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I enjoyed the different ways teachers created experiences for their students around analyze and using data.

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One of my biggest take away is the need to create a uniform checklist for students whenever they come across images, data and graphs on the Regents. Allowing large space for students to write their response was also helpful. Lastly, the goal should be to make the data real.

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I will take away the idea of using multiple diagrams alongside data tables to incorporate multiple means of interpretation and analysis with similar/same information and connected to the same event. I will continue to build on our current activities as well as pull this idea into current unit planning. This will improve my students learning by encouraging them to draw connections between multiple medias.

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I was thinking about how necessary it is that we communicate what a successful answer looks like (what is a good explanation, summary etc.) using data or models or images, and provide students with models and feedback for how to push them to get there.

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I was thinking about how necessary it is that we communicate what a successful answer looks like (what is a good explanation, summary etc.) using data or models or images, and provide students with models and feedback for how to push them to get there.

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I will work on a lesson that involves creating models and graphs to help them discover knowledge on their own!

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I will work on a lesson that involves creating models and graphs to help them discover knowledge on their own!

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I got alot of new ideas for how to    integrate data to make a more interesting weathering unit. It helped me think of ways to scaffold data and charts

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How will this impact my student learning? Part of the feedback I got today was to have students circle/color code parts of the graph as a way for me to assess student learning. For example, circle the high/low tides on a cyclic patter of tide height.  This is something that I would like to do with with other graphs/maps diagrams. I will try to bring that in next time to see how they did. 

# data[].attributes.subject
How will this impact my student learning? Part of the feedback I got today was to have students circle/color code parts of the graph as a way for me to assess student learning. For example, circle the high/low tides on a cyclic patter of tide height.  This is something that I would like to do with with other graphs/maps diagrams. I will try to bring that in next time to see how they did. 

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I’m thankful for the ideas - word banks and pair share within the lab to help students solidify what the data is ‘saying’. Working with ES teachers is so different than working with science teachers in general. I’m excited to continue.

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I will work on more modifications on the chart we have created last time. 

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I will work on more modifications on the chart we have created last time. 

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I learned about New Vision website and other websites that can be used for climate maps. Will be able to implement more data centered documents into my lessons

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Take away
more detail on analyzing questions given to students.  Planning new unit.

Better way to look at work sheet. Designing rubric for grapha and tables.

Better understand questions before attempting to answer.

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- I'd never seen their 5E curriculum before; there's a lot of great (data-based) resources here!
- I also didn't even think of looking at the Living Environment curriculum for Earth Science-applicable resources.

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This session will influence my practice because it is refocusing me on having students use reasoning to support the evidence they collect.

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Observing student work made me think a lot about how we scaffold and how we can do it better for different types of learners (writing a claim with evidence and reasoning, drawing an explanation, and  graphing the same info)

# data[].attributes.subject
Observing student work made me think a lot about how we scaffold and how we can do it better for different types of learners (writing a claim with evidence and reasoning, drawing an explanation, and  graphing the same info)