ARGUMENT AND EXPLANATION DEVELOPMENT IN SECONDARY SCIENCE DAY 1 OCTOBER 2, 2014 MACOMB INTERMEDIATE...

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ARGUMENT AND EXPLANATION DEVELOPMENT IN SECONDARY SCIENCE DAY 1OCTOBER 2, 2014

MACOMB INTERMEDIATE SCHOOL DISTRICT

WELCOME!

What do you

think?

When procedures are uniform for all students, where data are similar, and where claims match

expected outcomes, then the reportage of results and conclusions often seems

meaningless to students and lacks opportunities for deeper student learning about the topic or for developing scientific reasoning skills. (If everyone gets the same answer why ask the

question? How meaningful is this type of experience? Is this just another school exercise

done to them?)

~Hand, Norton-Meier, Staker, and Bintz

ARGUMENT AND EXPLANATION DEVELOPMENT: OBJECTIVES

Discourse

Writing

OBJECTIVES FOR TODAY

Explore the meaning of the terms argument and explanation with respect to the Next Generation Science Standards (NGSS).

Create and/or modify tasks so that they have high cognitive demand and will support the science practices of argument and explanation.

Experience gathering evidence to support the practices of argument and explanation within the 5E Learning Cycle framework.

Plan a lesson sequence that sets students up for a scientific argument.

WHAT DOES ARGUMENT MEAN IN OUR EVERYDAY LANGUAGE?

ARGUMENT CLINIC

ARGUMENT IN SCIENCE

In science, an argument is used…

“to promote as much understanding of a situation as

possible and to persuade colleagues of the validity of

a specific idea….[it] is ideally about sharing,

processing, and learning about ideas”

(NRC 2008, p 89)

ARGUMENT & EXPLANATION: WHAT’S THE DIFFERENCE?Create a representation that shows how the NGSS defines argument and explanation and also shows the relationship between the two.

ARGUMENT & EXPLANATION: WHAT DOES IT LOOK LIKE IN THE CLASSROOM?

For each example:What do you

notice?What do you

wonder?What might this

look like in your classroom?

We relinquish some control.We worry about chaos ensuing.We wonder how we will address students who do

it “wrong.”

(How can we get them to the “right” answer?)

We worry that we won’t be able to address all students’ questions and needs.

(What if a student says something or does something and I don’t know how to

respond?)

A NEW MODEL FOR THE PRACTICE OF SCIENCE

ORCHESTRA STUDENTS ARE MUSICIANS;

STUDENTS ON THE BASKETBALL TEAM ARE ATHLETES;

WHAT OPPORTUNITIES DO OUR SCIENCE STUDENTS HAVE TO BE SCIENTISTS?

OUR SHIFT IN THINKING…

From thinking that one scientific method fits all

To thinking about how to engage our students in

the practices of scientists

1. Asking questions and defining problems

2. Developing and using models

3. Planning and carrying out investigations

4. Analyzing and interpreting data

5. Using mathematics and computational thinking

6. Constructing explanations and designing solutions

7. Engaging in argument from evidence

8. Obtaining, evaluating and communicating information

OUR SHIFT IN THINKING…From thinking that

“hands-on” science is ESSENTIAL

To thinking that engaging students EVERY DAY in scientific practices and thinking is POWERFUL

A NEW MODEL FOR THE PRACTICE OF SCIENCE

Next Generation Science Standards

Science & Engineering Practices

1. Asking questions and defining problems

2. Developing and using models3. Planning and carrying out

investigations4. Analyzing and interpreting

data5. Using mathematics and

computational thinking6. Constructing explanations

and designing solutions7. Engaging in argument from

evidence8. Obtaining, evaluating and

communicating information

SHIFTING OUR PRACTICE…

From…

How am I going to teach this?

How are students going to learn about this?

ARGUMENT AND EXPLANATIONAccording to the SEP, what are the hallmarks of a high quality argument at your grade level? Explanation?

GETTING STARTED

Claim – Evidence – Reasoning (CER)CLAIM: What do you know?

EVIDENCE: How do you know that?

REASONING: Why does your evidence support your claim?

CLAIM – EVIDENCE – REASONING (CER)

What grade level?

Rewrite the student response so it reflects a higher grade band.

How might the task be changed to produce a higher level of student work?

SO HOW DO WE PUT IT ALL TOGETHER SO THAT IT’S MEANINGFUL FOR OUR STUDENTS?

meaningless to students and lacks opportunities for deeper student learning about the topic or for developing scientific reasoning skills. (If everyone gets the same answer why ask the

question? How meaningful is this type of experience? Is this just another school exercise

done to them?)

When procedures are uniform for all students, where data are similar, and where claims

match expected outcomes, then the reportage of results and conclusions often seems

meaningless to students and lacks opportunities for deeper student learning about the topic or for developing scientific reasoning skills. (If everyone gets the same answer

why ask the question? How meaningful is this type of experience? Is this just another

school exercise done to them?)

We need to change our

thinking with respect to

experimentation!

EXPERIMENTATION

Conventional

Separate Unit on the

Scientific Method

Then spend the rest of the year learning

content through text resources or telling.

EXPERIMENTATION

Students read the text to learn

vocabulary and background

information about clouds.

Students then observe the cloud in a jar that confirms what they already

“know.”

Conventional

EXPERIMENTATION

Students search for answers to their questions as they

read the text.

Students ask questions about cloud formation

and do some investigating on their

Shifts in practice for NGSS

5E LEARNING CYCLE

5E Model is based from the SCIS Model of Instruction by researchers Atkins and Karplus in 1967.

5E Model was originally proposed by BSCS (Biological Science Curriculum Study) in the late1980’s.

5E LEARNING CYCLE

Engage

Explore

Explain

Elaborate

Evaluatehttp://www.bscs.org/bscs-5e-instructional-model

HOW DOES ARGUMENT & EXPLANATION DEVELOPMENT FIT INTO THE 5E LEARNING CYCLE?

Engage

Explore

Explain

Elaborate

TASKS FOR ARGUMENTATION

JEREMY’S VACATION

Using the data provided, create a representation that will help you show which city Jeremy should visit and at what time of year (spring, fall, winter, or summer).

You may represent your data in any way you choose.

You may choose to represent all or only some of the data, as long as you can use your representation to justify your recommendations for Jeremy’s vacation (where to go and when to go there).

From Cartier, Smith, Stein, and Ross, 5 Practices for Orchestrating Productive Task-Based Discussions in Science, NSTA Press, 2013, page 3.

COMPARING 2 TASKS

Task A

Create a bar graph that shows the average monthly high and low temperatures in each city. Identify where and when Jeremy should go on vacation.

Task B

Using the data provided, create a representation that will help you show which city Jeremy should visit and at what time of year (spring, fall, winter, or summer).

From Cartier, Smith, Stein, and Ross, 5 Practices for Orchestrating Productive Task-Based Discussions in Science, NSTA Press, 2013, page 3.

LOW AND HIGH COGNITIVE DEMAND

Read the two experimentation tasks on page 12.

How are they similar?

How are they different?

Features of Tasks

Low Cognitive Demand

High Cognitive Demand

Read the tasks on pages 14 & 15.

How are they similar?

How are they different?

Features of Tasks

Read the summary table on pages 20 & 21.

What do you notice?

What do you wonder?

Features of Tasks

WHAT IS THE TEACHER’S ROLE?Page 16

TASKS THAT SUPPORT ARGUMENTATION

High cognitive demand

Students engage in multiple ways that are productive

Students produce artifacts

task science concept

Student artifacts

Cartier, Smith, Stein, and Ross, 5 Practices for Orchestrating Productive Task-Based Discussions in Science, NSTA Press, 2013.

INCREASING THE COGNITIVE DEMAND OF A TASK

Take a look at the Measuring Fastplant Growth task on page 12.

How might you increase the cognitive demand of this task?

Eliminate or minimize prescriptive directions

Provide complex data

Give students an audience

Re-sequence tasks

INCREASING THE COGNITIVE DEMAND OF A TASK

MATH CLASS NEEDS A MAKEOVER

THRIVING IN TIMES OF CHANGE

It is unreasonable to ask a professional to

change much more than 10 percent a

year, but it is unprofessional to change by

much less than 10 percent a year.

~Steven Leinwand

WHAT MIGHT BE YOUR 10%?

Think of a task you will do with your students in

the near future. Jot down some notes about some ways you might makeover the task in order to ramp up the cognitive demand.

Student artifacts

Engage

Explore

Explain

Elaborate

Engage

Explore

Explain

Elaborate

Evaluate

Student artifacts

Students gather evidence to be used as

they develop an explanation.

Engage

Explore

Explain

Elaborate

Evaluate

ENGAGE

Draw a diagram that shows how both people can see the light.

What ideas or

questions do you have

about how light

travels?

EXPLORE: HOW DOES LIGHT TRAVEL?

What can you find out about the way light travels?

How does light travel?

This is the activity I did:

These are the patterns and observations I found:

These patterns and observations are important because:

What can you find out about the way light travels?

What if you

have 2 light

sources?

How is this the same? Different?

What image will you see?

What can you find out now?

How is this the same? Different?

What will you see on the screen?

Activity Observations

How do these observations help answer

the focus question?

Light particles……travel in straight lines…travel in all directions…are invisibly small…travel at high speed

Engage

Explore

Explain

Elaborate

Evaluate

Engage

Explore

Explain

Elaborate

Evaluate

Student artifacts

EXPLAIN: HOW DOES LIGHT TRAVEL?

Activity Observations

How do these observations help answer

the focus question?

Imagine that you have a pair of Magic Science Glasses. When you look at light with your Magic Science Glasses, you see the particles that make up light.

Put on your Magic Glasses and “look” at the light particles that we’ve been experimenting with. Use what you see about how these particles are behaving and what they look like to explain all the patterns we noticed in our experiments. Use a whiteboard to create a representation that answers the focus question:

Light particles……travel in straight lines…travel in all directions…are invisibly small…travel at high speed

Engage

Explore

Explain

Elaborate

Evaluate

Student artifacts

PLANNING TIME

Think of a science concept your students will learn in the near future.

What explanation do you hope your students will develop by the end of the learning cycle? (write it out….what does excellent student work look like?)

What evidence will students need in order to develop this explanation?

What will students do to gather the evidence they need to develop an explanation?

SHARING / REFLECTION

Take a photo of something you want to remember on someone’s chart paper.

Find someone you don’t know yet and show them your photo. Explain why you took that photo.

OBJECTIVES FOR NEXT TIME

Explore a protocol for analyzing student work.

Develop an understanding of how to orchestrate class discussions that support students as they develop a scientific explanation.

Plan a lesson sequence that includes a 5 Practices discussion.

BEFORE WE MEET AGAIN….

Have your students do the task you developed. Bring examples of student work with you to our next meeting on November 6.

Record a class discussion.

ARGUMENT AND EXPLANATION DEVELOPMENT IN SECONDARY SCIENCE: DAY 2NOVEMBER 6, 2014

…fifty math problems for homework when fewer will achieve mastery.

…more worksheets for the student who finished the assignment early.

…using a seventh grade text book with your high performing sixth grade students.

…covering more material in a shorter period of time.

…cold or impersonal.

…just for a select group of students. ~Debbie Shults

RIGOR IS NOT… So what

is rigor?

“Rigor is the goal of helping students

develop the capacity to understand

content that is complex, ambiguous,

provocative, and personally or emotionally

challenging.”

ONE DEFINITION OF RIGOR

from Teaching What Matters Most: Standards and Strategies for Raising Student Achievement by Richard W. Strong, Harvey F. Silver and Matthew J. Perini, ASCD, 2001. According to Strong, Silver, and Perini

FEATURES OF HIGH COGNITIVE DEMAND TASKS

Pages 20-21

AT OUR LAST MEETING…

Student artifacts

Engage

Explore

Explain

Elaborate

Evaluate

Student artifacts

Develop an understanding of how to orchestrate class discussions that support students as they develop a scientific explanation.

Plan a lesson sequence that includes a 5 Practices discussion.

Engage

Explore

Explain

Elaborate

Evaluate

Student artifacts

CLASS DISCUSSIONS

Remember the Measuring Fastplant Growth task on pages 12 and 19.

Read the Kelly Davis story on pages 24 – 27.

As you read… • Identify the instances of

student authorship of ideas and approaches

• Identify any instances of holding students accountable to the discipline

Show and Tell Orchestration

CLASS DISCUSSIONS

Engage

Explore

Explain

Elaborate

Evaluate

Student artifacts

Orchestrating class discussions

Anticipating

Monitoring

Selecting

Sequencing

Connecting

ORCHESTRATING CLASS DISCUSSIONS

From Cartier, Smith, Stein, and Ross, 5 Practices for Orchestrating Productive Task-Based Discussions in Science, NSTA Press, 2013.

Engage

Explore

Explain

Elaborate

Evaluate

Height (cm)

Plant 1

Plant 2

Plant 3

Plant 4

Plant 5

Plant 6

11 9 8 9 10 7 11

13 11 11 12 13 10 12

16 15 16 17 17 15 16

18 24 25 25 26 23 25

20 28 28 29 29 27 28

EXAMPLE LESSON

We know that individual humans vary quite a lot from one another – we are different heights and weights; we have different skin, hair, and eye color; the thickness of our hair varies, etc.

Is there variation in populations of other types of organisms? Would we see variation in a

population of plants?

What kind of variation would we see?

How would we measure and describe that variation?

Task: Following data collection, students were asked to create a representation of their data on a whiteboard that would enable them to answer the following question, “How tall is a typical Fastplant on a certain day in its life cycle?”

Engage

Explore

Explain

Elaborate

Evaluate

Student artifacts

Anticipating

Monitoring

Selecting

Sequencing

Connecting

ANTICIPATING

What representations

do you anticipate from students?

Anticipating

Monitoring

Selecting

Sequencing

Connecting

MONITORING

What monitoring questions might you ask students as they work to

make their thinking visible?Cartier, Smith, Stein, and Ross, 5 Practices for Orchestrating Productive Task-Based Discussions in Science, NSTA

Press, 2013.

Anticipating

Monitoring

Selecting

Sequencing

Connecting

What might you do?

Adapted from Cartier, Smith, Stein, and Ross, 5 Practices for Orchestrating Productive Task-Based Discussions in Science, NSTA Press, 2013.

Read the Nathan Gates story on pages 33 - 40.

As you read… • Where do you see each of the

5 Practices?

FOCUS ON DISCOURSE

Read pages 85 – 88.

As you read, select your own:

Sentence that is meaningful to you, that you feel captures a core idea of the passage

Phrase that moved, engaged, or provoked you

Word that captured your attention or struck you as powerful

From Making Thinking Visible by Ritchhart, Church, and Morrison, Wiley, 2011, page 207.

USING FOCUSED TALK

Small Group Work

Making student thinking visible

Guiding student thinking in productive directions

Directing students’ attention to what matters

Whole Class Discussions

Create a whiteboard that represents the big ideas of

your section.

CHECKLIST AND REFLECTION TOOL

Do these match the thinking in

the passages we just read?

In what way?

As we watch the videos….

What do you notice?

Where are the missed opportunities?

Read pages 54 – 59.

What do you notice?

Read pages 74 - 80.

What do you notice?

PLANNING FOR ARGUMENTATION

taskscience concept

Student artifacts

PLANNING FOR ARGUMENTATION

Students will be able to:

Depict the molecular behavior of water in all three phases in drawings on whiteboards.

Explain the molecular behavior of water in the solid, liquid, and gaseous phases.

How does water behave?

EXPLAINING THE BEHAVIOR OF WATER

FOCUS QUESTION

THE SCIENCE CONCEPT

Science

concept

Features: Spacing

Movement

Forces

Type & Size

THE SCIENCE CONCEPT

SCIENCE CONCEPT: SAMPLE STUDENT WORK

THE TASK

Science concept

Student artifacts

What evidence do students need in order to fully support the science concept?

How will they come to know that this is how water behaves?

SETTING UP FOR THE EXPLORE LEARNING PHASE

WHAT EVIDENCE DO STUDENTS NEED TO SUPPORT THIS IDEA?

HOW DOES WATER BEHAVE?

ActivityPatterns and Observations

How do these observations help answer the focus

question?

Exp. 1: Observation of physical properties of S, L, and G phases of water

S: retains shapeL: flows to bottom of containerG: escapes out of container

S: not compressed with syringeL: not compressed with syringeG: can be compressed with syringe

Exp. 2:Measure mass and volume of water at different temps

Mass of water didn’t change in different temperatures

Volume of water was the same for 2.8oC and for 20oC. The volume increased by about 10% at 0oC.

Exp. 3:Observation of behavior of ice in liquid water

Ice floats on liquid water, but not all the way at the top. Part of the ice cubes are under the surface of the water and part of them are above the surface.

Exp. 4Observation of boiling and condensation

When heat is added to the flask, the water level decreases. Small droplets of water collect in the tubing (and we can also see “fog” in the tube) and then droplets form in the test tube that is sitting in the cup of ice.

HOW DOES WATER BEHAVE?

ActivityPatterns and Observations

How do these observations help answer the focus

question?

Exp. 1: Observation of physical properties of S, L, and G phases of water

S: retains shapeL: flows to bottom of containerG: escapes out of container

S: not compressed with syringeL: not compressed with syringeG: can be compressed with syringe

Exp. 2:Measure mass and volume of water at different temps

Mass of water didn’t change in different temperatures

Volume of water was the same for 2.8oC and for 20oC. The volume increased by about 10% at 0oC.

• Particles in S are farther apart than in L

• Mass stayed same – so particles aren’t changing mass as they change phase – just changing spacing

Exp. 3:Observation of behavior of ice in liquid water

Ice floats on liquid water, but not all the way at the top. Part of the ice cubes are under the surface of the water and part of them are above the surface.

Exp. 4Observation of boiling and condensation

When heat is added to the flask, the water level decreases. Small droplets of water collect in the tubing (and we can also see “fog” in the tube) and then droplets form in the test tube that is sitting in the cup of ice.

HOW WILL THEY GENERATE THIS EVIDENCE?

How will you ask students to demonstrate their thinking in order to set them up for a class discussion?

Task:Imagine that you have a pair of Magic Science Glasses and you use them to look at a glass of water. But instead of the water, you see the pieces that make up water, the particles. “Look” at the solid, liquid, and gaseous water that we’ve been experimenting with. I want you to use what you see about how these particles are behaving and what they look like to explain all those patterns that we noticed in our experiments. In your groups, DRAW a representation of what you see when you put on your Magic Science Glasses.

SETTING UP FOR THE EXPLAIN LEARNING PHASE

HOW WILL STUDENTS DEMONSTRATE THEIR THINKING?

Anticipating

Monitoring

Selecting

Sequencing

Connecting

HOW WILL YOU ORCHESTRATE THE CLASS DISCUSSION?

WHAT WILL YOU NEED TO SUMMARIZE?

Feature of Water

Solid (Ice) Liquid (Water) Gas (Vapor)

Spacing Farther apart

than liquidClosest Far apart

Forces

Motion

Heat Energy

HOW WILL THE CLASS SUMMARIZE THE DISCUSSION?

THANK YOU!

WELCOME BACK!DAY 3

JANUARY 21, 2015

WELCOME!

One new thing I’ve tried in the classroom since we last met is….

…and as a result, my students….

Learn how writing fits into the process of argument and explanation development in science.

Develop and use tools that provide feedback to students on their writing.

Experience a collection of writing instructional strategies and create a plan for teaching the writing component of argument and explanation development in your classroom.

PREVIOUSLY….

ARGUMENT AND EXPLANATIONAccording to the SEP, what are the hallmarks of a high quality argument at your grade level? Explanation?

GETTING STARTED

CLAIM – EVIDENCE – REASONING (CER)

What grade level?

Rewrite the student response so it reflects a higher grade band.

How might the task be changed to produce a higher level of student work?

SO HOW DO WE PUT IT ALL TOGETHER SO THAT IT’S MEANINGFUL FOR OUR STUDENTS?

meaningless to students and lacks opportunities for deeper student learning about the topic or for developing scientific reasoning skills. (If

everyone gets the same answer why ask the question? How meaningful is this type

of experience? Is this just another school exercise done to them?)

Engage

Explore

Explain

Elaborate

Evaluate

Student artifacts

ARGUMENT AND EXPLANATION DEVELOPMENT

Discourse

Writing

Engage

Explore

Explain

Elaborate

Evaluate

Student artifacts

AND NOW IT’S TIME TO WRITE…

Students write

evidence-based

explanations

Student artifacts

GETTING STARTED WITH WRITING

COUNTER-ARGUMENT: What other claims might be made…and why are they not supported by the evidence?

CHEMICAL REACTION ASSESSMENT TASK

Measurements

Melting Point

VolumeSolubilit

y in Water

Density

Before stirring and heating

Sample of butanic acid

-7.9 oC 2.00 cm3 Yes0.96

Sample of butanol

-89.5 oC 2.00 cm3 Yes0.81

After stirring and heating

Sample of Layer A

-91.5 oC 2.00 cm3 No0.87

Sample of Layer B

0.0 oC 2.00 cm3 Yes1.00

Did a chemical reaction occur?

From NcNeill and Krajcik, Supporting Grade 5-8 Students in Constructing Explanations in Science, Pearson, 2012.

STUDENT WORK: WHAT DO YOU NOTICE?

BASIC RUBRIC

Now, use the basic rubric to individually score each piece of student work.

How do your scores compare to the rest of your group?

FEEDBACK

What kind of feedback will help students improve their writing?

• Goal Referenced• Tangible and

Transparent• Actionable• User-friendly• Timely• Ongoing• ConsistentWiggins, G. (2012). Effective Feedback. Educational leadership.

FEEDBACK

• What is the question you are trying to answer? Have you answered it?

• What evidence do you have to support your thinking?

• What did you observe that makes you think that?

• Does what you have written agree with observations you have recorded?

• How do you know this evidence supports your claim?

• What is it about (your evidence) that lets you know that (your claim) is valid? What are the scientific principles?

• What other claims might be made?• What questions do you have now?

WHAT FEEDBACK WOULD YOU GIVE?

What we really want is a written argument in paragraph form that meets the expectations laid out in the basic rubric.

Sometimes, this will be the conclusion to a lab that answers a question.

Sometimes, it will be a paragraph (or more) that pulls together evidence from several lab experiences to answer a question.

What do we do if our students aren’t ready

What are some baby steps we can take that will help them understand how to

do this?

Create a rough outline of your science content for the year…..

Then add your writing instructional strategies that you might use during that time…..

And decide when to check in with the rubric….

LET’S FOCUS ON WRITING INSTRUCTIONAL STRATEGIES

ANALYZE EXAMPLES

Are fat and soap the same substance?

For each of the following explanations, underline and label the claim, evidence, reasoning, and counter-argument.

Which explanation is the strongest?

ANALYZE EXAMPLES

Might this instructional strategy be helpful with your students?

What might it look like in your content area? What examples might you use?

MULTIPLE CHOICE ARGUMENTS

RECONSTRUCTING ARGUMENTS

MammalResting Heart Rate (beats per minute)

Human 75

Horse 48

Cow 45-60

Dog 90-100

Rat 120

Mouse 498

Does the size of an animal affect their heart rate at rest?

RECONSTRUCTING ARGUMENTS

GRAPHIC ORGANIZERS AND WRITING SCAFFOLDS

What is the relationship between voltage, current, and resistance in a simple circuit?

GRAPHIC ORGANIZERS AND WRITING SCAFFOLDS

FOCUS ON “APPROPRIATE AND SUFFICIENT” EVIDENCE

Sample #

Mass(g)

Volume (mL)

1 27.0 10.0

2 142.0 19.5

3 81.0 30.2

4 288.4 32.4

Maria was given several samples of unknown metals and she was trying to figure out if any of them were the same material. She measured the mass and volume of each sample. She made a claim that samples 1 and 3 are the same material.

Does she have sufficient evidence to support her claim?

What might she do to strengthen her argument?

FOCUS ON “APPROPRIATE AND SUFFICIENT” EVIDENCE

Question:

What data will you provide?

What data will you not provide (but they need for a quality argument)?

FOCUS ON EVIDENCE AND REASONING

Question: What is the relationship between the organization of the periodic table and atomic radius?

Claim: As you move across a period from left to right, the atomic radii decrease. As you move down a group, the atomic radii increase.

What is appropriate evidence and reasoning for this claim?

FOCUS ON EVIDENCE AND REASONING

FOCUS ON COUNTER-ARGUMENTS

Which ball will hit the ground first?

Explain your thinking.

FOCUS ON COUNTER-ARGUMENTS

Then add your writing instructional strategies that you might use during that time…..

And decide when to check in with the rubric….

REFLECTION

3 ideas for teaching argument/explanation writing that I’m excited to try:

2 interesting things I learned as we looked at student work this morning:

1 short term goal that I plan to accomplish in the near future:

ARGUMENT AND EXPLANATION DEVELOPMENT IN SECONDARY SCIENCE DAY 1 OCTOBER 2, 2014 MACOMB INTERMEDIATE...

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