HKF:MBO> *:LL>LLF>GM * E>LLHG *IE:GL - WestEd
Formative assessment lesson plans English language arts science Grades 6-8 Maritza lozano 2016 Regents of the University of California This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License (CC BY-NC-NC 4.0) https://creativecommons.org/licenses/by-nc-nd/4.0/ The work reported herein was supported by grant number 2012-8075 from The William and Flora Hewlett Foundation with funding to National Center for Research on Evaluation, Standards, and Student Testing (CRESST). The findings and opinions expressed in this report are those of the authors and do not necessarily reflect the positions or policies of The William and Flora Hewlett Foundation.
Formative Assessment Lesson Plans TABLE OF CONTENTS Introduction Integrated Literacy in Science Learning Instructional Routines and Supports Formative Assessment Unit Overview Lesson Set I Opening: How Do Fireworks Get Their Colors? Lesson 1: What is an atom? Lesson 2: What makes objects attract or repel each other? Lesson 3: What’s different between an atom and a molecule? Lesson 4: What is the periodic table? Lesson 5: What is a simple molecule? Lesson 6: What is a complex molecule? Assessment: Atoms & Molecules Lesson Set II Lesson 7: What is a chemical reaction? Lesson 8: What are characteristics of chemical reactions? Lesson 9: What is evidence of a chemical reaction? Assessment: Identify An Unknown Substance Lesson Set III Lesson 10: Lesson 11: Lesson 12: Lesson 13: Lesson 14: spectrum? What is the role of energy in a chemical reaction? What happens to matter when thermal energy is added or removed? Why do fireflies glow? What is light? What is the relationship between light, energy, and the electromagnetic Culminating Assessment Part I Part II Appendix 1
Formative Assessment Lesson Plans INTRODUCTION With support from the William and Flora Hewlett Foundation, the National Center for Research and Evaluation of Standards and Student Testing (CRESST) has developed a series of middle school history and science model units that integrate English language arts. The units are designed to offer content-area teachers examples of meaningful and authentic integration of Common Core literacy practices to teach and learn history or science content. The units also are designed to illustrate the use of formative assessment of the content and literacy practices where each assessment opportunity measures student content understanding and competency with a specific literacy practice. Lastly, the model units are also designed to demonstrate how Common Core literacy and formative assessment practices are used throughout an integrated series of lessons that “build up” to a larger summative assessment at the end of the unit. INTEGRATED LITERACY IN SCIENCE LEARNING Over the past two decades, science learning has been a major focus of education reform efforts. While policymakers, researchers, and educators alike have employed a variety of strategies in an attempt to address the struggles with science learning, the stark reality is that little, if any, progress has been made. Students continue to perform poorly on national measures of science achievement, like the National Assessment of Educational Progress (NAEP). Research in the area of science achievement and learning suggests that stronger articulation between adolescent literacy and the discipline of science are needed. Literacy practices associated with learning science - reading, writing, listening, and speaking - are an integral component to support learning for all students. While all students benefit from explicit literacy support in content areas, like science, it is especially important for students who struggle with reading and writing, and English Language Learners (ELLs). Although there have been a limited number of designed interventions with the aim of creating these explicit connections1, there has been limited progress made on a large scale. Recently, the advent of the Next Generation Science Standards (NGSS) and the Common Core State Standards (CCSS) has brought national attention to the importance of literacy in relation to science learning. Despite the crucial nature of the integration of literacy in science learning, curricular materials available to teachers do not provide examples of how to 1 See Lee & Spratley (2010) for a review of designed interventions related to science teaching. 2
Formative Assessment Lesson Plans meaningfully and authentically integrate these practices as part of daily on-going instruction. The scarcity of resources for teachers has been much more pronounced at the secondary level, where teachers who are experts in their discipline lack the support required implementing integrated literacy approaches to teaching science. Literacy Development, Science Content and Practices, and Assessment in Science Learning The goal of this unit is to demonstrate how and why the integration of literacy activities in the service of scientific inquiry is key to learning science and improving literacy. The unit authors have used pedagogical principles grounded in research as a framework to guide instructional design. These pedagogical design principles incorporate literacy practices proven to enhance learning of science content while simultaneously emphasizing systematic use of on-going formative and summative assessment to support learning (Figure 1). Literacy Development Systematic Assessment Model Science Unit Science Content & Practices Figure 1. Research-based unit design LITERACY DEVELOPMENT Literacy practices2 in this unit are defined as the types of reading, writing, listening, speaking, and language-based tasks and activities that students engage in the process of learning science. These are based on a scientific inquiry process shown in Figure 2. This version of Barton and Hamilton (2000) assert that “literacy is a social practice” (p. 7) and define literacy practices as “the general cultural ways of utilising written language which people draw upon in their lives” (p. 7). Practices are internal processes that are not observable. However, literacy events, “activities where literacy has a role” (p. 8) are “regular, repeated activities linked to routine sequences” (p. 9). The role of texts within these literacy events are used to guide the approach included in this unit. Science learning in schools is a context in which literacy events play a crucial role. 2 3 See Schwarz & White (2005) for more information. 3
Formative Assessment Lesson Plans scientific inquiry was selected because of its explicit use of modeling 3 as part of science learning. The literacy practices shown in Table 1 are illustrative of the types of literacy activities students can be expected to participate in while they are conducting scientific inquiry. Understanding the literacy practices associated with learning science is an important step in understanding the instructional routines, like annotation and double-entry journals, that support students’ continued literacy development (see Appendix for a complete description of instructional routines and supports). Hypothesize Question Investigate Evaluate Analyze Model Figure 2. Scientific inquiry model used to guide the development of lessons in this unit. Based on work appearing in “Metamodeling Knowledge: Developing Students’ Understanding of Scientific Modeling,” by C. V. Schwarz and B. Y. White, 2005, Cognition and Instruction, 23(2), p. 173. SCIENCE CONTENT AND PRACTICES Learning science requires students to make authentic use of reading and writing, as detailed in Table 1 below. The lessons in this unit follow a cyclical structure that incorporates the use of a core set of instructional routines designed to support student engagement in scientific inquiry. Findings suggest that the routines and supports included improve science achievement and literacy for a wide-range of students, including students who have struggled with science for a number of reasons including issues related to language and literacy. Rooted in scientific inquiry, these instructional routines map onto the different literacy activities associated with learning science (Lee & Spratley, 2010) detailed below and are a key feature of the design of this unit. 4
Formative Assessment Lesson Plans Table 1 Literacy Practices Associated With Scientific Inquiry Scientific Inquiry Question Hypothesize Investigate Analyze Model Evaluate Literacy Practices Read science texts (claims and evidence, main ideas and supporting details) Write notes and summaries of readings Read past notes, investigation write-ups, and work collected in Science Notebook Discuss current understandings with peers and teacher Justify responses and explanations with evidence and reasoning from texts, past learning experiences, discussions, etc. Formulate and record hypotheses Read science texts to study investigation methods and procedures Written record of methods and procedures Discuss current understanding with peers and teacher Justify responses and explanations with evidence and reasoning from texts, past learning experiences, discussions, etc. Record data in Science Notebook Record observations, initial impressions, concerns, and questions Discuss data with peers and teacher Formulate initial understandings Use data and evidence to support explanations and responses Read previous texts and notes during analysis of data Read and analyze data in Science Notebook Summarize and record findings Formulate and record conclusions Discuss current understanding with peers and teacher Justify responses and explanations with evidence and reasoning using data, texts, past learning experiences, discussions, etc. Read about different models and record notes Write notes and summaries of readings Use computer modeling software to support model development Create models with clearly labeled components to explain scientific phenomena Discuss current understanding with peers and teacher Justify responses and explanations with evidence and reasoning from data, texts, past learning experiences, discussions, etc. Prepare multimedia presentations Organize information logically and coherently Discuss current understanding with peer and teacher Use evidence to support explanations Prepare and present investigation findings 5
Formative Assessment Lesson Plans ASSESSMENT An equally important aspect of the unit design is its systematic use of on-going formative and summative assessment, both of which are tightly coupled to support the learning goals in the unit. Included throughout the unit lessons are examples of formative assessment opportunities that can occur formally or informally. The formative assessment opportunities are based on the cycle of formative assessment illustrated in Figure 3 (Heritage, 2010). The unit ends with a major culminating assignment that serves both formative and summative purposes. Taking Pedagogical Action Analyzing Evidence Learning Goals and Success Criteria Gathering Evidence Figure 3. Formative assessment process illustrating a continuous cycle of opportunities to gather evidence and take pedagogical action in support of student learning. Formative assessment is embedded throughout the lessons to inform instruction and provide feedback to teachers and students alike, so that teaching and learning can be augmented as needed based on evidence of student learning. For this reason, the activities in this unit provide an initial structure for integrating literacy and science to reach specified learning goals, but do not include all the learning activities that may be required. INSTRUCTIONAL ROUTINES AND SUPPORTS Learning science can be challenging for many students. Often, students are unfamiliar with the type of language and syntax used to describe scientific concepts. The language of science may pose difficulties for students in general, and more so for students who have experienced language and literacy challenges. Teachers can support students to overcome these 6
Formative Assessment Lesson Plans challenges by providing explicit instruction organized around a set of instructional routines. Instructional routines can support students by providing them with a set of tools that they can use to learn science as they navigate science text, participate in class discussions, and write for a variety of purposes. The instructional routines and supports included in the Appendix are referenced throughout the series of lessons presented in this model unit. The routines are designed to help teachers prepare and engage in instruction that supports students in meeting the learning expectations expressed in the Literacy in History/Social Studies, Science and Technical Subjects (6-12) Common Core State Standards and the Next Generation Science Standards. LITERACY ROUTINE EXAMPLES ANNOTATION Students read text closely and identify key text features to support reading comprehension and conceptual knowledge acquisition. Specific symbols are used to mark key text features. Annotation supports students’ comprehension. Students learn how to identify important text elements, including key content vocabulary, definitions of concepts, main ideas, claims, supporting details, and evidence. How and Why Do Fireflies Light Up? 1 Lexile 1240L Marc Branham, an assistant professor in the department of entomology and nematology at the University of Florida, explains. Fireflies produce a chemical reaction inside their bodies that allows them to light up. This type of light production is called bioluminescence. The method by which fireflies produce light is perhaps the best known example of bioluminescence. When oxygen combines with calcium, adenosine triphosphate (ATP) and the chemical luciferin in the presence of luciferase, a bioluminescent enzyme, light is produced. Unlike a light bulb, which produces a lot of heat in addition to light, a firefly's light is cold light, without a lot of energy being lost as heat. This is necessary because if a firefly's light-producing organ got as hot as a light bulb, the firefly would not survive. 7
Formative Assessment Lesson Plans DOUBLE OR TRIPLE ENTRY JOURNALS Students use these tables to organize information and ideas drawn from text, discussions, and other sources. The use of Double Entry Journals supports students in learning how to document and organize information as an intermediary step for exposition of oral and written ideas. Why do fireflies glow? Chemical reactions in the body Superoxide anion is key to glow How do you know? What is your evidence? Include source. Light production in fireflies is due to bioluminescence (Scientific American article and National Geographic) SUMMARIZATION Students distill information from text to include only the most important information and details about a given topic or idea. Summarization supports students’ comprehension and content learning. When students are involved in the identification of essential main ideas and preparation of a written summary, they have additional opportunities to revisit content. Summary: Mendeleev and the Periodic Table The periodic table is a tool used to organize and group elements with shared characteristics. The version we use today was created using Dmitri Mendeleev’s model at a time when not all the elements we see today had been discovered. What was special about Mendeleev’s model is that he was able to predict properties of unknown elements. He left gaps in his periodic table model to allow for these element discoveries. Mendeleev used the atomic mass of elements to organize these and continued grouping according to other shared element properties. The text states that “a good model is able to incorporate newly understood information” (p. 1). Mendeleev’s model has done just that, withstanding the test of time. New elements have been discovered and have fit nicely with Mendeleev’s model of the periodic table. 8
Formative Assessment Lesson Plans EXPLANATION Students use their knowledge of scientific concepts to generate an explanation of a given phenomenon or concept. When students generate oral and written explanations, they learn to establish claims, identify supporting evidence, and create logical connections to describe their reasoning. These are essential in science learning. ARGUMENTATION Students use scientific and engineering practices to evaluate and respond to claims and evidence about a given topic or concept. Students involved in argumentation take stances and establish claims in relation to these positions. They must carefully identify and select appropriate evidence to support their claim and provide sufficient reasoning to support their argument. INVESTIGATION, ANALYSIS, AND CONCLUSION Students use their knowledge of the scientific method to write a detailed account of inquiry and investigation to demonstrate confirming or disconfirming evidence of a given hypothesis. Investigation supports students’ ability to document their inquiries, learning development, and exposition of reasoning and analysis. SCIENCE NOTEBOOKS Students create a record of learning over time, documenting science concept learning. The Science Notebook is an important tool students can use to collect a variety of classroom artifacts over time. The Science Notebook can be used to describe a trajectory of science learning and is also a valuable self-reflection tool. FORMATIVE ASSESSMENT Formative assessment opportunities are clearly marked throughout the unit lessons. These include suggested ways to gather evidence of learning in the context of the tasks and activities within the lesson. The success criterion included in each lesson is used to determine evidence of learning. 9
Formative Assessment Lesson Plans READING Teachers can gather evidence of student learning whenever students are engaged in reading by: Observing students as they read and annotate Checking in with students about their understanding of the text Collecting and studying student annotations, checking for accuracy Collecting and studying student Double Entry Journals and Triple Entry Journals, focusing on identification of main ideas, supporting details, and reasoning Reading students’ written summaries, using a rubric (see Appendix) to check for comprehension and understanding DISCUSSION Discussion is a valuable evidence-gathering opportunity. Teachers listen to student responses to make in-the-moment instructional moves based on students’ current thinking. These understandings support teachers as they consider student knowledge and instructional needs that should be addressed in the current lesson or in future lessons. Brief or lengthy discussions are sources of valuable information for teachers. Teachers listen to student responses to make instructional decisions based on students’ current thinking. These understandings will support teachers to consider student knowledge and possible misconceptions that may need to be addressed in the current lesson or in subsequent lessons. Teachers can gather evidence of student learning whenever students are engaged in reading by: Observing students and listening to them talk as they formulate ideas and conjectures about a specific topic Checking in with students about their conjectures, pressing student thinking PEER AND SELF-ASSESSMENT While students discuss clarifications, revisions, and/or new understandings with peers, teachers attend to student responses and continue to gather evidence of student learning. Teachers can gather evidence of learning by listening to peer-to-peer conversations, studying 10
Formative Assessment Lesson Plans student artifacts to documented changes in student thinking, like Science Notebooks completed Double Entry Journals, or exit slips, and reviewing charted student responses at the end of a period. WRITING Throughout the unit students will have numerous opportunities to write. Whether students write explanations of observed science phenomena, document data collection throughout investigations, or write analyses and conclusions of data in lab reports, these are all important sources of evidence of learning that will support teachers in making informed instructional decisions to push student thinking forward. 11
Formative Assessment Lesson Plans UNIT OVERVIEW Lesson Set Set I Lessons 1-6 Set II Lessons 7-9 Set II Lessons 10-14 Description The first lesson set focuses on developing students’ understanding of foundational concepts about matter. These first lessons include study of the following: the structure of atoms simple and complex molecules shared characteristics and structures of pure substances These topics support students’ understanding and explanation of what happens, atomically/molecularly speaking, in chemical reactions. Assessment opportunities in this lesson set include: develop models that describe atomic composition of molecules identify atom and molecule components and describe how these relate The second lesson set focuses on developing students’ understanding of chemical reactions. These lessons include explorations about: chemical reactions characteristics of chemical reactions physical vs. chemical change These topics support students’ ability to determine whether a chemical reaction has taken place. Assessment opportunities in this lesson set include: use simple/complex molecule models to describe pure substances before and after chemical interactions analyze and interpret data based on characteristic properties of pure substances to determine whether a chemical reaction has occurred The third lesson set extends student knowledge of chemical reactions to include considerations of the role of energy; it’s relationship to the electromagnetic spectrum, and the visual light spectrum. In this lesson set, students explore: the role of energy in breaking bonds during chemical reactions energy’s effect on matter before, during, and after a chemical reaction the relationship between energy and the visual light spectrum These lessons are designed to support students’ understanding of the role of energy in chemical reactions. Assessment opportunities in this lesson set include: explanations of the role of energy and temperature in exothermic and endothermic reactions descriptions of the relationship between energy and light on the electromagnetic spectrum 12
Formative Assessment Lesson Plans Culminating TASK OVERVIEW Lesson Set Description Culminating Assessment The culminating assessment is comprised of two parts: 1 an investigation 2 an argumentation writing task In Part I, students investigate the amount of energy required to produce the variety of colors observed during a display of fireworks. In Part II, students construct an argument in response to the question, “How do fireworks get their colors?” Students use the investigation data they have collected and analyzed to support their written response. UNIT TIMELINE Lesson Lesson Title 0 1 2 3 How do fireworks get their colors? What is an atom? What makes objects attract or repel each other? What’s different between an atom and a molecule? 4 What is the periodic table? 5 What is a simple molecule? 6 Assessment I 7 8 9 Assessment II 10 11 12 13 14 Culminating Assessment What is a complex molecule? Atoms & Molecules What is a chemical reaction? What are characteristics of chemical reactions? What is the difference between chemical and physical change? Identify an Unknown Substance What is the role of energy in a chemical reaction? What happens to matter when thermal energy is added or removed? Why do fireflies glow? What is light? What is the relationship between light, energy, and the electromagnetic spectrum? How do fireworks get their colors? Time Required 45-60 minutes 90 minutes 90 minutes 45-60 minutes Three to Four 45-minute sessions 90 minutes 90 minutes 45-60 minutes 90 minutes 90 minutes Two to Three 45-60 minute sessions 90-120 minutes 90 minutes 45-90 minutes 90 minutes 90-120 minutes 90 minutes 90-120 minutes 13
Formative Assessment Lesson Plans Set i: lessons 1-6 Com mo n Cor e S ta te S ta n da r ds Ci t e sp e ci fi c t ex tu a l ev id en c e to su ppo r t an a l ys i s o f s ci e n c e a nd te c hn i ca l t ex ts . C CS S. E LA - LI T ER A CY .R S T.6 -8 .1 D et er m i n e t h e c en tr al id e as o r co nc lu s io n s o f a t e xt ; pro vi d e a n a c cu ra t e su m m ar y o f th e t ex t d i st in c t f ro m p rio r kno w le dg e o r o p in io ns . C CS S. E LA - LI T ER A CY .R S T. 6- 8.2 F o llo w p r e ci s el y a mu l ti st e p pr o c e du re w h en c arr y ing o u t ex p er i m e nt s, ta k ing m ea s ur e m en t s, o r p er fo r m in g t e c hn ic al t as k s. C C S S.E LA LI T ER A CY .R S T .6 -8. 3 In t egr a te q ua nt it a ti ve o r t e ch ni c a l i nfo r ma t i o n ex pr e ss e d i n wo rd s in a te x t w it h a v e rs io n o f t ha t i nf o r m at io n exp r es s ed v i su al l y ( e .g. , i n a flo wc h ar t, di ag ra m , m o de l, gr ap h, o r ta bl e ). C CS S. E LA - LI T ER A CY .R S T. 68.7 Co m pa r e a nd co n tr as t th e in fo r m at io n g ai n e d fro m ex pe ri m e nt s , si m ul a tio n s, v id eo , o r m ul ti m e di a so u r ce s wi th th a t g ai n ed fro m r e ad in g a t e x t o n t h e s a m e to p ic . C CS S. EL A - LI T ER A CY .R S T .6 -8.9 D ev el o p th e to p i c w it h re l ev an t, w el l -c ho s en fa c ts , d e fi ni tio n s, co nc re t e de t ai ls , q uo ta ti o n s, o r o th er i nfo r ma ti o n a nd e xa m pl e s. C C SS .E LA LI T ER A CY .W H S T. 6-8 .2 . B Us e pr e ci s e la ng ua g e an d do m a in - sp e ci fi c v o c ab ul ar y to i nfo r m ab o ut o r e xpl a in th e to p i c. C C S S. ELA -L I TE R A CY. W H S T. 6 -8 .2. D Ga th e r r el e va nt i nfo r m at io n fr o m mu l tip l e p ri nt an d d ig it a l so u rc e s, us in g s e ar c h te r m s eff e ct iv e ly ; a s s es s th e c r e dib il it y an d a cc ur a cy o f e ac h so ur c e; an d q uo t e o r p ar ap hr as e t he d a ta a nd co n cl us io n s o f o th er s wh il e avo id in g p la gi ar i s m an d fo ll o w in g a s t a nd ard fo r m a t f o r ci t at i o n. C CS S. E LA - LI T ER A CY .W HS T .6 - 8.8 Dr aw e vi d en c e f ro m in fo r m at io na l t e x ts to s u ppo r t an al y si s, r ef l ec ti o n, an d r e s ea r ch. CC S S. EL A -L I TER A CY. W H S T.6 -8 . 9 14
Formative Assessment Lesson Plans STANDARDS Continued Com mo n Cor e S ta te S ta n da r ds Pr e s en t cl a i ms a nd fi n din g s, e mp h as iz i ng s al ie n t po in ts i n a fo c us e d, co h e r en t m an n er wi th re l ev an t ev id en c e , s o u nd v a li d r e aso n ing , an d we l l- c ho s e n d e t ai ls ; u s e app ro p ri at e e y e co nt a ct , a d eq ua t e vo l u m e, an d cl e ar pro nu n ci at io n. C C SS .E LA - LI T ER A C Y. SL .8 .4 In t egr a te mu lt i m ed i a a nd v i su al di sp l ay s in to pr es e nt a tio n s to c l ar if y inf o r m at io n, st r eng t he n c l ai m s an d ev id e nc e , an d ad d i nt e re s t. C CS S. E LA - LI T ER A CY . S L.8 .5 N ex t Ge ne ra ti o n S ci e nc e S ta n da r ds : Pe rfo r ma nce E x pe cta ti ons D ev el o p mo d el s to d e s cr ib e th e a to mi c co m p o si ti o n o f si m pl e m o l e cu l es an d ex t en d ed st ru c tur e s. M S - PS -1 -1 A na l yz e a nd in t er pr et da ta o n t he pro p er ti e s o f sub s ta n c es b efo r e an d af t er th e su bs t an c e s i n te r ac t to d e t er m in e if a ch e m i ca l r e a ct io n h a s o c cu rr ed . M S- P S -1 - 2 D ev el o p a mo d el to de s cri b e t h at wh e n th e a rra ng e m e nt o f o bj e c ts in t er ac ti ng a t a d i st an c e ch an g es , d if f er en t a mo un t s o f po te n ti al e ne rg y ar e st o r ed in t h e s y st e m . M S - P S- 3- 2 N ex t Ge ne ra ti o n S ci e nc e S ta n da r ds : Di s ci p l i na r y C or e I dea s Str u ct ur e s an d Pro p ert ie s o f M a tt er . P S1.A Sub s ta n c es a r e m ad e f ro m d if fe r en t t yp e s o f ato m s , w hi c h co mb in e wi th o n e a no th er i n v ar io u s wa y s. A to m s fo r m m o l e cu l es t ha t r a ng e in s i z e fro m two to t ho u s an ds o f ato m s . So l id s m a y b e fo r m e d fro m mo l e cu l es , o r t h e y m ay b e ex t en d ed st ru ct ur e s wi th r ep e at i ng su bu ni ts ( e. g. , cr ys t al s) . R e la ti o n sh ip B e tw e e n En er gy a nd F o r c es . PS 3. C W h en tw o o b j ec t s i n te ra ct , e ac h o n e ex e rt s a fo r c e o n t h e o th er t ha t ca n c au s e en er g y to b e tr a ns f err ed to o r fro m th e o bj e ct . 15
Formative Assessment Lesson Plans STANDARDS Continued N ex t Ge ne ra ti o n S ci e nc e S ta n da r ds : Cros s c u tti n g Co nce p ts Sc a l e, Pr o po r t io n , and Q ua nt i ty T i m e, sp a c e, an d en e r gy ph en o m en a c an b e o bs er v ed at v ari o u s sc al e s us in g mo d e l s t o s tu d y sy s t e ms t ha t ar e to o l a rg e o r to o s m a ll. Sy s te m s a nd S ys t e m M o de l s M o d el s c an b e u s ed to re pr e s en t s y st e m s a n d t h eir i nt er a c tio ns – s uc h as i npu t s, pro c e ss e s, a nd o ut pu ts – a nd e n er gy an d m at t er fl o w s wi th in sy s t e ms . S ci e nce a n d En gi ne er i n g Pra cti ces A s ki ng qu e st io n s a nd de fi ni ng pro b l e m s D ev el o pi ng a nd us in g mo d el s P la nn in g and c a rry i ng o ut in v es ti g at io n s A na l yz i ng an d i n te rpr e ti ng da t a Co ns tr u ct in g exp l an a ti o ns a nd d es ig ni ng so l ut io n s O bt ai ni ng , ev al ua t ing , an d co m m un ic a ti ng in fo r m at io n 16
Formative Assessment Lesson Plans Set Ii: lessons 7-9 Com mo n Cor e S ta te S ta n da r ds F o llo w p r e ci s el y a mu l ti st e p pr o c e du re w
Lesson Plans . How and Why Do Fireflies Light Up? Lexile 1240L 1 Marc Branham, an assistant professor in the department of entomology and nematology at the University of Florida, explains. Fireflies produce a chemical reaction inside their bodies that allows them to light up. This type of light
mbo gigabyte b85-hd3 lga1150 4tag 4xddr3 lan audio7.1 hdmi dvi vga 2pciex16 2pciex1 2pci 6sata 12usb 119,62 mbo gigabyte b85m-d2v lga1150 4tag 2xddr3 lan dvi vga 1pciex16 2pciex1 6sata 12usb matx bulk 87,36 mbo gigabyte b85m-d3v lga1150 i7 ddr3 vd sn rd uatx pci usb 100,80 mbo gigabyte b
problemen. De MBO-ICT'ers zijn beginnende beroepsbeoefenaren die vanuit een praktische zienswijze meedenken en uitvoeren. De rol van de MBO-ICT'er wordt steeds belangrijker, ook kijkend naar bijvoorbeeld de trends die worden genoemd in het trendrapport van SBB: Cloud en edge computing Artificial intelligence en machine learning
die het onderwijs verlaten voor hun 23e jaar zonder een diploma op minimaal havo, vwo- of mbo 2-niveau. Voor . mbo 1- of 2-diploma 12,5 procent hoger dan voor vrouwen. Hun uurloon ligt 4 procent hoger. Alleen bij . EU“‘: Wiskunde EU“‘: Natuurwetenschappen .
304 L. V.M. AMS-5647, ASTM-A-276, ASTM-A-479, ASTM-A-484, ASTM-E-45 METHOD D (Exc. Transverse), QQS-763, AMS-QQS-763, ASME-SA-479, MBO-160-034 (Exc. Sonic), MBO-160-037 (Exc. Grain Size), DMS 2050 Rev A 303 Sul AMS-5640 Type 1, ASTM-A-582, ASTM-A-484, ASTM-A-320 Grd. B8F CL. 1, MIL-S-7720, MIL-
Main Principle of MBO The principle behind Management by Objectives (MBO) is to make sure that everybody within the organization has a clear understanding of the aims, or objectives, of that organization, as well as awareness of their own roles and responsibilities in achievi
(C) Management by objectives (MBO) (D) Case study method (Ans: D) 34.The following is vertical expansion of the job (A) Job rotation (B) Job enrichment (C) Management by objectives (MBO) (D) All of the above (Ans: B) 35. is widely used for human relations and leadership training (A) Business games (B) Role playing (C) Case study method
National Geographic Young Explorer, Voyager Page 1 Vol. 16 No. 7 Your Subscription Includes: Magazines Classroom Posters Projectable Magazine Bgm kZ\mbo Pabm [hZk]E llhg M Z\a kl@nb] Bgm kZ\mbo ]bmbhg (additional subscription required) Nationl Gelign rp Nahc rY uac E x,VyP,1.6 e7Is, In This Guide In this guide, you will find language
Methods, Optimization in Operations Research, Advance Discrete Mathematics, Engineering Mathematics I–III, Advanced Mathematics, and the like. He is also on the editorial board and a reviewer of .
