Thinking in Stability - Level 5 - Feedback Bozeman Science 2022-06-04 | Thinking Slides: docs.google.com/presentation/d/10jMfCwTwYpt3ThOddVubGVRRNTAonDGUJxN9vCRHFGM/template/previewThe Wonder of Science: thewonderofscience.com/mlccc75In 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. TERMSController - component of feedback loop that controls input based on a reference Feedback - a loop system wherein the system responds to a perturbationNegative feedback - feedback that reduces the changePositive feedback - feedback that amplifies the changeSensor - component of feedback loop that sends information on output to the controllerStabilize or destabilize - upset the stability of a systemThis 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/previewThe Wonder of Science: thewonderofscience.com/mlccc74In 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. TERMSChange - to become differentIrreversible - not able to be undone or alteredModel - a simplified representation of a systemQuantify - to express or measure the quantity (number) ofRates of change - the speed with which something moves, happens, or changes.System - a set of components (e.g. things) working togetherThis 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/previewThe Wonder of Science: thewonderofscience.com/mlccc73In 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. TERMSCause - a thing that gives rise to an eventChange - to become differentEffect - an eventExplanation - a logical reason for a phenomenonStability - to become unlikely to changeThis 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/previewThe Wonder of Science: thewonderofscience.com/mlccc72In 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. TERMSChange - to become differentComponent - a part of a larger wholeStable - unlikely to changeSystem - a set of components (e.g. things) working togetherThis 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/previewThe Wonder of Science: thewonderofscience.com/mlccc71In 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. TERMSChange over time - to become differentSystem - a set of components (e.g. things) working togetherStable - unlikely to changeThis 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/previewThe Wonder of Science: thewonderofscience.com/mlccc56In 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. TERMSEnergy - the ability to cause changeConservation - the quantity of a physical quantity remains constantObject - a material thing that can be seen and touchedField - the region in which a particular condition (i.e. force) prevailsSystem - a set of components (e.g. things) working togetherThis 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/previewThe Wonder of Science: thewonderofscience.com/mlccc55In 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. TERMSCycling - the movement of things from place to place that repeatsFlow - to move in one direction as if in a streamSystem - a set of components (e.g. things) working togetherEnergy transfer - The conversion of one form of energy into another, or the movement of energy from one place to another.Matter - physical substancesThis 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/previewThe Wonder of Science: thewonderofscience.com/mlccc54In 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. TERMSMatter - physical substancesAtoms - the basic unit of elements Conservation - the quantity of a physical quantity remains constantProcesses - a series of actions or eventsChemical - atoms are regrouped into different moleculesPhysical - a series of changes through statesThis 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/previewThe Wonder of Science: thewonderofscience.com/mlccc53In 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. TERMSEnergy - the ability to cause changeObject - a material thing that can be seen and touchedTransfer - the conversion of one form to another or the movement from one place to anotherThis 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/previewThe Wonder of Science: thewonderofscience.com/mlccc52In 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. TERMSMatter - physical substancesSystem - a set of components (e.g. things) working togetherTransport - to move or transfer from one place to anotherThis 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/previewThe Wonder of Science: thewonderofscience.com/mlccc51In 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. TERMSCharacteristic - a feature or quality belonging to a thingObject - a material thing that can be seen and touchedPiece - a part or segment of somethingShape - 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/previewThe Wonder of Science: thewonderofscience.com/mlccc65In 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. TERMSMolecular-level structures - locations of atoms in a moleculeFunction - an activity or purpose for a thingProperties - any traits of an object that can be measuredComponent - a part of a larger wholeShape - external form of an objectPurpose - the reason for which something is done or createdThis 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/previewThe Wonder of Science: thewonderofscience.com/mlccc64In 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. TERMSComplex structures - structures that consist of many different and connected partsMicroscopic structures - structures that are so small it can only be seen with a microscopeSystem - a set of components (e.g. things) working togetherFunction - an activity or purpose for a thingThis 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/previewThe Wonder of Science: thewonderofscience.com/mlccc63In 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. TERMSStructure - parts in a material objectFunction - an activity or purpose for a thingProperties - any traits of an object that can be measuredMaterial - the matter of which a thing is or can be madeShape - external form of an objectPurpose - the reason for which something is done or createdThis 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/previewThe Wonder of Science: thewonderofscience.com/mlccc36In 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. TERMSScale models - a representation that has been reduced or enlarged to a specific scaleOrders of magnitude - is an approximation of the logarithm of a value relative to a reference value, usually tenThis 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/previewThe Wonder of Science: thewonderofscience.com/mlccc35In 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. TERMSQuantities - the amount (or number) of a thingProportional 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 processesThis 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/previewThe Wonder of Science: thewonderofscience.com/mlccc34In 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. TERMSPhenomena - observable events in the natural world (require explanations)Time - an irreversible series of eventsSpace - the dimensions in which all things exist and moveScale models - a representation of a system that has been reduced or enlarged to a specific scaleThis 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/previewThe Wonder of Science: thewonderofscience.com/mlccc33In 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. TERMSPhenomena - observable events in the natural world (require explanations)Time - an irreversible series of eventsSpace - the dimensions in which all things exist and movePerspective - a mental view of somethingScale - the relative size or extent of somethingSignificance - being worthy of attentionThis 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/previewThe Wonder of Science: thewonderofscience.com/mlccc62In 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. TERMSComplex structures - structures that consist of many different and connected partsSystem - a set of components (e.g. things) working togetherParts - some but not all of somethingFunction - an activity or purpose for a thingRelationship - interconnection between parts of a systemEThis 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/previewThe Wonder of Science: thewonderofscience.com/mlccc32In 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. TERMSPhysical quantities - the properties of a material or system that can be measuredStandard 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/previewThe Wonder of Science: thewonderofscience.com/mlccc31In 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. TERMSScale - the relative size or extent of somethingObjects - a material thing that can be seen and touchedPhenomena - observable events in the natural world (require explanations)Temperature - the degree of heat present in a substanceSize - the relative extent of somethingTime - 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/previewThe Wonder of Science: thewonderofscience.com/mlccc61In 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. TERMSStructure - parts in a material objectFunction - an activity or purpose for a thingShape - external form of an objectStability - to become unlikely to changeThis 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/previewThe Wonder of Science: thewonderofscience.com/mlccc2In 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. TERMSPatterns - regularity in the worldScale - the relative size or extent of somethingSystem - a set of components (e.g. things) working together.Causality - cause and effect relationshipsThis 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=sharingThe Wonder of Science: thewonderofscience.com/mlccc16In 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. TERMSPatterns - regularity in the worldCause - a thing that gives rise to an eventEffect - an eventRelationships - interconnection between parts of a systemThis 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=sharingThe Wonder of Science: thewonderofscience.com/mlccc27In 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 eventComplex systems - a system composed of multiple interacting components; shows emergenceScale mechanisms - small processes underlying a complex systemThis 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/previewThe Wonder of Science: thewonderofscience.com/mlccc26In 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 thingsThis 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/previewThe Wonder of Science: thewonderofscience.com/mlccc46In 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 environmentInitial condition - the beginning state of the systemInputs - what is put into the systemOutputs - what comes out of the systemThis 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/previewThe Wonder of Science: thewonderofscience.com/mlccc42In 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 togetherComponents - a part of a larger wholeInteractions - reciprocal (two-way) action or influenceThis 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/previewThe Wonder of Science: thewonderofscience.com/mlccc15A 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/previewThe Wonder of Science: thewonderofscience.com/mlccc12A 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/previewThe Wonder of Science: thewonderofscience.com/mlccc45Loopy - a tool for system thinking: ncase.me/loopyIn 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 processInteractions - reciprocal (two-way) action or influenceEnergy - the ability to cause changeMatter - physical substancesInformation - facts provided or learned about somethingScale - the relative size or extent of somethingThis 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 worldSimilarities - alikeDifference - not alikeSort - arrange systematically in groupsClassify - arrange in categories based on charactericsAnalyze- to study carefully to determine patterns and relationshipsThis 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/previewThe Wonder of Science: thewonderofscience.com/mlccc13A 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/previewThe Wonder of Science: thewonderofscience.com/mlccc14A 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/previewThe Wonder of Science: thewonderofscience.com/mlccc11A 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/previewThe Wonder of Science: thewonderofscience.com/mlccc43In 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 systemInteractions - reciprocal (two-way) action or influenceInputs - what is put into the systemProcesses - a series of actions or eventsOutputs - what comes out of the systemFlows - to move in or as if in a streamEnergy - the ability to cause changeMatter - physical substancesThis 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/previewThe Wonder of Science: thewonderofscience.com/mlccc22In 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 somethingCause - a thing that gives rise to an eventSupport - to give assistance toRefute - prove to be wrong or falseThis 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/previewThe Wonder of Science:thewonderofscience.com/mlccc23In 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 eventEffect - an eventRelationship - interconnection between parts of a systemThis 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/previewThe Wonder of Science: thewonderofscience.com/mlccc24In 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 eventEffect - an eventMechanism - the process underlying a phenomenonSystem - a set of components (e.g. things) working togetherThis 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.orgA 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/previewThe Wonder of Science: thewonderofscience.com/mlccc41In 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. TERMSSystem - a set of components (e.g. things) working togetherPart - a piece of an object or organismThis 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/previewThe Wonder of Science: thewonderofscience.com/mlccc44In 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 partsSub-systems - a self-contained system within a larger systemThis 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/previewThe Wonder of Sciencethewonderofscience.com/mlccc21A 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/previewThe Wonder of Science: thewonderofscience.com/mlccc25In 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 eventEffect - an eventRelationship- interconnection between parts of a systemProbability - the likelihood of something happening or being the caseThis 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/minilessonsThinkBlocks 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 SoftwareMicrophone - Samson GoMic http://www.samsontech.com/samson/products/microphones/usb-microphones/gomicWebcam - Logitech C920 - logitech.com/en-us/product/hd-pro-webcam-c920Document Camera - iPevo VZ-R ipevo.com/products/vz-riPad and Apple Pencil Deskscribble - deskscribbleapp.comSidecar for Mac Catalina - support.apple.com/en-us/HT210380Keynote - apple.com/keynoteScreenflow 9 - telestream.net/screenflow/overview.htmImage AttributionSARS-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/180908160Riparian Zone Investigation - http://bit.ly/riparianzoneLauren 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.pdfTwitter Conversation - twitter.com/paulandersen/status/1240968318904717319Facebook Conversation - facebook.com/bozemanscience/posts/2937204026336289Old 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.beJedi Levitator Phenomenon youtu.be/rfQsfPXLa5kMy 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/teachingArgument-Driven Inquiry: argumentdriveninquiry.comScientific 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
