Argumentation is an important practice whereas the scientist develops explanations using evidence and reasoning to explain observed phenomena.
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Within the science education community, there is a shift in focus from content driven instruction to that of the processes and practices associated with the acquisition of scientific knowledge.
Within the science education community, there is a shift in focus from content-driven instruction to that of the processes and practices associated with the acquisition of scientific knowledge.
Students will practice the process of making claims, collecting evidence to support claims, and applying scientific reasoning to connect evidence to claims.
Students use albedo values of common surfaces along with photographic images of Earth taken from the International Space Station to make an argument about specific anthropogenic activities that impact Earth’s albedo.
Students compare climographs for two locations to determine the most likely months to expect the emergence of mosquitoes in each location.
Students will analyze surface temperature and solar radiation data to construct explanations about the relationship of seasons and temperature to the amount of solar energy received on Earth’s surface.
This mini lesson engages students with answering questions on cause and effect relationships by watching a NASA video related to changing forests in the Pacific Northwest from 1984 to 2011.