Scavenger+Hunt+10-22-11


 * [[file:District Users 11-12.docx]]Research**


 * ERIC –Educations Resources Information Center**
 * Using Citizen Science beyond Teaching Science Content: A strategy for Making Science Relevant to Students’ Lives.**


 * Author**: Jenkins, Lynda L.

v6 n2 p501-508 Jun 2011 I respond to Pike and Dunne by exploring the utilization of citizen science in science education. Their results indicate that students fail to pursue science beyond the secondary level, in part, because of prior educational experiences with science education. Students lack motivation to pursue degrees and careers in science because they feel science is not relevant to their lives or they are simply not good at science. With this understanding, the science education community now needs to move beyond a discussion of the problem and move forward with continued discourse on possible solutions. Science educators need to focus on developing connections between students' everyday lives and science so that they will have tangible reasons for continuing with the lifelong learning of science. In this response, I will show that citizen science as an educational context holds much promise, respectively.
 * Source**: Cultural Studies of Science Education,
 * Abstract: **

__[]__ - Report from The Commission on Math and Science Teaching for the 21st Century
 * ARTICLES**

[] - ** October 2006 ** : What Works Best in Science & Mathematics Education, A Report on the National Science Foundation’s Urban Systemic Program (//Note – this article references urban districts, but may have valuable insights about what works best – with any demographic base.)//

[] - **February 2007**: Research America, Americans Support Bridging the Sciences (//Quick public opinion poll about how Americans feel about the importance of science education.)//

__**Having It All**__ by David J. Ferrero

Two Chicago-area high schools demonstrate that educators don't have to choose between innovation and traditionalism. Benefits of a high school curriculum

The Art of Teaching Science (Blog with great resources and articles) //By: [|Olaf Jorgenson], [|Jackie Cleveland] , and [|Rick Vanosdall] //
 * Books**
 * || **Doing Good Science in Middle School: A Practical Guide to Inquiry-Based Instruction **
 * Science Formative Assessments: 75 Practical Strategies for Linking Assessment, Instruction, and Learning **
 * By: Page Keeley ** ||
 * Strategic Partners- Data to come on Inquiry based learning (FOSS/STC) kits**
 * Best Practice Districts-See File Attached- 4th Grade science/reading advanced WKCE.**
 * Site Visit Ideas - Lake Forest High School in Illinois - 5 yr trend in ACT sci (24.-25.9) and composite (25.5-26.8)**
 * Whitefish Bay - 3yr steady ACT sci ~ 25**
 * Best Practices**
 * || School || Science || Reading ||
 * **Pewaukee** || **36.4** || **64.2** ||
 * Alma || 42.1 || 63.2 ||
 * Elkhorn || 38.6 || 58.7 ||
 * Erin || 41.0 || 64.1 ||
 * Friess Lake || 42.9 || 71.4 ||
 * Juda || 42.9 || 78.6 ||
 * Kohler || 43.6 || 69.1 ||
 * Mequon-Thiensville || 38.7 || 67.6 ||
 * Merton || 44.4 || 71.7 ||
 * Whitefish Bay || 41.4 || 67.4 ||  ||   ||   ||