Summary
Each spring a new volume in the Junior Science Experiments On File™ series will be published, featuring numerous new experiments and over 250 black-and-white illustrations, tables, and diagrams. Designed for use as an instructional tool to enliven classroom lessons, as a supplement to textbooks, or as an independent resource for students who want to explore the amazing world of science on their own, each volume contains activities that use only inexpensive, easy-to-find materials. Every experiment has helpful illustrations and clear, step-by-step instructions and correlates with the National Science Standards.
In today’s world of information technology, the home computer has become a virtual library. Just about any location, situation, or past- or present-day event can be viewed via the Internet. However, science is an academic area that best lends itself to active, hands-on experiences.
Junior Science Experiments On File™, Volume 3 provides 60 brand-new experiments and activities designed for elementary and middle school students in the major branches of science, including general science, life science, physical science, and Earth science. As in previous volumes, the experiments are written and designed in a manner that is easily understood by the layperson, making the series useful as a library reference, a teacher’s supplemental resource, a parent’s guide for home schooling in the area of science, or for a child eager to learn more about the world around him. Each experiment requires the student to develop observation skills and follow the scientific method of problem solving. The binder also includes the expected outcome of the experiments so students, parents, and teachers can check their own results, and a useful appendix of “Teacher’s Hints” suggests specific classroom applications. A glossary is included, along with an index of this volume and a cumulative index of Volumes 1 to 3.
Specifications
Black-and-white illustrations, tables, and diagrams. Index. Appendix. Bibliography. Glossary. Tables and diagrams.
About the Author(s)
Aviva Ebner holds a B.S. in biology from UCLA and an M.A. in educational administration. She is currently a high school principal in California. Her previous experience includes teaching science for Los Angeles Unified School District (LAUSD); administration in LAUSD, Glendale Unified School District, Beverly Hills Unified School District, and Emek Hebrew Academy; and writing science curricula for various schools. Ebner has also presented numerous workshops on instruction at regional educators' conferences. She is pursuing a doctorate in Educational Leadership with a K-12 emphasis.