Gale Training

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OK. Well, thank you again for joining me today.

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Uh My name is Lindsay Barfield. I'm a trainer here

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at Gale and our session is focusing

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on inquiry based learning using Gale in

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context science. Uh So just a little background

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about me, I'm a former science teacher

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myself. So I love when I get to kind of put

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my teacher hat back on and speak

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directly um about our resources and how

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they can be used in the classroom.

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I think a lot of times there's a misconception that

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our Gale In Context resources are informational

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text only and that is totally not

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the case you're gonna see here, all kinds of cool content

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that we have in here. Um for students

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to interact with and for you as librarians

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to share with your teachers and for teachers to share

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directly with their students. So

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we're gonna be looking of course at inquiry based learning

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and I chose a specific model to use. But

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uh we're also gonna be looking really at

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how you can find this content and

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the types of content that are inside. OK.

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So with that, let's go ahead and get started

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just a quick agenda. We're gonna spend a few

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minutes in some slides talking about what is

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in core based learning and how Galan context

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science lends itself nicely to that. Uh

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We're also going to have some time to look

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at a lesson plan that I've created using gale

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context science. And I'm gonna walk through

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the exact steps that I used to find the resources

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that I included in it. So what kind of

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browsing options I used and what content I was

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looking for. And at the end, there's gonna

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be some time for questions and contact

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information. That way if you have some questions after

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today's session where you can go. But

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if you do have questions as we're going,

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please use that Q and A I have

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it open. I'm, I'm keep, keep my eye on

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it so that way I can answer them as they come up. But

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um I see someone has their hand raised

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if you do have a question. Uh If you wouldn't

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mind putting that in the Q and A for me. All right,

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I'm gonna put that down. Here we go.

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OK. So what is

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inquiry based learning? Well, uh whether

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you realize it or not, if you've never taught a science lesson,

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you have probably used it already. Uh

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inquiry based learning lends itself very nicely

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to the content of science because it's all about

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sparking students curiosity and getting

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them to ask why, you know, why

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is something the way that it is, which is really what

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science is all about. It's about wondering

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and using discovery to learn.

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Uh This style is particularly effective

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though because it disguises learning

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with hands-on activities and experiences.

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So if you think about your favorite

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lesson when you were a kid and you were in class, it probably

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wasn't one where the teacher was standing in the front of the room

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with slides and they were giving a lecture, right?

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It was probably some sort of experiment. You got to

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do something where you got to get your hands

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involved and you got to go outside one day

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and do something to collect some data. It was

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probably something hands on and experiential,

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which is what inquiry based learning is all

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about. We want to get our students to take some ownership and

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their learning by doing it themselves

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almost, they don't even realize that they're teaching

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themselves as they go through.

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So where Gale In Context: Science comes

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into play, you know, as I mentioned, we do

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have some great informational text with

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trusted reference materials and top periodicals.

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But we have a really great variety of

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other content pieces that can have students

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have those hands on and experiential

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um learning types.

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So in addition to our premium resources

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here at the top, we also have videos,

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images, audio files

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and some of the things we're gonna look at specifically today are

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those interactive simulations and experiments

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that we have fully fleshed out and ready

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for students uh to start using interactive

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simulations. I love, they cover

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a wide variety of topics and this frequently

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studied uh science content areas

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and then our experiments as well cover

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a wine variety and they are very

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detailed. They're gonna have, you know, how long is

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it gonna take? How difficult will this be, what

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materials are needed? So, they're

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really, really well thought out

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in addition to that, we also have statistics

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and graphs. So if you're trying to get students engaged

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and get them wondering, you can show them

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some or some data that's been collected over

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time and get them asking. Well, how did this,

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how did this happen? What's changed over time?

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How did things, you know, I, I have a second

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lesson plan. I'm gonna show you later on weather and climate

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where it shows how the weather has gotten warmer

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over the years. So we're gonna look at a graph.

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Well, why do you think it's gotten warmer? What's

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changed?

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And then all of this content is built

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into these very nicely curated topic

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pages that students can be sent to or

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that you can use to find the content.

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And again, these are most frequently studied topics

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you can see here on my screenshot

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that we've got biographies,

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topics within biology, chemistry,

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and many, many more. And we're gonna look at

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those here in just a bit.

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Ok. So for the lesson plan that I created,

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I use a specific model. I use the five

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E model, which is not new. It's not something

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that I've created myself. It's been around since the eighties,

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but it's a very nice way to kind of organize

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your thoughts and organize the inquiry based

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learning process into just five

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steps. So we're gonna engage, explore,

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explain, elaborate and then evaluate

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the lesson plan that we're gonna look at today

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is one that I created on forces in motion.

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So you'll see here that this is a high

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school lesson plan. Uh But the other

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one on weather and climate that I'll show you how to find later

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is middle school. And

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when I went or when I went to create this

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lesson plan,

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I went ahead and chose my standard

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that I want to analyze data to support the claim

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that Newton's second law describes a mathematical

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relationship among the net force on a macroscopic

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object and its mass and acceleration, which

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is just a long way of saying how does Newton's

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second law relates to force mass

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acceleration mathematically, which

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this is the part where I share that I also used to teach

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math. So I was kind of selfish when I chose

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this standard because it takes my two favorite things and

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put them together.

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Uh So the objectives that I wanted

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from this lesson plan I created were

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for my students to describe the relationship

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between forces on a moving object

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and the force require to stop it

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and then also to be able to solve

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for force mass and acceleration. So that's what I'm

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keeping in mind the whole time while I'm

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in gale in contact science looking for these

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resources. Now, if you want

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to open up this lesson

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plan and follow along with me,

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I'm gonna share the link with you. Um

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It's already on our support site so you can find

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it later and share it out.

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But let me just get this link

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here and send that to you.

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OK? You should see the link now

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in your chat that you can click on and open this lesson

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plan to follow along. Uh But I'm also

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gonna have it open in the slides too. After I show

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you where I find each of the resources, we'll look at

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it again there.

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OK? So starting with our very

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first step, engage. Uh This

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step is where you're really gonna find your hook.

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So this is where you're gonna get students curious, get them

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wondering asking why. And

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this is where I would go to Gale

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in context science to find a good

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video simulation statistic

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or audio clip, something that I can share

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with my students, have them, watch it,

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listen to it, interact and then ask why

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is that? Why did that happen?

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Um So when thinking about the standard that

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I chose and those learning objectives that I had,

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I thought a video would be a really good

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way to introduce this topic because I can show

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a video of something falling or

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dropping and have my students just think

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about why, you know, why is it falling? What

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forces are interacting on it? What's causing

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that to happen?

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So this is when I went into Gale In Context: Science

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So let me log in here.

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Now, if you already have access to this, it's probably

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through your library and you know where to go to. Um

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But if not just follow along and

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watch as I go saying that chat

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is disabled.

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Oh,

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let me share the link one more time.

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Someone wasn't able to get it

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and I'll share it here too.

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Hopefully everyone else was able to get that one open,

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but someone was having difficulty opening a lesson plan.

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OK? So I went into Gale In Context: Science

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Um and just to kind of quickly acquaint you with the home

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page here, this is how all of our Gale In Context resources

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are set up. When you log in

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up at the top here, you've got your sign in options.

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So you might notice there's no actual gale

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sign in to access these resources.

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You're gonna get it through single sign on.

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Oh,

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ok. Let me try again. Somebody else said they didn't get it

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there at that time. I think it should have worked. I think I had

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my settings wrong the first time I shared it out.

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Ok. Hopefully. Now you all have it

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in your chat. There we go.

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Um But as I was saying, there's no gale

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sign in to access our resources,

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it's directly through whatever your single sign

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on is at your school. Uh But

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when you are working within the resource

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and wanna save content, you can do that directly

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to your drive or your or Google Drive or Microsoft

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Drive. So I'm gonna sign in with Google.

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I think it's best practice to do that. Right. When you get in

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that way, everything is easy and kind of flows

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nicely as you're working,

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then you've got your basic and advanced search

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here, which is where we're actually gonna start in just a moment.

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This I think is where most teachers and librarians

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are drawn because it most closely resembles your Google

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search.

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Um underneath though are the topic pages

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that I would typically direct students to. So

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we feature a couple topics each

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month they change just based on what's

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going on that month, maybe some top

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or popular topic pages we've seen

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students clicking into or maybe ones

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that they haven't been clicking into and we want to feature.

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So these change every month

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and then down here you can browse

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more topic pages and see what's

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been updated and what's new.

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So we are constantly adding in new content

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to our resources. So it's great to

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come in and see what's being updated and what's been changed.

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But you'll see that we have 690

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total. So we'll take a closer look at

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these in just a moment.

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But as I said, I think most teachers are drawn

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to this basic search because what we're used

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to doing, right.

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So if I know that I'm coming in looking

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for a video on something falling or being

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dropped, I can just go ahead and start

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typing in my term drop

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and you'll see that my surface this is gonna pop up.

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Uh The search assist is going to recommend

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topic pages first. So anything bolded

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is a topic page that we have built out

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around drought, which is not what I'm looking for.

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Um But underneath the non folded

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words are still gonna have good results.

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They're still gonna have content coming back,

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but it's just not gonna be built out into that curated

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page where everything is gonna be

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relevant to this topic right here.

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OK. So if I do a search for drop,

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you'll see here. I have tons of content to

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choose from.

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I already know though, I'm looking for a video

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so I can click into my content type here

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and just looking at the very first two videos.

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I see what I was talking about where these are

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not exactly the kind of drop that I'm looking for,

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right? Which is where my filters

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are gonna be my best friend.

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Uh The filters you can see we've got a good variety

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of filters here too, but one of my favorites

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if I'm looking is doing a,

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why don't we do? Actually, we'll do subjects here

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for this one. I like subjects because

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it takes all these videos and kind of puts

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it into smaller categories. So you can quickly

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preview uh what the

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video topics are. So if I'm

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scrolling through and I'm looking for a good video

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on something falling or being dropped.

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Well, actually this very, the second one here stood

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out to me, spacecraft, a spacecraft

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falling or being dropped. That sounds fun and engaging

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to kids. Right.

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So I've got four videos to choose from

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and I did click into each of these and preview them,

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but this very first one stood out

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to me the Orion drop test.

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All right. Once I select this video, you'll notice that the,

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the video is not embedded

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in the actual um database

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here, we have it linked out. So

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when I click to play the video and watch

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it, it's always gonna give me this little warning

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that I'm leaving Gale, but that's ok if

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you're ever leaving Gale, it's a website that we have already

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looked at. It's trust that it's not gonna give you any pop

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ups or viruses. So it's safe to

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go to

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you. You'll see that. Actually, it is a website

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with this video. There's nothing else linked here

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now. It's seven minutes long. So I won't have us watch

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the whole thing.

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Um But I'll kind of fast forward through so

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you can get the highlights here. This

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video is explained the process that

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NASA scientists go through when

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they're creating simulations for shuttles

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doing a water landing. So

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it's showing the shuttle that this giant

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simulation is swing. They created to

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simulate when a shuttle is coming back to earth

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and it lands in the water, how they plan

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for that and how they can kind of use

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the different forces and factors involved

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to create this simulation.

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So I thought this would be a great way to hook my

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students, get them engaged and get

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them thinking about those forces as well because

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you'll notice that this video was geared towards

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um students. So it's not really talking about.

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Well, the force is this many newtons, the mass

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is this many kilograms. It's not going

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in that much detail. It's just telling students, hey,

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this thing is falling. Here's what we're thinking

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about. Now. What do you think

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about that topic?

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So once I find a resource that I want

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to share with my students,

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I have a couple of different options.

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Um I personally can save it to my drive

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that I've just logged into, I can email

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it. Maybe I wanna share it with a colleague, but they want to use

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it in their class. I can download

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it. Uh print is also an option, but

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I don't recommend that for videos. It comes in handy

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with some of our texts later on. Uh But

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the easiest way I think is with get link.

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I love get link because it creates a persistent

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URL that if I put

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this in my list and plan this this year and

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I come back to use this lesson plan for the next

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three years. This URL

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is still gonna work over the next five years. There's not really a time

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limit on it. Um This is gonna continue

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to work. It's very different than this

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web address up here at the top. This is gonna give me problems.

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This one's always gonna bring me back to the video.

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So I like using get link and just

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copying it, pasting it and

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putting it in my lesson plan or sharing it directly

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with my students. It's gonna bring them to this video.

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All right. So that is my hook

[00:13:59.418]
is that video?

[00:14:00.840]
Now you'll see in my lesson plan

[00:14:03.149]
that I paired that video with a couple little

[00:14:05.259]
questions of having students watch it.

[00:14:07.538]
And then also I want them to kind of share their

[00:14:09.658]
thoughts on why simulating is important,

[00:14:12.099]
why precision would be important

[00:14:14.298]
and what role forces

[00:14:16.369]
are playing in this simulation?

[00:14:19.009]
All right. At the very end, I also have a fun activity

[00:14:21.298]
where they can um write down three

[00:14:23.349]
scenarios that would cause a simulation not go

[00:14:25.500]
as planned and be a little creative,

[00:14:27.219]
but that's my engage, that's my hook fun

[00:14:29.700]
video and then having them kind of think about what

[00:14:31.820]
they just saw.

[00:14:34.149]
Now, next, we're going to explore where students

[00:14:36.399]
are gonna dig a little deeper. So they're gonna take those questions,

[00:14:39.200]
the things they thought about and engage

[00:14:41.379]
and explore on their own

[00:14:43.710]
to kind of develop those thoughts that they have and the questions

[00:14:46.109]
they have, we have simulations

[00:14:48.570]
and websites within Gale In Context: Science

[00:14:50.668]
That would be great for this purpose.

[00:14:53.057]
Simulations, obviously, you know, because they

[00:14:55.099]
can actually simulate an occurrence of something.

[00:14:57.594]
Uh Some are very straightforward and just kind

[00:14:59.625]
of let students watch something happening,

[00:15:01.783]
but some are actually have variables

[00:15:03.945]
that they can put in and change. The one that

[00:15:05.965]
I've chosen, you're gonna see in a second when students change

[00:15:08.125]
the mass of an object, uh the

[00:15:10.244]
gravitational force, the air density,

[00:15:12.923]
uh some have even more than three

[00:15:14.974]
variables. They've got four or five.

[00:15:17.114]
Uh So they get to interact and kind of run these

[00:15:19.264]
trials and then ask the question,

[00:15:21.614]
run the trial and then get their results in

[00:15:23.644]
real time.

[00:15:24.700]
And the websites are great too because you'll see

[00:15:26.820]
with the uh weather and climate

[00:15:28.859]
lesson plan that I made. Uh I found

[00:15:31.048]
a really great website that shows students

[00:15:33.099]
the change in surface temperature from the year

[00:15:35.149]
2000 to 2022.

[00:15:37.349]
And they get to watch this little interactive video

[00:15:39.677]
as it goes through and they can kind of move

[00:15:42.080]
and change and explore why

[00:15:44.200]
that change in temperature might have been occurring. So

[00:15:47.340]
when I go into

[00:15:49.139]
deal in context science here. We've

[00:15:51.190]
done our basic search now, but I want to do an

[00:15:53.269]
advanced search because

[00:15:55.307]
I know I wanna find a simulation, especially with

[00:15:57.418]
physics. We have um a lot,

[00:15:59.820]
a lot, a lot of simulations that lend themselves

[00:16:02.038]
nicely to physics.

[00:16:03.658]
Um Up here at the top, you can put

[00:16:05.700]
in search terms if I know of, of specific

[00:16:08.000]
simulation that I'm looking for or what

[00:16:10.210]
I want it to be related to, I can put in my

[00:16:12.239]
search terms up here.

[00:16:14.278]
But down at the bottom, we've got these search limiters

[00:16:16.859]
where I can actually search by a specific

[00:16:19.090]
content type.

[00:16:20.408]
And I see here are my simulations

[00:16:23.479]
where when I do this search, it's gonna pull up every

[00:16:25.798]
single one we have, we've got over 300

[00:16:27.918]
to choose from which are just

[00:16:29.969]
a ton, right?

[00:16:31.349]
So the very first one, you know, some of these

[00:16:33.408]
are very basic periodic table is just an interactive

[00:16:35.729]
periodic table where students can kind of click around,

[00:16:38.057]
see the atomic number mass

[00:16:40.190]
even tells them how many electrons are each shell.

[00:16:42.869]
Um But some are a little more involved.

[00:16:45.019]
And so I want one related to

[00:16:47.070]
Newton's second law where they can kind of explore

[00:16:49.099]
that falling object and the forces involved

[00:16:51.950]
a little bit further.

[00:16:53.859]
So I'm gonna do a search within, we look

[00:16:55.869]
at subjects before but search within is great.

[00:16:58.057]
It's gonna search within the simulations to see

[00:17:00.080]
what factors they're working with. So

[00:17:02.298]
I want one that involves mass and

[00:17:04.420]
acceleration,

[00:17:06.900]
run my search here

[00:17:09.367]
and I've actually got five to choose from.

[00:17:11.920]
Uh some of these are specific to

[00:17:14.189]
Newton's second law. They're a modified Atwood

[00:17:16.459]
machine. But since we use that hook

[00:17:19.097]
of the falling object, the falling shuttle,

[00:17:21.538]
I think this one's gonna be a little bit better for

[00:17:23.577]
my purposes. So I'm gonna click

[00:17:25.650]
into diy factors affecting

[00:17:27.750]
objects falling in air.

[00:17:30.617]
All right, when you open any simulation, the very first

[00:17:32.670]
thing it's gonna do is alert you that you're actually

[00:17:34.867]
doing it at a smaller size and

[00:17:37.140]
it's best to open the

[00:17:39.160]
activity down here to a, a much

[00:17:41.199]
larger screen. So I'm gonna do that first.

[00:17:44.038]
All right, with any of your simulations, you're gonna get

[00:17:46.117]
a little bit of contextual information involved.

[00:17:48.519]
So it's not enough to explain

[00:17:50.837]
to students exactly what's going on,

[00:17:53.160]
but it's enough to tell them. These are some terms you

[00:17:55.209]
may need to know to understand this simulation.

[00:17:57.538]
So terminal velocity air

[00:17:59.617]
resistance drag, those are gonna

[00:18:01.709]
be important. When we're looking at this simulation,

[00:18:04.798]
they can collapse it right here

[00:18:07.567]
and then it goes into the instructions. So

[00:18:10.150]
it's time, then you're gonna change a couple of factors here

[00:18:12.670]
for this skydiver as he's falling,

[00:18:15.087]
we're gonna work with gravitational acceleration,

[00:18:17.209]
air density and mass. And it even

[00:18:19.459]
recommends that it's gonna be best to change one

[00:18:21.489]
property at a time. So they can compare

[00:18:23.989]
the graphs that it's gonna create more

[00:18:26.028]
easily.

[00:18:27.347]
All right. So after they read their instructions,

[00:18:29.357]
students can come in and actually start manipulating

[00:18:31.949]
some of these variables. So if

[00:18:34.107]
I'm running this and I want to change maths

[00:18:36.229]
first,

[00:18:37.278]
I can drag this down to the slowest

[00:18:39.607]
mass, have my skydiver

[00:18:41.689]
jump

[00:18:43.689]
and you'll see that as he's falling,

[00:18:46.067]
it's graphing the information so they can pair

[00:18:48.189]
this data with what they're seeing the

[00:18:50.209]
skydiver do

[00:18:52.097]
and then once it gets to the very end,

[00:18:56.410]
it's not telling them what happened, right? They

[00:18:58.630]
still have to kind of connect the dots and

[00:19:00.920]
find that information themselves.

[00:19:03.000]
They're gonna be prompted to start their next trial

[00:19:05.189]
where for this one, I want a much heavier

[00:19:07.298]
mask,

[00:19:09.170]
I'm gonna have the skydiver jump and again, it's

[00:19:11.239]
graphing it real time. But now it's comparing

[00:19:13.607]
it to the lower mask that I had

[00:19:15.867]
before.

[00:19:17.699]
So this is really where students can explore.

[00:19:20.038]
Well, what role did mass play

[00:19:22.288]
in this simulation? How is maths

[00:19:24.420]
important when something is falling? We can look

[00:19:26.587]
at the acceleration and you know, kind of wonder, well,

[00:19:28.719]
why is it a negative acceleration

[00:19:30.880]
and then it skyrockets to positive and goes back

[00:19:33.117]
to zero. What about velocity?

[00:19:35.509]
And they can explore those concepts by going

[00:19:37.538]
on and changing the gravity and the air

[00:19:39.650]
density and running more trials.

[00:19:42.729]
Um Somebody in the chat or

[00:19:44.788]
in the Q and A ask do lesson plans go away

[00:19:47.028]
eventually. No. So we leave all of

[00:19:49.048]
our support materials on the support site.

[00:19:51.170]
So these will be here available for you

[00:19:53.317]
um indefinitely as far as I know.

[00:19:57.239]
OK. So this is our simulation that I want

[00:19:59.459]
to share with my students.

[00:20:01.750]
There's no limit on how many times they can run it. So

[00:20:04.140]
I have a kind of open ended where students are gonna run

[00:20:06.189]
it as many times as they feel they need to,

[00:20:08.229]
you know, within a given amount of time. Um

[00:20:10.308]
And again, I would share this with get link.

[00:20:15.209]
So we've got them working with the simulation

[00:20:17.469]
and then I actually also put in a couple

[00:20:19.548]
of guiding questions here. So that way

[00:20:21.769]
if they are just kind of playing with it and

[00:20:23.798]
they're not really doing, you know, what

[00:20:25.989]
needs to be done to explore and learn further.

[00:20:28.469]
Here are some questions to kind of check in. Oh Well,

[00:20:30.597]
what role did maths play? Well, they didn't

[00:20:32.719]
run one when they changed math. So let's do that. And then

[00:20:35.250]
you know, what role does gravity play? So

[00:20:37.680]
the questions are good to kind of guide the exploration

[00:20:40.180]
if you feel like your students might need that additional support.

[00:20:44.680]
All right. Next, we've got explain.

[00:20:46.798]
So this is where as the teacher,

[00:20:48.817]
you can kind of come in step in and

[00:20:50.827]
check in on that learning. So if they didn't

[00:20:53.038]
really get what they needed to add that exploration

[00:20:55.077]
step, this is where you can share with them

[00:20:57.298]
articles, reference pieces,

[00:20:59.680]
topic overviews to give them an informational

[00:21:02.019]
text. So they can fill in

[00:21:04.038]
the gaps of what they might have missed in that last step

[00:21:06.229]
or where they may still have those questions.

[00:21:08.538]
Also, depending on your student's ability

[00:21:10.587]
level, you might also want to share with them just

[00:21:12.739]
the entire topic page. So if you

[00:21:14.808]
think that they can navigate those filters and find

[00:21:16.969]
that relevant content themselves, you can

[00:21:19.107]
just share a topic page with them and they can start

[00:21:21.170]
looking on their own to get that explanation

[00:21:23.449]
over the concept.

[00:21:27.439]
So I mentioned before, we've got tons of topic

[00:21:29.880]
pages to choose from which I just went back

[00:21:31.969]
to the home page just so we can browse

[00:21:34.038]
our topics here.

[00:21:35.650]
Uh, when you first open the browse topics,

[00:21:37.750]
it's gonna have every single one listed. And

[00:21:39.817]
again, you'll see that we have some that are updated,

[00:21:42.650]
but you can always come in and see what's

[00:21:44.837]
new or updated just by using this filter

[00:21:46.857]
here.

[00:21:47.798]
So you can see we've updated quite a bit here recently.

[00:21:50.778]
Um But if I know what I'm looking for,

[00:21:53.479]
so let's say,

[00:21:55.107]
um, we're going into physics and astronomy,

[00:21:57.750]
I can kind of scroll through and see

[00:22:00.019]
what's available. So I'm working

[00:22:02.357]
on the laws of motion, specifically the second

[00:22:04.509]
law, but I have a topic page right

[00:22:06.640]
here built out.

[00:22:09.357]
So you'll notice the difference between our basic

[00:22:11.459]
search, advanced search and the topic page is we've

[00:22:13.558]
got this little overview here at the top. This is

[00:22:15.660]
a good introductory piece for students,

[00:22:17.778]
especially if you're sharing just the entire

[00:22:19.880]
topic page with them to kind of get them

[00:22:21.900]
explaining on their own. This

[00:22:23.949]
is a great place to start going into this topic.

[00:22:26.000]
Overview

[00:22:27.317]
underneath is all of the related

[00:22:29.650]
content that we have, which you can see. We've got

[00:22:31.670]
something you just about every category here related

[00:22:33.920]
to laws of motion.

[00:22:35.548]
Um But if I as a teacher want to find

[00:22:37.650]
a few pieces to help guide my students,

[00:22:40.087]
this is where I might click into reference

[00:22:42.317]
here, you know, find some things from the encyclopedia

[00:22:45.367]
and use my filters again to find

[00:22:47.558]
that specific content. Now, one

[00:22:49.699]
filter I've not talked about and one um

[00:22:52.380]
uh feature of the resource I've not talked

[00:22:54.567]
about are content levels. So you

[00:22:56.739]
might notice that if we have

[00:22:58.817]
any written pieces, you know, the magazines,

[00:23:01.317]
even the experiments, these have

[00:23:03.357]
an associated content level with them

[00:23:05.367]
that relates to its Lexa measure.

[00:23:07.729]
Uh There are five content levels

[00:23:10.009]
that we have. One in two

[00:23:12.028]
are elementary, three is middle

[00:23:14.077]
school, four is high school and

[00:23:16.239]
five is an undergraduate level. So

[00:23:18.650]
if I'm working with or high school

[00:23:20.857]
students, I know that I probably

[00:23:23.019]
want to pull some level four content.

[00:23:25.160]
But you know, if you have students who may below

[00:23:27.229]
reading level or it's just gonna be a little bit

[00:23:29.327]
easier to use them at level three, you can

[00:23:31.400]
multi select and pick as many levels as you want.

[00:23:33.689]
So this is a really nice quick, easy

[00:23:35.979]
way to get relevant content

[00:23:38.239]
at the appropriate level for your students.

[00:23:41.087]
Now, I went ahead and just pick level four

[00:23:43.189]
since I was working with the high school standard

[00:23:46.439]
and applying that.

[00:23:48.519]
And I wanna find some more information on force

[00:23:50.969]
mass and acceleration, Newton 2nd

[00:23:53.087]
law to share with my students. Right? But when

[00:23:55.209]
I'm looking through here, I'm seeing most of these are related

[00:23:57.420]
to all the laws of motion. Some

[00:23:59.709]
are just on motion itself. Gravity.

[00:24:02.170]
I've got one just on force. So

[00:24:04.577]
I'm gonna do a little search with them again

[00:24:06.900]
for

[00:24:08.420]
force mass and acceleration,

[00:24:13.130]
which when I do that, any of these pieces

[00:24:15.239]
that have a mention of those are gonna stay. So I've still got

[00:24:17.538]
10,

[00:24:18.420]
but I got really lucky when I was lesson

[00:24:20.500]
planning and there's one that's actually called

[00:24:22.528]
force mass and acceleration. And

[00:24:24.827]
it's a topic overview from the world of physics

[00:24:27.308]
at a level four. So I know this would be a great piece

[00:24:29.939]
to share with my students.

[00:24:33.097]
All right, as I was reading it, I was thinking of

[00:24:35.160]
some questions that I may want my students to answer

[00:24:37.558]
or some things I may want them to define.

[00:24:39.650]
So you'll see if you have the lesson plan open. I

[00:24:41.719]
have a couple of things that I asked them to identify

[00:24:44.117]
within this piece as they're

[00:24:46.130]
reading. And this is where I really

[00:24:48.189]
want to point out some of the student tools that we have

[00:24:50.400]
built in.

[00:24:51.430]
Because as a teacher, you know, I'm gonna get my link

[00:24:53.910]
share with my students. And when they open it, it's gonna

[00:24:55.989]
pull them up to this exact page.

[00:24:58.058]
And so when students are working within the resource,

[00:25:00.209]
they've got these great accessibility features

[00:25:02.239]
built in where they can translate

[00:25:04.847]
a text to over 40 different languages.

[00:25:07.278]
So my last year of teaching, I had a student that

[00:25:09.317]
spoke Somali and it was incredibly

[00:25:11.607]
challenging to find content in Somali

[00:25:13.817]
to share with him. So it would have been great to come in here,

[00:25:16.278]
translate this piece uh and share

[00:25:18.400]
it with him.

[00:25:19.778]
I also can change my font size

[00:25:22.038]
if you do with a vision impairment or who just

[00:25:24.058]
likes a larger text, it's mobile

[00:25:26.160]
responsive. So you'll see it staying within this

[00:25:28.199]
window as I change the text,

[00:25:30.420]
I also can change and display options.

[00:25:32.759]
So if I wanna change the background color,

[00:25:35.509]
uh change my font style,

[00:25:37.577]
line, letter word spacing,

[00:25:39.817]
I can do all of that

[00:25:41.420]
and even listen to the text, it's gonna highlight

[00:25:43.857]
it as it reads. So we've got great

[00:25:45.930]
features here built in for students. After

[00:25:48.317]
you share it with them, they can still kind of customize

[00:25:50.357]
the content to whatever their needs are.

[00:25:52.788]
I'm gonna go back to default though for the rest of this.

[00:25:55.900]
I mean, we've got research tools built in So

[00:25:58.028]
with that first question that I have in my

[00:26:00.180]
lesson plan, I want students to identify

[00:26:02.357]
um acceleration and why there may

[00:26:04.430]
be a negative acceleration in an object

[00:26:06.900]
because they saw in that simulation that

[00:26:08.920]
it was accelerating negatively.

[00:26:10.867]
So right here as students are reading, if

[00:26:12.959]
they find these answers, rather than writing it down,

[00:26:15.750]
they can use highlights and notes

[00:26:18.439]
to just highlight their answer.

[00:26:20.680]
Let go

[00:26:21.910]
pick a color. So maybe for question one,

[00:26:24.439]
I want it to be green and then I can

[00:26:26.449]
make a note here or I can just literally put in. This

[00:26:28.607]
is my answer to question one.

[00:26:31.528]
All right, there was another part here

[00:26:33.548]
about why it was negative. So after being

[00:26:35.729]
thrown,

[00:26:36.847]
it produces a negative acceleration on the ball.

[00:26:39.788]
That's my second part to question one.

[00:26:42.827]
And then I can just color code my work as

[00:26:45.087]
I'm working

[00:26:46.038]
with my highlights and notes and as

[00:26:48.058]
a student, I can save it to my drive and

[00:26:50.087]
it's gonna have the full text, my highlights,

[00:26:52.670]
my notes. And I've got this to kind of refer

[00:26:54.979]
back to as we're working through the lesson plan.

[00:26:57.130]
So I really wanted to point out those accessibility

[00:26:59.439]
features and highlights and notes because they are great

[00:27:01.607]
tools in here for your students.

[00:27:04.087]
All right. So this is one piece that I chose

[00:27:06.347]
to include in my lesson plan.

[00:27:08.087]
I also decided just from my experience as a teacher,

[00:27:10.288]
sometimes these text heavy articles

[00:27:12.538]
um can lose a few students and

[00:27:14.630]
videos are a great way to kind of build them or

[00:27:16.719]
bring them back in and kind of build them back up.

[00:27:18.989]
So I wanted to find a video that I could share

[00:27:21.229]
in addition to this article in case this lost a few

[00:27:23.390]
of my students. So I'm gonna go back

[00:27:25.489]
to this uh topic overview page following my

[00:27:27.528]
breadcrumb trail here. I can see I wanted

[00:27:29.729]
to reference that a document.

[00:27:31.367]
Let's go back to Laws of Motion.

[00:27:34.729]
And when I go into videos,

[00:27:37.640]
my very first three are on each

[00:27:39.798]
of Newton's Laws and they're from Khan Academy.

[00:27:42.219]
Now I mentioned part of my uh learning

[00:27:44.347]
objectives for were for students to mathematically

[00:27:46.750]
be able to solve for force maths

[00:27:48.837]
and acceleration, which we

[00:27:51.000]
have plenty of these Khan Academy videos

[00:27:53.459]
built into the resource to explain some of these

[00:27:55.567]
mathematical concepts. So if

[00:27:57.759]
you are not a science and math teacher,

[00:28:00.117]
you are just a science teacher and math is like not

[00:28:02.219]
your strong suit. We've got some great videos

[00:28:04.558]
here that you can share with students.

[00:28:06.857]
I'm gonna go to Khan Academy

[00:28:09.750]
and it's gonna explain those concepts for

[00:28:11.930]
you in the video. So I'm having my

[00:28:14.019]
students watch this and as they

[00:28:16.170]
watch,

[00:28:17.160]
they're going to copy down

[00:28:21.900]
deposit. You'll see here at the end,

[00:28:24.298]
he explains everything really, really nicely.

[00:28:26.459]
But at the very end,

[00:28:27.989]
I've got a actual examples

[00:28:30.239]
of solving for force maths and acceleration

[00:28:32.920]
where he walks through them does the math

[00:28:35.219]
gives the examples. And so I want my students

[00:28:37.420]
to watch this too and then write

[00:28:39.587]
down these examples. So they have them for later

[00:28:41.739]
on when they need to show what they know at the very

[00:28:43.808]
end, right? So the Khan Academy videos

[00:28:46.160]
we have in here support math are awesome

[00:28:48.650]
as well.

[00:28:53.038]
OK.

[00:28:54.367]
I think I pretty much went through everything already. Yeah, we're

[00:28:56.469]
gonna answer a couple questions and then

[00:28:58.617]
write in our notebook. Those examples from the video.

[00:29:02.699]
OK. Elaborate is where students are gonna

[00:29:04.847]
go back on their own and they're going to apply

[00:29:07.077]
their knowledge now. So what they've learned from these

[00:29:09.107]
first three steps, they're gonna apply

[00:29:11.199]
it to some larger project assignment,

[00:29:14.048]
something where they have to actually show

[00:29:16.209]
their understanding, which is where I think

[00:29:18.489]
our experiments come in handy. So

[00:29:20.567]
we've got over 200 experiments to choose from

[00:29:23.288]
and they span across a really wide

[00:29:25.500]
variety of topics and they go into

[00:29:27.847]
very, very nice details. So they're not just

[00:29:29.959]
a general um you know, experiment,

[00:29:32.150]
just an idea. They are fully fleshed

[00:29:34.420]
out and you're gonna see when we look at it. They, they

[00:29:36.430]
have a lot, a lot of details in there.

[00:29:39.130]
So

[00:29:40.048]
if I am back in laws of

[00:29:42.107]
motion, I'm gonna go back to that topic page.

[00:29:44.317]
I'm looking for an experiment now for my students

[00:29:46.519]
to elaborate on what they know

[00:29:48.528]
I've got five to choose from.

[00:29:51.269]
And you can see with the title they're easy to tell what their

[00:29:53.459]
focus is. So rotation orbit doesn't

[00:29:55.587]
really work for me but forces that's involved

[00:29:57.910]
in Newton's second law. So I'm gonna

[00:29:59.920]
go into forces and see if this one works

[00:30:03.759]
with any of these experiments. This

[00:30:05.769]
is the general format that you're gonna have. So

[00:30:08.410]
at the top, you're gonna get any information

[00:30:10.479]
that students may need to know before conducting

[00:30:12.489]
this experiment. You know, this is

[00:30:14.607]
where they're gonna learn. OK, we need to know what new three

[00:30:16.847]
laws are we know about gravity.

[00:30:19.117]
So you may want to share with your students before

[00:30:21.519]
conducting the experiment,

[00:30:23.979]
you're also gonna get into any words to

[00:30:26.038]
know. So important vocabulary they may

[00:30:28.077]
want to learn before they get into it

[00:30:31.288]
and then you get into the experiments themselves.

[00:30:33.347]
This very first one is on how

[00:30:35.367]
do water bottle rockets demonstrate Newton's

[00:30:37.500]
laws of motion. So this one focuses

[00:30:39.808]
on all the laws of motion. So right there, I kind of thought

[00:30:41.989]
this isn't really what I might want to use, but

[00:30:44.170]
I kept reading just to be sure. Um

[00:30:46.288]
it's got a purpose and hypothesis at the top.

[00:30:48.567]
So what's the purpose of the experiment?

[00:30:52.189]
Then it gets into the actual part? So

[00:30:54.229]
it's gonna go into variables. What variables

[00:30:56.317]
are we working with

[00:30:57.808]
the difficulty level?

[00:30:59.837]
How many materials are needed? Which this one

[00:31:01.969]
also as soon as the materials list, I thought,

[00:31:04.038]
oh I'm looking for something kind of quick to do in class.

[00:31:06.347]
This might be a bit too much.

[00:31:08.670]
Uh we have our budget, which

[00:31:10.769]
I will say this lab I think was from

[00:31:12.808]
2010. So the budget may

[00:31:14.920]
not be 100% accurate, but it's an approximation.

[00:31:18.189]
And the timetable, I think of that as an approximation

[00:31:20.750]
to of course, you know, your students better than anyone.

[00:31:22.847]
So the time can vary depending

[00:31:25.048]
on the class

[00:31:26.719]
and then you get into how your experiment

[00:31:28.739]
is gonna work. So step by step instructions, these

[00:31:30.837]
you can actually share with the students so they can follow

[00:31:32.930]
these procedures on their own or you

[00:31:34.959]
can walk them through it and kind of guide

[00:31:37.097]
the process.

[00:31:40.469]
You're gonna get any kind of pictures that might be handy.

[00:31:42.890]
So you can see for the setup, you're gonna want to see

[00:31:45.077]
how these um pieces go together,

[00:31:47.979]
even any tables or graphs that students

[00:31:50.180]
seem to make. They're gonna have a demonstration here

[00:31:52.317]
on how to make those

[00:31:53.890]
and then you get your summary of results.

[00:31:56.170]
So I like this because there's a troubleshooter's guide

[00:31:58.479]
where if something went wrong in the experiment,

[00:32:00.847]
you're gonna see what the probable cause is

[00:32:03.180]
or what the problem was and what the the possible

[00:32:05.219]
cause was for that problem. So if

[00:32:07.400]
students need to go back and revisit it, they

[00:32:09.439]
can say, oh this is my problem. Maybe this

[00:32:11.449]
was the cause. Let's try that and

[00:32:13.548]
see what happens.

[00:32:15.170]
Uh They also get some recommendations for changing

[00:32:17.357]
variables and how you can even

[00:32:19.469]
modify the experiment.

[00:32:21.489]
Now, typically, whenever you pick a topic

[00:32:23.650]
like force, you know, it's a pretty big topic, you're

[00:32:25.689]
gonna get multiple experiments to choose from.

[00:32:27.890]
So that was just my first one.

[00:32:29.640]
I have a second now and usually the

[00:32:31.670]
second one is going to have a difference

[00:32:33.778]
in difficulty, cost

[00:32:35.969]
amount of time. Something about it's gonna be different.

[00:32:38.390]
So that first one was difficult. This

[00:32:40.449]
one's easy to moderate,

[00:32:42.058]
uh much less materials needed,

[00:32:44.739]
a smaller budget and it's gonna take less time.

[00:32:47.199]
So you're usually going to get a good variety

[00:32:49.308]
in these factors here as well.

[00:32:51.798]
But after reading through both of these, neither

[00:32:54.000]
of these quite suited my needs. They were good at experiments,

[00:32:56.577]
but they didn't really relate to Newton's Second Law the way

[00:32:58.719]
I needed it to. So I chose

[00:33:01.219]
another browsing option and I think it's forgotten,

[00:33:04.390]
but I really like to point out it's on the home page.

[00:33:06.778]
So you have to go back to Gale In Context: Science

[00:33:09.630]
and this is on the home page of any of your Gale In Context

[00:33:11.880]
resources. At the very bottom,

[00:33:14.880]
you have these educator resources and

[00:33:16.959]
curriculum standards built in.

[00:33:19.969]
So when you open it, you're gonna get the option to choose

[00:33:22.298]
your state standard framework,

[00:33:25.150]
all of that stuff or you

[00:33:27.278]
can go into national authorities

[00:33:29.759]
and pick nat or next generation

[00:33:32.087]
science standards

[00:33:34.587]
So from here, I can pick my framework. I

[00:33:36.607]
chose disciplinary core idea

[00:33:39.920]
and then I can even pick my grade level. So

[00:33:42.058]
I'm working with high school Physical Sciences.

[00:33:44.617]
So I'm gonna click in here

[00:33:47.617]
and it's gonna show you first uh matter

[00:33:50.150]
in its interactions because it's the very first unit of study,

[00:33:52.347]
but you can collapse it to see all four

[00:33:54.900]
and forces interactions is where I'm working.

[00:33:57.028]
So I'm gonna open this one up

[00:33:59.298]
and after you see the standard you're working on.

[00:34:01.519]
So this was my standard right here and you'll see

[00:34:04.140]
that you can see resources related

[00:34:06.239]
to it now, much like our basic

[00:34:08.360]
search. I'm gonna click in here. Uh much like

[00:34:10.409]
that basic search we did in the beginning, this

[00:34:12.668]
kind of search does require a little bit of filtering

[00:34:15.039]
because it's gonna pull any piece of content

[00:34:17.340]
relevant to that standard

[00:34:19.349]
or a word in that standard if you will.

[00:34:21.668]
So it might require using some of these filters

[00:34:23.768]
here. But I like it. If I have

[00:34:25.918]
a specific standard I'm working with and I don't see

[00:34:28.070]
what I need or what I'm looking for,

[00:34:30.018]
it's a good way to check and see if anything else

[00:34:32.199]
comes up. So, in experiments,

[00:34:34.539]
you'll see, I have two,

[00:34:36.500]
the first one is very obviously not

[00:34:38.590]
related to what I'm looking for with designer

[00:34:40.628]
babies, but the second one uh seat

[00:34:43.168]
belts to sensors that is relevant to

[00:34:45.179]
Newton's three laws, right? Seatbelts are very important

[00:34:47.639]
when we're talking about force mass acceleration

[00:34:50.239]
and it's talking about car safety. So this

[00:34:52.478]
one intrigued me, it was something different.

[00:34:56.059]
So in addition to it not being in that initial search

[00:34:58.260]
that I was doing, um it's also a different

[00:35:00.599]
kind of experiment. This is actually not

[00:35:02.679]
an experiment at all, but it's an activity to do

[00:35:04.849]
in class. That is a debate

[00:35:07.409]
which I also thought was really fun and interesting

[00:35:09.590]
because I don't get to do a lot of debates in science class.

[00:35:11.978]
So basically, just to kind of sum up

[00:35:14.050]
this this um activity, it

[00:35:16.099]
wants students to debate whether seatbelt

[00:35:18.289]
should be mandatory in school buses

[00:35:20.918]
and why or why not. And it, it wants them

[00:35:22.929]
to use car safety through

[00:35:25.059]
history as their argument. But I thought

[00:35:27.349]
this would be a good activity to modify

[00:35:29.500]
and use Newton's second law

[00:35:31.619]
as their support, you know, how are force

[00:35:33.878]
maths and acceleration important when

[00:35:36.050]
thinking about if seatbelts should be in a school

[00:35:38.188]
bus. So as teachers do

[00:35:40.418]
and we're professionals at, I took this

[00:35:42.438]
and I kind of modified it for my purposes

[00:35:44.579]
and changed a couple of things, but it was a good

[00:35:46.599]
framework for me to work off

[00:35:48.619]
of. All right. So if

[00:35:50.688]
you can look in

[00:35:53.938]
my lesson plan,

[00:35:55.889]
I wrote down a couple of my modifications.

[00:35:58.219]
So instead of having students argue

[00:36:00.570]
in the affirmative and the negative, I

[00:36:02.648]
chose to have my students all argue

[00:36:04.719]
in the affirmative and to have

[00:36:07.090]
me be the negative. So that way I can

[00:36:09.250]
bring up certain points and see if

[00:36:11.309]
they're able to demonstrate their knowledge to

[00:36:13.389]
argue with me. Um I also

[00:36:15.518]
have them working with a partner

[00:36:17.378]
and I'm giving each group

[00:36:19.398]
or each partner.

[00:36:20.639]
Um a specific scenario where they're

[00:36:22.800]
gonna have to involve their math,

[00:36:25.188]
their numbers for force mass

[00:36:27.219]
and acceleration of the stall for one and

[00:36:29.510]
use that information in their argument as

[00:36:31.708]
part of their support for needing seat

[00:36:33.918]
belts in bus or in the bus.

[00:36:36.639]
Um Then last I put in here that this could be

[00:36:38.708]
a really good opportunity to collaborate with social studies

[00:36:40.860]
as well. If your social studies teacher has

[00:36:42.918]
done um a debate in class already

[00:36:45.469]
or if they haven't, you can let them know, hey, I'm planning

[00:36:47.610]
on doing a debate.

[00:36:49.018]
What can you tell me what, what should I do or do you want

[00:36:51.148]
to work on this with me? So you could even collaborate

[00:36:53.199]
with the social studies teacher here, which could

[00:36:55.300]
be fun, which you don't get to do a whole lot

[00:36:57.458]
in science. So I liked that idea.

[00:37:00.869]
All right. And then your last step is evaluate.

[00:37:03.289]
So this is where students can review and reflect

[00:37:05.829]
on their knowledge. This is where you get to actually

[00:37:07.989]
kind of grade and see how

[00:37:10.329]
the inquiry process went.

[00:37:12.590]
So this can be something like a test

[00:37:14.918]
that you give um a written

[00:37:16.989]
assignment. But a lot of times you can actually work

[00:37:19.309]
the elaborate into the evaluate

[00:37:21.458]
section. So you can just collect what

[00:37:23.739]
they've done from elaborate and see

[00:37:26.050]
what they know and use that to evaluate their knowledge.

[00:37:28.250]
So that's exactly what I did.

[00:37:29.860]
I had my students write down their key points.

[00:37:32.699]
Um I also considered the verbal conversation

[00:37:34.829]
that we were gonna have and the arguments and

[00:37:36.969]
then I had them kind of reflect on what they learned.

[00:37:39.340]
Did their key points change? Would

[00:37:41.418]
they add anything new? And that's what

[00:37:43.438]
I'm gonna collect and use to assess their

[00:37:45.458]
knowledge?

[00:37:46.478]
And that was my five E lesson plan.

[00:37:48.898]
So the big takeaways here with gale and

[00:37:50.929]
context science are there is

[00:37:52.969]
just so much stuff in there and so many ways

[00:37:54.989]
to find it that it's really worth just going

[00:37:57.000]
in and kind of discovering and looking around

[00:37:59.239]
and, and seeing what you can find.

[00:38:02.039]
All right now, um, before I move

[00:38:04.099]
on, are there any questions or anything that you'd like to see

[00:38:06.938]
before I get into our support information here?

[00:38:14.179]
Ok. I don't see anything coming in. So, um,

[00:38:16.659]
the lesson plan that we looked at today and another

[00:38:18.780]
lesson plan that I created on weather and climate is

[00:38:20.898]
all going to be on support dole

[00:38:22.599]
dot com in addition to just

[00:38:24.648]
tons of other resources for teachers, like

[00:38:26.800]
we have escape rooms, scavenger

[00:38:29.110]
hunts. Um Other lesson plans that

[00:38:31.219]
aren't inquiry based but are still great

[00:38:33.500]
lesson plans to use trading cards activities.

[00:38:35.860]
So tons and tons of uh resources

[00:38:37.898]
to use in the classroom.

[00:38:40.159]
We also have different ways that you can connect with us so

[00:38:42.789]
you can find your customer success manager

[00:38:45.139]
and email them at gale dot customer success

[00:38:47.289]
at age dot com. If you don't

[00:38:49.478]
have the resource we looked at today, you can always

[00:38:51.708]
find your sales consultant online as well.

[00:38:54.309]
And I have a QR code here for

[00:38:56.369]
you to scan just to give me some feedback on

[00:38:58.409]
today's session. Uh Tell me what you liked,

[00:39:00.768]
what maybe I could change. I'd love to hear how it went

[00:39:03.010]
and maybe any resources that you're looking

[00:39:05.110]
for from us that we can create. So

[00:39:07.369]
please scan that QR code and give me some feedback.

[00:39:09.570]
But I think I also have it set up for the uh the survey

[00:39:11.829]
to pop up after you leave today's session

[00:39:14.010]
too, but that

[00:39:16.260]
is our time. So, thank you very much.

[00:39:19.050]
Um If you have any questions, feel free

[00:39:21.090]
to stick around and I will answer that.

[00:39:23.139]
I just saw one come in

[00:39:24.989]
to find the state there and dip. I'll show you how to find that again.

[00:39:27.599]
Um But that's our session. Thank you very much. I'm

[00:39:29.679]
gonna go ahead and stop recording now.