10 8 TE 374 Early Stages of Add to teacher The SEP for this Embryo resource: section includes: Development Teachers should Analyze displays Picture lead a class-wide of data to identify discussion on linear and if/and when nonlinear embryological relationships. development is linear or nonlinear. 11 8 TE 391F Explore/Explain Explore needs to Chapter 11 of CA be a separate Science section from Framework, p. 14 Explain even if describes an iterations or iterative cycle spiraling is within the 5Es. desired. The curriculum Add a written should describe description as to this iteration in when a detail just as the teacher/student Explore and should shift their Explain segments role from what is are described in required in detail in the Explore to what is Science required in Framework. Explain. 12 7 TE 523B Students will be Students will be able to see these able to see these for students interactions and interactions. with auditory then take part in Students should disabilities are a collaborative use their KWL superficial, lack conversation chart in their variety, and do with their group. evidence not respond to notebook to the needs of support the individual collaborative students as conversation with described by the their group. California Framework.
10 8 TE 374 Early Stages of Embryo Development Picture Add to teacher resource: Teachers should lead a class-wide discussion on if/and when embryological development is linear or nonlinear. The SEP for this section includes: Analyze displays of data to identify linear and nonlinear relationships. 11 8 TE 391F Explore/Explain Explore needs to be a separate section from Explain even if iterations or spiraling is desired. Add a written description as to when a teacher/student should shift their role from what is required in Explore to what is required in Explain. Chapter 11 of CA Science Framework, p. 14 describes an iterative cycle within the 5Es. The curriculum should describe this iteration in detail just as the Explore and Explain segments are described in detail in the Science Framework. 12 7 TE 523B Students will be able to see these interactions and then take part in a collaborative conversation with their group. Students will be able to see these interactions. Students should use their KWL chart in their evidence notebook to support the collaborative conversation with their group. for students with auditory disabilities are superficial, lack variety, and do not respond to the needs of individual students as described by the California Framework.
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