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1. Key Ideas: Four-level continuum (confirmation, structured, guided, open)
2. Useful/Not: Yes it was useful. We liked how the levels allowed students the freedom to explore science as the levels got higher while the teacher's guidance is needed less and less.
3. Future Practice: We think that these levels of continuum could be used in other subjects.

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Key ideas
engage-used to highlight the process of science for interesting the students
explore-where students are typically grouped to elite the process
explain-where writing comes into play with the groups of students so that they learn how to explain their thoughts and ideas about what's going on
elaborate-students are shown another source to talk through an experience together to see different perspectives and are usually involved in an participating activity
evaluate-become more individualized and students get to reflect on their own processes and results

Useful? We think it's a good example of what we could do in a classroom but as far as information, the steps to take of introducing science is the same as any other lesson with engaging, and providing students with many participating opportunities.
Future: The experiment itself would be a good lesson to recreate in the classroom to represent the different steps to introducing science.

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Main Ideas: There are 4 levels of inquiry:
1. Confirmation: students are given a question and method, and the end result is known before hand
2. Structured: students create an explanation based on the evidence they collect
3. Guided: students are given a question but investigate using their own designed/selected procedures
4. Open: students choose the question and how to go about investigating it

This article is useful because it gives specific examples of each inquiry in use.

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main concepts: assessed students engagement and interest in science by scaffolding them into using models to see scientific concepts.

This article was useful because It showed us how students can use models, and constructive data base explanations to see the students engagement throughout the lesson.

we can use these ideas by implementing models and data bases in our class to keep students engagement up throughout the lesson. This is a little more interesting than just lecturing.

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1. Understanding the scientific process through a 4th grade experiment. The scientific process steps were: engage, explore, explain, elaborate, evaluate, and conclusion.
2. We found this article useful by how in depth they went into each step of the scientific process. They shared how they split students up when discussing each step and how to share information.
3. We could use knowledge from this article in future practices by having a better grasp on how to use the scientific process in various ways.

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1. Learning language and learning science are two processes that support one another. Both processes use observing, analyzing, and classifying as main skills.
2. The article was useful because it helped find strategies on how to use something that students already know well, their language, and apply it to teaching them the scientific process.
3. The ideas in this article could be used to assist any struggling students in the subject of science or useful when teaching ELL students science.

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Key ideas- Learning about science and learning a second language are tasks that can support each other. Determining the link between different content areas (language arts and science) allowed him to better help his students connect science processes to the process of learning a second language.

Useful- The concept maps were useful to visually see the connection between the different processes. The charts also helped to organize the information so that comparison and contrast is easy to determine how the processes relate.

Future use- This can be used to help ELLs develop their English skills while still teaching science.

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Key Ideas - 4 different levels of inquiry, set up as a continuum. Confirmation, structured, guided open. Goes from more support to less support.
Useful - Good to think about different ways to support students at different levels and grades
Application - Keeping in mind the different levels when designing lessons or activities for students. Depending on what grade we teach, we could be at different places on the continuum.

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1. Use scaffolding to introduce these scientific models and help them think like a scientist
2. This would be useful for collecting data and digging into scientific processes.
3. You could use these in the future by using the scaffolding and working through these process over time by collecting, using, and analyzing data

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1. Key Ideas: The students used models to look at scientific concepts as well as act like scienfists.
2. Useful/Not: Yes useful. I think this shows us as future teachers to use models to help students learn topics that we might not have access to.
3. Future Practice: We want to get creative so that our students can have a more hands on approach to learning science.

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key concepts: steps to introduce students to science (learning cycle).

This article is useful because it goes into details about the different steps of the scientific process and how we can teach those to our students.

we can use these ideas in our classroom one day because all students need to learn about science. Being able to teach science is important and so having different steps and processes will make it easier for students to understand the information.

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1. Key ideas: Developing instructional strategies around standards and student backgrounds.
2. This article is useful because it shows how to develop strategies to help your students learn based on their different backgrounds because the state standards cannot be easily applied to everyone.
3. The connection between language arts and the science standards can be a useful tool to use in the classroom particularly with ELL students who may not have the vocabulary needed to understand the concepts being taught.