This resource helps instructional leaders empower teachers to provide rich science experiences in which students work together to make sense of the world around them.
New USEPA regulations require changes to water treatment that can accelerate infrastructure degradation. One recent regulation of particular concern in this regard is the Enhanced Coagulation Rule, which requires improved removal of Total Organic Carbon (TOC) from water supplies. One of the most common means of improving TOC removal is to enhance existing coagulation treatment processes by reducing coagulation pH or using higher coagulant doses. There is substantial concern that the lowered coagulation pHs and higher coagulant doses will significantly accelerate degradation of infrastructure. The goal of this research was to concisely describe what is known about accelerated degradation of infrastructure from conditions brought about during enhanced coagulation. It was anticipated that such an effort would allow utilities to decrease damage by learning from the experiences of others, reviewing of the literature, and executing some new experiments. Originally published by AwwaRF for its subscribers in 2004.
With the view that children are capable young scientists, authors encourage science teaching in ways that nurture students' curiosity about how the natural world works including research-based approaches to support all K-5 children constructing scientific explanations via talk and writing. Grounded in NSF-funded research, this book/DVD provides K-5 teachers with a framework for explanation (Claim, Evidence, Reasoning) that they can use to organize everything from planning to instructional strategies and from scaffolds to assessment. Because the framework addresses not only having students learn scientific explanations but also construct them from evidence and evaluate them, it is considered to build upon the new NRC framework for K-12 science education, the national standards, and reform documents in science education, as well as national standards in literacy around argumentation and persuasion, including the Common Core Standards for English Language Arts (Common Core State Standards Initiative, 2010).The chapters guide teachers step by step through presenting the framework for students, identifying opportunities to incorporate scientific explanation into lessons, providing curricular scaffolds (that fade over time) to support all students including ELLs and students with special needs, developing scientific explanation assessment tasks, and using the information from assessment tasks to inform instruction.
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