Wrapper Thermostat; 16 Simple Motor, Two-Coil Motor; 17 Lightbulbs; Appendix A Resources; Appendix B Research Review |
| Record Nr. | UNINA-9910784222703321 |
|
Yeany Bruce
|
||
| Arlington, Va., : NSTA Press, c2006 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
