Reflection: Connection to Prior Knowledge Explaining Scientific Phenomena in FLIR Camera Videos - Section 2: Hook


Learning occurs over time, so educators must take opportunities to activate prior knowledge for reasons, including discovering what your students already know, identify alternative conceptions, and help your students recall what they learned in previous lessons.  

As students revisit what they learned on previous days, they receive positive reinforcement when their conceptions match the evidence and reasoning proclaimed during review. Alternative conception identification is important, but you have to be careful that you're classrooms aren't solely based on knowledge--confidence matters.  

Sometimes you have to throw a hanging curveball that students can knock out of the park. Praise them for working hard and set the stage for another successful day of learning. The do now is intended to build off of the EM web quest to deepen conceptual understanding of matter and energy interactions.

  Building Confidence
  Connection to Prior Knowledge: Building Confidence
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Explaining Scientific Phenomena in FLIR Camera Videos

Unit 4: Energy
Lesson 8 of 10

Objective: SWBAT: Analyze and explain various scientific phenomena represented in FLIR camera videos to build a deeper conceptual understanding of matter and energy

Big Idea: Matter and energy encounters are everywhere but they cannot be seen. As such, students lack a deep conceptual understanding and awareness of the energy transfers happening all around them!

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space shuttle infrared
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