PDF-Items in this document that relate to crosscutting concepts are highli

Progression of SEPs DCIs and CCCs in Kindergarten through Grade Twelve Appendix 12016 California Science Framework Progression of SEPs DCIs and CCCs in Kindergarten through Grade TwelveAppendix 12. Explain how they relate to C and C List some of the advantages of objectoriented programming Create and use simple classes in C ObjectOriented and Procedure Oriented Programming OOP and POP are two ways of thinking about and organizing programs Both Adapted from National Research Council 2011 A Framework for K 12 Science Education Practices Crosscutting Concepts and Core Ideas Committee on a Conceptual Framework for New K 12 Science Education Standards Board on Science Education Division of Be Habakkuk 2.1-5. Prayerful dependence . w. e . speak (. Hab. 1. ). How do I relate to God?. Habakkuk 2.1-5. We don’t have to bottle it up, because God invites us to pour it out.. Prayerful dependence . Breakout Session. ISLN. Feb. 18th. , . 2014. kevin.crump@education.ky.gov. Felicia . Cumings. Smith. Associate Commissioner. Office of Next Generation Learners. Kentucky Department of Education. . Analysis . to . y. our . Quant . Toolbox. Agenda. 2. What is . MaxDiff Analysis?. What is . Conjoint Analysis?. What is Choice-Based Conjoint Analysis?. Demo of Discover. Analysis with Discover and online simulator. Science – . Phase 1. Facilitator Notes – Set Up. Notes: . Supplies . Group Norms Table Tents. Table . Labels . Cards (1/participant) . Hang the following posters:. Roadways. Driving Question Board (DQB). Prayerful dependence . w. e . speak (. Hab. 1. ). How do I relate to God?. Habakkuk 2.1-5. We don’t have to bottle it up, because God invites us to pour it out.. Prayerful dependence . w. e . speak (. 3. )– . Melding Mechanisms, Models, & Minds. Richard A. Duschl . The Pennsylvania State University. Building Capacity for State Science Education – September 30, 2011. . Crosscutting Concepts. INTRODUCTION & PURPOSE. Identify, describe and tell the difference between three different . TYPES OF ASSESSMENT ITEMS. KEY CONCEPTS. KEY CONCEPTS. ?. ?. ?. ?. KEY CONCEPTS. KEY CONCEPTS. KEY CONCEPTS. This presentation uses slides from NGSS101 and NGSS102 developed for the California Statewide NGSS Implementation.. Content for these slides were contributed by CDE, CCSESA, CSP. , CSTA, . and the K12-Alliance/. Module 1: Overview of the . Framework for K–12 Science Education. . What does “three-dimensional learning” look like?. How do “practices” help students make sense of phenomena . and. to design solutions to problems?. Students . select a response. Students . c. onstruct . a . response. Students create products or perform . tasks . to show their mastery of a particular skill. INTRODUCTION & OBJECTIVES. Define what a . April 2013NGSS ReleasePage 1of 10Understanding the Scientific Enterprise The Nature of Science in the Next Generation Science Standards Scientists and science teachers agree that science is a way of e The Desired Brand Effect Stand Out in a Saturated Market with a Timeless Brand