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 constructing claims using evidence and reasoning.
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.
This content has been moved. You can find it under Creation of Urban Heat Islands Story Map link.
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.
Students will explore existing CO2 levels at their given location or city. By using Earth System Data Explorer, the teacher will create an animation and line graph of CO2 levels at their location.
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.