Brian, 2017/02/06
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Water can exist in three physical states: as a gas, liquid, and solid. It can take the form of water vapor as a gas, liquid water, and solid ice. The document discusses the different physical properties of water in its gas, liquid, and solid forms.
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Bryan, 2017/01/23
The document describes the key elements of Argument-Driven Inquiry (ADI), a teaching method where students develop arguments supported by evidence. ADI lessons involve introducing a scientific question, having students collect and analyze data to address the question, and then communicate and justify their evidence-backed arguments. An example ADI lesson outlined in the document has students write a scientific question, develop claims and gather evidence to support their claims, and then evaluate which claim is stronger based on the evidence through reasoning.
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- Visual Thinking Strategies (VTS) is a teaching method that uses open-ended questioning about images to develop critical thinking skills. Teachers show students images and ask questions like "What's going on in this picture?" and "What do you see that makes you say that?" to get students to analyze and discuss what they observe.
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This document discusses a free scanning electron microscope (SEM) simulator called myscopeoutreach.org that could be used to teach students about how an SEM works and serve as images for lessons. It also notes that the simulator is a good resource for preparing students for a visit to the University of Oregon, where they have an actual SEM students can use. Several Next Generation Science Standards are listed that could be addressed using SEM images and the simulator to develop models of particles and cells.
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This document outlines steps for facilitating scientific arguments among students. It discusses introducing an anchor phenomenon, having students gather data and make tentative arguments, sharing ideas, and composing written arguments. Example topics covered include using claim-evidence-reasoning structures and exploring how ice melts faster on some materials. Attendees then split into groups to discuss implementing these steps for their own lessons.
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This document provides guidance on writing an argument to support a claim using clear reasons and evidence. It instructs students to develop an initial claim by activating their background knowledge on a topic from sources like readings. As an example, it provides two potential claims for debate: whether teachers should be replaced by robots. Students are prompted to provide evidence from sources to support one of the claims. They are also instructed to include warrants to explain how the evidence supports the claim and convince readers. Finally, students should include a counterargument by considering an alternative perspective and rebutting it.
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Bryan, 2017/01/23
The document describes the key elements of Argument-Driven Inquiry (ADI), a teaching method where students develop arguments supported by evidence. ADI lessons involve introducing a scientific question, having students collect and analyze data to address the question, and then communicate and justify their evidence-backed arguments. An example ADI lesson outlined in the document has students write a scientific question, develop claims and gather evidence to support their claims, and then evaluate which claim is stronger based on the evidence through reasoning.
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This document discusses using Google Forms as a tool for organizing student writing responses. Google Forms allows teachers to create quizzes, assessments, journals, and quick writes for students. It offers various question types including paragraph, short answer, multiple choice, check boxes, and scales. Google Forms can be used for pre- and post-assessments, exams, lab reports, exit tickets, and collecting hypotheses. The document asks teachers their thoughts on using this tool and whether they would like to try it or have other preferences for student writing.
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The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
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This document provides guidance on writing an argument to support a claim using clear reasons and evidence. It instructs students to develop an initial claim by activating their background knowledge on a topic from sources like readings. As an example, it provides two potential claims for debate: whether teachers should be replaced by robots. Students are prompted to provide evidence from sources to support one of the claims. They are also instructed to include warrants to explain how the evidence supports the claim and convince readers. Finally, students should include a counterargument by considering an alternative perspective and rebutting it.
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The document discusses argumentative writing and the process of developing an argument. It explains that an argument requires a claim, evidence to support the claim, and an explanation of how the evidence justifies the claim (warrant). It provides an example of using Visual Thinking Strategies to analyze the children's story "Goldilocks and the Three Bears" and develop an argument about Goldilocks' actions. Students would make a claim, provide evidence from the story, and include a warrant explaining how the evidence supports the claim.
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1. The document discusses ways to help students uncover their passions, which can then be used to develop topics for analysis. It suggests having students log all the items in their backpack, locker, etc. to look for patterns and highlighted areas of passion.
2. Another activity has students recall their childhood passions by answering questions about favorite activities, toys, books etc. and highlighting potential topics.
3. Quick writing exercises are suggested where students create lists on given topics and then choose ones to quickly write about.
4. Modeling writing a daily schedule is discussed and then coding it to find arguments within the schedule that could be topics for analysis.
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Bryan, 2016/08/08
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The document discusses a teacher's plans to engage their high school students in a schoolyard ecology project studying the retaining pond and local watershed on their school's campus. At a conference, the teacher learned the retaining pond would make an interesting subject for study. The teacher wants students to ask questions, design and conduct a study, analyze data, and explain their findings. By comparing different sites, students can assess stream health by examining macroinvertebrates. The teacher hopes to involve the project in the GLOBE program to contribute data to an international database.
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Deejay teaches at-risk 8th-12th grade students and uses food as a hook to engage them in lessons. Some successful lessons included making pancakes, ice cream, and tamales to teach science and life skills while being fun. For one lesson on gluten, students learned about different flours and substitutes after one student was being teased for being gluten-free. The goal was to improve social-emotional learning, reduce bullying, teach cooking and science skills, and make students more open-minded about gluten-free food. Students enjoyed the hands-on lesson and food.
2015 Upload Campaigns Calendar - SlideShare
Each month, join us as we highlight and discuss hot topics ranging from the future of higher education to wearable technology, best productivity hacks and secrets to hiring top talent. Upload your SlideShares, and share your expertise with the world!
What to Upload to SlideShare
Not sure what to share on SlideShare?
SlideShares that inform, inspire and educate attract the most views. Beyond that, ideas for what you can upload are limitless. We’ve selected a few popular examples to get your creative juices flowing.
Getting Started With SlideShare
SlideShare is a global platform for sharing presentations, infographics, videos and documents. It has over 18 million pieces of professional content uploaded by experts like Eric Schmidt and Guy Kawasaki. The document provides tips for setting up an account on SlideShare, uploading content, optimizing it for searchability, and sharing it on social media to build an audience and reputation as a subject matter expert.
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Peggy, 2018.05.29
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Peggy, 2018.05.15
The document discusses argumentative writing and the process of developing an argument. It explains that an argument requires a claim, evidence to support the claim, and an explanation of how the evidence justifies the claim (warrant). It provides an example of using Visual Thinking Strategies to analyze the children's story "Goldilocks and the Three Bears" and develop an argument about Goldilocks' actions. Students would make a claim, provide evidence from the story, and include a warrant explaining how the evidence supports the claim.
Kim, 2018.05.07
This document discusses using Visual Thinking Strategies (VTS) to support writing skills. It provides examples of student comments during a VTS activity and how to analyze them. The document also shows examples of a student's writing improving after 10 VTS lessons, with more detailed observations and inferences. Finally, it discusses how VTS can help students provide evidence-based arguments and justifications in their writing by practicing critical thinking skills like asking questions and making observations.
Peggy, 2018.05.01
1. The document discusses ways to help students uncover their passions, which can then be used to develop topics for analysis. It suggests having students log all the items in their backpack, locker, etc. to look for patterns and highlighted areas of passion.
2. Another activity has students recall their childhood passions by answering questions about favorite activities, toys, books etc. and highlighting potential topics.
3. Quick writing exercises are suggested where students create lists on given topics and then choose ones to quickly write about.
4. Modeling writing a daily schedule is discussed and then coding it to find arguments within the schedule that could be topics for analysis.
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This document provides an overview of strategies for incorporating short writing assignments across various subject areas to improve student learning. It discusses how short, frequent writing can develop students' writing skills while also serving as formative assessments. Examples of short writing types include responses to comprehension questions, summaries, comparisons, explanations, opinions/arguments, and exit tickets. The document also provides examples of writing frames and scaffolds that can support students' short writing, such as thinking sheets, writing strategies, and modeled examples. Overall, the document promotes the idea that incorporating regular short writing assignments in all classes can increase student learning.
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This document provides an agenda and guidance for facilitating Visual Thinking Strategies (VTS) discussions. It emphasizes student engagement, using conditional language to paraphrase student comments, and linking comments together to build on each other's ideas. The facilitator should withhold their own ideas and let the student exchange evolve organically. When paraphrasing, the facilitator can ask follow up questions like "what do you see that makes you say that?" to encourage students to support their interpretations with evidence from the image. Linking comments connects ideas and models building on others' perspectives. The goal is for students to engage in respectful critical analysis and reflect on multiple views.
Kim, 2018.03.13
This document provides guidance for framing student comments during a Visual Thinking Strategies (VTS) discussion. It explains that framing involves contextualizing individual comments by identifying what type of thinking the student is doing and the overall big idea or theme. Examples are given of how to frame comments by labeling observations, inferences, or speculations. The document stresses using conditional language and correctly worded questions when facilitating. It also notes important aspects for facilitators to listen for like paraphrases and seeking further insights after each comment.
Kim, 2018.02.27
This document provides guidance for leading discussions about images using Visual Thinking Strategies (VTS). It recommends beginning with a silent looking period, then asking open-ended questions like "What's going on in this image?" and "What do you see that makes you say...?" The document advises paraphrasing students' comments without changing their meaning, pointing to relevant details, and linking ideas. It also includes examples of question prompts and revising student responses to incorporate the question "What do you see that makes you say...?"
Peggy, 2018.02.13
This document provides an introduction and instructions for an argument writing activity called STELLAR that will take place on February 13th at 7pm. Participants are prompted to select a "Would You Rather" question and respond using a sentence frame. A series of "Would You Rather" questions are provided as potential prompts. The document also shares resources on argumentation, including They Say, I Say by Graff and Birkenstein. A discussion then takes place around what makes good evidence, integrating argument into curriculum, and goals for developing argument skills in students. Overall topics covered include developing recursive claims and attaching evidence to claims through oral and written arguments.
Bryan, 2017/05/08
This document outlines a presentation about selecting science curriculum that supports the Next Generation Science Standards. It is divided into three acts:
1. Discussing current science curriculum and adoption plans.
2. Considering factors like priorities, values, and scope and sequence when selecting new curriculum.
3. Tools for evaluating curriculum like the EQuIP rubric, state guidelines, pilot lessons, and approved publisher lists to identify curriculum that aligns to standards and supports scientific practices.
Josh, 2017/04/24
The document discusses solar irradiance measurement and terminology. It defines key terms like global horizontal irradiance (GHI), direct normal irradiance (DNI), and diffuse horizontal irradiance (DHI). It explains how irradiance and the spectrum of sunlight vary over the course of a day and year due to the sun's changing position in the sky. Examples of measuring these variables and relating GHI, DNI, and DHI are provided. Applications like solar panel power production and educational solar lab kits are also mentioned.
Andrew, 2017.04.10
This document discusses science education at an art academy through project-based learning and arts integration. It describes the school's Confluence program, a 6-8 week interdisciplinary project combining science, social studies, and language arts. Students work in groups through the EDCRO process of exploring, designing, creating, refining, and owning their project, which culminates in public performances. Examples of past Confluence projects include a carnival exploring physics concepts and a food truck enterprise.
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Chapter 2
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Chapter 3
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Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
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- 4. Water as a Liquid
- 5. Water as a Solid