# data[].attributes.body
Notes from videos:

# data[].attributes.headline
Kristen Thomas, Fairfax Elementary School, Allendale County School District 

# data[].attributes.subject
Kristen Thomas, Fairfax Elementary School, Allendale County School District 

# data[].attributes.body
SEP 3: Plan and Conduct Investigations

Standard: 2.E.2A.3  Develop and use models to describe and compare the effects of wind (moving air) on objects.

Students will conduct several investigations to learn how wind effects objects. From a student’s lens: I learned about the damage wind could do in our lessons about severe weather. Now I’m getting to see upclose some of the things wind (moving air) can do. It is really interesting to see how air can effect things. Air can do many things and the experiments are really fun to do. I noticed that air can do many things and acts differently on different objects.

# data[].attributes.headline
Abigail Bowers, Fairfax Elementary, Allendale County

# data[].attributes.subject
Abigail Bowers, Fairfax Elementary, Allendale County

# data[].attributes.body
SEP 3:  Plan and conduct investigations
We have continued our study of life cycles, focusing on the life cycle of a pumpkin.
From a student lens...
I am exploring the parts of a pumpkin. I am using the vocabulary that I have learned in the past few weeks about pumpkins and life cycles. Pumpkin seeds are different from apple seeds. The inside of the pumpkin was gooey and stringy.  I know that we will need dirt, water, seeds, and sunlight to grow a pumpkin plant.  How long will the plant take to grow/sprout?  When will a pumpkin grow?

The videos further explained how the SEPs and CCCs are to be a bridge to connect all science domains.  Vocabulary is also an important element to assist students.

I noticed vocabulary playing a huge role in our investigation of the pumpkin and its needs as a plant.  Students were using the vocabulary that we have been building on for the past two months.  My students were asking questions about more than the seeds and stem, which are common and typically easy vocabulary words.  They were asking when the sprout would come from the dirt, and discussing whether our pumpkins would produce a blossom.

# data[].attributes.headline
Jack Eustace, Givhans Alternative Program, Dorchester2

# data[].attributes.subject
Jack Eustace, Givhans Alternative Program, Dorchester2

# data[].attributes.body
The SEP I choose is #8, Obtaining, Evaluating, and Communicating Information. As a student:
When I read the assignments, I often do not understand what the writer is talking about because I don't know the vocabulary. When they throw a diagram into the middle of the article it usually muddies the already murky water.
Explicit instruction helps me get into the flow of the lesson. Once I have some terms that I can hold onto, I can start to have a conversation with my peers. Adding tables and diagrams makes more sense so that I can write notes that work for me.
As I start to add terms and drawings to my notebook, I have a ready reference that I understand and can start to make guesses about what will happen next or how I can differentiate cells and their parts and functions.
My viewpoint:
I learned that with all the new programs, you still should feel comfortable with explicit instruction. That should not be the end of it though. Primary Literature should be included and students should be strongly encouraged to add guesses about the topic as they add to their vocabulary and become better able to apply their new knowledge.
We are working with cells and using several different types of text so they can read at different levels. As we review types of cells, the terms become more familiar. We have tried making an analogy, comparing a cell to a city. The problem is the students do not have enough knowledge about either in order to be able to make an analogy. So we have temporarily abandoned that project. We are looking at commonalities in the types of cells. This lends itself easily to the mini-posters. So we will see

# data[].attributes.headline
Sydnia Petersen, Carver Edisto Middle School, OCSD4

# data[].attributes.subject
Sydnia Petersen, Carver Edisto Middle School, OCSD4

# data[].attributes.body
The SEP's we have chosen to focus on are Asking Questions, Using Models, and Interpreting Data. From the student's perspective:
1. When I ask questions that can be discovered through experiments, my questions are more scientifically valid. I can use models to perform my experiments and then interpret the data to draw conclusions from my experiments.
2. I really liked the progression parts of each video that he said. Students at my middle school are severely lacking in basic scientific skills, so this progression gave me a basis to start with so that hopefully by the time students graduate they will be caught up to students in comparable school districts.
In our current unit, we will be focusing on energy. We will be completing a kinetic and potential energy lab where students build a car out of K'nex pieces. They will then send the car down a ramp of varying heights to see how far the car can push a cup. They will also add washers to the car to increase the mass and will repeat the experiment. The question they are trying to answer is how the height and mass of an object affect's its gravitational potential energy therefore affecting the total kinetic energy the object can have. The model being built is the car and the ramp. We will then look at larger scale objects such as wrecking balls to compare what we learned with our small scale experiment.

# data[].attributes.headline
Rhonda Jennings,  Carver Edisto Middle School,  Orangeburg Consolidated School District  4

# data[].attributes.subject
Rhonda Jennings,  Carver Edisto Middle School,  Orangeburg Consolidated School District  4

# data[].attributes.body
The SEP's I've chosen for implementation in the classroom from the students lens.

A. . System and Models--In the eye of the student the models can be used for understanding and predicting behavior of our Knex vehicle.
. Energy and Matter--As a student , we are tracking the energy flow and how it behaves  in the system.

What I gained from viewing the videos :
The concepts are designed to cross the domains of science and create avid learners for the next generations.

How I can apply this to my classroom-
Teach students to be more actively engaged in the practices through inquiry and more hands on activities. The use of technology can also be implemented. However, the use of computers can be used in many ways-to facilitate drill and practice exercises or to provide access to powerful analytical tools and real scientific data sets, such as real time data.

# data[].attributes.headline
LAKHMI SUNITHA ARAVA,  ESTILL HIGH SCHOOLHAMPTON DISTRICT 2

# data[].attributes.subject
LAKHMI SUNITHA ARAVA,  ESTILL HIGH SCHOOLHAMPTON DISTRICT 2

# data[].attributes.body
The SEPS  from students lens
students develop and use models to understand or represent phenomena, processes and relationships that include arrangement and structure of simple hydrocarbons. students  designing simple diagrams, constructs, and computer generated models using ball and stick model  to illustrate isomerism in branch and chain hydrocarbons.

My  gain after reviewing the SEP videos

How do the practices engage students in thinking deeply about their work?

How are the practices interrelated?

How can i use the practices in my classroom?

How can i promote SEP with more vigor for the improvement

APPLICATION
Performance Indicator
H.C.3A.5 Develop and use models (such as Lewis dot structures, structural formulas, or ball-and-stick models) of simple hydrocarbons to exemplify structural isomerism.
Science and Engineering Practices :

2. Develop and use models

Also extended to analyze and interpret data/ formulas
use mathematics and computational thinking for writing formula of hydrocarbons
engage in argument from evidence about structural isomers
obtain, evaluate, and communicate information on various isomers construct devices or define solutions

SEP notes

# data[].attributes.body
The SEPs look like_______________________...in a classroom from the student lens.

I gained _________________... after reviewing SEP videos.

I applied __________________________...

Also, this can be super messy.  That doesn't matter.  Dig deep and when you are ready to add anything hit the pink plus sign in the bottom right corner.  If you need me, call or email.  Jeff