1. The book is broken down by content areas: Inorganic matter, organic matter, energy, inference models (atoms, molecules, astronomy), technology & measuring systems and instruments.

    

2. There is a detailed key for deciphering which science process skills are targeted.

   Observing, communicating, comparing, organizing, experimenting, inferring and applying , along with subcategories are cited for each activity (see inside front cover).  The key also suggests developmental stages for each activity. These two features can be desirable for planning purposes and serve as a check for long term goals and suitability.
    

3. Safety, accuracy and appropriateness need to be checked for any resource.

    

4. Activities outlined in this book are kept simple and many can be done with everyday materials.

   Even if you can not do the activity mentioned, they help remind you of other activities, other investigations or demonstrations that may tie in and what would work best for your situation both with your content focus and logistically.

Example of usefulness in planning your year; making connections:

 

Your responsibility is to teach about heat. The objectives include measuring temperatures,  conduction, convection etc.  … You also need to teach about flowering plants and seeds.

 

When you look through the activities in this book relating to heat, you will see 342.30 is an activity, an investigation entitled "Testing the effect of heat upon seed germination" that can

1 - tie the two objectives together,

2 - provide an opportunity to introduce or reinforce controlled experimentation and

3 - serve as a formative or summative assessment.

Your turn to explore:
300-399 Energy p. 211-215

310 Motion           313 Theory (Motion)

You have to teach 'how to teach' motion, specifically Newton's theories.

Look through the pages I copied to see how this book organizes ideas and how Chart 1 can be used.