Question 1

Which of the following is an essential part of successful cooperative group work emphasized in this chapter?

Accepted Answer

A)  Assigning particular roles to students in the group 
B)  Deconstructing content for the group members 
C)  Reconstructing content for the group as a whole 
D)  Providing literacy-based tasks for each group member 
A)  Assigning particular roles to students in the group 
B)  Deconstructing content for the group members 
C)  Reconstructing content for the group as a whole 
D)  Providing literacy-based tasks for each group member A

Question 2

Provide three examples of each type of question you identified and defined in question 9 above that you could use if you were teaching a lesson on the water cycle.

Accepted Answer

Sure! Here are three examples of each type of question related to the water cycle:

1. Recall/Remembering:
- What are the three main stages of the water cycle?
- Can you name the process in which water changes from a liquid to a gas?
- What is the term for water falling from the atmosphere to the Earth's surface?

2. Understanding:
- Why is the water cycle important for life on Earth?
- How does temperature affect the rate of evaporation in the water cycle?
- What role does condensation play in the water cycle?

3. Application:
- How does the water cycle impact weather patterns in different regions of the world?
- Can you design an experiment to demonstrate the process of condensation in the water cycle?
- How can human activities affect the natural balance of the water cycle?

Question 3

What is meant by the term wait-time/think-time? In a paragraph, describe three things a teacher might do to increase wait-time/think-time-during science teaching.

Accepted Answer

Wait-time/think time is the gap between a question and the student's answer. To increase wait-time/think-time, teachers can do the following:
• Use Think-Pair-Share 
• Use Turn and Talk 
• Prompt students to think about the answer before answering
• Mentally count off ﬁve seconds after you ask a question
• While waiting, look around the room to observe any signs of confusion about the question
• If a student's answer is appropriate, praise him or her and then count off another ﬁve seconds mentally before asking another question

Question 4

Which of the following techniques do the authors suggest should be used by teachers in order to improve the questions asked in the science classroom?

Accepted Answer

A)  Asking questions as quickly as possible to save class time 
B)  Asking questions that involve recall level knowledge 
C)  Video recording lessons as they are taught 
D)  Acknowledging incorrect answers 
A)  Asking questions as quickly as possible to save class time 
B)  Asking questions that involve recall level knowledge 
C)  Video recording lessons as they are taught 
D)  Acknowledging incorrect answers

Question 5

Which of the following best fits the classification system for questions advocated in this chapter?

Accepted Answer

A)  Scoped, Sequenced, and Mapped 
B)  Convergent, Divergent, and Evaluative 
C)  Process-based, Example-based, and Knowledge-based 
D)  Content-based, Pedagogy-based, and Information-based 
A)  Scoped, Sequenced, and Mapped 
B)  Convergent, Divergent, and Evaluative 
C)  Process-based, Example-based, and Knowledge-based 
D)  Content-based, Pedagogy-based, and Information-based

Question 6

Identify and briefly define the three categories of questions presented in this chapter using at least three sentences.

Accepted Answer

The categories of questions are as follo

Question 7

A common topic of discussion among teachers is whether it is better to do a science demonstration to present a concept or to do a science activity. If you were teaching in an elementary school, what would motivate you to choose to do a demonstration instead of an activity? Provide at least three sentences for your explanation.

Accepted Answer

Responses should mention that a demonstr

Question 8

Which of the following is an important component to successful cooperative group work emphasized in this chapter?

Accepted Answer

A)  Attenuating attention 
B)  Creating homogeneous groups 
C)  Fostering individual accountability 
D)  Ensuring that there is no interdependence among members 
A)  Attenuating attention 
B)  Creating homogeneous groups 
C)  Fostering individual accountability 
D)  Ensuring that there is no interdependence among members

Question 9

The idea of wait-time/think-time is most closely related to which of the following?

Accepted Answer

A)  Turn taking at the science materials center 
B)  Cooperative group members' patience with off-task group members 
C)  The time between one student's hand being raised and another group member giving an answer 
D)  The time between the asking of a question by a teacher and the acceptance of a student's response 
A)  Turn taking at the science materials center 
B)  Cooperative group members' patience with off-task group members 
C)  The time between one student's hand being raised and another group member giving an answer 
D)  The time between the asking of a question by a teacher and the acceptance of a student's response

Question 10

Which of the following work space provisions do the authors suggest for the science classroom?

Accepted Answer

A)  Immovable bookcases 
B)  Individual student desks 
C)  Semiprivate group work spaces 
D)  Unlocked cabinets containing science materials 
A)  Immovable bookcases 
B)  Individual student desks 
C)  Semiprivate group work spaces 
D)  Unlocked cabinets containing science materials

Question 11

Which of the following is an active listening technique the authors suggest should be taught to students in the science classroom?

Accepted Answer

A)  Enumerating the speaker's recall questions 
B)  Calling out key science terms as the speaker mentions them 
C)  Creating questions to ask the speaker at the end of the presentation 
D)  Choosing a seat that is far away from other students during the presentation 
A)  Enumerating the speaker's recall questions 
B)  Calling out key science terms as the speaker mentions them 
C)  Creating questions to ask the speaker at the end of the presentation 
D)  Choosing a seat that is far away from other students during the presentation

Question 12

Consider the four behaviors that you outlined in question 4 above. For each, explain in a sentence how you would teach the same behaviors to a child who was not yet successful at being an active listener.

Accepted Answer

Active listening: I would teach the chil

Question 13

Which of the following is the main reason for conducting science demonstrations?

Accepted Answer

A)  To reproduce phenomena about which students have already read and learned 
B)  To show students phenomena they cannot safely discover for themselves 
C)  To replace students' involvement in science activities 
D)  To decrease the need for science instruction 
A)  To reproduce phenomena about which students have already read and learned 
B)  To show students phenomena they cannot safely discover for themselves 
C)  To replace students' involvement in science activities 
D)  To decrease the need for science instruction

Question 14

Identify and define the three elements of successful cooperative group work presented in this chapter.

Accepted Answer

The elements are as follows:
•

Question 15

Some schools use science textbooks as the principle classroom resource for science teaching. Imagine that you are a teacher who has been told that the textbook should be used as a resource but should not represent the total curriculum. In a paragraph, explain how you might use Discovery Stations to supplement the use of textbooks as a teaching resource in your future science classroom.

Accepted Answer

Responses will vary, but should include

Question 16

Which of the following describes an ideal characteristic of science discovery centers?

Accepted Answer

A)  Provide limited materials to focus learning 
B)  Provide challenge questions to be explored 
C)  Located in the middle of the classroom 
D)  Located where there is limited access 
A)  Provide limited materials to focus learning 
B)  Provide challenge questions to be explored 
C)  Located in the middle of the classroom 
D)  Located where there is limited access

Question 17

The management of materials is a major challenge that teachers face as they attempt to do science activities. Reflect on your own experiences in classrooms and in a paragraph, describe an incident that revealed a teacher's success or failure in finding appropriate ways to distribute or manage materials.

Accepted Answer

Responses will vary according to student

Question 18

In at least three sentences, describe the behaviors that a teacher might expect from a group of students carrying out a science activity in a cooperative group setting that would reflect that the teacher had successfully implemented the three elements of successful cooperative group work you identified and defined in question 2 above.

Accepted Answer

The teacher can expect to see active eng

Question 19

In at least four sentences, describe four behaviors you would expect to see from a student who had mastered "active listening"
in your classroom.

Accepted Answer

Responses will vary, but should include

Question 20

Which of these is closest to the typical approximate wait-time reported in this chapter?

Accepted Answer

A)  2-3 seconds 
B)  3-5 seconds 
C)  5-10 seconds 
D)  20-23 seconds 
A)  2-3 seconds 
B)  3-5 seconds 
C)  5-10 seconds 
D)  20-23 seconds

Which of the following is an essential part of successful cooperative group work emphasized in this chapter?

Provide three examples of each type of question you identified and defined in question 9 above that you could use if you were teaching a lesson on the water cycle.

What is meant by the term wait-time/think-time? In a paragraph, describe three things a teacher might do to increase wait-time/think-time-during science teaching.

Which of the following techniques do the authors suggest should be used by teachers in order to improve the questions asked in the science classroom?

Which of the following best fits the classification system for questions advocated in this chapter?

Identify and briefly define the three categories of questions presented in this chapter using at least three sentences.

Which of the following is an important component to successful cooperative group work emphasized in this chapter?

The idea of wait-time/think-time is most closely related to which of the following?

Which of the following work space provisions do the authors suggest for the science classroom?

Which of the following is an active listening technique the authors suggest should be taught to students in the science classroom?

Consider the four behaviors that you outlined in question 4 above. For each, explain in a sentence how you would teach the same behaviors to a child who was not yet successful at being an active listener.

Which of the following is the main reason for conducting science demonstrations?

Identify and define the three elements of successful cooperative group work presented in this chapter.

Which of the following describes an ideal characteristic of science discovery centers?

In at least four sentences, describe four behaviors you would expect to see from a student who had mastered "active listening" in your classroom.

Which of these is closest to the typical approximate wait-time reported in this chapter?

Inquiry: The Path; Discovery: The Destination

Science Practices and Inquiry Process Skills

Planning Units and Lessons

Assessment of Understanding and Inquiry

Integrating Science and Engineering

Earth and Space Science

The Cosmos

Living Things

The Human Body

Matter and Motion

Energy, Technologyengineering

Filters

Exam 4: Creating Environments for Discovery

Which of the following is an essential part of successful cooperative group work emphasized in this chapter?

Provide three examples of each type of question you identified and defined in question 9 above that you could use if you were teaching a lesson on the water cycle.

What is meant by the term wait-time/think-time? In a paragraph, describe three things a teacher might do to increase wait-time/think-time-during science teaching.

Which of the following techniques do the authors suggest should be used by teachers in order to improve the questions asked in the science classroom?

Which of the following best fits the classification system for questions advocated in this chapter?

Identify and briefly define the three categories of questions presented in this chapter using at least three sentences.

Which of the following is an important component to successful cooperative group work emphasized in this chapter?

The idea of wait-time/think-time is most closely related to which of the following?

Which of the following work space provisions do the authors suggest for the science classroom?

Which of the following is an active listening technique the authors suggest should be taught to students in the science classroom?

Consider the four behaviors that you outlined in question 4 above. For each, explain in a sentence how you would teach the same behaviors to a child who was not yet successful at being an active listener.

Which of the following is the main reason for conducting science demonstrations?

Identify and define the three elements of successful cooperative group work presented in this chapter.

Which of the following describes an ideal characteristic of science discovery centers?

In at least four sentences, describe four behaviors you would expect to see from a student who had mastered "active listening" in your classroom.

Which of these is closest to the typical approximate wait-time reported in this chapter?

Inquiry: The Path; Discovery: The Destination

Science Practices and Inquiry Process Skills

Planning Units and Lessons

Assessment of Understanding and Inquiry

Integrating Science and Engineering

Earth and Space Science

The Cosmos

Living Things

The Human Body

Matter and Motion

Energy, Technologyengineering

Filters