no format needed: this is a discussion post. Please kindly check the attachment. Thank you!

• For Each Grade Level:

  • One "lucky" student can get away with an organizational post for their post in this topic:

    • Find the list of TEKS for that grade level.

    • Search through them to find the Science TEKS.

    • From the Science TEKS, find any in that grade level that relate to Properties of Matter. 

    • Paste these TEKS into the corresponding premade post found in this topic.

  • Everyone else that has an interest in that grade level can jump in and complete the following task:

    • Compare and contrast the Grade Level TEKS to the teacher preparation TEKS outlined for this unit, which have been pasted below.

      • Consider addressing:

        • What is similar?

        • What is different?

      • What is the teacher expected to know beyond what is required of the student?

        • Why do you think you are required to know more than what you are expected to teach?

      • What specific TEKS are the students expected to master that are not specifically covered in this course?

        • What can you, as the teacher, do to help prepare to teach this topic to your students?

  • Anyone can add on to whatever grade level they want, as much as they want; however, I request that you don't re-cover ground that another student has already covered within that post.

    • For example, if one student suggests "As teachers, we are expected to know more about the mathematics behind forces and how they guide interactions, whereas our students should go away with a good understanding of the underlying concepts and vocabulary; they don't need to be able to calculate the acceleration, but they should know that more force acting on an object will make the object speed up faster!" then another student should avoid making comparisons between the teacher's need to know how to calculate vs a student's need to understand the generalities -- however, they can hop in there and suggest why it is important to understand before calculating, or reflect on how this difference could look different in the classroom, like what would a lab consist of if no numbers were involved, etc!