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Science - 1st Grade
Standard 2 Objective 1
Anticipation guides are used in this investigation of water and interactions with water.
Invitation to Learn
I am Water, by Jean Marzollo; ISBN 0-590-26587-3
A Drop of Water, by Walter Wick; ISBN 0-590-22197-3
Water, Water Everywhere, by Joan Wade Cole and Karen K. Welch; ISBN 0-8332-1126-9
Water Dance, by Thomas Locker; ISBN 0-15-201284-2
This activity employs the use of anticipation guides as a teaching strategy. To prepare an anticipation guide teachers prepare a list of statements, about the topic, for students to discuss before reading or beginning the investigation. Some of the statements need to be true and some need to be false. This strategy can be used to activate background knowledge before reading or doing an activity, as well as to simulate interest, compare before and after decisions, reverse misconceptions, and assess students understanding of new knowledge and/or skills.
5. Understand and use basic concepts and skills.
Invitation to Learn
Water is important for animals.
Rocks need water.
All living things need water.
Water is for cooking.
People do not need fresh water for drinking or cooking.
Curriculum Extensions/Adaptations/ Integration
Head M.H. , Readence J.E. (1986). Anticipation guides: meaning through prediction. In E.K. Dishner, T.W. Bean, J.E. Readence and D.W. Moore, (Eds.) Reading in the Content Areas.
Anticipation guides are used before and after reading in a context area or conducting an investigation. Inquiry connections using this technique include the application of new knowledge, citing evidence for decisions, and allowing students to debunk their own misconceptions and assess their own language.
Akerson, V.L., Hanusein, D.L. (2005) A collaborative endeavor to teach the nature of scientific inquiry, theres more to science than meets the I. Exemplary Science: Best Practices in Professional Development. 1-10.
The authors found that when teachers were taught how to adapt curricula to emphasize inquiry and the nature of science, they were able to confront and change their own ideas of how science should be taught. They were better able to develop strategies for teaching science as inquiry while emphasizing the nature of science to their own students.