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Science Skills 3

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Science Skills 3 by Mitch O'Toole
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Before learning can effectively occur in the classroom, students need to acquire basic skills. Science Skills provides an opportunity for students to develop the skills and practices that will enable them to fully comprehend science theory. The book aims to develop students' more general analytic skills, such as decision making, negotiating, researching and communication. The Science Skills series features activities labelled by the skill which they are designed to develop. Exercises follow each activity enabling students to revise and reinforce the skills acquired in the activity section. Activities are listed in the contents by both skill and topic allowing science teachers to deal with a specific skill across a range of conceptual contexts.

Table of Contents

Table of contents by skill; Chapter 1. Scientists experiment: 1.1. Understanding the web of life, 1.2. Analysing differences, 1.3. Using formulae, 1.4. Designing safe experiments, 1.5. Writing a formal report, 1.6. Designing and reporting, 1.7. Studying light, 1.8. Using current to communicate, 1.9. Designing and reporting, 1.10. Modelling a theory, 1.11. Reporting, 1.12. Models on paper; Chapter 2. Scientists organise: 2.1. Understanding the web of life continued, 2.2. Graphing information, 2.3. Interpreting data, 2.4. Using graphs and tables, 2.5. Finding trends, 2.6. Using diagrams, 2.7. Tabling information, 2.8. Making choices, 2.9. Auditing, 2.10. Geological mapping, 2.11. Designing a watering system, 2.12. Using graphs and tables; Chapter 3. Scientists communicate: 3.1. Using your imagination, 3.2. Being technical, 3.3. Working from a summary, 3.4. Little words and dense sentences, 3.5. Words in sets, 3.6. Navigating complex paragraphs, 3.7. Diagrams and summaries, 3.8. Reading circuit diagrams, 3.9. Reading meters, 3.10. Fill the gaps and expand the summary, 3.11. Cartoons and communication, 3.12. Complex diagrams; Chapter 4. Scientists research: 4.1. Summarising information, 4.2. Designing and investigating, 4.3. Sketching a family history, 4.4. Gathering information about metals, 4.5. Observing and describing properties, 4.6. Using the Internet, 4.7. Surveys, 4.8. Investigating static charge, 4.9. Investigating household electricity, 4.10. Using data, 4.11. Mapping and meaning, 4.12. Thinking about Einstein; Chapter 5. Scientists solve problems: 5.1. A case study, 5.2. Family size, 5.3. Predicting outcomes, 5.4. Sorting metals, 5.5. Understanding compounds, 5.6. Balancing equations, 5.7. Designing with sound, 5.8. Understanding the car battery, 5.9. Using persuasion, 5.10. Investigating magnetic fields, 5.11. Designing and doing, 5.12. Thinking about solutions; Chapter 6. Scientists value and decide: 6.1. Suspending judgement, 6.2. Assessing modern technology, 6.3. Choosing to notice, 6.4. Seeing patterns, 6.5. Balancing costs and benefits, 6.6. Distinguishing between problems, 6.7. Practical choices, 6.8. Assigning responsibility, 6.9. Seeking justice, 6.10. Considering importance, 6.11. Considering grand schemes, 6.12. Weighing costs against benefits; Table of contents by topic: Ecosystems, Reproduction, Genetics, Processing materials, Bonding, Reactions, Waves, Electricity, Energy, Dynamic Earth, Water, Beyond the Earth; Glossary
Release date NZ
October 30th, 2000
Country of Publication
United Kingdom
Cambridge University Press
Interest Age
From 14
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