Standards-based
This program was written to meet the National Science Education Standards.
Integrates the sciences while highlighting a specific discipline
Each of the three books that constitute the program focuses on a specific discipline of science: earth, physical, or life science. These disciplines are not presented independently of other disciplines, however. Individual science disciplines are linked to other areas of science, technology and design, ethics, and human history. By using a theme within each level, ideas from a variety of scientific disciplines are incorporated into a coherent unit of study that engages students.
Incorporates technology
Students explore many of the concepts of technology (the design process, efficiency, costs, benefits, criteria, constraints, and decision making) as part of the program. The accompanying Teacher Edition includes recommendations for integrating educational technology such as software, CDs, and video into each unit. Throughout each chapter, icons for NSTA SciLinks provide additional information and opportunities to explore the chapter concepts further or to explore related concepts using the World Wide Web.
Includes cooperative learning strategies
Students are individually accountable for the work of their team and for their own learning. They also learn to use a variety of social skills; these skills are assigned to units, with subskills defined for most investigations. The social skills are developed progressively and are based on the students' prior experiences in the program. Furthermore, most work settings require that employees cooperate with each other to accomplish tasks.
Uses the BSCS 5E instructional model
ENGAGE: first, students are engaged in the concepts through a short activity or relevant discussion. EXPLORE: students explore the concepts with others to develop a common set of experiences. EXPLAIN: the teacher guides the students as they develop an explanation for the concepts they have been exploring. ELABORATE: students extend their understanding or apply what they have learned in a new setting. EVALUATE: students and the teacher have an opportunity to evaluate the students' understanding of the concepts.
Accommodates different cognitive styles
Each learner has a preferred style of learning. To help address each style, four characters (Rosalind, Isaac, Al, and Marie) are used to represent the four dominant learning styles as defined by the Gregorc style inventory (Gregorc, 1982): concrete random, concrete sequential, abstract random, and abstract sequential. These characters appear in the text periodically and make comments typical of their designated learning styles to give each type of learner someone to whom he or she can relate.
Offers a variety of teaching strategies In addition to hands-on and minds-on investigations that keep students engaged, the curriculum includes strategies such as simulations, debates, plays, outdoor activities, research projects, and creative writing. Many of these strategies increase the participation and success of underrepresented groups of students in the science classroom.
Broadens the role of assessment
Throughout the Teacher Edition and the Teacher Resource CD-ROM, a range of opportunities for assessing students are found throughout a chapter on an ongoing basis: Outcomes and Indicators of Success; Opportunities for Assessment; Evaluate Activities; Assessment Sections; Portfolios; and the Testbank.