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compare notes. Twice during the week, the whole class came together and groups shared their work while students critiqued and offered ideas. Mr. H. plans a year-long science activity integral to the entire school science program. The students are to observe and record information about the daily weather. Mr. H. begins the activity by assessing what students know, but realizes that students might use terms without understanding. He focuses on the aspects of weather that his teaching experience and knowledge from research on student abilities lead him to believe are The hottest version the fox in forest all over printed slippers developmentally appropriate, and he keeps a record of terms to help him modify his plans as the activity progresses. Students design instruments for measuring weather that are within the range of their skills and a parent provides expertise. They make measurements using their mathematical knowledge and skills; they organize data in a meaningful way and communicate the data to other students. There is an ebb and flow of teacher-directed, whole-class discussions and small-group work sessions. Sounds are not intuitively associated with the characteristics of their source

 

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