OK. Well, thank you again for joining me today.
Uh My name is Lindsay Barfield. I'm a trainer here
at Gale and our session is focusing
on inquiry based learning using Gale in
context science. Uh So just a little background
about me, I'm a former science teacher
myself. So I love when I get to kind of put
my teacher hat back on and speak
directly um about our resources and how
they can be used in the classroom.
I think a lot of times there's a misconception that
our Gale In Context resources are informational
text only and that is totally not
the case you're gonna see here, all kinds of cool content
that we have in here. Um for students
to interact with and for you as librarians
to share with your teachers and for teachers to share
directly with their students. So
we're gonna be looking of course at inquiry based learning
and I chose a specific model to use. But
uh we're also gonna be looking really at
how you can find this content and
the types of content that are inside. OK.
So with that, let's go ahead and get started
just a quick agenda. We're gonna spend a few
minutes in some slides talking about what is
in core based learning and how Galan context
science lends itself nicely to that. Uh
We're also going to have some time to look
at a lesson plan that I've created using gale
context science. And I'm gonna walk through
the exact steps that I used to find the resources
that I included in it. So what kind of
browsing options I used and what content I was
looking for. And at the end, there's gonna
be some time for questions and contact
information. That way if you have some questions after
today's session where you can go. But
if you do have questions as we're going,
please use that Q and A I have
it open. I'm, I'm keep, keep my eye on
it so that way I can answer them as they come up. But
um I see someone has their hand raised
if you do have a question. Uh If you wouldn't
mind putting that in the Q and A for me. All right,
I'm gonna put that down. Here we go.
OK. So what is
inquiry based learning? Well, uh whether
you realize it or not, if you've never taught a science lesson,
you have probably used it already. Uh
inquiry based learning lends itself very nicely
to the content of science because it's all about
sparking students curiosity and getting
them to ask why, you know, why
is something the way that it is, which is really what
science is all about. It's about wondering
and using discovery to learn.
Uh This style is particularly effective
though because it disguises learning
with hands-on activities and experiences.
So if you think about your favorite
lesson when you were a kid and you were in class, it probably
wasn't one where the teacher was standing in the front of the room
with slides and they were giving a lecture, right?
It was probably some sort of experiment. You got to
do something where you got to get your hands
involved and you got to go outside one day
and do something to collect some data. It was
probably something hands on and experiential,
which is what inquiry based learning is all
about. We want to get our students to take some ownership and
their learning by doing it themselves
almost, they don't even realize that they're teaching
themselves as they go through.
So where Gale In Context: Science comes
into play, you know, as I mentioned, we do
have some great informational text with
trusted reference materials and top periodicals.
But we have a really great variety of
other content pieces that can have students
have those hands on and experiential
um learning types.
So in addition to our premium resources
here at the top, we also have videos,
images, audio files
and some of the things we're gonna look at specifically today are
those interactive simulations and experiments
that we have fully fleshed out and ready
for students uh to start using interactive
simulations. I love, they cover
a wide variety of topics and this frequently
studied uh science content areas
and then our experiments as well cover
a wine variety and they are very
detailed. They're gonna have, you know, how long is
it gonna take? How difficult will this be, what
materials are needed? So, they're
really, really well thought out
in addition to that, we also have statistics
and graphs. So if you're trying to get students engaged
and get them wondering, you can show them
some or some data that's been collected over
time and get them asking. Well, how did this,
how did this happen? What's changed over time?
How did things, you know, I, I have a second
lesson plan. I'm gonna show you later on weather and climate
where it shows how the weather has gotten warmer
over the years. So we're gonna look at a graph.
Well, why do you think it's gotten warmer? What's
And then all of this content is built
into these very nicely curated topic
pages that students can be sent to or
that you can use to find the content.
And again, these are most frequently studied topics
you can see here on my screenshot
that we've got biographies,
topics within biology, chemistry,
and many, many more. And we're gonna look at
those here in just a bit.
Ok. So for the lesson plan that I created,
I use a specific model. I use the five
E model, which is not new. It's not something
that I've created myself. It's been around since the eighties,
but it's a very nice way to kind of organize
your thoughts and organize the inquiry based
learning process into just five
steps. So we're gonna engage, explore,
explain, elaborate and then evaluate
the lesson plan that we're gonna look at today
is one that I created on forces in motion.
So you'll see here that this is a high
school lesson plan. Uh But the other
one on weather and climate that I'll show you how to find later
is middle school. And
when I went or when I went to create this
I went ahead and chose my standard
that I want to analyze data to support the claim
that Newton's second law describes a mathematical
relationship among the net force on a macroscopic
object and its mass and acceleration, which
is just a long way of saying how does Newton's
second law relates to force mass
acceleration mathematically, which
this is the part where I share that I also used to teach
math. So I was kind of selfish when I chose
this standard because it takes my two favorite things and
put them together.
Uh So the objectives that I wanted
from this lesson plan I created were
for my students to describe the relationship
between forces on a moving object
and the force require to stop it
and then also to be able to solve
for force mass and acceleration. So that's what I'm
keeping in mind the whole time while I'm
in gale in contact science looking for these
resources. Now, if you want
to open up this lesson
plan and follow along with me,
I'm gonna share the link with you. Um
It's already on our support site so you can find
it later and share it out.
But let me just get this link
here and send that to you.
OK? You should see the link now
in your chat that you can click on and open this lesson
plan to follow along. Uh But I'm also
gonna have it open in the slides too. After I show
you where I find each of the resources, we'll look at
it again there.
OK? So starting with our very
first step, engage. Uh This
step is where you're really gonna find your hook.
So this is where you're gonna get students curious, get them
wondering asking why. And
this is where I would go to Gale
in context science to find a good
video simulation statistic
or audio clip, something that I can share
with my students, have them, watch it,
listen to it, interact and then ask why
is that? Why did that happen?
Um So when thinking about the standard that
I chose and those learning objectives that I had,
I thought a video would be a really good
way to introduce this topic because I can show
a video of something falling or
dropping and have my students just think
about why, you know, why is it falling? What
forces are interacting on it? What's causing
that to happen?
So this is when I went into Gale In Context: Science
So let me log in here.
Now, if you already have access to this, it's probably
through your library and you know where to go to. Um
But if not just follow along and
watch as I go saying that chat
let me share the link one more time.
Someone wasn't able to get it
and I'll share it here too.
Hopefully everyone else was able to get that one open,
but someone was having difficulty opening a lesson plan.
OK? So I went into Gale In Context: Science
Um and just to kind of quickly acquaint you with the home
page here, this is how all of our Gale In Context resources
are set up. When you log in
up at the top here, you've got your sign in options.
So you might notice there's no actual gale
sign in to access these resources.
You're gonna get it through single sign on.
ok. Let me try again. Somebody else said they didn't get it
there at that time. I think it should have worked. I think I had
my settings wrong the first time I shared it out.
Ok. Hopefully. Now you all have it
in your chat. There we go.
Um But as I was saying, there's no gale
sign in to access our resources,
it's directly through whatever your single sign
on is at your school. Uh But
when you are working within the resource
and wanna save content, you can do that directly
to your drive or your or Google Drive or Microsoft
Drive. So I'm gonna sign in with Google.
I think it's best practice to do that. Right. When you get in
that way, everything is easy and kind of flows
nicely as you're working,
then you've got your basic and advanced search
here, which is where we're actually gonna start in just a moment.
This I think is where most teachers and librarians
are drawn because it most closely resembles your Google
Um underneath though are the topic pages
that I would typically direct students to. So
we feature a couple topics each
month they change just based on what's
going on that month, maybe some top
or popular topic pages we've seen
students clicking into or maybe ones
that they haven't been clicking into and we want to feature.
So these change every month
and then down here you can browse
more topic pages and see what's
been updated and what's new.
So we are constantly adding in new content
to our resources. So it's great to
come in and see what's being updated and what's been changed.
But you'll see that we have 690
total. So we'll take a closer look at
these in just a moment.
But as I said, I think most teachers are drawn
to this basic search because what we're used
to doing, right.
So if I know that I'm coming in looking
for a video on something falling or being
dropped, I can just go ahead and start
typing in my term drop
and you'll see that my surface this is gonna pop up.
Uh The search assist is going to recommend
topic pages first. So anything bolded
is a topic page that we have built out
around drought, which is not what I'm looking for.
Um But underneath the non folded
words are still gonna have good results.
They're still gonna have content coming back,
but it's just not gonna be built out into that curated
page where everything is gonna be
relevant to this topic right here.
OK. So if I do a search for drop,
you'll see here. I have tons of content to
I already know though, I'm looking for a video
so I can click into my content type here
and just looking at the very first two videos.
I see what I was talking about where these are
not exactly the kind of drop that I'm looking for,
right? Which is where my filters
are gonna be my best friend.
Uh The filters you can see we've got a good variety
of filters here too, but one of my favorites
if I'm looking is doing a,
why don't we do? Actually, we'll do subjects here
for this one. I like subjects because
it takes all these videos and kind of puts
it into smaller categories. So you can quickly
preview uh what the
video topics are. So if I'm
scrolling through and I'm looking for a good video
on something falling or being dropped.
Well, actually this very, the second one here stood
out to me, spacecraft, a spacecraft
falling or being dropped. That sounds fun and engaging
to kids. Right.
So I've got four videos to choose from
and I did click into each of these and preview them,
but this very first one stood out
to me the Orion drop test.
All right. Once I select this video, you'll notice that the,
the video is not embedded
in the actual um database
here, we have it linked out. So
when I click to play the video and watch
it, it's always gonna give me this little warning
that I'm leaving Gale, but that's ok if
you're ever leaving Gale, it's a website that we have already
looked at. It's trust that it's not gonna give you any pop
ups or viruses. So it's safe to
you. You'll see that. Actually, it is a website
with this video. There's nothing else linked here
now. It's seven minutes long. So I won't have us watch
the whole thing.
Um But I'll kind of fast forward through so
you can get the highlights here. This
video is explained the process that
NASA scientists go through when
they're creating simulations for shuttles
doing a water landing. So
it's showing the shuttle that this giant
simulation is swing. They created to
simulate when a shuttle is coming back to earth
and it lands in the water, how they plan
for that and how they can kind of use
the different forces and factors involved
to create this simulation.
So I thought this would be a great way to hook my
students, get them engaged and get
them thinking about those forces as well because
you'll notice that this video was geared towards
um students. So it's not really talking about.
Well, the force is this many newtons, the mass
is this many kilograms. It's not going
in that much detail. It's just telling students, hey,
this thing is falling. Here's what we're thinking
about. Now. What do you think
about that topic?
So once I find a resource that I want
to share with my students,
I have a couple of different options.
Um I personally can save it to my drive
that I've just logged into, I can email
it. Maybe I wanna share it with a colleague, but they want to use
it in their class. I can download
it. Uh print is also an option, but
I don't recommend that for videos. It comes in handy
with some of our texts later on. Uh But
the easiest way I think is with get link.
I love get link because it creates a persistent
URL that if I put
this in my list and plan this this year and
I come back to use this lesson plan for the next
three years. This URL
is still gonna work over the next five years. There's not really a time
limit on it. Um This is gonna continue
to work. It's very different than this
web address up here at the top. This is gonna give me problems.
This one's always gonna bring me back to the video.
So I like using get link and just
copying it, pasting it and
putting it in my lesson plan or sharing it directly
with my students. It's gonna bring them to this video.
All right. So that is my hook
is that video?
Now you'll see in my lesson plan
that I paired that video with a couple little
questions of having students watch it.
And then also I want them to kind of share their
thoughts on why simulating is important,
why precision would be important
and what role forces
are playing in this simulation?
All right. At the very end, I also have a fun activity
where they can um write down three
scenarios that would cause a simulation not go
as planned and be a little creative,
but that's my engage, that's my hook fun
video and then having them kind of think about what
they just saw.
Now, next, we're going to explore where students
are gonna dig a little deeper. So they're gonna take those questions,
the things they thought about and engage
and explore on their own
to kind of develop those thoughts that they have and the questions
they have, we have simulations
and websites within Gale In Context: Science
That would be great for this purpose.
Simulations, obviously, you know, because they
can actually simulate an occurrence of something.
Uh Some are very straightforward and just kind
of let students watch something happening,
but some are actually have variables
that they can put in and change. The one that
I've chosen, you're gonna see in a second when students change
the mass of an object, uh the
gravitational force, the air density,
uh some have even more than three
variables. They've got four or five.
Uh So they get to interact and kind of run these
trials and then ask the question,
run the trial and then get their results in
And the websites are great too because you'll see
with the uh weather and climate
lesson plan that I made. Uh I found
a really great website that shows students
the change in surface temperature from the year
2000 to 2022.
And they get to watch this little interactive video
as it goes through and they can kind of move
and change and explore why
that change in temperature might have been occurring. So
when I go into
deal in context science here. We've
done our basic search now, but I want to do an
advanced search because
I know I wanna find a simulation, especially with
physics. We have um a lot,
a lot, a lot of simulations that lend themselves
nicely to physics.
Um Up here at the top, you can put
in search terms if I know of, of specific
simulation that I'm looking for or what
I want it to be related to, I can put in my
search terms up here.
But down at the bottom, we've got these search limiters
where I can actually search by a specific
And I see here are my simulations
where when I do this search, it's gonna pull up every
single one we have, we've got over 300
to choose from which are just
a ton, right?
So the very first one, you know, some of these
are very basic periodic table is just an interactive
periodic table where students can kind of click around,
see the atomic number mass
even tells them how many electrons are each shell.
Um But some are a little more involved.
And so I want one related to
Newton's second law where they can kind of explore
that falling object and the forces involved
a little bit further.
So I'm gonna do a search within, we look
at subjects before but search within is great.
It's gonna search within the simulations to see
what factors they're working with. So
I want one that involves mass and
run my search here
and I've actually got five to choose from.
Uh some of these are specific to
Newton's second law. They're a modified Atwood
machine. But since we use that hook
of the falling object, the falling shuttle,
I think this one's gonna be a little bit better for
my purposes. So I'm gonna click
into diy factors affecting
objects falling in air.
All right, when you open any simulation, the very first
thing it's gonna do is alert you that you're actually
doing it at a smaller size and
it's best to open the
activity down here to a, a much
larger screen. So I'm gonna do that first.
All right, with any of your simulations, you're gonna get
a little bit of contextual information involved.
So it's not enough to explain
to students exactly what's going on,
but it's enough to tell them. These are some terms you
may need to know to understand this simulation.
So terminal velocity air
resistance drag, those are gonna
be important. When we're looking at this simulation,
they can collapse it right here
and then it goes into the instructions. So
it's time, then you're gonna change a couple of factors here
for this skydiver as he's falling,
we're gonna work with gravitational acceleration,
air density and mass. And it even
recommends that it's gonna be best to change one
property at a time. So they can compare
the graphs that it's gonna create more
All right. So after they read their instructions,
students can come in and actually start manipulating
some of these variables. So if
I'm running this and I want to change maths
I can drag this down to the slowest
mass, have my skydiver
and you'll see that as he's falling,
it's graphing the information so they can pair
this data with what they're seeing the
and then once it gets to the very end,
it's not telling them what happened, right? They
still have to kind of connect the dots and
find that information themselves.
They're gonna be prompted to start their next trial
where for this one, I want a much heavier
I'm gonna have the skydiver jump and again, it's
graphing it real time. But now it's comparing
it to the lower mask that I had
So this is really where students can explore.
Well, what role did mass play
in this simulation? How is maths
important when something is falling? We can look
at the acceleration and you know, kind of wonder, well,
why is it a negative acceleration
and then it skyrockets to positive and goes back
to zero. What about velocity?
And they can explore those concepts by going
on and changing the gravity and the air
density and running more trials.
Um Somebody in the chat or
in the Q and A ask do lesson plans go away
eventually. No. So we leave all of
our support materials on the support site.
So these will be here available for you
um indefinitely as far as I know.
OK. So this is our simulation that I want
to share with my students.
There's no limit on how many times they can run it. So
I have a kind of open ended where students are gonna run
it as many times as they feel they need to,
you know, within a given amount of time. Um
And again, I would share this with get link.
So we've got them working with the simulation
and then I actually also put in a couple
of guiding questions here. So that way
if they are just kind of playing with it and
they're not really doing, you know, what
needs to be done to explore and learn further.
Here are some questions to kind of check in. Oh Well,
what role did maths play? Well, they didn't
run one when they changed math. So let's do that. And then
you know, what role does gravity play? So
the questions are good to kind of guide the exploration
if you feel like your students might need that additional support.
All right. Next, we've got explain.
So this is where as the teacher,
you can kind of come in step in and
check in on that learning. So if they didn't
really get what they needed to add that exploration
step, this is where you can share with them
articles, reference pieces,
topic overviews to give them an informational
text. So they can fill in
the gaps of what they might have missed in that last step
or where they may still have those questions.
Also, depending on your student's ability
level, you might also want to share with them just
the entire topic page. So if you
think that they can navigate those filters and find
that relevant content themselves, you can
just share a topic page with them and they can start
looking on their own to get that explanation
over the concept.
So I mentioned before, we've got tons of topic
pages to choose from which I just went back
to the home page just so we can browse
our topics here.
Uh, when you first open the browse topics,
it's gonna have every single one listed. And
again, you'll see that we have some that are updated,
but you can always come in and see what's
new or updated just by using this filter
So you can see we've updated quite a bit here recently.
Um But if I know what I'm looking for,
so let's say,
um, we're going into physics and astronomy,
I can kind of scroll through and see
what's available. So I'm working
on the laws of motion, specifically the second
law, but I have a topic page right
here built out.
So you'll notice the difference between our basic
search, advanced search and the topic page is we've
got this little overview here at the top. This is
a good introductory piece for students,
especially if you're sharing just the entire
topic page with them to kind of get them
explaining on their own. This
is a great place to start going into this topic.
underneath is all of the related
content that we have, which you can see. We've got
something you just about every category here related
to laws of motion.
Um But if I as a teacher want to find
a few pieces to help guide my students,
this is where I might click into reference
here, you know, find some things from the encyclopedia
and use my filters again to find
that specific content. Now, one
filter I've not talked about and one um
uh feature of the resource I've not talked
about are content levels. So you
might notice that if we have
any written pieces, you know, the magazines,
even the experiments, these have
an associated content level with them
that relates to its Lexa measure.
Uh There are five content levels
that we have. One in two
are elementary, three is middle
school, four is high school and
five is an undergraduate level. So
if I'm working with or high school
students, I know that I probably
want to pull some level four content.
But you know, if you have students who may below
reading level or it's just gonna be a little bit
easier to use them at level three, you can
multi select and pick as many levels as you want.
So this is a really nice quick, easy
way to get relevant content
at the appropriate level for your students.
Now, I went ahead and just pick level four
since I was working with the high school standard
and applying that.
And I wanna find some more information on force
mass and acceleration, Newton 2nd
law to share with my students. Right? But when
I'm looking through here, I'm seeing most of these are related
to all the laws of motion. Some
are just on motion itself. Gravity.
I've got one just on force. So
I'm gonna do a little search with them again
force mass and acceleration,
which when I do that, any of these pieces
that have a mention of those are gonna stay. So I've still got
but I got really lucky when I was lesson
planning and there's one that's actually called
force mass and acceleration. And
it's a topic overview from the world of physics
at a level four. So I know this would be a great piece
to share with my students.
All right, as I was reading it, I was thinking of
some questions that I may want my students to answer
or some things I may want them to define.
So you'll see if you have the lesson plan open. I
have a couple of things that I asked them to identify
within this piece as they're
reading. And this is where I really
want to point out some of the student tools that we have
Because as a teacher, you know, I'm gonna get my link
share with my students. And when they open it, it's gonna
pull them up to this exact page.
And so when students are working within the resource,
they've got these great accessibility features
built in where they can translate
a text to over 40 different languages.
So my last year of teaching, I had a student that
spoke Somali and it was incredibly
challenging to find content in Somali
to share with him. So it would have been great to come in here,
translate this piece uh and share
it with him.
I also can change my font size
if you do with a vision impairment or who just
likes a larger text, it's mobile
responsive. So you'll see it staying within this
window as I change the text,
I also can change and display options.
So if I wanna change the background color,
uh change my font style,
line, letter word spacing,
I can do all of that
and even listen to the text, it's gonna highlight
it as it reads. So we've got great
features here built in for students. After
you share it with them, they can still kind of customize
the content to whatever their needs are.
I'm gonna go back to default though for the rest of this.
I mean, we've got research tools built in So
with that first question that I have in my
lesson plan, I want students to identify
um acceleration and why there may
be a negative acceleration in an object
because they saw in that simulation that
it was accelerating negatively.
So right here as students are reading, if
they find these answers, rather than writing it down,
they can use highlights and notes
to just highlight their answer.
pick a color. So maybe for question one,
I want it to be green and then I can
make a note here or I can just literally put in. This
is my answer to question one.
All right, there was another part here
about why it was negative. So after being
it produces a negative acceleration on the ball.
That's my second part to question one.
And then I can just color code my work as
with my highlights and notes and as
a student, I can save it to my drive and
it's gonna have the full text, my highlights,
my notes. And I've got this to kind of refer
back to as we're working through the lesson plan.
So I really wanted to point out those accessibility
features and highlights and notes because they are great
tools in here for your students.
All right. So this is one piece that I chose
to include in my lesson plan.
I also decided just from my experience as a teacher,
sometimes these text heavy articles
um can lose a few students and
videos are a great way to kind of build them or
bring them back in and kind of build them back up.
So I wanted to find a video that I could share
in addition to this article in case this lost a few
of my students. So I'm gonna go back
to this uh topic overview page following my
breadcrumb trail here. I can see I wanted
to reference that a document.
Let's go back to Laws of Motion.
And when I go into videos,
my very first three are on each
of Newton's Laws and they're from Khan Academy.
Now I mentioned part of my uh learning
objectives for were for students to mathematically
be able to solve for force maths
and acceleration, which we
have plenty of these Khan Academy videos
built into the resource to explain some of these
mathematical concepts. So if
you are not a science and math teacher,
you are just a science teacher and math is like not
your strong suit. We've got some great videos
here that you can share with students.
I'm gonna go to Khan Academy
and it's gonna explain those concepts for
you in the video. So I'm having my
students watch this and as they
they're going to copy down
deposit. You'll see here at the end,
he explains everything really, really nicely.
But at the very end,
I've got a actual examples
of solving for force maths and acceleration
where he walks through them does the math
gives the examples. And so I want my students
to watch this too and then write
down these examples. So they have them for later
on when they need to show what they know at the very
end, right? So the Khan Academy videos
we have in here support math are awesome
I think I pretty much went through everything already. Yeah, we're
gonna answer a couple questions and then
write in our notebook. Those examples from the video.
OK. Elaborate is where students are gonna
go back on their own and they're going to apply
their knowledge now. So what they've learned from these
first three steps, they're gonna apply
it to some larger project assignment,
something where they have to actually show
their understanding, which is where I think
our experiments come in handy. So
we've got over 200 experiments to choose from
and they span across a really wide
variety of topics and they go into
very, very nice details. So they're not just
a general um you know, experiment,
just an idea. They are fully fleshed
out and you're gonna see when we look at it. They, they
have a lot, a lot of details in there.
if I am back in laws of
motion, I'm gonna go back to that topic page.
I'm looking for an experiment now for my students
to elaborate on what they know
I've got five to choose from.
And you can see with the title they're easy to tell what their
focus is. So rotation orbit doesn't
really work for me but forces that's involved
in Newton's second law. So I'm gonna
go into forces and see if this one works
with any of these experiments. This
is the general format that you're gonna have. So
at the top, you're gonna get any information
that students may need to know before conducting
this experiment. You know, this is
where they're gonna learn. OK, we need to know what new three
laws are we know about gravity.
So you may want to share with your students before
conducting the experiment,
you're also gonna get into any words to
know. So important vocabulary they may
want to learn before they get into it
and then you get into the experiments themselves.
This very first one is on how
do water bottle rockets demonstrate Newton's
laws of motion. So this one focuses
on all the laws of motion. So right there, I kind of thought
this isn't really what I might want to use, but
I kept reading just to be sure. Um
it's got a purpose and hypothesis at the top.
So what's the purpose of the experiment?
Then it gets into the actual part? So
it's gonna go into variables. What variables
are we working with
the difficulty level?
How many materials are needed? Which this one
also as soon as the materials list, I thought,
oh I'm looking for something kind of quick to do in class.
This might be a bit too much.
Uh we have our budget, which
I will say this lab I think was from
2010. So the budget may
not be 100% accurate, but it's an approximation.
And the timetable, I think of that as an approximation
to of course, you know, your students better than anyone.
So the time can vary depending
on the class
and then you get into how your experiment
is gonna work. So step by step instructions, these
you can actually share with the students so they can follow
these procedures on their own or you
can walk them through it and kind of guide
You're gonna get any kind of pictures that might be handy.
So you can see for the setup, you're gonna want to see
how these um pieces go together,
even any tables or graphs that students
seem to make. They're gonna have a demonstration here
on how to make those
and then you get your summary of results.
So I like this because there's a troubleshooter's guide
where if something went wrong in the experiment,
you're gonna see what the probable cause is
or what the problem was and what the the possible
cause was for that problem. So if
students need to go back and revisit it, they
can say, oh this is my problem. Maybe this
was the cause. Let's try that and
see what happens.
Uh They also get some recommendations for changing
variables and how you can even
modify the experiment.
Now, typically, whenever you pick a topic
like force, you know, it's a pretty big topic, you're
gonna get multiple experiments to choose from.
So that was just my first one.
I have a second now and usually the
second one is going to have a difference
in difficulty, cost
amount of time. Something about it's gonna be different.
So that first one was difficult. This
one's easy to moderate,
uh much less materials needed,
a smaller budget and it's gonna take less time.
So you're usually going to get a good variety
in these factors here as well.
But after reading through both of these, neither
of these quite suited my needs. They were good at experiments,
but they didn't really relate to Newton's Second Law the way
I needed it to. So I chose
another browsing option and I think it's forgotten,
but I really like to point out it's on the home page.
So you have to go back to Gale In Context: Science
and this is on the home page of any of your Gale In Context
resources. At the very bottom,
you have these educator resources and
curriculum standards built in.
So when you open it, you're gonna get the option to choose
your state standard framework,
all of that stuff or you
can go into national authorities
and pick nat or next generation
So from here, I can pick my framework. I
chose disciplinary core idea
and then I can even pick my grade level. So
I'm working with high school Physical Sciences.
So I'm gonna click in here
and it's gonna show you first uh matter
in its interactions because it's the very first unit of study,
but you can collapse it to see all four
and forces interactions is where I'm working.
So I'm gonna open this one up
and after you see the standard you're working on.
So this was my standard right here and you'll see
that you can see resources related
to it now, much like our basic
search. I'm gonna click in here. Uh much like
that basic search we did in the beginning, this
kind of search does require a little bit of filtering
because it's gonna pull any piece of content
relevant to that standard
or a word in that standard if you will.
So it might require using some of these filters
here. But I like it. If I have
a specific standard I'm working with and I don't see
what I need or what I'm looking for,
it's a good way to check and see if anything else
comes up. So, in experiments,
you'll see, I have two,
the first one is very obviously not
related to what I'm looking for with designer
babies, but the second one uh seat
belts to sensors that is relevant to
Newton's three laws, right? Seatbelts are very important
when we're talking about force mass acceleration
and it's talking about car safety. So this
one intrigued me, it was something different.
So in addition to it not being in that initial search
that I was doing, um it's also a different
kind of experiment. This is actually not
an experiment at all, but it's an activity to do
in class. That is a debate
which I also thought was really fun and interesting
because I don't get to do a lot of debates in science class.
So basically, just to kind of sum up
this this um activity, it
wants students to debate whether seatbelt
should be mandatory in school buses
and why or why not. And it, it wants them
to use car safety through
history as their argument. But I thought
this would be a good activity to modify
and use Newton's second law
as their support, you know, how are force
maths and acceleration important when
thinking about if seatbelts should be in a school
bus. So as teachers do
and we're professionals at, I took this
and I kind of modified it for my purposes
and changed a couple of things, but it was a good
framework for me to work off
of. All right. So if
you can look in
my lesson plan,
I wrote down a couple of my modifications.
So instead of having students argue
in the affirmative and the negative, I
chose to have my students all argue
in the affirmative and to have
me be the negative. So that way I can
bring up certain points and see if
they're able to demonstrate their knowledge to
argue with me. Um I also
have them working with a partner
and I'm giving each group
or each partner.
Um a specific scenario where they're
gonna have to involve their math,
their numbers for force mass
and acceleration of the stall for one and
use that information in their argument as
part of their support for needing seat
belts in bus or in the bus.
Um Then last I put in here that this could be
a really good opportunity to collaborate with social studies
as well. If your social studies teacher has
done um a debate in class already
or if they haven't, you can let them know, hey, I'm planning
on doing a debate.
What can you tell me what, what should I do or do you want
to work on this with me? So you could even collaborate
with the social studies teacher here, which could
be fun, which you don't get to do a whole lot
in science. So I liked that idea.
All right. And then your last step is evaluate.
So this is where students can review and reflect
on their knowledge. This is where you get to actually
kind of grade and see how
the inquiry process went.
So this can be something like a test
that you give um a written
assignment. But a lot of times you can actually work
the elaborate into the evaluate
section. So you can just collect what
they've done from elaborate and see
what they know and use that to evaluate their knowledge.
So that's exactly what I did.
I had my students write down their key points.
Um I also considered the verbal conversation
that we were gonna have and the arguments and
then I had them kind of reflect on what they learned.
Did their key points change? Would
they add anything new? And that's what
I'm gonna collect and use to assess their
And that was my five E lesson plan.
So the big takeaways here with gale and
context science are there is
just so much stuff in there and so many ways
to find it that it's really worth just going
in and kind of discovering and looking around
and, and seeing what you can find.
All right now, um, before I move
on, are there any questions or anything that you'd like to see
before I get into our support information here?
Ok. I don't see anything coming in. So, um,
the lesson plan that we looked at today and another
lesson plan that I created on weather and climate is
all going to be on support dole
dot com in addition to just
tons of other resources for teachers, like
we have escape rooms, scavenger
hunts. Um Other lesson plans that
aren't inquiry based but are still great
lesson plans to use trading cards activities.
So tons and tons of uh resources
to use in the classroom.
We also have different ways that you can connect with us so
you can find your customer success manager
and email them at gale dot customer success
at age dot com. If you don't
have the resource we looked at today, you can always
find your sales consultant online as well.
And I have a QR code here for
you to scan just to give me some feedback on
today's session. Uh Tell me what you liked,
what maybe I could change. I'd love to hear how it went
and maybe any resources that you're looking
for from us that we can create. So
please scan that QR code and give me some feedback.
But I think I also have it set up for the uh the survey
to pop up after you leave today's session
too, but that
is our time. So, thank you very much.
Um If you have any questions, feel free
to stick around and I will answer that.
I just saw one come in
to find the state there and dip. I'll show you how to find that again.
Um But that's our session. Thank you very much. I'm
gonna go ahead and stop recording now.