How to Make an Educational Screencast (Mac) @Bozemanscience1

How to Make an Educational Screencast (Mac)

Bozeman Science 2010-11-08 | Paul Andersen shows you how to use Screenflow, Keynote, and Omnidazzle to make an educational screencast.

Intro Music Atribution
Title: I4dsong_loop_main.wav
Artist: CosmicD
Link to sound: http://www.freesound.org/people/CosmicD/sounds/72556
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Thinking in Stability - Level 5 - Feedback

Bozeman Science 2022-06-04 | Thinking Slides: docs.google.com/presentation/d/10jMfCwTwYpt3ThOddVubGVRRNTAonDGUJxN9vCRHFGM/template/preview
The Wonder of Science: thewonderofscience.com/mlccc75

In this video Paul Andersen shows conceptual thinking in a mini-lesson on feedback. Two examples are included in the video and two additional examples are included in the linked thinking slides.

TERMS
Controller - component of feedback loop that controls input based on a reference
Feedback - a loop system wherein the system responds to a perturbation
Negative feedback - feedback that reduces the change
Positive feedback - feedback that amplifies the change
Sensor - component of feedback loop that sends information on output to the controller
Stabilize or destabilize - upset the stability of a system

This progression is based on the Crosscutting Concept elements from the NRC document A Framework for K-12 Science Education. “Feedback (negative or positive) can stabilize or destabilize a system.”
Source: nextgenscience.org

Thinking in Change - Level 4 - Quantifying and Modeling Change

Bozeman Science 2022-06-01 | Thinking Slides: docs.google.com/presentation/d/1BEACcNghteyOYr-T0DZRQh28HwTrG9hujDL2wlIvupo/template/preview
The Wonder of Science: thewonderofscience.com/mlccc74

In this video Paul Andersen shows conceptual thinking in a mini-lesson on quantifying and modeling change. Two examples are included in the video and two additional examples are included in the linked thinking slides.

TERMS
Change - to become different
Irreversible - not able to be undone or altered
Model - a simplified representation of a system
Quantify - to express or measure the quantity (number) of
Rates of change - the speed with which something moves, happens, or changes.
System - a set of components (e.g. things) working together

This progression is based on the Crosscutting Concept elements from the NRC document A Framework for K-12 Science Education. “Change and rates of change can be quantified and modeled over very short or very long periods of time. Some system changes are irreversible.”
Source: nextgenscience.org

Thinking in Stability and Change - Level 3 - Explaining Stability and Change

Bozeman Science 2022-05-29 | Thinking Slides: docs.google.com/presentation/d/1p_yBIArYAah41vdn9ExuOpmpzwzPeYRjHOUW4Hzg2rk/template/preview
The Wonder of Science: thewonderofscience.com/mlccc73

In this video Paul Andersen shows conceptual thinking in a mini-lesson on explaining stability and change. Two examples are included in the video and two additional examples are included in the linked thinking slides.

TERMS
Cause - a thing that gives rise to an event
Change - to become different
Effect - an event
Explanation - a logical reason for a phenomenon
Stability - to become unlikely to change

This progression is based on the Crosscutting Concept elements from the NRC document A Framework for K-12 Science Education. “Much of science deals with constructing explanations of how things change and how they remain stable.”
Source: nextgenscience.org

Thinking in Stability and Change - Level 2 - Change in Systems

Bozeman Science 2022-05-26 | Thinking Slides: docs.google.com/presentation/d/1HrtS4hp72dU8vkXPHnet7PbZ1RhH3azh6ulNoIAwFKs/template/preview
The Wonder of Science: thewonderofscience.com/mlccc72

In this video Paul Andersen shows conceptual thinking in a mini-lesson on stability and change. Two examples are included in the video and two additional examples are included in the linked thinking slides.

TERMS
Change - to become different
Component - a part of a larger whole
Stable - unlikely to change
System - a set of components (e.g. things) working together

This progression is based on the Crosscutting Concept elements from the NRC document A Framework for K-12 Science Education. “Change in terms of differences over time can be observed. Systems appear stable, but over long periods of time they will eventually change. Small changes in one part of a system might cause large changes in another part.”
Source: nextgenscience.org

Thinking in Stability and Change - Level 1 - Stability and Change

Bozeman Science 2022-05-23 | Thinking Slides: docs.google.com/presentation/d/1fIFbX1FMq7OvKxsXdpgKYgRL2WsWqlGpM14UIwKQ_H0/template/preview
The Wonder of Science: thewonderofscience.com/mlccc71

In this video Paul Andersen shows conceptual thinking in a mini-lesson on stability and change. Two examples are included in the video and two additional examples are included in the linked thinking slides.

TERMS
Change over time - to become different
System - a set of components (e.g. things) working together
Stable - unlikely to change

This progression is based on the Crosscutting Concept elements from the NRC document A Framework for K-12 Science Education. “Change in terms of differences over time can be observed. Systems appear stable, but over long periods of time they
will eventually change.”
Source: nextgenscience.org

Thinking in Energy - Level 6 - Conservation of Energy

Bozeman Science 2022-05-20 | Thinking Slides: docs.google.com/presentation/d/1wBs-NB0RR4lgctLQZWuvgkaYyH_Yj5mNIQ5VOPgLblo/template/preview
The Wonder of Science: thewonderofscience.com/mlccc56

In this video Paul Andersen shows conceptual thinking in a mini-lesson on the conservation of energy. Two examples are included in the video and two additional examples are included in the linked thinking slides.

TERMS
Energy - the ability to cause change
Conservation - the quantity of a physical quantity remains constant
Object - a material thing that can be seen and touched
Field - the region in which a particular condition (i.e. force) prevails
System - a set of components (e.g. things) working together

This progression is based on the Crosscutting Concept elements from the NRC document A Framework for K-12 Science Education. “Energy cannot be created or destroyed; it only moves between one place and another place, between objects and/or fields, or between systems.”
Source: nextgenscience.org

Thinking in Matter & Energy - Level 5 - Cycles and Flows

Bozeman Science 2022-05-17 | Thinking Slides: docs.google.com/presentation/d/1tfpHQnxO23hwH9dbcEOECpIg66G7Hw26WKgYD6ZMwZA/template/preview
The Wonder of Science: thewonderofscience.com/mlccc55

In this video Paul Andersen shows conceptual thinking in a mini-lesson on cycles and flows in matter and energy. Two examples are included in the video and two additional examples are included in the linked thinking slides.

TERMS
Cycling - the movement of things from place to place that repeats
Flow - to move in one direction as if in a stream
System - a set of components (e.g. things) working together
Energy transfer - The conversion of one form of energy into another, or the movement of energy from one place to another.
Matter - physical substances

This progression is based on the Crosscutting Concept elements from the NRC document A Framework for K-12 Science Education. “Within a natural system, the transfer of energy drives the motion and/or cycling of matter.”
Source: nextgenscience.org

Thinking in Matter - Level 4 - Conservation of Matter

Bozeman Science 2022-05-14 | Thinking Slides: docs.google.com/presentation/d/1sWVrqQqP-_i9Lo7kwe1BgLfhTH7a1RkbDqmJhqShb5w/template/preview
The Wonder of Science: thewonderofscience.com/mlccc54

In this video Paul Andersen shows conceptual thinking in a mini-lesson on the conservation of matter. Two examples are included in the video and two additional examples are included in the linked thinking slides.

TERMS
Matter - physical substances
Atoms - the basic unit of elements
Conservation - the quantity of a physical quantity remains constant
Processes - a series of actions or events
Chemical - atoms are regrouped into different molecules
Physical - a series of changes through states

This progression is based on the Crosscutting Concept elements from the NRC document A Framework for K-12 Science Education. “Matter is conserved because atoms are conserved in physical and chemical processes.”
Source: nextgenscience.org

Thinking in Energy - Level 3 - Energy and Energy Transfer

Bozeman Science 2022-05-11 | Thinking Slides: docs.google.com/presentation/d/1j8pBA_SA59Zw0tJfLS5hSyL3g7h6UIrH9FrxkFcRd7c/template/preview
The Wonder of Science: thewonderofscience.com/mlccc53

In this video Paul Andersen shows conceptual thinking in a mini-lesson on energy and energy transfer. Two examples are included in the video and two additional examples are included in the linked thinking slides.

TERMS
Energy - the ability to cause change
Object - a material thing that can be seen and touched
Transfer - the conversion of one form to another or the movement from one place to another

This progression is based on the Crosscutting Concept elements from the NRC document A Framework for K-12 Science Education. “Energy can be transferred in various ways and between objects.”
Source: nextgenscience.org

Thinking in Matter - Level 2 - Matter and Matter Transport

Bozeman Science 2022-05-08 | Thinking Slides: docs.google.com/presentation/d/1N1J1vW8JRd6WZvDsKYTmzJaRZL_FEN93ix1cVpQOa6c/template/preview
The Wonder of Science: thewonderofscience.com/mlccc52

In this video Paul Andersen shows conceptual thinking in a mini-lesson on matter and matter transport. Two examples are included in the video and two additional examples are included in the linked thinking slides.

TERMS
Matter - physical substances
System - a set of components (e.g. things) working together
Transport - to move or transfer from one place to another

This progression is based on the Crosscutting Concept elements from the NRC document A Framework for K-12 Science Education. “Matter is transported into, out of, and within systems.”
Source: nextgenscience.org

Thinking in Matter - Level 1 - Objects and Pieces

Bozeman Science 2022-05-05 | Thinking Slides: docs.google.com/presentation/d/1wimI4fMdk9cKTIUE-G1jeYl59lbOR-6q0YpI4ZELOio/template/preview
The Wonder of Science: thewonderofscience.com/mlccc51

In this video Paul Andersen shows conceptual thinking in a mini-lesson on Objects and Pieces. Two examples are included in the video and two additional examples are included in the linked thinking slides.

TERMS
Characteristic - a feature or quality belonging to a thing
Object - a material thing that can be seen and touched
Piece - a part or segment of something
Shape - external form of an object

Thinking in Structure and Function: Level 5 - Molecular-Level Structures

Bozeman Science 2022-05-01 | Thinking Slides: docs.google.com/presentation/d/1dULKjPZ3JCatbY3a2lLCYYENbDg02eONzdGvQTPu7Dc/template/preview
The Wonder of Science: thewonderofscience.com/mlccc65

In this video Paul Andersen shows conceptual thinking in a mini-lesson on molecular-level structures. Two examples are included in the video and two additional examples are included in the linked thinking slides.

TERMS
Molecular-level structures - locations of atoms in a molecule
Function - an activity or purpose for a thing
Properties - any traits of an object that can be measured
Component - a part of a larger whole
Shape - external form of an object
Purpose - the reason for which something is done or created

This progression is based on the Crosscutting Concept elements from the NRC document A Framework for K-12 Science Education. “The functions and properties of natural and designed objects and systems can be inferred from their overall structure, the way their components are shaped and used, and the molecular substructures of its various materials.”
Source: nextgenscience.org

Thinking in Structure and Function: Level 4 - Structures at Varying Scale

Bozeman Science 2022-04-28 | Thinking Slides: docs.google.com/presentation/d/18FjwbJ9xWmb7Lcd0NS6sZ88AhlYk15OjzKGZpSc5Xkw/template/preview
The Wonder of Science: thewonderofscience.com/mlccc64

In this video Paul Andersen shows conceptual thinking in a mini-lesson on INSERTTITLEHERE. Two examples are included in the video and two additional examples are included in the linked thinking slides.

TERMS
Complex structures - structures that consist of many different and connected parts
Microscopic structures - structures that are so small it can only be seen with a microscope
System - a set of components (e.g. things) working together
Function - an activity or purpose for a thing

This progression is based on the Crosscutting Concept elements from the NRC document A Framework for K-12 Science Education. “Complex and microscopic structures and systems can be visualized, modeled, and used to describe how their function depends on the relationships among its parts, therefore complex natural structures/systems can be analyzed to determine how they function.”
Source: nextgenscience.org

Thinking in Structure and Function: Level 3 - Material Properties

Bozeman Science 2022-04-25 | Thinking Slides: docs.google.com/presentation/d/1uJ76o13enZXJVBX9B9fe7_uSA2SRf-lKte2S5mHrPRQ/template/preview
The Wonder of Science: thewonderofscience.com/mlccc63

In this video Paul Andersen shows conceptual thinking in a mini-lesson on material properties. Two examples are included in the video and two additional examples are included in the linked thinking slides.

TERMS
Structure - parts in a material object
Function - an activity or purpose for a thing
Properties - any traits of an object that can be measured
Material - the matter of which a thing is or can be made
Shape - external form of an object
Purpose - the reason for which something is done or created

This progression is based on the Crosscutting Concept elements from the NRC document A Framework for K-12 Science Education. “Structures can be designed to serve particular functions by taking into account properties of different materials, and how materials can be shaped and used.”
Source: nextgenscience.org

Thinking in Quantity: Level 6 - Orders of Magnitude

Bozeman Science 2022-04-22 | Thinking Slides: docs.google.com/presentation/d/1-DIVw5S10dV0CaOlur1CoVsZmsQvVBtLfEHqqRuyv2o/template/preview
The Wonder of Science: thewonderofscience.com/mlccc36

In this video Paul Andersen shows conceptual thinking in a mini-lesson on orders of magnitude. Two examples are included in the video and two additional examples are included in the linked thinking slides.

TERMS
Scale models - a representation that has been reduced or enlarged to a specific scale
Orders of magnitude - is an approximation of the logarithm of a value relative to a reference value, usually ten

This progression is based on the Crosscutting Concept elements from the NRC document A Framework for K-12 Science Education. “Students use orders of magnitude to understand how a model at one scale relates to a model at another scale.”
Source: nextgenscience.org

Thinking in Proportion: Level 5 - Proportional Relationships

Bozeman Science 2022-04-19 | Thinking Slides: docs.google.com/presentation/d/1JN8TIcwQDP1NET4HpLvkdYjRXttnFqI7LwT4hK5cfBU/template/preview
The Wonder of Science: thewonderofscience.com/mlccc35

In this video Paul Andersen shows conceptual thinking in a mini-lesson on proportional relationships. Two examples are included in the video and two additional examples are included in the linked thinking slides.

TERMS
Quantities - the amount (or number) of a thing
Proportional relationship - relation of one dataset to another dataset
Directly - two quantities are proportional to each other (linear proportion)
Inversely - as one quantity increases the other decreases. Product of values is constant.
Magnitude - the size, scale or importance of properties and processes

This progression is based on the Crosscutting Concept elements from the NRC document A Framework for K-12 Science Education. “Proportional relationships (e.g. speed as the ratio of distance traveled to time taken) among different types of quantities provide information about the magnitude of properties and processes.”
Source: nextgenscience.org

Thinking in Scale: Level 4 - Scale Models

Bozeman Science 2022-04-15 | Thinking Slides: docs.google.com/presentation/d/1d5x7qVpwbTD4ENwfOla0VHBSZF68RqjzeaRlrm1rV5k/template/preview
The Wonder of Science: thewonderofscience.com/mlccc34

In this video Paul Andersen shows conceptual thinking in a mini-lesson on thinking in scale. Two examples are included in the video and two additional examples are included in the linked thinking slides.

TERMS
Phenomena - observable events in the natural world (require explanations)
Time - an irreversible series of events
Space - the dimensions in which all things exist and move
Scale models - a representation of a system that has been reduced or enlarged to a specific scale

This progression is based on the Crosscutting Concept elements from the NRC document A Framework for K-12 Science Education. “Time, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small.”
Source: nextgenscience.org

Thinking in Scale Level 3 Scale and Perspective

Bozeman Science 2022-04-01 | Thinking Slides: docs.google.com/presentation/d/12-gY8y6yH_89YkQUp52wjlsWAOiyobTvMLsiKT0jYLs/template/preview
The Wonder of Science: thewonderofscience.com/mlccc33

In this video Paul Andersen shows conceptual thinking in a mini-lesson on scale and perspective. Two examples are included in the video and two additional examples are included in the linked thinking slides.

TERMS
Phenomena - observable events in the natural world (require explanations)
Time - an irreversible series of events
Space - the dimensions in which all things exist and move
Perspective - a mental view of something
Scale - the relative size or extent of something
Significance - being worthy of attention

This progression is based on the Crosscutting Concept elements from the NRC document A Framework for K-12 Science Education. “Natural objects exist from the very small to the immensely large. Phenomena that can be observed at one scale may not be observable at another scale. The significance of a phenomenon is dependent on the scale, proportion, and quantity at which it occurs.”
Source: nextgenscience.org

Thinking in Structure and Function - Level 2 - Complex Structures

Bozeman Science 2022-03-31 | Thinking Slides: docs.google.com/presentation/d/1ueEGnB8iTg4HX0NUAr18-wAYLR_fnM0aeChiFBbfyy8/template/preview
The Wonder of Science: thewonderofscience.com/mlccc62

In this video Paul Andersen shows conceptual thinking in a mini-lesson on complex structures. Two examples are included in the video and two additional examples are included in the linked thinking slides.

TERMS
Complex structures - structures that consist of many different and connected parts
System - a set of components (e.g. things) working together
Parts - some but not all of something
Function - an activity or purpose for a thing
Relationship - interconnection between parts of a systemE

This progression is based on the Crosscutting Concept elements from the NRC document A Framework for K-12 Science Education. “Complex structures and systems can be visualized, modeled, and used to describe how their function depends on the relationships among its parts.”
Source: nextgenscience.org

Thinking in Quantity - Level 2 - Physical Quantities

Bozeman Science 2022-03-30 | Thinking Slides: docs.google.com/presentation/d/1z6CHxzVlezSr8tEVdAnx9usUnmAGMzqS7oViJLl28Xo/template/preview
The Wonder of Science: thewonderofscience.com/mlccc32

In this video Paul Andersen shows conceptual thinking in a mini-lesson on physical quantities. Two examples are included in the video and two additional examples are included in the linked thinking slides.

TERMS
Physical quantities - the properties of a material or system that can be measured
Standard units
- Weight - quantity of matter in an object (kg)
- Time - an irreversible series of events (s)
- Temperature - the degree of heat present in a substance (°C)
- Volume - amount of space an object occupies (L)

This progression is based on the Crosscutting Concept elements from the NRC document A Framework for K-12 Science Education. “Standard units are used to measure and describe physical quantities such as weight, time, temperature, and volume.”
Source: nextgenscience.org

Thinking in Scale - Level 1 - Describing Scale

Bozeman Science 2022-03-29 | Thinking Slides: docs.google.com/presentation/d/1M91yOofnh_R9t3xOU4QwSYXci18ZXqTvqp6dQ7bG4MQ/template/preview
The Wonder of Science: thewonderofscience.com/mlccc31

In this video Paul Andersen shows conceptual thinking in a mini-lesson on describing scale. Two examples are included in the video and two additional examples are included in the linked thinking slides.

TERMS
Scale - the relative size or extent of something
Objects - a material thing that can be seen and touched
Phenomena - observable events in the natural world (require explanations)
Temperature - the degree of heat present in a substance
Size - the relative extent of something
Time - an irreversible series of events

This progression is based on the Crosscutting Concept elements from the NRC document A Framework for K-12 Science Education. “Relative scales (e.g., bigger and smaller; hotter and colder; faster and slower) can be used to describe objects. Objects exist from the very small to the immensely large. Observable phenomena exist from very short to very long time periods”
Source: nextgenscience.org

Thinking in Structure and Function - Level 1 - Structure and Function

Bozeman Science 2022-03-28 | Thinking Slides: docs.google.com/presentation/d/1PLA95tV_PQXxcjxq_iRzSABFoxaDXP-Jw3iilw18sPY/template/preview
The Wonder of Science: thewonderofscience.com/mlccc61

In this video Paul Andersen shows conceptual thinking in a mini-lesson on structure and function. Two examples are included in the video and two additional examples are included in the linked thinking slides.

TERMS
Structure - parts in a material object
Function - an activity or purpose for a thing
Shape - external form of an object
Stability - to become unlikely to change

This progression is based on the Crosscutting Concept elements from the NRC document A Framework for K-12 Science Education. “The shape and stability of structures of natural and designed objects are related to their function(s).”
Source: nextgenscience.org

Thinking in Patterns - Level 7 - Causal Patterns at Varying Scale

Bozeman Science 2021-03-25 | Thinking Slides: docs.google.com/presentation/d/19uNUQVt2dzhqQWINJF12I_1RkDKVy8-QbzRUHG2OdN4/template/preview
The Wonder of Science: thewonderofscience.com/mlccc2

In this video Paul Andersen shows conceptual thinking in a mini-lesson on causal patterns at varying scale. Two examples are included in the video and two additional examples are included in the linked thinking slides.

TERMS
Patterns - regularity in the world
Scale - the relative size or extent of something
System - a set of components (e.g. things) working together.
Causality - cause and effect relationships

This progression is based on the Crosscutting Concept elements from the NRC document A Framework for K-12 Science Education. "Different patterns may be observed at each of the scales at which a system is studied and can provide evidence for causality in explanations of phenomena."
Source: nextgenscience.org

Thinking in Patterns - Level 6 - Causal Patterns

Bozeman Science 2021-03-22 | Thinking Slides: docs.google.com/presentation/d/1Wvjb5nDXz_HtCcWEmLGrOn9SEUNxfzvhwfZln-wGMfE/edit?usp=sharing
The Wonder of Science: thewonderofscience.com/mlccc16

In this video Paul Andersen shows conceptual thinking in a mini-lesson on causal patterns. Two examples are included in the video and two additional examples are included in the linked thinking slides.

TERMS
Patterns - regularity in the world
Cause - a thing that gives rise to an event
Effect - an event
Relationships - interconnection between parts of a system

This progression is based on the Crosscutting Concept elements from the NRC document A Framework for K-12 Science Education. "Patterns can be used to identify cause and effect relationships."
Source: nextgenscience.org

Thinking in Causation - Level 7 - Scale Mechanisms in Complex Systems

Bozeman Science 2021-03-11 | Thinking Slides: docs.google.com/presentation/d/1M3jRzKQppo8m6T77IQtX0nt84Acba4J4AvzjzEV-5JI/edit?usp=sharing
The Wonder of Science: thewonderofscience.com/mlccc27

In this video Paul Andersen shows conceptual thinking in a mini-lesson on scale mechanisms within complex systems. Two examples are included in the video and two additional examples are included in the linked thinking slides.

TERMS:
Cause and effect relationships - one event that gives rise to another event
Complex systems - a system composed of multiple interacting components; shows emergence
Scale mechanisms - small processes underlying a complex system

This progression is based on the Crosscutting Concept elements from the NRC document A Framework for K-12 Science Education. "Cause and effect relationships can be suggested and predicted for complex natural and human-designed systems by examining what is known about smaller scale mechanisms within the system."
Source: nextgenscience.org

Thinking in Causation - Level 6 - Causation and Correlation

Bozeman Science 2021-03-08 | Thinking Slides: docs.google.com/presentation/d/1RKfOygXgqKScvq2vddirE6Y2Ml3lzc7dM6Ww-7vo8E0/template/preview
The Wonder of Science: thewonderofscience.com/mlccc26

In this video Paul Andersen shows conceptual thinking in a mini-lesson on causation and correlation. Two examples are included in the video and two additional examples are included in the linked thinking slides.

TERMS:
Relationships - interconnection between parts of a system
- Causal - cause-and-effect relationships
- Correlational - a mutual relationship between two or more things

This progression is based on the Crosscutting Concept elements from the NRC document A Framework for K-12 Science Education. "Relationships can be classified as causal or correlational, and correlation does not necessarily imply causation."

Source: nextgenscience.org

Thinking in Systems - Level 6 - Boundary and Initial Conditions

Bozeman Science 2021-03-05 | Thinking Slides: docs.google.com/presentation/d/1CdqEqXxOs0oY_kAi11pDgBxCd8Db6w4oY8nLeWgcU0Q/template/preview
The Wonder of Science: thewonderofscience.com/mlccc46

In this video Paul Andersen shows conceptual thinking in a mini-lesson on boundary and initial conditions within systems. Two examples are included in the video and two additional examples are included in the linked thinking slides.

TERMS:
Boundary conditions - the dividing line between system and environment
Initial condition - the beginning state of the system
Inputs - what is put into the system
Outputs - what comes out of the system

This progression is based on the Crosscutting Concept elements from the NRC document A Framework for K-12 Science Education. "When investigating or describing a system, the boundary conditions and initial conditions of the system need to be defined and their inputs and outputs analyzed and described using models."
Source: nextgenscience.org

Thinking in Systems - Level 2 - Components and Interactions

Bozeman Science 2021-02-01 | Thinking slides: docs.google.com/presentation/u/1/d/1j-tcrxSR_pHY7Qil8gybEXFJA0dg5vAZ2BdQYgahGrE/template/preview
The Wonder of Science: thewonderofscience.com/mlccc42

In this video Paul Andersen shows conceptual thinking in a mini-lesson on components and interactions within systems. Two examples are included in the video and two additional examples are included in the linked thinking slides.

TERMS:
System - a set of components (e.g. things) working together
Components - a part of a larger whole
Interactions - reciprocal (two-way) action or influence

This progression is based on the Crosscutting Concept elements from the NRC document A Framework for K-12 Science Education. "A system can be described in terms of its components and their interactions"
Source: nextgenscience.org

Thinking in Patterns - Level 5 - Patterns at Varying Scale

Bozeman Science 2021-02-01 | Thinking slides: docs.google.com/presentation/d/1nWL7Vaw7Rdnu4XZ2Z5pO_mnzq3u9uGDITq2l4fuOJn4/template/preview
The Wonder of Science: thewonderofscience.com/mlccc15

A mini-lesson on patterns at varying scale.

Thinking in Patterns - Level 2 - Patterns of Change

Bozeman Science 2021-02-01 | Thinking slides:docs.google.com/presentation/d/1fTBWNBlymVhjzwTH-81G5Gf1hvXJ0zhbsrtKAxOpvXM/template/preview
The Wonder of Science: thewonderofscience.com/mlccc12

A mini-lesson on patterns of change.

Thinking in Systems - Level 5 - Simulating Systems

Bozeman Science 2021-02-01 | Thinking slides: docs.google.com/presentation/u/1/d/1DIOmy4T1zu7iwdg4HgtunTOUIY8QFKHUTOj0HSrBSfk/template/preview
The Wonder of Science: thewonderofscience.com/mlccc45
Loopy - a tool for system thinking: ncase.me/loopy

In this video Paul Andersen shows conceptual thinking in a mini-lesson on simulating systems. Two examples are included in the video and two additional examples are included in the linked thinking slides.

TERMS:
Simulations - imitation of a situation or process
Interactions - reciprocal (two-way) action or influence
Energy - the ability to cause change
Matter - physical substances
Information - facts provided or learned about something
Scale - the relative size or extent of something

This progression is based on the Crosscutting Concept elements from the NRC document A Framework for K-12 Science Education. "Models (e.g., physical, mathematical, and computer models) can be used to simulate systems and interactions — including energy, matter and information flows — within and between systems at different scales."
Source: nextgenscience.org

Thinking in Patterns - Level 3 - Similarities and Differences

Bozeman Science 2021-02-01 | Thinking slides:
The Wonder of Science:

In this video Paul Andersen shows conceptual thinking in a mini-lesson on similarities and differences. Two examples are included in the video and two additional examples are included in the linked thinking slides.

TERMS:
Patterns - regularity in the world
Similarities - alike
Difference - not alike
Sort - arrange systematically in groups
Classify - arrange in categories based on characterics
Analyze- to study carefully to determine patterns and relationships

This progression is based on the Crosscutting Concept elements from the NRC document A Framework for K-12 Science Education. "Similarities and differences in patterns can be used to sort, classify, and analyze simple rates of change for natural phenomena.
"
Source: nextgenscience.org

Thinking in Patterns - Level 3 - Similarities and Differences

Bozeman Science 2021-02-01 | Thinking slides: docs.google.com/presentation/d/1M91lvs_2T-YS2nHkRX4L822iPxqhy5C9smWUbhEXeds/template/preview
The Wonder of Science: thewonderofscience.com/mlccc13

A mini-lesson on similarities and differences.

Thinking in Patterns - Level 4 - Patterns in Data

Bozeman Science 2021-02-01 | Thinking slides: docs.google.com/presentation/d/1uFpk3l_zgillcHl9fMUErUlE9ysey2yJZJCEgPgbLc8/template/preview
The Wonder of Science: thewonderofscience.com/mlccc14

A mini-lesson about patterns in data.

Thinking in Patterns - Level 1 - Observational Patterns

Bozeman Science 2021-02-01 | Thinking slides: docs.google.com/presentation/d/1WtAN_ROsYRQe4wqznbP3nna0CWKYicUFe_JOOUx4PpA/template/preview
The Wonder of Science: thewonderofscience.com/mlccc11

A mini-lesson on observational patterns.

Thinking in Systems - Level 3 - Inputs, Processes and Outputs

Bozeman Science 2021-02-01 | Thinking slides: docs.google.com/presentation/u/1/d/1vXMTTu-sipACAiHcnG8eL-lAgkWl8VA16X-cCMLXJzw/template/preview
The Wonder of Science: thewonderofscience.com/mlccc43

In this video Paul Andersen shows conceptual thinking in a mini-lesson on inputs, processes and outputs in a system. Two examples are included in the video and two additional examples are included in the linked thinking slides.

TERMS:
System models - a representation of a system
Interactions - reciprocal (two-way) action or influence
Inputs - what is put into the system
Processes - a series of actions or events
Outputs - what comes out of the system
Flows - to move in or as if in a stream
Energy - the ability to cause change
Matter - physical substances

This progression is based on the Crosscutting Concept elements from the NRC document A Framework for K-12 Science Education. "Models can be used to represent systems and their interactions—such as inputs, processes and outputs—and energy and matter flows within systems"
Source: nextgenscience.org

Thinking in Causation - Level 2 - Testing Causes

Bozeman Science 2021-02-01 | Thinking Slides: docs.google.com/presentation/d/188Hq52CBNUAOuCS5rXYMtD9tY6LPjFl1hcodejlWPJc/template/preview
The Wonder of Science: thewonderofscience.com/mlccc22

In this video Paul Andersen shows conceptual thinking in a mini-lesson on testing causes. Two examples are included in the video and two additional examples are included in the linked thinking slides.

TERMS:
Tests - a planned act that is done to learn something
Cause - a thing that gives rise to an event
Support - to give assistance to
Refute - prove to be wrong or false

This progression is based on the Crosscutting Concept elements from the NRC document A Framework for K-12 Science Education. "Simple tests can be designed to gather evidence to support or refute student ideas about causes."
Source: nextgenscience.org

Thinking in Causation - Level 3 - Causal Relationships

Bozeman Science 2021-02-01 | Thinking slides: docs.google.com/presentation/d/1AlYNpDAvWXTuuFdz2jX3WmxEeYJY9uJEEtJdE5japGs/template/preview
The Wonder of Science:
thewonderofscience.com/mlccc23

In this video Paul Andersen shows conceptual thinking in a mini-lesson on causal relationships. Two examples are included in the video and two additional examples are included in the linked thinking slides.

TERMS:
Cause - a thing that gives rise to an event
Effect - an event
Relationship - interconnection between parts of a system

This progression is based on the Crosscutting Concept elements from the NRC document A Framework for K-12 Science Education. "Cause and effect relationships are routinely identified."
Source: nextgenscience.org

Thinking in Causation - Level 4 - Cause, Mechanism and Effect

Bozeman Science 2021-02-01 | Thinking slides: docs.google.com/presentation/d/1wvIKeqkHVGZr2ZFx4A1JqouMVRlDnc3gajO4BYtekRE/template/preview
The Wonder of Science: thewonderofscience.com/mlccc24

In this video Paul Andersen shows conceptual thinking in a mini-lesson on cause, mechanism and effect. Two examples are included in the video and two additional examples are included in the linked thinking slides.

TERMS:
Cause - a thing that gives rise to an event
Effect - an event
Mechanism - the process underlying a phenomenon
System - a set of components (e.g. things) working together

This progression is based on the Crosscutting Concept elements from the NRC document A Framework for K-12 Science Education. "Cause and effect relationships may be used to predict phenomena in natural or designed systems."
Source: nextgenscience.org
A mini-lesson on cause, mechanism and effect.

Thinking in Systems - Level 1 - Parts Working Together

Bozeman Science 2021-02-01 | Thinking slides: docs.google.com/presentation/u/1/d/1iNAtmcA2q_uUTUz3Y4M0T4a3K3fSoeWDnQb19qeL6Gk/template/preview
The Wonder of Science: thewonderofscience.com/mlccc41

In this video Paul Andersen shows conceptual thinking in a mini-lesson on systems as parts working together. Two examples are included in the video and two additional examples are included in the linked thinking slides.

TERMS
System - a set of components (e.g. things) working together
Part - a piece of an object or organism

This progression is based on the Crosscutting Concept elements from the NRC document A Framework for K-12 Science Education. "Systems in the natural and designed world have parts that work together."
Source: nextgenscience.org

Thinking in Systems - Level 4 - Hierarchy of Systems

Bozeman Science 2021-02-01 | Thinking slides: docs.google.com/presentation/u/1/d/197VpADklLwuOHxSJbEdi5Id-Tjvoy6O0LD3aGtGC-Fo/template/preview
The Wonder of Science: thewonderofscience.com/mlccc44

In this video Paul Andersen shows conceptual thinking in a mini-lesson on the hierarchy of systems. Two examples are included in the video and two additional examples are included in the linked thinking slides.

TERMS:
System interactions -
Complex systems - consisting of many different and connected parts
Sub-systems - a self-contained system within a larger system

This progression is based on the Crosscutting Concept elements from the NRC document A Framework for K-12 Science Education. "Systems may interact with other systems; they may have sub-systems and be a part of larger complex systems.
"
Source: nextgenscience.org

Thinking in Causation - Level 1 - Cause and Effect

Bozeman Science 2021-02-01 | Thinking Slide: docs.google.com/presentation/d/1gmMnXqBx_Xj7EhvqXTeG30_NH0PSm45FsWfOSDJYxy0/template/preview
The Wonder of Science
thewonderofscience.com/mlccc21

A mini-lesson on cause and effect.

Thinking in Causation - Level 5 - Probability and Prediction

Bozeman Science 2021-02-01 | Thinking slides: docs.google.com/presentation/d/1oNZXwbWWKGprT5cyA6S0axp4w7jsBUuqGX1g7_udGZE/template/preview
The Wonder of Science: thewonderofscience.com/mlccc25

In this video Paul Andersen shows conceptual thinking in a mini-lesson on probability and prediction. Two examples are included in the video and two additional examples are included in the linked thinking slides.

TERMS:
Cause - a thing that gives rise to an event
Effect - an event
Relationship- interconnection between parts of a system
Probability - the likelihood of something happening or being the case

This progression is based on the Crosscutting Concept elements from the NRC document A Framework for K-12 Science Education. "Phenomena may have more than one cause, and some cause and effect relationships in systems can only be described using probability."
Source: nextgenscience.org

Conceptual Thinking Mini-Lessons: Introduction and Explanation

Bozeman Science 2021-02-01 | All lessons will be found here:
thewonderofscience.com/minilessons

ThinkBlocks were invented by Derek Cabrera at Cornell. https://www.cabreraresearch.org.

How I Make Screencasts

Bozeman Science 2020-06-13 | Paul shows how he makes screencasts by making a screencast about making screencasts.

Hardware and Software
Microphone - Samson GoMic http://www.samsontech.com/samson/products/microphones/usb-microphones/gomic
Webcam - Logitech C920 - logitech.com/en-us/product/hd-pro-webcam-c920
Document Camera - iPevo VZ-R ipevo.com/products/vz-r
iPad and Apple Pencil
Deskscribble - deskscribbleapp.com
Sidecar for Mac Catalina - support.apple.com/en-us/HT210380
Keynote - apple.com/keynote
Screenflow 9 - telestream.net/screenflow/overview.htm

Image Attribution
SARS-CoV-2 without background.png - en.wikipedia.org/wiki/File:SARS-CoV-2_without_background.png#metadata

How Im Teaching Remotely

Bozeman Science 2020-05-24 | Paul Andersen describes how he is teaching remotely in both conferences and classrooms. He tries to focus on good pedagogy rather than technology. The main topics include Whole Class Instruction, Science Investigations, Student Feedback and Small Group Work.

The Evolution of Bacteria on a “Mega-Plate” Petri Dish - vimeo.com/180908160
Riparian Zone Investigation - http://bit.ly/riparianzone
Lauren Bower's Twitter on Anchor Guides - twitter.com/bowersnoborders/status/1252525149200551936

Moving Your Class Online: A Survival Guide for Teachers

Bozeman Science 2020-03-20 | Put together a video to help teachers making this shift during the Coronavirus Pandemic.
Quality Matters Rubric - qualitymatters.org/sites/default/files/PDFs/StandardsfromtheK-12RubricFifthEdition.pdf
Twitter Conversation - twitter.com/paulandersen/status/1240968318904717319
Facebook Conversation - facebook.com/bozemanscience/posts/2937204026336289
Old video on my method for creating videos: youtube.com/watch?v=qySegNxtiNg

Teaching Science at Home: A Survival Guide for Parents

Bozeman Science 2020-03-18 | A short guide for parents teaching science during the Coronavirus Pandemic of 2020.
The Floating Ink Phenomenon youtube.com/watch?v=Euz_y856sqQ&feature=youtu.be
Jedi Levitator Phenomenon youtu.be/rfQsfPXLa5k
My website: thewonderofscience.com

Engaging in Argumentation

Bozeman Science 2019-08-06 | In this video Paul Andersen explains how to have your students engage in argumentation in the science classroom.

The Wonder of Science: thewonderofscience.com/teaching
Argument-Driven Inquiry: argumentdriveninquiry.com
Scientific Argument and Explanation: A Necessary Distinction? Osborne and Patterson researchgate.net/publication/229653119_Scientific_Argument_and_Explanation_A_Necessary_Distinction

Planning and Carrying Out Investigations

Bozeman Science 2019-07-30 | In this video Paul Andersen explains how you can have your students plan and carry out their own investigations.

The Wonder of Science: thewonderofscience.com/teaching