Thinking in Causation - Level 1 Cause & Effect

LS4.B: Natural Selection

In this video Paul Andersen defines natural selection as differential reproductive success. He then explains how natural selection shapes organisms on our planet through variation and selection. A K-12 teaching progression is also included. Intro Music Atribution Title: I4dsong_loop_main.wav Artist: CosmicD Link to sound: http://www.freesound.org/people/CosmicD/sounds/72556/ Creative Commons Atribution License All of the images are licensed under creative commons and public domain licensing: Cameron, J.

In this video Paul Andersen defines natural selection as differential reproductive success.  He then explains how natural selection shapes organisms on our planet through variation and selection.  A K-12 teaching progression is also included.

CCC2: Cause and Effect

Crosscutting Concept 2: Cause and Effect - Mechanisms and Explanation In this video Paul Andersen explains cause and effect its importance in science and engineering. He starts by addressing the chain of interactions that must be present to show cause and effect. He addresses the assumptions of universality and scale in determining cause and effect.

In this video Paul Andersen explains cause and effect its importance in science and engineering.  He starts by addressing the chain of interactions that must be present to show cause and effect.  He addresses the assumptions of universality and scale in determining cause and effect.  He finished the video with a progression of instruction from K-12.
 

SEP8: Obtaining, Evaluating and Communicating Information

Science and Engineering Practice 8: Obtaining, Evaluating, and Communicating Information Scientists and Engineers spend over half of their working day reading, evaluating and producing text. Therefore it is important that we produce students that have a high level of scientific literacy.

Scientists and Engineers spend over half of their working day reading, evaluating and producing text.  Therefore it is important that we produce students that have a high level of scientific literacy.  Students normally struggle with scientific reading due to the high level of jargon and multiple modes of presentation (i.e. graphs, images, data).  We can help our students become more scientifically literate by having them consume and produce scientific text from K to 12.  Several strategies for teaching this progression (e.g. adapted primary literature and mini-posters) are included.