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Today’s work confirms the work we’ve embarked on with our schools already.

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Morning experience reaffirms our focus for next steps with the NYSSLS.

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Even topics that students may have little background in can still produce great conver

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Starting with questions leads to engaged learners with buy-in! Nothing better than excited, invested Ss!

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Making me think how we can use phenomena within all grade levels

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No more easy street...be ready to think

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We often feel like we have to rush and truly we get more out of it if we spend the time

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Misconceptions are really just incomplete understandings, creating models allows students to find their incomplete thinking

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Keeping student questioning on target

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It's got to be good to get the buy in

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hone in by layering focus when questioning (sticky note activity with deer topic)

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hone in by layering focus when questioning (sticky note activity with deer topic)

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It makes me reflect on how the guiding questions are generated for a unit

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Use phenomena to began student questioning

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Finding phenomenon that intrigues a large percentage of students

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Using phenomena video to spring board a unit

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Using phenomena video to spring board a unit

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We usually have students create a diagram before they build (within engineering), but what if students sketched the model after so they see the science ideas integrated with their design. For example. A solar oven design could be sketched after the build phase to show where the sun would enter the oven.

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How will we scaffold this learning (using models) for our students

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Helping teachers experience this awesome way of learning science phenomena in an inquiry-based manner. I think that opportunities like this for our teachers will help them realize that by teaching science in this way isn’t "Barking up the wrong tree,” but teaching science thoughtfully!

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In reverse. More in depth and ownership