[00:00:07.429] OK. Well, thank you again for joining me today. [00:00:10.028] Uh My name is Lindsay Barfield. I'm a trainer here [00:00:12.227] at Gale and our session is focusing [00:00:14.647] on inquiry based learning using Gale in [00:00:16.678] context science. Uh So just a little background [00:00:18.949] about me, I'm a former science teacher [00:00:21.190] myself. So I love when I get to kind of put [00:00:23.260] my teacher hat back on and speak [00:00:25.489] directly um about our resources and how [00:00:27.588] they can be used in the classroom. [00:00:29.920] I think a lot of times there's a misconception that [00:00:32.548] our Gale In Context resources are informational [00:00:34.658] text only and that is totally not [00:00:36.819] the case you're gonna see here, all kinds of cool content [00:00:38.959] that we have in here. Um for students [00:00:41.000] to interact with and for you as librarians [00:00:43.097] to share with your teachers and for teachers to share [00:00:45.200] directly with their students. So [00:00:47.298] we're gonna be looking of course at inquiry based learning [00:00:49.889] and I chose a specific model to use. But [00:00:52.310] uh we're also gonna be looking really at [00:00:54.459] how you can find this content and [00:00:56.509] the types of content that are inside. OK. [00:00:59.109] So with that, let's go ahead and get started [00:01:02.509] just a quick agenda. We're gonna spend a few [00:01:04.730] minutes in some slides talking about what is [00:01:07.078] in core based learning and how Galan context [00:01:09.549] science lends itself nicely to that. Uh [00:01:11.718] We're also going to have some time to look [00:01:13.769] at a lesson plan that I've created using gale [00:01:15.980] context science. And I'm gonna walk through [00:01:18.138] the exact steps that I used to find the resources [00:01:20.587] that I included in it. So what kind of [00:01:22.609] browsing options I used and what content I was [00:01:24.739] looking for. And at the end, there's gonna [00:01:26.829] be some time for questions and contact [00:01:28.930] information. That way if you have some questions after [00:01:30.968] today's session where you can go. But [00:01:33.019] if you do have questions as we're going, [00:01:35.150] please use that Q and A I have [00:01:37.198] it open. I'm, I'm keep, keep my eye on [00:01:39.337] it so that way I can answer them as they come up. But [00:01:41.859] um I see someone has their hand raised [00:01:43.878] if you do have a question. Uh If you wouldn't [00:01:46.087] mind putting that in the Q and A for me. All right, [00:01:48.650] I'm gonna put that down. Here we go. [00:01:51.188] OK. So what is [00:01:53.587] inquiry based learning? Well, uh whether [00:01:55.948] you realize it or not, if you've never taught a science lesson, [00:01:58.079] you have probably used it already. Uh [00:02:00.150] inquiry based learning lends itself very nicely [00:02:02.650] to the content of science because it's all about [00:02:04.870] sparking students curiosity and getting [00:02:07.108] them to ask why, you know, why [00:02:09.330] is something the way that it is, which is really what [00:02:11.429] science is all about. It's about wondering [00:02:13.639] and using discovery to learn. [00:02:16.038] Uh This style is particularly effective [00:02:18.179] though because it disguises learning [00:02:20.468] with hands-on activities and experiences. [00:02:23.098] So if you think about your favorite [00:02:25.318] lesson when you were a kid and you were in class, it probably [00:02:27.758] wasn't one where the teacher was standing in the front of the room [00:02:30.218] with slides and they were giving a lecture, right? [00:02:32.418] It was probably some sort of experiment. You got to [00:02:34.500] do something where you got to get your hands [00:02:36.753] involved and you got to go outside one day [00:02:38.954] and do something to collect some data. It was [00:02:41.043] probably something hands on and experiential, [00:02:43.603] which is what inquiry based learning is all [00:02:45.615] about. We want to get our students to take some ownership and [00:02:47.682] their learning by doing it themselves [00:02:50.353] almost, they don't even realize that they're teaching [00:02:52.402] themselves as they go through. [00:02:55.319] So where Gale In Context: Science comes [00:02:57.557] into play, you know, as I mentioned, we do [00:02:59.688] have some great informational text with [00:03:02.008] trusted reference materials and top periodicals. [00:03:04.580] But we have a really great variety of [00:03:06.658] other content pieces that can have students [00:03:08.949] have those hands on and experiential [00:03:11.658] um learning types. [00:03:13.367] So in addition to our premium resources [00:03:15.830] here at the top, we also have videos, [00:03:18.527] images, audio files [00:03:20.750] and some of the things we're gonna look at specifically today are [00:03:22.788] those interactive simulations and experiments [00:03:25.169] that we have fully fleshed out and ready [00:03:27.270] for students uh to start using interactive [00:03:29.408] simulations. I love, they cover [00:03:31.770] a wide variety of topics and this frequently [00:03:33.929] studied uh science content areas [00:03:36.990] and then our experiments as well cover [00:03:39.087] a wine variety and they are very [00:03:41.319] detailed. They're gonna have, you know, how long is [00:03:43.337] it gonna take? How difficult will this be, what [00:03:45.429] materials are needed? So, they're [00:03:47.468] really, really well thought out [00:03:49.899] in addition to that, we also have statistics [00:03:52.008] and graphs. So if you're trying to get students engaged [00:03:54.550] and get them wondering, you can show them [00:03:56.610] some or some data that's been collected over [00:03:58.829] time and get them asking. Well, how did this, [00:04:01.169] how did this happen? What's changed over time? [00:04:03.288] How did things, you know, I, I have a second [00:04:05.408] lesson plan. I'm gonna show you later on weather and climate [00:04:07.688] where it shows how the weather has gotten warmer [00:04:09.968] over the years. So we're gonna look at a graph. [00:04:12.027] Well, why do you think it's gotten warmer? What's [00:04:14.169] changed? [00:04:16.040] And then all of this content is built [00:04:18.259] into these very nicely curated topic [00:04:20.358] pages that students can be sent to or [00:04:22.548] that you can use to find the content. [00:04:24.730] And again, these are most frequently studied topics [00:04:27.040] you can see here on my screenshot [00:04:29.278] that we've got biographies, [00:04:31.459] topics within biology, chemistry, [00:04:33.819] and many, many more. And we're gonna look at [00:04:35.850] those here in just a bit. [00:04:38.199] Ok. So for the lesson plan that I created, [00:04:40.730] I use a specific model. I use the five [00:04:43.000] E model, which is not new. It's not something [00:04:45.129] that I've created myself. It's been around since the eighties, [00:04:47.278] but it's a very nice way to kind of organize [00:04:49.409] your thoughts and organize the inquiry based [00:04:51.449] learning process into just five [00:04:53.689] steps. So we're gonna engage, explore, [00:04:55.899] explain, elaborate and then evaluate [00:04:59.399] the lesson plan that we're gonna look at today [00:05:01.660] is one that I created on forces in motion. [00:05:04.480] So you'll see here that this is a high [00:05:06.579] school lesson plan. Uh But the other [00:05:08.639] one on weather and climate that I'll show you how to find later [00:05:10.778] is middle school. And [00:05:12.858] when I went or when I went to create this [00:05:14.869] lesson plan, [00:05:16.079] I went ahead and chose my standard [00:05:18.778] that I want to analyze data to support the claim [00:05:20.987] that Newton's second law describes a mathematical [00:05:23.528] relationship among the net force on a macroscopic [00:05:26.170] object and its mass and acceleration, which [00:05:28.509] is just a long way of saying how does Newton's [00:05:30.660] second law relates to force mass [00:05:32.689] acceleration mathematically, which [00:05:34.869] this is the part where I share that I also used to teach [00:05:36.889] math. So I was kind of selfish when I chose [00:05:38.949] this standard because it takes my two favorite things and [00:05:41.019] put them together. [00:05:42.487] Uh So the objectives that I wanted [00:05:44.569] from this lesson plan I created were [00:05:46.720] for my students to describe the relationship [00:05:48.790] between forces on a moving object [00:05:50.920] and the force require to stop it [00:05:52.737] and then also to be able to solve [00:05:54.790] for force mass and acceleration. So that's what I'm [00:05:56.819] keeping in mind the whole time while I'm [00:05:58.838] in gale in contact science looking for these [00:06:00.949] resources. Now, if you want [00:06:02.959] to open up this lesson [00:06:05.420] plan and follow along with me, [00:06:07.259] I'm gonna share the link with you. Um [00:06:09.290] It's already on our support site so you can find [00:06:11.470] it later and share it out. [00:06:13.298] But let me just get this link [00:06:15.528] here and send that to you. [00:06:24.639] OK? You should see the link now [00:06:26.829] in your chat that you can click on and open this lesson [00:06:28.869] plan to follow along. Uh But I'm also [00:06:30.927] gonna have it open in the slides too. After I show [00:06:33.177] you where I find each of the resources, we'll look at [00:06:35.189] it again there. [00:06:38.759] OK? So starting with our very [00:06:40.838] first step, engage. Uh This [00:06:43.119] step is where you're really gonna find your hook. [00:06:45.338] So this is where you're gonna get students curious, get them [00:06:47.427] wondering asking why. And [00:06:49.798] this is where I would go to Gale [00:06:51.819] in context science to find a good [00:06:54.000] video simulation statistic [00:06:56.358] or audio clip, something that I can share [00:06:58.409] with my students, have them, watch it, [00:07:00.420] listen to it, interact and then ask why [00:07:02.660] is that? Why did that happen? [00:07:04.769] Um So when thinking about the standard that [00:07:06.798] I chose and those learning objectives that I had, [00:07:09.108] I thought a video would be a really good [00:07:11.199] way to introduce this topic because I can show [00:07:13.209] a video of something falling or [00:07:15.350] dropping and have my students just think [00:07:17.379] about why, you know, why is it falling? What [00:07:19.410] forces are interacting on it? What's causing [00:07:21.819] that to happen? [00:07:23.608] So this is when I went into Gale In Context: Science [00:07:25.850] [00:07:27.829] So let me log in here. [00:07:30.170] Now, if you already have access to this, it's probably [00:07:32.177] through your library and you know where to go to. Um [00:07:34.389] But if not just follow along and [00:07:36.480] watch as I go saying that chat [00:07:38.558] is disabled. [00:07:40.308] Oh, [00:07:41.639] let me share the link one more time. [00:07:47.569] Someone wasn't able to get it [00:07:50.480] and I'll share it here too. [00:07:52.987] Hopefully everyone else was able to get that one open, [00:07:55.048] but someone was having difficulty opening a lesson plan. [00:07:58.480] OK? So I went into Gale In Context: Science [00:08:00.798] [00:08:02.230] Um and just to kind of quickly acquaint you with the home [00:08:04.309] page here, this is how all of our Gale In Context resources [00:08:06.649] are set up. When you log in [00:08:08.399] up at the top here, you've got your sign in options. [00:08:11.369] So you might notice there's no actual gale [00:08:13.410] sign in to access these resources. [00:08:15.420] You're gonna get it through single sign on. [00:08:20.259] Oh, [00:08:21.420] ok. Let me try again. Somebody else said they didn't get it [00:08:25.129] there at that time. I think it should have worked. I think I had [00:08:27.250] my settings wrong the first time I shared it out. [00:08:30.528] Ok. Hopefully. Now you all have it [00:08:32.840] in your chat. There we go. [00:08:35.250] Um But as I was saying, there's no gale [00:08:37.460] sign in to access our resources, [00:08:39.570] it's directly through whatever your single sign [00:08:41.599] on is at your school. Uh But [00:08:43.690] when you are working within the resource [00:08:45.710] and wanna save content, you can do that directly [00:08:48.009] to your drive or your or Google Drive or Microsoft [00:08:50.528] Drive. So I'm gonna sign in with Google. [00:08:53.820] I think it's best practice to do that. Right. When you get in [00:08:55.879] that way, everything is easy and kind of flows [00:08:57.979] nicely as you're working, [00:08:59.570] then you've got your basic and advanced search [00:09:01.840] here, which is where we're actually gonna start in just a moment. [00:09:04.250] This I think is where most teachers and librarians [00:09:06.590] are drawn because it most closely resembles your Google [00:09:08.869] search. [00:09:09.979] Um underneath though are the topic pages [00:09:12.090] that I would typically direct students to. So [00:09:14.519] we feature a couple topics each [00:09:16.548] month they change just based on what's [00:09:18.700] going on that month, maybe some top [00:09:20.710] or popular topic pages we've seen [00:09:22.719] students clicking into or maybe ones [00:09:24.807] that they haven't been clicking into and we want to feature. [00:09:27.070] So these change every month [00:09:28.918] and then down here you can browse [00:09:31.158] more topic pages and see what's [00:09:33.298] been updated and what's new. [00:09:35.359] So we are constantly adding in new content [00:09:37.557] to our resources. So it's great to [00:09:39.677] come in and see what's being updated and what's been changed. [00:09:42.450] But you'll see that we have 690 [00:09:45.048] total. So we'll take a closer look at [00:09:47.080] these in just a moment. [00:09:49.177] But as I said, I think most teachers are drawn [00:09:51.278] to this basic search because what we're used [00:09:53.469] to doing, right. [00:09:54.548] So if I know that I'm coming in looking [00:09:56.619] for a video on something falling or being [00:09:58.710] dropped, I can just go ahead and start [00:10:00.840] typing in my term drop [00:10:03.028] and you'll see that my surface this is gonna pop up. [00:10:05.609] Uh The search assist is going to recommend [00:10:07.899] topic pages first. So anything bolded [00:10:10.450] is a topic page that we have built out [00:10:12.788] around drought, which is not what I'm looking for. [00:10:15.460] Um But underneath the non folded [00:10:17.639] words are still gonna have good results. [00:10:19.769] They're still gonna have content coming back, [00:10:21.830] but it's just not gonna be built out into that curated [00:10:23.979] page where everything is gonna be [00:10:26.038] relevant to this topic right here. [00:10:28.320] OK. So if I do a search for drop, [00:10:31.710] you'll see here. I have tons of content to [00:10:33.739] choose from. [00:10:35.000] I already know though, I'm looking for a video [00:10:37.349] so I can click into my content type here [00:10:40.000] and just looking at the very first two videos. [00:10:42.210] I see what I was talking about where these are [00:10:44.278] not exactly the kind of drop that I'm looking for, [00:10:46.427] right? Which is where my filters [00:10:49.080] are gonna be my best friend. [00:10:50.807] Uh The filters you can see we've got a good variety [00:10:53.009] of filters here too, but one of my favorites [00:10:55.710] if I'm looking is doing a, [00:10:58.330] why don't we do? Actually, we'll do subjects here [00:11:00.440] for this one. I like subjects because [00:11:02.489] it takes all these videos and kind of puts [00:11:04.649] it into smaller categories. So you can quickly [00:11:06.927] preview uh what the [00:11:09.019] video topics are. So if I'm [00:11:11.048] scrolling through and I'm looking for a good video [00:11:13.269] on something falling or being dropped. [00:11:16.200] Well, actually this very, the second one here stood [00:11:18.359] out to me, spacecraft, a spacecraft [00:11:20.807] falling or being dropped. That sounds fun and engaging [00:11:22.989] to kids. Right. [00:11:24.729] So I've got four videos to choose from [00:11:27.168] and I did click into each of these and preview them, [00:11:29.899] but this very first one stood out [00:11:31.940] to me the Orion drop test. [00:11:35.489] All right. Once I select this video, you'll notice that the, [00:11:37.570] the video is not embedded [00:11:39.599] in the actual um database [00:11:41.869] here, we have it linked out. So [00:11:44.168] when I click to play the video and watch [00:11:46.190] it, it's always gonna give me this little warning [00:11:48.200] that I'm leaving Gale, but that's ok if [00:11:50.278] you're ever leaving Gale, it's a website that we have already [00:11:52.557] looked at. It's trust that it's not gonna give you any pop [00:11:54.759] ups or viruses. So it's safe to [00:11:56.830] go to [00:11:59.590] you. You'll see that. Actually, it is a website [00:12:01.778] with this video. There's nothing else linked here [00:12:04.440] now. It's seven minutes long. So I won't have us watch [00:12:06.509] the whole thing. [00:12:07.548] Um But I'll kind of fast forward through so [00:12:09.710] you can get the highlights here. This [00:12:11.769] video is explained the process that [00:12:13.859] NASA scientists go through when [00:12:16.028] they're creating simulations for shuttles [00:12:18.048] doing a water landing. So [00:12:20.149] it's showing the shuttle that this giant [00:12:22.649] simulation is swing. They created to [00:12:24.927] simulate when a shuttle is coming back to earth [00:12:26.969] and it lands in the water, how they plan [00:12:29.369] for that and how they can kind of use [00:12:31.450] the different forces and factors involved [00:12:33.548] to create this simulation. [00:12:35.807] So I thought this would be a great way to hook my [00:12:37.908] students, get them engaged and get [00:12:39.927] them thinking about those forces as well because [00:12:42.668] you'll notice that this video was geared towards [00:12:44.690] um students. So it's not really talking about. [00:12:46.788] Well, the force is this many newtons, the mass [00:12:49.210] is this many kilograms. It's not going [00:12:51.340] in that much detail. It's just telling students, hey, [00:12:53.830] this thing is falling. Here's what we're thinking [00:12:56.080] about. Now. What do you think [00:12:58.307] about that topic? [00:13:00.330] So once I find a resource that I want [00:13:02.479] to share with my students, [00:13:04.969] I have a couple of different options. [00:13:06.979] Um I personally can save it to my drive [00:13:09.070] that I've just logged into, I can email [00:13:11.349] it. Maybe I wanna share it with a colleague, but they want to use [00:13:13.369] it in their class. I can download [00:13:15.570] it. Uh print is also an option, but [00:13:17.609] I don't recommend that for videos. It comes in handy [00:13:19.759] with some of our texts later on. Uh But [00:13:22.158] the easiest way I think is with get link. [00:13:24.849] I love get link because it creates a persistent [00:13:27.389] URL that if I put [00:13:29.629] this in my list and plan this this year and [00:13:31.859] I come back to use this lesson plan for the next [00:13:34.070] three years. This URL [00:13:36.250] is still gonna work over the next five years. There's not really a time [00:13:38.418] limit on it. Um This is gonna continue [00:13:40.918] to work. It's very different than this [00:13:43.070] web address up here at the top. This is gonna give me problems. [00:13:45.739] This one's always gonna bring me back to the video. [00:13:48.219] So I like using get link and just [00:13:50.298] copying it, pasting it and [00:13:52.379] putting it in my lesson plan or sharing it directly [00:13:54.548] with my students. It's gonna bring them to this video. [00:13:57.269] All right. So that is my hook [00:13:59.418] is that video? [00:14:00.840] Now you'll see in my lesson plan [00:14:03.149] that I paired that video with a couple little [00:14:05.259] questions of having students watch it. [00:14:07.538] And then also I want them to kind of share their [00:14:09.658] thoughts on why simulating is important, [00:14:12.099] why precision would be important [00:14:14.298] and what role forces [00:14:16.369] are playing in this simulation? [00:14:19.009] All right. At the very end, I also have a fun activity [00:14:21.298] where they can um write down three [00:14:23.349] scenarios that would cause a simulation not go [00:14:25.500] as planned and be a little creative, [00:14:27.219] but that's my engage, that's my hook fun [00:14:29.700] video and then having them kind of think about what [00:14:31.820] they just saw. [00:14:34.149] Now, next, we're going to explore where students [00:14:36.399] are gonna dig a little deeper. So they're gonna take those questions, [00:14:39.200] the things they thought about and engage [00:14:41.379] and explore on their own [00:14:43.710] to kind of develop those thoughts that they have and the questions [00:14:46.109] they have, we have simulations [00:14:48.570] and websites within Gale In Context: Science [00:14:50.668] That would be great for this purpose. [00:14:53.057] Simulations, obviously, you know, because they [00:14:55.099] can actually simulate an occurrence of something. [00:14:57.594] Uh Some are very straightforward and just kind [00:14:59.625] of let students watch something happening, [00:15:01.783] but some are actually have variables [00:15:03.945] that they can put in and change. The one that [00:15:05.965] I've chosen, you're gonna see in a second when students change [00:15:08.125] the mass of an object, uh the [00:15:10.244] gravitational force, the air density, [00:15:12.923] uh some have even more than three [00:15:14.974] variables. They've got four or five. [00:15:17.114] Uh So they get to interact and kind of run these [00:15:19.264] trials and then ask the question, [00:15:21.614] run the trial and then get their results in [00:15:23.644] real time. [00:15:24.700] And the websites are great too because you'll see [00:15:26.820] with the uh weather and climate [00:15:28.859] lesson plan that I made. Uh I found [00:15:31.048] a really great website that shows students [00:15:33.099] the change in surface temperature from the year [00:15:35.149] 2000 to 2022. [00:15:37.349] And they get to watch this little interactive video [00:15:39.677] as it goes through and they can kind of move [00:15:42.080] and change and explore why [00:15:44.200] that change in temperature might have been occurring. So [00:15:47.340] when I go into [00:15:49.139] deal in context science here. We've [00:15:51.190] done our basic search now, but I want to do an [00:15:53.269] advanced search because [00:15:55.307] I know I wanna find a simulation, especially with [00:15:57.418] physics. We have um a lot, [00:15:59.820] a lot, a lot of simulations that lend themselves [00:16:02.038] nicely to physics. [00:16:03.658] Um Up here at the top, you can put [00:16:05.700] in search terms if I know of, of specific [00:16:08.000] simulation that I'm looking for or what [00:16:10.210] I want it to be related to, I can put in my [00:16:12.239] search terms up here. [00:16:14.278] But down at the bottom, we've got these search limiters [00:16:16.859] where I can actually search by a specific [00:16:19.090] content type. [00:16:20.408] And I see here are my simulations [00:16:23.479] where when I do this search, it's gonna pull up every [00:16:25.798] single one we have, we've got over 300 [00:16:27.918] to choose from which are just [00:16:29.969] a ton, right? [00:16:31.349] So the very first one, you know, some of these [00:16:33.408] are very basic periodic table is just an interactive [00:16:35.729] periodic table where students can kind of click around, [00:16:38.057] see the atomic number mass [00:16:40.190] even tells them how many electrons are each shell. [00:16:42.869] Um But some are a little more involved. [00:16:45.019] And so I want one related to [00:16:47.070] Newton's second law where they can kind of explore [00:16:49.099] that falling object and the forces involved [00:16:51.950] a little bit further. [00:16:53.859] So I'm gonna do a search within, we look [00:16:55.869] at subjects before but search within is great. [00:16:58.057] It's gonna search within the simulations to see [00:17:00.080] what factors they're working with. So [00:17:02.298] I want one that involves mass and [00:17:04.420] acceleration, [00:17:06.900] run my search here [00:17:09.367] and I've actually got five to choose from. [00:17:11.920] Uh some of these are specific to [00:17:14.189] Newton's second law. They're a modified Atwood [00:17:16.459] machine. But since we use that hook [00:17:19.097] of the falling object, the falling shuttle, [00:17:21.538] I think this one's gonna be a little bit better for [00:17:23.577] my purposes. So I'm gonna click [00:17:25.650] into diy factors affecting [00:17:27.750] objects falling in air. [00:17:30.617] All right, when you open any simulation, the very first [00:17:32.670] thing it's gonna do is alert you that you're actually [00:17:34.867] doing it at a smaller size and [00:17:37.140] it's best to open the [00:17:39.160] activity down here to a, a much [00:17:41.199] larger screen. So I'm gonna do that first. [00:17:44.038] All right, with any of your simulations, you're gonna get [00:17:46.117] a little bit of contextual information involved. [00:17:48.519] So it's not enough to explain [00:17:50.837] to students exactly what's going on, [00:17:53.160] but it's enough to tell them. These are some terms you [00:17:55.209] may need to know to understand this simulation. [00:17:57.538] So terminal velocity air [00:17:59.617] resistance drag, those are gonna [00:18:01.709] be important. When we're looking at this simulation, [00:18:04.798] they can collapse it right here [00:18:07.567] and then it goes into the instructions. So [00:18:10.150] it's time, then you're gonna change a couple of factors here [00:18:12.670] for this skydiver as he's falling, [00:18:15.087] we're gonna work with gravitational acceleration, [00:18:17.209] air density and mass. And it even [00:18:19.459] recommends that it's gonna be best to change one [00:18:21.489] property at a time. So they can compare [00:18:23.989] the graphs that it's gonna create more [00:18:26.028] easily. [00:18:27.347] All right. So after they read their instructions, [00:18:29.357] students can come in and actually start manipulating [00:18:31.949] some of these variables. So if [00:18:34.107] I'm running this and I want to change maths [00:18:36.229] first, [00:18:37.278] I can drag this down to the slowest [00:18:39.607] mass, have my skydiver [00:18:41.689] jump [00:18:43.689] and you'll see that as he's falling, [00:18:46.067] it's graphing the information so they can pair [00:18:48.189] this data with what they're seeing the [00:18:50.209] skydiver do [00:18:52.097] and then once it gets to the very end, [00:18:56.410] it's not telling them what happened, right? They [00:18:58.630] still have to kind of connect the dots and [00:19:00.920] find that information themselves. [00:19:03.000] They're gonna be prompted to start their next trial [00:19:05.189] where for this one, I want a much heavier [00:19:07.298] mask, [00:19:09.170] I'm gonna have the skydiver jump and again, it's [00:19:11.239] graphing it real time. But now it's comparing [00:19:13.607] it to the lower mask that I had [00:19:15.867] before. [00:19:17.699] So this is really where students can explore. [00:19:20.038] Well, what role did mass play [00:19:22.288] in this simulation? How is maths [00:19:24.420] important when something is falling? We can look [00:19:26.587] at the acceleration and you know, kind of wonder, well, [00:19:28.719] why is it a negative acceleration [00:19:30.880] and then it skyrockets to positive and goes back [00:19:33.117] to zero. What about velocity? [00:19:35.509] And they can explore those concepts by going [00:19:37.538] on and changing the gravity and the air [00:19:39.650] density and running more trials. [00:19:42.729] Um Somebody in the chat or [00:19:44.788] in the Q and A ask do lesson plans go away [00:19:47.028] eventually. No. So we leave all of [00:19:49.048] our support materials on the support site. [00:19:51.170] So these will be here available for you [00:19:53.317] um indefinitely as far as I know. [00:19:57.239] OK. So this is our simulation that I want [00:19:59.459] to share with my students. [00:20:01.750] There's no limit on how many times they can run it. So [00:20:04.140] I have a kind of open ended where students are gonna run [00:20:06.189] it as many times as they feel they need to, [00:20:08.229] you know, within a given amount of time. Um [00:20:10.308] And again, I would share this with get link. [00:20:15.209] So we've got them working with the simulation [00:20:17.469] and then I actually also put in a couple [00:20:19.548] of guiding questions here. So that way [00:20:21.769] if they are just kind of playing with it and [00:20:23.798] they're not really doing, you know, what [00:20:25.989] needs to be done to explore and learn further. [00:20:28.469] Here are some questions to kind of check in. Oh Well, [00:20:30.597] what role did maths play? Well, they didn't [00:20:32.719] run one when they changed math. So let's do that. And then [00:20:35.250] you know, what role does gravity play? So [00:20:37.680] the questions are good to kind of guide the exploration [00:20:40.180] if you feel like your students might need that additional support. [00:20:44.680] All right. Next, we've got explain. [00:20:46.798] So this is where as the teacher, [00:20:48.817] you can kind of come in step in and [00:20:50.827] check in on that learning. So if they didn't [00:20:53.038] really get what they needed to add that exploration [00:20:55.077] step, this is where you can share with them [00:20:57.298] articles, reference pieces, [00:20:59.680] topic overviews to give them an informational [00:21:02.019] text. So they can fill in [00:21:04.038] the gaps of what they might have missed in that last step [00:21:06.229] or where they may still have those questions. [00:21:08.538] Also, depending on your student's ability [00:21:10.587] level, you might also want to share with them just [00:21:12.739] the entire topic page. So if you [00:21:14.808] think that they can navigate those filters and find [00:21:16.969] that relevant content themselves, you can [00:21:19.107] just share a topic page with them and they can start [00:21:21.170] looking on their own to get that explanation [00:21:23.449] over the concept. [00:21:27.439] So I mentioned before, we've got tons of topic [00:21:29.880] pages to choose from which I just went back [00:21:31.969] to the home page just so we can browse [00:21:34.038] our topics here. [00:21:35.650] Uh, when you first open the browse topics, [00:21:37.750] it's gonna have every single one listed. And [00:21:39.817] again, you'll see that we have some that are updated, [00:21:42.650] but you can always come in and see what's [00:21:44.837] new or updated just by using this filter [00:21:46.857] here. [00:21:47.798] So you can see we've updated quite a bit here recently. [00:21:50.778] Um But if I know what I'm looking for, [00:21:53.479] so let's say, [00:21:55.107] um, we're going into physics and astronomy, [00:21:57.750] I can kind of scroll through and see [00:22:00.019] what's available. So I'm working [00:22:02.357] on the laws of motion, specifically the second [00:22:04.509] law, but I have a topic page right [00:22:06.640] here built out. [00:22:09.357] So you'll notice the difference between our basic [00:22:11.459] search, advanced search and the topic page is we've [00:22:13.558] got this little overview here at the top. This is [00:22:15.660] a good introductory piece for students, [00:22:17.778] especially if you're sharing just the entire [00:22:19.880] topic page with them to kind of get them [00:22:21.900] explaining on their own. This [00:22:23.949] is a great place to start going into this topic. [00:22:26.000] Overview [00:22:27.317] underneath is all of the related [00:22:29.650] content that we have, which you can see. We've got [00:22:31.670] something you just about every category here related [00:22:33.920] to laws of motion. [00:22:35.548] Um But if I as a teacher want to find [00:22:37.650] a few pieces to help guide my students, [00:22:40.087] this is where I might click into reference [00:22:42.317] here, you know, find some things from the encyclopedia [00:22:45.367] and use my filters again to find [00:22:47.558] that specific content. Now, one [00:22:49.699] filter I've not talked about and one um [00:22:52.380] uh feature of the resource I've not talked [00:22:54.567] about are content levels. So you [00:22:56.739] might notice that if we have [00:22:58.817] any written pieces, you know, the magazines, [00:23:01.317] even the experiments, these have [00:23:03.357] an associated content level with them [00:23:05.367] that relates to its Lexa measure. [00:23:07.729] Uh There are five content levels [00:23:10.009] that we have. One in two [00:23:12.028] are elementary, three is middle [00:23:14.077] school, four is high school and [00:23:16.239] five is an undergraduate level. So [00:23:18.650] if I'm working with or high school [00:23:20.857] students, I know that I probably [00:23:23.019] want to pull some level four content. [00:23:25.160] But you know, if you have students who may below [00:23:27.229] reading level or it's just gonna be a little bit [00:23:29.327] easier to use them at level three, you can [00:23:31.400] multi select and pick as many levels as you want. [00:23:33.689] So this is a really nice quick, easy [00:23:35.979] way to get relevant content [00:23:38.239] at the appropriate level for your students. [00:23:41.087] Now, I went ahead and just pick level four [00:23:43.189] since I was working with the high school standard [00:23:46.439] and applying that. [00:23:48.519] And I wanna find some more information on force [00:23:50.969] mass and acceleration, Newton 2nd [00:23:53.087] law to share with my students. Right? But when [00:23:55.209] I'm looking through here, I'm seeing most of these are related [00:23:57.420] to all the laws of motion. Some [00:23:59.709] are just on motion itself. Gravity. [00:24:02.170] I've got one just on force. So [00:24:04.577] I'm gonna do a little search with them again [00:24:06.900] for [00:24:08.420] force mass and acceleration, [00:24:13.130] which when I do that, any of these pieces [00:24:15.239] that have a mention of those are gonna stay. So I've still got [00:24:17.538] 10, [00:24:18.420] but I got really lucky when I was lesson [00:24:20.500] planning and there's one that's actually called [00:24:22.528] force mass and acceleration. And [00:24:24.827] it's a topic overview from the world of physics [00:24:27.308] at a level four. So I know this would be a great piece [00:24:29.939] to share with my students. [00:24:33.097] All right, as I was reading it, I was thinking of [00:24:35.160] some questions that I may want my students to answer [00:24:37.558] or some things I may want them to define. [00:24:39.650] So you'll see if you have the lesson plan open. I [00:24:41.719] have a couple of things that I asked them to identify [00:24:44.117] within this piece as they're [00:24:46.130] reading. And this is where I really [00:24:48.189] want to point out some of the student tools that we have [00:24:50.400] built in. [00:24:51.430] Because as a teacher, you know, I'm gonna get my link [00:24:53.910] share with my students. And when they open it, it's gonna [00:24:55.989] pull them up to this exact page. [00:24:58.058] And so when students are working within the resource, [00:25:00.209] they've got these great accessibility features [00:25:02.239] built in where they can translate [00:25:04.847] a text to over 40 different languages. [00:25:07.278] So my last year of teaching, I had a student that [00:25:09.317] spoke Somali and it was incredibly [00:25:11.607] challenging to find content in Somali [00:25:13.817] to share with him. So it would have been great to come in here, [00:25:16.278] translate this piece uh and share [00:25:18.400] it with him. [00:25:19.778] I also can change my font size [00:25:22.038] if you do with a vision impairment or who just [00:25:24.058] likes a larger text, it's mobile [00:25:26.160] responsive. So you'll see it staying within this [00:25:28.199] window as I change the text, [00:25:30.420] I also can change and display options. [00:25:32.759] So if I wanna change the background color, [00:25:35.509] uh change my font style, [00:25:37.577] line, letter word spacing, [00:25:39.817] I can do all of that [00:25:41.420] and even listen to the text, it's gonna highlight [00:25:43.857] it as it reads. So we've got great [00:25:45.930] features here built in for students. After [00:25:48.317] you share it with them, they can still kind of customize [00:25:50.357] the content to whatever their needs are. [00:25:52.788] I'm gonna go back to default though for the rest of this. [00:25:55.900] I mean, we've got research tools built in So [00:25:58.028] with that first question that I have in my [00:26:00.180] lesson plan, I want students to identify [00:26:02.357] um acceleration and why there may [00:26:04.430] be a negative acceleration in an object [00:26:06.900] because they saw in that simulation that [00:26:08.920] it was accelerating negatively. [00:26:10.867] So right here as students are reading, if [00:26:12.959] they find these answers, rather than writing it down, [00:26:15.750] they can use highlights and notes [00:26:18.439] to just highlight their answer. [00:26:20.680] Let go [00:26:21.910] pick a color. So maybe for question one, [00:26:24.439] I want it to be green and then I can [00:26:26.449] make a note here or I can just literally put in. This [00:26:28.607] is my answer to question one. [00:26:31.528] All right, there was another part here [00:26:33.548] about why it was negative. So after being [00:26:35.729] thrown, [00:26:36.847] it produces a negative acceleration on the ball. [00:26:39.788] That's my second part to question one. [00:26:42.827] And then I can just color code my work as [00:26:45.087] I'm working [00:26:46.038] with my highlights and notes and as [00:26:48.058] a student, I can save it to my drive and [00:26:50.087] it's gonna have the full text, my highlights, [00:26:52.670] my notes. And I've got this to kind of refer [00:26:54.979] back to as we're working through the lesson plan. [00:26:57.130] So I really wanted to point out those accessibility [00:26:59.439] features and highlights and notes because they are great [00:27:01.607] tools in here for your students. [00:27:04.087] All right. So this is one piece that I chose [00:27:06.347] to include in my lesson plan. [00:27:08.087] I also decided just from my experience as a teacher, [00:27:10.288] sometimes these text heavy articles [00:27:12.538] um can lose a few students and [00:27:14.630] videos are a great way to kind of build them or [00:27:16.719] bring them back in and kind of build them back up. [00:27:18.989] So I wanted to find a video that I could share [00:27:21.229] in addition to this article in case this lost a few [00:27:23.390] of my students. So I'm gonna go back [00:27:25.489] to this uh topic overview page following my [00:27:27.528] breadcrumb trail here. I can see I wanted [00:27:29.729] to reference that a document. [00:27:31.367] Let's go back to Laws of Motion. [00:27:34.729] And when I go into videos, [00:27:37.640] my very first three are on each [00:27:39.798] of Newton's Laws and they're from Khan Academy. [00:27:42.219] Now I mentioned part of my uh learning [00:27:44.347] objectives for were for students to mathematically [00:27:46.750] be able to solve for force maths [00:27:48.837] and acceleration, which we [00:27:51.000] have plenty of these Khan Academy videos [00:27:53.459] built into the resource to explain some of these [00:27:55.567] mathematical concepts. So if [00:27:57.759] you are not a science and math teacher, [00:28:00.117] you are just a science teacher and math is like not [00:28:02.219] your strong suit. We've got some great videos [00:28:04.558] here that you can share with students. [00:28:06.857] I'm gonna go to Khan Academy [00:28:09.750] and it's gonna explain those concepts for [00:28:11.930] you in the video. So I'm having my [00:28:14.019] students watch this and as they [00:28:16.170] watch, [00:28:17.160] they're going to copy down [00:28:21.900] deposit. You'll see here at the end, [00:28:24.298] he explains everything really, really nicely. [00:28:26.459] But at the very end, [00:28:27.989] I've got a actual examples [00:28:30.239] of solving for force maths and acceleration [00:28:32.920] where he walks through them does the math [00:28:35.219] gives the examples. And so I want my students [00:28:37.420] to watch this too and then write [00:28:39.587] down these examples. So they have them for later [00:28:41.739] on when they need to show what they know at the very [00:28:43.808] end, right? So the Khan Academy videos [00:28:46.160] we have in here support math are awesome [00:28:48.650] as well. [00:28:53.038] OK. [00:28:54.367] I think I pretty much went through everything already. Yeah, we're [00:28:56.469] gonna answer a couple questions and then [00:28:58.617] write in our notebook. Those examples from the video. [00:29:02.699] OK. Elaborate is where students are gonna [00:29:04.847] go back on their own and they're going to apply [00:29:07.077] their knowledge now. So what they've learned from these [00:29:09.107] first three steps, they're gonna apply [00:29:11.199] it to some larger project assignment, [00:29:14.048] something where they have to actually show [00:29:16.209] their understanding, which is where I think [00:29:18.489] our experiments come in handy. So [00:29:20.567] we've got over 200 experiments to choose from [00:29:23.288] and they span across a really wide [00:29:25.500] variety of topics and they go into [00:29:27.847] very, very nice details. So they're not just [00:29:29.959] a general um you know, experiment, [00:29:32.150] just an idea. They are fully fleshed [00:29:34.420] out and you're gonna see when we look at it. They, they [00:29:36.430] have a lot, a lot of details in there. [00:29:39.130] So [00:29:40.048] if I am back in laws of [00:29:42.107] motion, I'm gonna go back to that topic page. [00:29:44.317] I'm looking for an experiment now for my students [00:29:46.519] to elaborate on what they know [00:29:48.528] I've got five to choose from. [00:29:51.269] And you can see with the title they're easy to tell what their [00:29:53.459] focus is. So rotation orbit doesn't [00:29:55.587] really work for me but forces that's involved [00:29:57.910] in Newton's second law. So I'm gonna [00:29:59.920] go into forces and see if this one works [00:30:03.759] with any of these experiments. This [00:30:05.769] is the general format that you're gonna have. So [00:30:08.410] at the top, you're gonna get any information [00:30:10.479] that students may need to know before conducting [00:30:12.489] this experiment. You know, this is [00:30:14.607] where they're gonna learn. OK, we need to know what new three [00:30:16.847] laws are we know about gravity. [00:30:19.117] So you may want to share with your students before [00:30:21.519] conducting the experiment, [00:30:23.979] you're also gonna get into any words to [00:30:26.038] know. So important vocabulary they may [00:30:28.077] want to learn before they get into it [00:30:31.288] and then you get into the experiments themselves. [00:30:33.347] This very first one is on how [00:30:35.367] do water bottle rockets demonstrate Newton's [00:30:37.500] laws of motion. So this one focuses [00:30:39.808] on all the laws of motion. So right there, I kind of thought [00:30:41.989] this isn't really what I might want to use, but [00:30:44.170] I kept reading just to be sure. Um [00:30:46.288] it's got a purpose and hypothesis at the top. [00:30:48.567] So what's the purpose of the experiment? [00:30:52.189] Then it gets into the actual part? So [00:30:54.229] it's gonna go into variables. What variables [00:30:56.317] are we working with [00:30:57.808] the difficulty level? [00:30:59.837] How many materials are needed? Which this one [00:31:01.969] also as soon as the materials list, I thought, [00:31:04.038] oh I'm looking for something kind of quick to do in class. [00:31:06.347] This might be a bit too much. [00:31:08.670] Uh we have our budget, which [00:31:10.769] I will say this lab I think was from [00:31:12.808] 2010. So the budget may [00:31:14.920] not be 100% accurate, but it's an approximation. [00:31:18.189] And the timetable, I think of that as an approximation [00:31:20.750] to of course, you know, your students better than anyone. [00:31:22.847] So the time can vary depending [00:31:25.048] on the class [00:31:26.719] and then you get into how your experiment [00:31:28.739] is gonna work. So step by step instructions, these [00:31:30.837] you can actually share with the students so they can follow [00:31:32.930] these procedures on their own or you [00:31:34.959] can walk them through it and kind of guide [00:31:37.097] the process. [00:31:40.469] You're gonna get any kind of pictures that might be handy. [00:31:42.890] So you can see for the setup, you're gonna want to see [00:31:45.077] how these um pieces go together, [00:31:47.979] even any tables or graphs that students [00:31:50.180] seem to make. They're gonna have a demonstration here [00:31:52.317] on how to make those [00:31:53.890] and then you get your summary of results. [00:31:56.170] So I like this because there's a troubleshooter's guide [00:31:58.479] where if something went wrong in the experiment, [00:32:00.847] you're gonna see what the probable cause is [00:32:03.180] or what the problem was and what the the possible [00:32:05.219] cause was for that problem. So if [00:32:07.400] students need to go back and revisit it, they [00:32:09.439] can say, oh this is my problem. Maybe this [00:32:11.449] was the cause. Let's try that and [00:32:13.548] see what happens. [00:32:15.170] Uh They also get some recommendations for changing [00:32:17.357] variables and how you can even [00:32:19.469] modify the experiment. [00:32:21.489] Now, typically, whenever you pick a topic [00:32:23.650] like force, you know, it's a pretty big topic, you're [00:32:25.689] gonna get multiple experiments to choose from. [00:32:27.890] So that was just my first one. [00:32:29.640] I have a second now and usually the [00:32:31.670] second one is going to have a difference [00:32:33.778] in difficulty, cost [00:32:35.969] amount of time. Something about it's gonna be different. [00:32:38.390] So that first one was difficult. This [00:32:40.449] one's easy to moderate, [00:32:42.058] uh much less materials needed, [00:32:44.739] a smaller budget and it's gonna take less time. [00:32:47.199] So you're usually going to get a good variety [00:32:49.308] in these factors here as well. [00:32:51.798] But after reading through both of these, neither [00:32:54.000] of these quite suited my needs. They were good at experiments, [00:32:56.577] but they didn't really relate to Newton's Second Law the way [00:32:58.719] I needed it to. So I chose [00:33:01.219] another browsing option and I think it's forgotten, [00:33:04.390] but I really like to point out it's on the home page. [00:33:06.778] So you have to go back to Gale In Context: Science [00:33:09.630] and this is on the home page of any of your Gale In Context [00:33:11.880] resources. At the very bottom, [00:33:14.880] you have these educator resources and [00:33:16.959] curriculum standards built in. [00:33:19.969] So when you open it, you're gonna get the option to choose [00:33:22.298] your state standard framework, [00:33:25.150] all of that stuff or you [00:33:27.278] can go into national authorities [00:33:29.759] and pick nat or next generation [00:33:32.087] science standards [00:33:34.587] So from here, I can pick my framework. I [00:33:36.607] chose disciplinary core idea [00:33:39.920] and then I can even pick my grade level. So [00:33:42.058] I'm working with high school Physical Sciences. [00:33:44.617] So I'm gonna click in here [00:33:47.617] and it's gonna show you first uh matter [00:33:50.150] in its interactions because it's the very first unit of study, [00:33:52.347] but you can collapse it to see all four [00:33:54.900] and forces interactions is where I'm working. [00:33:57.028] So I'm gonna open this one up [00:33:59.298] and after you see the standard you're working on. [00:34:01.519] So this was my standard right here and you'll see [00:34:04.140] that you can see resources related [00:34:06.239] to it now, much like our basic [00:34:08.360] search. I'm gonna click in here. Uh much like [00:34:10.409] that basic search we did in the beginning, this [00:34:12.668] kind of search does require a little bit of filtering [00:34:15.039] because it's gonna pull any piece of content [00:34:17.340] relevant to that standard [00:34:19.349] or a word in that standard if you will. [00:34:21.668] So it might require using some of these filters [00:34:23.768] here. But I like it. If I have [00:34:25.918] a specific standard I'm working with and I don't see [00:34:28.070] what I need or what I'm looking for, [00:34:30.018] it's a good way to check and see if anything else [00:34:32.199] comes up. So, in experiments, [00:34:34.539] you'll see, I have two, [00:34:36.500] the first one is very obviously not [00:34:38.590] related to what I'm looking for with designer [00:34:40.628] babies, but the second one uh seat [00:34:43.168] belts to sensors that is relevant to [00:34:45.179] Newton's three laws, right? Seatbelts are very important [00:34:47.639] when we're talking about force mass acceleration [00:34:50.239] and it's talking about car safety. So this [00:34:52.478] one intrigued me, it was something different. [00:34:56.059] So in addition to it not being in that initial search [00:34:58.260] that I was doing, um it's also a different [00:35:00.599] kind of experiment. This is actually not [00:35:02.679] an experiment at all, but it's an activity to do [00:35:04.849] in class. That is a debate [00:35:07.409] which I also thought was really fun and interesting [00:35:09.590] because I don't get to do a lot of debates in science class. [00:35:11.978] So basically, just to kind of sum up [00:35:14.050] this this um activity, it [00:35:16.099] wants students to debate whether seatbelt [00:35:18.289] should be mandatory in school buses [00:35:20.918] and why or why not. And it, it wants them [00:35:22.929] to use car safety through [00:35:25.059] history as their argument. But I thought [00:35:27.349] this would be a good activity to modify [00:35:29.500] and use Newton's second law [00:35:31.619] as their support, you know, how are force [00:35:33.878] maths and acceleration important when [00:35:36.050] thinking about if seatbelts should be in a school [00:35:38.188] bus. So as teachers do [00:35:40.418] and we're professionals at, I took this [00:35:42.438] and I kind of modified it for my purposes [00:35:44.579] and changed a couple of things, but it was a good [00:35:46.599] framework for me to work off [00:35:48.619] of. All right. So if [00:35:50.688] you can look in [00:35:53.938] my lesson plan, [00:35:55.889] I wrote down a couple of my modifications. [00:35:58.219] So instead of having students argue [00:36:00.570] in the affirmative and the negative, I [00:36:02.648] chose to have my students all argue [00:36:04.719] in the affirmative and to have [00:36:07.090] me be the negative. So that way I can [00:36:09.250] bring up certain points and see if [00:36:11.309] they're able to demonstrate their knowledge to [00:36:13.389] argue with me. Um I also [00:36:15.518] have them working with a partner [00:36:17.378] and I'm giving each group [00:36:19.398] or each partner. [00:36:20.639] Um a specific scenario where they're [00:36:22.800] gonna have to involve their math, [00:36:25.188] their numbers for force mass [00:36:27.219] and acceleration of the stall for one and [00:36:29.510] use that information in their argument as [00:36:31.708] part of their support for needing seat [00:36:33.918] belts in bus or in the bus. [00:36:36.639] Um Then last I put in here that this could be [00:36:38.708] a really good opportunity to collaborate with social studies [00:36:40.860] as well. If your social studies teacher has [00:36:42.918] done um a debate in class already [00:36:45.469] or if they haven't, you can let them know, hey, I'm planning [00:36:47.610] on doing a debate. [00:36:49.018] What can you tell me what, what should I do or do you want [00:36:51.148] to work on this with me? So you could even collaborate [00:36:53.199] with the social studies teacher here, which could [00:36:55.300] be fun, which you don't get to do a whole lot [00:36:57.458] in science. So I liked that idea. [00:37:00.869] All right. And then your last step is evaluate. [00:37:03.289] So this is where students can review and reflect [00:37:05.829] on their knowledge. This is where you get to actually [00:37:07.989] kind of grade and see how [00:37:10.329] the inquiry process went. [00:37:12.590] So this can be something like a test [00:37:14.918] that you give um a written [00:37:16.989] assignment. But a lot of times you can actually work [00:37:19.309] the elaborate into the evaluate [00:37:21.458] section. So you can just collect what [00:37:23.739] they've done from elaborate and see [00:37:26.050] what they know and use that to evaluate their knowledge. [00:37:28.250] So that's exactly what I did. [00:37:29.860] I had my students write down their key points. [00:37:32.699] Um I also considered the verbal conversation [00:37:34.829] that we were gonna have and the arguments and [00:37:36.969] then I had them kind of reflect on what they learned. [00:37:39.340] Did their key points change? Would [00:37:41.418] they add anything new? And that's what [00:37:43.438] I'm gonna collect and use to assess their [00:37:45.458] knowledge? [00:37:46.478] And that was my five E lesson plan. [00:37:48.898] So the big takeaways here with gale and [00:37:50.929] context science are there is [00:37:52.969] just so much stuff in there and so many ways [00:37:54.989] to find it that it's really worth just going [00:37:57.000] in and kind of discovering and looking around [00:37:59.239] and, and seeing what you can find. [00:38:02.039] All right now, um, before I move [00:38:04.099] on, are there any questions or anything that you'd like to see [00:38:06.938] before I get into our support information here? [00:38:14.179] Ok. I don't see anything coming in. So, um, [00:38:16.659] the lesson plan that we looked at today and another [00:38:18.780] lesson plan that I created on weather and climate is [00:38:20.898] all going to be on support dole [00:38:22.599] dot com in addition to just [00:38:24.648] tons of other resources for teachers, like [00:38:26.800] we have escape rooms, scavenger [00:38:29.110] hunts. Um Other lesson plans that [00:38:31.219] aren't inquiry based but are still great [00:38:33.500] lesson plans to use trading cards activities. [00:38:35.860] So tons and tons of uh resources [00:38:37.898] to use in the classroom. [00:38:40.159] We also have different ways that you can connect with us so [00:38:42.789] you can find your customer success manager [00:38:45.139] and email them at gale dot customer success [00:38:47.289] at age dot com. If you don't [00:38:49.478] have the resource we looked at today, you can always [00:38:51.708] find your sales consultant online as well. [00:38:54.309] And I have a QR code here for [00:38:56.369] you to scan just to give me some feedback on [00:38:58.409] today's session. Uh Tell me what you liked, [00:39:00.768] what maybe I could change. I'd love to hear how it went [00:39:03.010] and maybe any resources that you're looking [00:39:05.110] for from us that we can create. So [00:39:07.369] please scan that QR code and give me some feedback. [00:39:09.570] But I think I also have it set up for the uh the survey [00:39:11.829] to pop up after you leave today's session [00:39:14.010] too, but that [00:39:16.260] is our time. So, thank you very much. [00:39:19.050] Um If you have any questions, feel free [00:39:21.090] to stick around and I will answer that. [00:39:23.139] I just saw one come in [00:39:24.989] to find the state there and dip. I'll show you how to find that again. [00:39:27.599] Um But that's our session. Thank you very much. I'm [00:39:29.679] gonna go ahead and stop recording now.