Chapin PLO 2nd Padlet by Jeff Burden https://padlet.com/jburden3/qmb1274lgypx Please include a brief description of the learning including: artifacts, explanation of what the students did, and why they did it. Remember to include your name and school in the title section. Also, list any and all Performance Indicators, SEPs and CCCs that were covered with the learning. en-us 2018-03-14 14:39:31 UTC 2024-06-24 20:31:56 UTC hello@padlet.com Jeff Burden SCDE (These are just points to get you started...) jburden3 https://padlet.com/jburden3/qmb1274lgypx/wish/241909304 The learning covered:
Students:
Students did this to:
They were further able to:
SEPs:
CCCs

Remember to hit the pink circle/plus sign to add your materials.]]> 2018-03-14 14:41:07 UTC https://padlet.com/jburden3/qmb1274lgypx/wish/241909304 Christine Lechzier and Jacqueline Lowry https://padlet.com/jburden3/qmb1274lgypx/wish/244731501 Does Light Affect the Growth of an Organism

]]> 2018-03-21 19:38:47 UTC https://padlet.com/jburden3/qmb1274lgypx/wish/244731501 Julie Waites - Little Mountain Elementary, Newberry County School District https://padlet.com/jburden3/qmb1274lgypx/wish/245887497 In our recent unit study on light, students participated in a lab where they created six various models of the refraction of light. (In fourth grade, students must be able to distinguish between reflection, refraction, and absorption of light.) Students observed light traveling through substances of different densities, causing it to slow down and bend. Students recorded their observations after creating each model with their groups, and we discussed these observations together. As a final activity, students were to develop their own model to demonstrate the refraction of light, describe it, and include a diagram.

CCCs - Systems and System Models
SEPs - Develop and Use Models
Performance Indicator - 4.P.4A.4 Develop and use models to describe how light travels and interacts when it strikes an object (including reflection, refraction, and absorption) using evidence from observations.  

]]> 2018-03-25 21:45:27 UTC https://padlet.com/jburden3/qmb1274lgypx/wish/245887497 Nicole Whitfield - St. Stephen Middle, Berkeley County School District whitfieldn1 https://padlet.com/jburden3/qmb1274lgypx/wish/246036218 In this unit students were introduced in learning about the interior of the Earth. Students were able to participate in handling the egg earth model and making a foldable diagram obtaining and communicating information about the Earth's layers. Student were able to determine the pros and cons in using the egg model and researching information about the layers composition, relative position, density, and etc.
CCC's - Systems and Systems Models
           - Structure and Function 
SEP's -  Develop and Use Models
 - Obtaining, Evaluating, and communicating information
The indicator for this activity was to obtain and communicate information of the Earth's layers to describe crust, mantle, and core.]]> 2018-03-26 12:27:53 UTC https://padlet.com/jburden3/qmb1274lgypx/wish/246036218 I recently began utilizing science groups in my science classes. On this particular day, the first group in rotation came to me with their science notebooks for an experiment. One group worked on science websites, while another group completed guided notes with a severe weather power point. Another group read science literacy books and completed response cards, while the last group worked in their text books. The experiment we did was "The eye of the storm" using pepper, water, a paperclip, and a popsicle stick. https://padlet.com/jburden3/qmb1274lgypx/wish/246125837 2018-03-26 15:06:45 UTC https://padlet.com/jburden3/qmb1274lgypx/wish/246125837