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Education
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with #0;93295.2.1 Compare the results of an experiment with what is already known about the topic under investigation. #0;93295.2.2 Employ a search engine on the Internet. #0;93295.2.3 Develop and refine a problem statement. #0;93295.2.4 Formulate a research plan that address...
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with #0;93295.2.1 Compare the results of an experiment with what is already known about the topic under investigation. #0;93295.2.2 Employ a search engine on the Internet. #0;93295.2.3 Develop and refine a problem statement. #0;93295.2.4 Formulate a research plan that addresses a problem to be solved. #0;93295.2.5 Develop an awareness of the limitations to scientific
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http://www.state.tn.us/education/ci/sci/doc/SCI_3295.pdf#page=3
www.state.tn.us/education/ci/sci/doc/SCI_3295.pdf#page=3
with #0;93295.2.1 Compare the results <span class="highlight">of</span> an experiment with what is already known about the topic under investigation. #0;93295.2.2 Employ a <span class="highlight">search</span> <span class="highlight">engine</span> on the Internet. #0;93295.2.3 Develop and refine a problem statement. #0;93295.2.4 Formulate a research plan that addresses a problem to be solved. #0;93295.2.5 Develop an awareness <span class="highlight">of</span> the limitations to scientific
Grade 6 : Embedded Inquiry
Grade 6 : Standard 2 - Interdependence Conceptual Strand 2 All life is interdependent and interacts with the environment. Guiding Question 2 How do living things interact with one another and with the non-living elements of their environment? Grade Level Expectations Chec...
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Grade 6 : Standard 2 - Interdependence Conceptual Strand 2 All life is interdependent and interacts with the environment. Guiding Question 2 How do living things interact with one another and with the non-living elements of their environment? Grade Level Expectations Checks for Understanding State Performance Indicators GLE 0607.2.1 Examine the roles of consumers, producers, and decomposers in a biological community. GLE 0607.2.2 Describe how matter and energy are
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http://www.state.tn.us/education/ci/sci/doc/SCI_Grade_6.pdf#page=4
www.state.tn.us/education/ci/sci/doc/SCI_Grade_6.pdf#page=4
Grade 6 : Standard 2 - Interdependence Conceptual Strand 2 All life is interdependent and interacts with the <span class="highlight">environment</span>. Guiding Question 2 How do living things interact with one another and with the non-living elements <span class="highlight">of</span> their <span class="highlight">environment</span>? Grade Level Expectations Checks <span class="highlight">for</span> Understanding State Performance Indicators GLE 0607.2.1 Examine the roles <span class="highlight">of</span> consumers, producers, and decomposers in a biological community. GLE 0607.2.2 Describe how matter and energy are
DRAFT
35 of 75 DISCUSSION WEB Description: The Discussion Web (Alverman, 1991; Duthie, 1986) is an organizer that allows students to look at both sides of an issue before making a decision based on evidence. Step-by-Step 1. Choose a selection that has potential for oppo...
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35 of 75 DISCUSSION WEB Description: The Discussion Web (Alverman, 1991; Duthie, 1986) is an organizer that allows students to look at both sides of an issue before making a decision based on evidence. Step-by-Step 1. Choose a selection that has potential for opposing viewpoints. 2. A transparency of the Discussion Web to be used for class review is helpful. A question should be posed and written on the web. 3. Students working with a partner can brainstorm at least three responses to the question that
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http://www.state.tn.us/education/ci/english/doc/ENG_3081.pdf#page=32
www.state.tn.us/education/ci/english/doc/ENG_3081.pdf#page=32
29 <span class="highlight">of</span> 75 QUESTION/ANSWER RELATIONSHIP (QAR) Description: The Question/Answer Relationship or QAR helps students understand different levels <span class="highlight">of</span> questioning and the relationships between questions and answers. Often students respond to questions with either a literal answer or by stating that “it” is not in the text. QAR provides four levels <span class="highlight">of</span> questions – Right There, Think and <span class="highlight">Search</span>, You and the Author, and On Your Own – to indicate how the question is related to the text. This strategy allows students
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http://www.state.tn.us/education/ci/english/doc/ENG_3081.pdf#page=38
www.state.tn.us/education/ci/english/doc/ENG_3081.pdf#page=38
35 <span class="highlight">of</span> 75 DISCUSSION <span class="highlight">WEB</span> Description: The Discussion <span class="highlight">Web</span> (Alverman, 1991; Duthie, 1986) is an organizer that allows students to look at both sides <span class="highlight">of</span> an issue before making a decision based on evidence. Step-by-Step 1. Choose a selection that has potential <span class="highlight">for</span> opposing viewpoints. 2. A transparency <span class="highlight">of</span> the Discussion <span class="highlight">Web</span> to be used <span class="highlight">for</span> class review is helpful. A question should be posed and written on the <span class="highlight">web</span>. 3. Students working with a partner can brainstorm at least three responses to the question that
Microsoft Word - Content Area Reading Middle School.doc
38 DISCUSSION WEB Description: The Discussion Web (Alverman, 1991; Duthie, 1986) is an organizer that allows students to look at both sides of an issue before making a decision based on evidence. Step-by-Step 1. Choose a selection that has potential for opposing viewpo...
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38 DISCUSSION WEB Description: The Discussion Web (Alverman, 1991; Duthie, 1986) is an organizer that allows students to look at both sides of an issue before making a decision based on evidence. Step-by-Step 1. Choose a selection that has potential for opposing viewpoints. 2. A transparency of the Discussion Web to be used for class review is helpful. A question should be posed and written on the web. 3. Students working with a partner can brainstorm at least three responses to the question
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http://www.state.tn.us/education/ci/english/doc/READ_Gr_6-8_Content_Area.pdf#page=26
www.state.tn.us/education/ci/english/doc/READ_Gr_6-8_Content_Area.pdf#pag...
26 QUESTION/ANSWER RELATIONSHIP (QAR) Description: The Question/Answer Relationship or QAR helps students understand different levels <span class="highlight">of</span> questioning and the relationships between questions and answers. Often students respond to questions with either a literal answer or by stating that “it” is not in the text. QAR provides four levels <span class="highlight">of</span> questions – Right There, Think and <span class="highlight">Search</span>, The Author and You, and On Your Own – to indicate how the question is related to the text. This strategy allows
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http://www.state.tn.us/education/ci/english/doc/READ_Gr_6-8_Content_Area.pdf#page=38
www.state.tn.us/education/ci/english/doc/READ_Gr_6-8_Content_Area.pdf#pag...
38 DISCUSSION <span class="highlight">WEB</span> Description: The Discussion <span class="highlight">Web</span> (Alverman, 1991; Duthie, 1986) is an organizer that allows students to look at both sides <span class="highlight">of</span> an issue before making a decision based on evidence. Step-by-Step 1. Choose a selection that has potential <span class="highlight">for</span> opposing viewpoints. 2. A transparency <span class="highlight">of</span> the Discussion <span class="highlight">Web</span> to be used <span class="highlight">for</span> class review is helpful. A question should be posed and written on the <span class="highlight">web</span>. 3. Students working with a partner can brainstorm at least three responses to the question
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