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it helps you learn better and understand it better to

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it helps you learn better and understand it better to

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Have more links and more information for the students to learn 

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Have more links and more information for the students to learn 

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The activity allows them to interact and learn for themselves for the words

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The activity allows them to interact and learn for themselves for the words

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It helps them understand what they are learning better by giving them vocabulary 

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It helps them understand what they are learning better by giving them vocabulary 

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it can help the students and teach them how to find misconceptions on their own

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it can help the students and teach them how to find misconceptions on their own

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They can see whats wrong with the misconception

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This instructional guide provides learning of the concept in different ways and reinforces the big ideas of the concept.  I might add a few more additional resources to allow students who would like more activities or to reinforce learning for those who are struggling.

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This instructional guide provides learning of the concept in different ways and reinforces the big ideas of the concept.  I might add a few more additional resources to allow students who would like more activities or to reinforce learning for those who are struggling.

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This activity allows for all the pieces to come together.  It dissolves misconceptions and provides for a deeper understanding of the big idea.

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This activity allows for all the pieces to come together.  It dissolves misconceptions and provides for a deeper understanding of the big idea.

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Students are able to have a greater understanding of vocabulary terms before starting the activity.  This activity also provides a greater understanding of terms used in the lab.

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Students are able to have a greater understanding of vocabulary terms before starting the activity.  This activity also provides a greater understanding of terms used in the lab.

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This activity allows students to work on their own to discover science concepts and keeps them engaged at their own pace.

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This activity allows students to work on their own to discover science concepts and keeps them engaged at their own pace.

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This is a great way to identify misconceptions.  It gets them engaged and prepares them to investigate more about their misconceptions.

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This is a great way to identify misconceptions.  It gets them engaged and prepares them to investigate more about their misconceptions.

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Like a concept map, word/image sort helps the student see the relationships between key terms and how they all come together for the big idea.

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Like a concept map, word/image sort helps the student see the relationships between key terms and how they all come together for the big idea.

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Students are able to see vocabulary terms in action.  This helps to understand key terms better and to actually get the students engaged in science literacy.

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Students are able to see vocabulary terms in action.  This helps to understand key terms better and to actually get the students engaged in science literacy.

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The students can immediately see what is wrong with thier answers to help identify the misconception.  

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The students can immediately see what is wrong with thier answers to help identify the misconception.  

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TEACHER NOTE:  COLLABORATION SHOULD BE ADDED TO ANY DISTRIBUTED SUMMARIZING. MAYBE STUDENTS COULD TAKE A PICTURE OF THEIR SORTS AND SHARE WITH A SMALL GROUP OF STUDENTS?

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I think this instructional guide provides several activities that covers the topic in different ways making sure the students have opportunities to demonstrate their knowledge. I would add more links for students to use them as reference. 

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I think this instructional guide provides several activities that covers the topic in different ways making sure the students have opportunities to demonstrate their knowledge. I would add more links for students to use them as reference. 

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This activity allow students to interact with the key words and demonstrate their understanding of the topic.

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This activity allow students to interact with the key words and demonstrate their understanding of the topic.

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This is an activity that has everything a student needs to demonstrate their knowledge regarding a topic. Students have to complete the lab and then analyze their findings to make conclusions.

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Students are demonstrating their understanding of the topic by taking the quiz and explaining their reasoning of each answer. With their explanation you know if they have any misconceptions. Also, this  activity allows them to interact with the material engaging the student.

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I' m adding an "at home" demo lab of water properties. they will take a before, during, and after photo of themselves with the demo, add it to a google slide file and turn that in for lab credit. just need water, food coloring, paper towels, clear cups and other household items.

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i'll be adding this word sort to my digital resoures

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i'll be adding this word sort to my digital resoures

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The activity reinforces the vocabulary and helps students to demonstrate a higher level of understanding with relationships between terms.

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The activity reinforces the vocabulary and helps students to demonstrate a higher level of understanding with relationships between terms.

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CER activities give students an opportunity to understand the how and why of what they are learning.

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CER activities give students an opportunity to understand the how and why of what they are learning.

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compare the properties of water with that of methane and relate that to life on earth and possibly other planets

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Students work on their own to identify their misconceptions.

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Students work on their own to identify their misconceptions.

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Overall this digital lesson on properties of water utilizes science literacy, misconceptions, engagement and inquiry. I would then simply apply the knowledge obtained to multiple choice questioning similar to EOC items. Utilizing questioning levels 1,2 and 3 will then give my PLC the data needed to see if this lesson was successful or if we need to go back and reteach in different ways.

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The activities provide ways to interact with and make changes to answers during the learning process.

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The activities provide ways to interact with and make changes to answers during the learning process.

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The learning activities gives another approach to introducing and addressing concepts. I enjoy the interactive activities and immediate feedback.

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The Distributed summarizing word/image sorting activity is really helpful towards student success because it gives students options. Allowing student the ability to choose which words and concepts to identify builds confidence. I believe this helps create more engagement for all students.

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I liked this instructional guide. I would add an online inquiry lab.

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I liked this instructional guide. I would add an online inquiry lab.

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I like that it helps to guide student learning . However, what about our lower level readers who have great difficulty in comprehending the information?

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I like that it helps to guide student learning . However, what about our lower level readers who have great difficulty in comprehending the information?

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This learning activity initially promotes independent thinking... which in the videos we watched earlier expresses that students need to be more inquisitive and not be given the answers at all times

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The C-E-R is an awesome way to reinforce scientific processes towards this water lesson. The C-E-R has more application and inquiry towards the vocabulary and literacy than the previous pretests.

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I think having links (or at least page numbers) to the textbook section/chapter on the main topic would be helpful for new teachers.

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I like the word/image sort activity it help create a better comprehension of material. They avoid misconceptions as they sort the information correctly and they are actively engaged as the have to find where it belongs.

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I like the word/image sort activity it help create a better comprehension of material. They avoid misconceptions as they sort the information correctly and they are actively engaged as the have to find where it belongs.

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I love this activity as they can watch it and learn. when the student doesn't quite get the information I like that they can go back and review.

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I love this activity as they can watch it and learn. when the student doesn't quite get the information I like that they can go back and review.

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This activity helps students to build on key vocabulary that will enable them to comprehend what they learn and apply this information when they are doing activities and labs.

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This activity helps students to build on key vocabulary that will enable them to comprehend what they learn and apply this information when they are doing activities and labs.

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Using the term "predict" is a subtle way to continuously engage in scientific thinking and inquiry. Another way to help identify specific misconceptions students may have about certain terms.

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This activity really helps the teacher and student assess the student's understanding of the content at the end of the unit. It helps to direct where more instruction might be needed.

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Agree with previous comments. I really enjoyed the immediate feedback regarding my answers.

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This is a great "virtual" way of teaching students the scientific process. It also teaches them how communicate those ideas in scientific terms.

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are all the glencoe virtual labs in Safari Montage?  I like how everything is explained in the borders. I add a "return to home page" button on each page.

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are all the glencoe virtual labs in Safari Montage?  I like how everything is explained in the borders. I add a "return to home page" button on each page.

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students are able to read the questions at their own pace. this helps with comprehension and literacy. They are engaged because they get to click on their answers. and they can address their misconceptions as they see the answers to their questions and find out why they are wrong.

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students are able to read the questions at their own pace. this helps with comprehension and literacy. They are engaged because they get to click on their answers. and they can address their misconceptions as they see the answers to their questions and find out why they are wrong.

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It helps students with misconceptions by making them think about their understanding of key vocabulary.  It also teaches them about science literacy by giving them a reliable source to build their understanding of the terms/concepts.

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I would consider adding an explicit step in each of them that has them that has the teacher write down how those topics are being answered. The goal is to get teachers to engage a little more with the guides instead of just reading them and taking material without a thought.

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I really appreciate this kind of activity because it shows the kiddos that they can be wrong and that our goal is to learn. There's no pressure with the activity.

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Water quiz & questions with Distributed Summarizing:       Identify how these activities address science literacy, misconceptions, engagement and inquiry.

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Water quiz & questions with Distributed Summarizing:       Identify how these activities address science literacy, misconceptions, engagement and inquiry.

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This helps the student and teacher find the misconceptions by taking the quiz and matching images. It makes the student evaluate their own misconceptions.

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These early activities help instructors to address early misconceptions within the water lesson. Utilizing different ways to test student knowledge on the concepts allows for more accurate data.

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It tgives the students a chance to identify misconceptions and fix their ideas

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It tgives the students a chance to identify misconceptions and fix their ideas

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This one gives students the option of how they research and but gives them reliable resources which saves time.

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the digital sort engages students and activates prior knowledge. they quickly realize what they do and do not know. 

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the digital sort engages students and activates prior knowledge. they quickly realize what they do and do not know. 

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In the end of year curriculum maps, there are a lot of links to the textbook via Safari Montage, which is not found in the Quarter 1 maps. This might help teachers who want to give students additional options for studying or who want to try a flipped classroom approach.

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This is a new way of distributive summarizing for me. I like that it guides the students towards the knowledge that you want them to have, yet they still have to have a good foundational understanding in order to be successful on explaining what they have learned. However, would you use this set-up all year, or just in the beginning until they really master distributive summarizing?

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I love that the C-E-R is defined for the students and can easily be referred back to. I am struggling on a few pages with the overflow directions, but overall, I like that the content is connected to the activities so easily. It also makes the content from the Curriculum maps easier to follow, and it is in manageable chunks for students (and teachers) already. This will really help new teachers to the field get a visual on what we want INBs to look like and how the content flows.

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We previously used this video last year. This is such a nice way for students to do the sort without being in the classroom, or a way for them to have think time in the classroom before working with team members.

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I like the idea of having all of the content preset for the students. We have to make sure the images are set to be in the front. I also would have the words and images side by side, so the term is not covered by the image. Overall, I like this system so far, and all the work is seamlessly connected.