Deck 12: Creating the Science Experience in Your Classroom: Planning and Letting Go

Question 1

The five components of the 5R Instructional Model are Reveal, Replace, Reposition, Reload, and:​

A) ​Report.
B) ​Repeat.
C) ​Respond.
D) ​React.

Answer 1

B

Question 2

Inquiries that lead to multiple answers are called ____________________________ questions.​

Answer 2

open-ended

Question 3

Facilitating group learning requires the assignment of ______ to members of the group.​

Answer 3

jobs, roles

Question 4

The phase of the 6e learning cycle that acts as a motivation for the science lesson is ___________.​

Question 5

To avoid harmful stereotypes about science, teachers need to make explicit that scientific study is for __________.​

Question 6

The 5R instructional model is a strategy for teaching science to _____________________.​

Question 7

The best way to foster maximum participation in science discussions is to use appropriate _____  ______ when asking questions.

Question 8

The science lesson includes both the activity and the ________________.​

Question 9

​A document that describes a teacher's plan for the lesson is called:

A) a ​unit plan.
B) ​a lesson plan.
C) ​an activity.
D) ​a curriculum map.

Question 10

Geerat Vermeij is an accomplished invertebrate zoologist and he experiences a physical disability; he is _______.​

Question 11

Specific devices that promote greater independence for people with disabilities are part of a group of hardware and software called __________________ technology.​

Question 12

A group of students, usually of mixed ability, gender, and race, working together toward a common goal in the science classroom is called a __________   ____________ group.​

Question 13

​The question that teachers could ask themselves while planning the evaluation phase is:

A) ​How will I know what the students have learned?
B) ​What will the students be examining and exploring on behalf of their own learning?
C) ​How will I attract students' interest in the topic?
D) ​How will the activity connect to what we have been doing in class?

Question 14

Sometimes the science lesson does not "work" because the students have not grasped the ________.​

Question 15

Students with special learning needs do well in science because the investigations often involve the use of all of their __________________.​

Question 16

When students with disabilities are placed within general education classrooms, all populations benefit. The teacher must develop a(n) _______   _______   ________ for the inclusion of the student.​

Question 17

It is recommended that the Reload strategy is used:​

A) ​anytime in the unit.
B) ​after the assessment.
C) ​after the introduction.
D) ​during the exploration phase.

Question 18

​Careful planning is important, but so is the __________________ ____________.

Question 19

The question that teachers could ask themselves while planning the engage phase is:​

A) ​How will I know what the students have learned?
B) ​What will the students be examining and exploring on behalf of their own learning?
C) ​How will I attract students' interest in the topic?
D) ​How will the activity connect to what we have been doing in class?

Question 20

Treating girls and boys in ways that maximize their potential for science learning is referred to as __________   ______________.​

Question 21

When making a science lesson plan, teachers can ask themselves, "What am I hoping the students will get out of this science experience," which is part of the lesson plan that:​

A) ​helps teachers attract students' interest.
B) ​asks teachers to state the problem or concept the students are exploring.
C) ​describes the disciplinary core ideas.
D) ​describes the activity that the students will be doing.

Question 22

An example of the Reveal component is:​

A) ​if the students say, "It takes up more space," the teachers say back, "The cylinder has more volumes."
B) ​the teacher can use Word Walls.
C) ​to stress the word "model", the teacher can say, "I see the model of the earth."
D) ​giving the name of parts of an atom (electrons, neutrons, protons).

Question 23

The Replace component of the 5R instructional model is when the teacher:​

A) ​provides or introduces students to the vocabulary.
B) ​uses the language that emerges within student talk from the context of the lesson to substitute informal with more formal words.
C) ​uses the strategies of language instruction to visit words a second time.
D) ​says the word multiple times in different forms.

Question 24

The question that teachers could ask themselves while planning the elaborate phase is:​

A) ​How will I know what the students have learned?
B) ​What will the students be examining and exploring on behalf of their own learning?
C) ​How will I attract students' interest in the topic?
D) ​How will the activity connect to what we have been doing in class?

Question 25

The author considers several types of questions, including questions that invite students to action, questions that access students' own ideas and prior knowledge, and:​

A) ​questions that ask for repetition of memorized materials.
B) ​questions that help check for understanding.
C) ​questions that cause confusion.
D) ​questions that ask for route memory items.

Question 26

Studies have found that the major issues for the underrepresentation of females and people of color is:​

A) ​they are often not interested in science.
B) ​they often do not like science.
C) ​science is often taught without personal connections between science and student's lives.
D) ​science is often taught with a deep understanding of who the students are.

Question 27

The question that teachers could ask themselves while planning the explore phase is:​

A) ​How will I know what the students have learned?
B) ​What will the students be examining and exploring on behalf of their own learning?
C) ​How will I attract students' interest in the topic?
D) ​How will the activity connect to what we have been doing in class?

Question 28

The Reload component of the 5R instructional model is when the teacher​

A) ​uses the strategies of language instruction to visit words a second time.
B) ​says the word multiple times in different forms.
C) ​restructures the sentences to have the linguistic features associated with the discipline.
D) ​provides or introduces students to the vocabulary.

Question 29

Questions that lead to multiple answers are called:​

A) ​multiple choice questions.
B) ​closed-ended questions.
C) ​observational questions.
D) ​open-ended questions.

Question 30

How do role models encourage inclusive participation in science?

Question 31

Describe a situation where it would be important to depart from the lesson plan.

Question 32

Describe one type of assistive technology that could aid a student who struggles with writing.

Question 33

The author recommends that teachers build in flexibility for their allotted time, in order to:​

A) ​allow time for engaging students in a scientific activity.
B) ​ensure that the materials are cleaned up.
C) ​allow time to assign homework.
D) ​summatively assess students.

Question 34

Think of a science concept and construct three questions using the guidelines in the chapter.

Question 35

Choose a science concept and describe how this could be adapted to assist ELLs.