Gizmos and Gadgets | Books | Safety Information | References
For middle school, there is one kit:
For elementary school, there are two kits:
Kit 1 PK-0200
Kit 2 PK-0210
The contents of all the kits are shown below.
The High School Physics Kits support the lessons and experiments found throughout NSTA's book, Using Physics Gadgets and Gizmos, Grades 9–12: Phenomenon-Based Learning. Two kits are available and each includes about 25 tools to support lessons in angular momentum, buoyancy, magnetism, pressure, energy, and more.
What’s included in the high school physics kits:
Super Bottle Rocket Launcher
Atmospheric Pressure Cups
Laws of Thermodynamics
Reversible Thermoelectric Demo
Elasticity of Gases Demo
Ice Melting Blocks
Colliding Steel Spheres
Happy / Unhappy Balls
RGB Snap Lights and Spinner
Primary Color Light Sticks
Set of 8 Boomwhackers
Music Box Mechanism
Standing Wave Apparatus
Singing Rods w/ Rosin
Vertical Acceleration Demonstrator
Introductory Energy and Motion Lab
Boat & Rock
Poly Density Bottle
IR-Controlled UFO Flyer
Power Ball Gyroscope
Magnetic Field Model
3D Magnetic Compass
Lenz's Law Apparatus
World's Simplest Motor
Deluxe Hand Crank Generator
1 Farad Capacitor
More "Cool Stuff"
Fun Fly Stick
The Middle School Physical Science Kit is ideal for supporting the lessons found throughout NSTA's book, Using Physical Science Gadgets and Gizmos, Grades 6-8: Phenomenon-Based Learning. The kit contains about 25 ‘cool tools’ that work in conjunction with the book’s instructional approach, which encourages students to first experience how the gadgets work and then become curious enough to find out why.
The Elementary Physical Science Kits are ideal for supporting the lessons found throughout NSTA's book, Using Physical Science Gadgets and Gizmos, Grades 3-5: Phenomenon-Based Learning. The two kits contain about 22 ‘cool gadgets’ (with four of most of them) that are perfect for Phenomenon-Based Learning, which encourages students to first experience how the gadgets work and then become curious enough to find out why.
High School Book
Middle School Book
Elementary School Book
All PBL Books
Middle School Book
Elementary School Book
All PBL Books
· Bobrowsky, M., 2007, The Process of Science...and its Interaction with Non-Scientific Ideas, American Astronomical Society, Washington, D.C. http://aas.org/education/The_Process_of_Science
· Champagne, A.B., Gunstone, R.F., & Klopfer, L.E. 1985, "Effecting changes in cognitive structures among physics students," in H.T. West & A. L. Pines (Eds.), Cognitive structure and conceptual change. Orlando, FL: Academic Press.
· Chi, M.T.H. & Roscoe, R.D 2002, “The Processes and Challenges of Conceptual Change,” in Reconsidering Conceptual Change: Issues in Theory and Practice, M. Limón and L. Mason, Editors. Kluwer Academic Publishers: Boston.
· Crouch, C.H. & Mazur, E. 2001, “Peer Instruction: Ten Years of Experience and Results,” Am. J. Phys., 69, 970.
· Dale, E. 1969, “Audio-Visual Methods in Teaching,” Holt, Rinehart, and Winston.
· Donivan, M. 1993, “A dynamic duo takes on science.” Science and Children, 31(2), 29-32.
· Enger, S.K. and Yager, R. E., 2001, Assessing Student Understanding in Science: A Standards-Based K-12 Handbook, Corwin Press, Inc., Thousand Oaks, CA
· Jacobs, H. H., Ed., 2010, Curriculum 21 Essential Education for a Changing World, ASCD, Alexandria, VA
· Meadows, Donella H., 2008, Thinking in Systems – A Primer, Chelsea Green Publishing, White River Junction, VT
· McTighe, J. and Wiggins, G., 2013, Essential Questions – Opening Doors to Student Understanding, ASCD, Alexandria, VA
· National Research Council, 2011, A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas, National Academy Press, Washington, DC
· National Research Council, 2000, Inquiry and the National Science Education Standards: A Guide for Teaching and Learning, National Academy Press, Washington, DC
· National Research Council , 2000, How People Learn – Brain, Mind, Experience, and School, National Academy Press, Washington, DC
Science Education at the Akron Global Polymer Academy
Deep learning and understanding are the goals of phenomenon-based learning.
Lehesvuori, S., Viiri, J., Rasku-Puttonen, H., Moate, J. & Helaakoski, J. 2013, “Visualizing Communication Structures in Science Classrooms: Tracing Cumulativity in Teacher-Led Whole Class Discussions,” Journal of Research in Science Teaching, 50, 912-939
“...it is also important that the teacher should be able to change the preplanned type of talk if necessary. He or she should be sensitive to the students’ ideas and act accordingly. This ability to guide classroom discussion effectively is one of the main signs of the expert science teacher, as Leach and Scott (2003) and Ryder et al. (2003) have also indicated. Also Tabak and Baumgartner (2004) stressed that in science education there should be a balance between different discourse forms. But the different talk patterns are nor learned if they are not explicitly taught and discussed (Crespo, 2002; Penick & Bonnsetter, 1993). "
Viiri, J. & Saari, H., 2006, “Teacher Talk Patterns in Science Lessons: Use in Teacher Education,” Journal Of Science Teacher Education, 17, 347-365http://link.springer.com/article/10.1007/s10972-006-9028-1
Finnish schools will begin reorganizing their classrooms during the 2016-2017 school year based on the country's new National Curriculum Framework. Some classrooms in Helsinki, the country’s largest city, have already begun the process, according to The Independent.
The National Curriculum Framework serves as a broad outline for educators, and requires that for at least a couple of weeks each year, educators use “phenomenon-based teaching" -- an approach that emphasizes broad interdisciplinary topics rather than single-subject classes.
Faris, A.O. 2009, “The Impact of Homogeneous vs. Heterogeneous Collaborative Learning Groups in Multicultural Classes on the Achievement and Attitudes of Nine Graders towards Learning Science,” ERIC Number: ED504109
Full text PDF: http://files.eric.ed.gov/fulltext/ED504109.pdf
Kim, H. 2015, “Effects of Science and Engineering Practices on Science Achievement and Attitudes of Diverse Students including ELLs,” NABE Journal of Research and Practice, V. 6.
Lastly, a misconception that relates closely to my teaching is that only certain children are equipped to learn in this kind of educational setting. In my experience, children from all backgrounds, and especially those at risk of poverty-related academic, emotional, and social difficulties can benefit greatly from the structure and flexibility that PBL offers. Using this strategy, teachers decide on project topics that connect to their students’ background knowledge, including personal experiences. Students then participate in creating and evaluating their learning experiences. When children are happy, they learn better. Resilience can then build within the community through the joy of learning — a hallmark of PBL.
— Tatyana Zhukov
Strong, R., Silver, H.F., & Robinson, A. 1995, “Strengthening Student Engagement: What Do Students Want (and what really motivates them)?” Educational Leadership, V. 53, No. 1
“Peer Instruction: Ten Years of Experience and Results,” Crouch, C.H. & Mazur, E., Am. J. Phys., 69, 970-977, 2001.
"Effecting changes in cognitive structures among physics students," Champagne, A.B., Gunstone, R.F., & Klopfer, L.E. In H.T. West & A. L. Pines (Eds.), Cognitive structure and conceptual change. Orlando, FL: Academic Press, 1985.
“The Processes and Challenges of Conceptual Change,” Chi, M.T.H. & Roscoe, R.D in Reconsidering Conceptual Change: Issues in Theory and Practice, M. Limón and L. Mason, Editors. ,Kluwer Academic Publishers: Boston, 2002.