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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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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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.
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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
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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.
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Peggy, 2018.05.29
When students practice VTS questions, they develop claims and justifications for their thinking while also gaining insight into other perspectives. Writing helps capture student thinking and make it visible. The VTS protocol involves students describing what they see in an image, explaining why they see that, and exploring what else can be found. While simple, VTS is not simplistic and art allows for multiple interpretations. Argument is about understanding different views rather than agreement.
Peggy, 2018.05.15
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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.
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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.
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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...?"
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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.
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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.
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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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BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...
Brian, 2017/02/06
- 3. Water as a Gas
- 4. Water as a Liquid
- 5. Water as a Solid