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How to use the Teacher Resource Book (TRB3)

The Teacher Resource Book (TRB3) is designed to be your textbook in teaching science curriculum to your students. This book covers all the objectives of each standard and benchmark. If taught efficiently, a student should do well on the End-of-Level (CRT) tests. The TRB3 is designed for teachers who know very little about science, as well as for teachers who have a broad understanding of science. Teachers who know very little about science can use this book each day to teach all objectives of each standard. Teachers who are well-acquainted with science can use this book to teach the core standards and objectives, but also can supplement the lessons by using many of their own materials. It is very important that the lessons presented from this book be taught to all students since much thought has gone into each benchmark, objective and lesson. Benchmarks are taken from the National Science Benchmarks Document and coordinate with National Science Standards.

This is the 2nd publication of the Teacher Resource Book for the State of Utah. It needed to be rewritten for several reasons: 1) The National Science Benchmarks and Standards were not completed in 1994 when the old core and TRB were adopted. 2) Since the last publication there have been many upgrades in technology, new approaches in effective teaching of inquiry processes and better ideas for presentations of science materials. 3) The first Teacher Resource Book used hands-on experimental inquiry processes. The TRB3 uses hands-on experimental inquiry processes, but adds science literacy including expository reading and writing as well as assessment. The TRB3 is designed to build for students the reading and writing skills needed for science literacy, as well as experiential activities using assessment to guide and inform instruction.

Each science standard is divided into three parts to assist teachers in “smarter” teaching. (1) The first part includes student background information for teachers to use with students in shared or guided reading groups. In shared reading groups, the teacher and the students can read the background information aloud and the teacher can explain it to the students as they read. In guided reading groups, the students can read the information aloud, and the teacher can listen and reinforce, or question learning concepts. In both ways, students receive the technical reading instruction they need for understanding the benchmarks and concepts of science. (2) The second part is composed of activities that teach each objective so students will understand science concepts of each standard. (3) The third part gives assessments for teachers to use for pre and post testing of each standard, or to retest students who need additional time on a particular standard. Test items include multiple choice, performance assessments and short essay questions. Rubrics are included.

EdThoughts: What We Know About Science Teaching and Learning (pdf)

  • What does it mean to have a standards-based curriculum in science?
  • How do we determine what students should know and be able to do in science?
  • What is the importance of reading and writing in the science curriculum?
  • What are the most important considerations in selecting instructional materials?