Science Lesson Planner link last week’s planner here: TL (3/18-3/22) Science Weekly Planner 2024

UCI Week #: Spring Break Monday 3/25 (Even) Tuesda Wednesday 3/27 (Even) Thurs Friday 3/29 (Even)
y 3/26 day
(Odd) 3/28
(Odd)

Instructional Time & # of Minutes P.4: 10:35 - 12:05 (90 mins) P.4: 11:05 - 12:25 (80 mins) P.4: 9:35 - 10:35 (60 mins)
P.6: 12:45 - 2:15 (90 mins) P.6: 1:05 - 2:25 (80 mins) P.6: 10:55 - 11:55 (60 mins)
Minimum Day

Teacher Lesson Title
Windmill Lab Proposal EM Induction Gizmos continued EM Induction Gizmos
EM Induction Gizmos start
Continue conferences Final unit concept map
Start conferences (our version of grade
justification but we have 5-7 minutes Finish conferences
one-on-one conversations with students)

Describe in a sentence or two the overall goal of the unit. Describe the focus of this week’s lessons.

Energy Unit Goal:

This unit’s goal is to allow students to see how energy is everywhere and society heavily depends on its use to function. Thus, our goal is first to understand how one form of energy
transforms into another, then analyze whether there is a more efficient, cost-effective, or safer way to do this conversion, considering our communities, environment, and overall
civilization.
Students will be able to explain how modern civilization’s dependence on energy has shaped society, the environment, and our understanding of ourselves.
- What is the “cost” of this energy use? What is its benefit?
This week’s lessons continue our discussion of energy and wrap up EM induction in motors, generators. Students will be applying their knowledge of electricity and magnetism to
create a design for windmills and how to harness wind energy and turn it into useful forms of energy. As a connection back to energy and the morality behind its use, this week’s
lesson investigates how energy is transformed from motion to electricity, and vice versa, to achieve the specific uses that we desire out of a system. After a lot of discussion on how
energy has been used in a “bad” way, this week’s lesson wraps up with how energy can be used in a “good” way by designing more efficient devices to convert to useful electricity.

Planning the Purpose of the Lesson:

Scope & Sequence Completed Not … Completed No… Completed

What is your phenomenon?
How will this lesson support it?
Phenomenon: How can we harness energy (Filler day — Conferencing) (Filler day — Conferencing)
from wind? What are the costs and benefits of Phenomenon: How can we harness energy Phenomenon: How can we harness energy
wind energy? How can we use our knowledge from wind? What are the costs and benefits of from wind? What are the costs and benefits of
of EM induction to design better windmills? wind energy? How can we use our knowledge wind energy? How can we use our knowledge

Objective/Learning Target
What (ideas) and how (science skill) will
students be expected to be able to do by the
end of the lesson?
Students will (action) (idea) by
(product/activity).
Connection to Student Identities &
Experiences
How does this lesson provide students the
opportunity to apply their out-of-school
identity, cultural/social knowledge, and/or
lived experiences during the lesson.
This lesson starts off by reintroducing wind
energy and having students design more
efficient windmills using the knowledge of EM
induction. They will plan for data collection,
analysis, and argumentation sessions for what
they think is the optimal blade design for
windmills to harvest the most energy.
Completed
Students will design more efficient windmills
using the concept of EM induction by
completing a scientific proposal that outlines
variables, control groups, data, etc.
Completed
Students come from various backgrounds and
have various conceptions of energy and what
is considered “efficient”. They may have seen
wind farms across California in remote places,
often in the deserts with a lot of wind. On the
other hand, other students may not have
experience with wind energy at all and didn’t
think that CA has wind farms. What are some
important factors to consider in not only our
design of windmills but also where to place
them? How are we affecting communities, the
environment, and our energy output by
utilizing wind mills?
of EM induction to design better windmills?
As a continuation of the previous day’s lesson.
Students get to apply their knowledge of
electromagnetic (EM) induction to their design
of windmills. They can revise their proposals
from the previous day as they complete their
EM Induction Gizmos packet. For example,
they may realize that the generator in their
windmills would need a higher rotational
speed to generate more energy because EM
induction states that motion can be converted
into usable energy.
Not … Completed
Students will explain how electricity and
magnetism are related to one another by
completing a Gizmos simulation-guided
packet.
Not … Completed
Prior knowledge:
- Students come to this lesson already
knowing the key idea that motion can
be turned into electricity via a motor.
This lesson provides students an
opportunity to make this connection to
real-world examples of windmills,
hydroelectric power plants, etc.
Funds of knowledge: (similar to previous day)
- Tapping into students’ knowledge of
renewable energy and where they
have seen wind farms throughout
of EM induction to design better windmills?
This is the last day before we all go on spring
break so students will be continuing on their
EM induction packet and wrap up their
windmill lab proposal.
As a final wrap up of our unit, students will
revisit their pre-assessment concept map
they’ve created at the beginning of the quarter
and make revisions to include new concepts
we’ve learned.
No… Completed
Students will explain how electricity and
magnetism are related to one another by
completing a Gizmos simulation-guided
packet.
Students will make connections between
concepts covered in our Energy unit (nuclear
fission, cancer, radioactivity, medical imaging,
atomic bombs, motors and generators, etc.)
by revising their initial concept map using new
concepts they’ve learned.
No… Completed
<- Same as previous 2 days
Prior knowledge:
- Students come to this lesson already
knowing the key idea that motion can
be turned into electricity via a motor.
This lesson provides students an
opportunity to make this connection
to real-world examples of windmills,
hydroelectric power plants, etc.
Funds of knowledge: (similar to previous day)
- Tapping into students’ knowledge of
renewable energy and where they

Planning the Student Experience of the Lesson:
Warmup/Opener
How will you begin the lesson to build upon
students’ FoK and elicit their initial ideas?
Include & highlight:
● Discourse strategies for structuring
student talk
This lesson provides an opportunity for
students to apply their funds of knowledge of
how we “farm” and use energy in California.
Then, students get to connect their
experiences in proposing better windmills and
methods of harnessing renewable energy.
Completed
CDT:
What are the primary sources of energy
today?
What are some issues with our modern way
of getting energy?
Think-write-pair-share:
- Revisit: CA’s energy breakdown
- Which ones are considered
renewable energy? Why?
- What does it mean by
“renewable”?
- What are some advantages of using
renewable energy? Are there potential
disadvantages?
- Now let’s focus specifically on wind,
since it is the top 3.
California.
- Asking students about where they
think windmills are located help
provide students an opportunity to
share out places they’ve been to, why
they think these places are “good” for
collecting wind energy.
- This will help reveal not only what
students think is the best design for
wind turbines but also where wind
turbines should be placed, as well as its
potential repercussions.
Not … Completed
CDT:
How many wind farms do you think California
has? Where might you think these wind farms
are located?
Think-write-pair-share:
- Think: How many wind farms do you
think California has? Where might you
think these wind farms are located?
- Write: Jot down some numbers in spiral
notebook, a potential map of CA and
where the wind farms might be
located.
- Pair: Check your neighbor whether you
have similar numbers for wind farms as
well as similar locations!
- Share: Provide students the
discretionary space to share out their
map for where wind farms are by
handing them the laser pointer to
point at a blank map of California.
Encourage students to give a brief
description of why they chose these
locations.
have seen wind farms throughout
California.
- Asking students about where they
think windmills are located help
provide students an opportunity to
share out places they’ve been to, why
they think these places are “good” for
collecting wind energy.
- This will help reveal not only what
students think is the best design for
wind turbines but also where wind
turbines should be placed, as well as
its potential repercussions.
No… Completed
CDT:
Why does making a more efficient windmill
matter? Why don’t we just make a ton of
mediocre windmills? What are the pros and
cons of each case?
Think-write-pair-share:
- Think: Revisit the advantages and
disadvantages we’ve discussed about
wind energy. Why do we need more
efficient windmills?
- Write: Jot down some reasons in your
spiral
- Pair: Check table partner whether you
share similar sentiment.
- Share: Quickly share out the important
reason as to why we need better
windmills.
Ideal wind sites are often in remote locations.
-> Installation challenges (so it’s better to build
a few more efficient turbines than a lot of
mediocre turbines). In addition, offshore wind
energy transmission and grid interconnection
 capabilities need improving.

Visual/Noise impacts to neighboring

communities? -> quieter turbines.

Wind plants can impact local wildlife ->

properly situating wind plants and research to
reduce the impact of wind turbines on wildlife.

Off-shore wind energy?

- Discuss potential benefits and costs!

<- show this

after 2-3 rounds of student share out.

Save questions and comments for next time

we meet!

Think-write-pair-share:
- Think: What are some advantages and
disadvantages of using wind energy? Reference: Wind Research and Development |
- Write: generate a t-chart to create an Department of Energy
extensive list of how wind energy
may be advantageous or Save questions and comments for next time
disadvantageous we meet!
- Pros: renewable -> energy from
natural sources that do not deplete
on human timescale. Does not
impose as much risk as nuclear/Safer.
- Cons: require land and materials,
maintenance, where to build, storage.
- Pair: share out list with table partner
- Share: come to an extensive list as a
class for things to consider as we
design windmills.

Body of Lesson Not Started Not … Completed No… Completed

Outline of the body of the lesson sequence.
Include & highlight: Brief introduction to wind: EM Induction Gizmos packet while we do EM Induction Gizmos packet while we do
● Discourse structure - What is wind? one-on-one conference one-on-one conference
● Back pocket questions/Checks for
Understanding (probing & pressing)
Think-write-pair-share:
- Based on your understanding of this
model, how is wind created?
- What scientific law or principle support
this model of wind movement?
- Law of convection/heat
transfer.
Where would the H and L be for these winds?
Read & Annotate:
- To dive deeper into windmill
technology and how engineers have
used it over the years to harness wind
energy and convert it into electricity,
students will read and annotate the
Introduction section up to “Your Task”.
- This individual reading time serves as
an opportunity for students to process
information, make connections, and
apply their knowledge to new
contexts:
- Questions to guide reading:
- What is our guiding question
Back-pocket questions
In what ways is the “creation” of electricity by a
moving magnet similar to the “creation” of a
magnetic field by a current?
- A current is really a stream of moving
charges, so just as a moving magnet
induces an electric field, a moving
charge (or charges) will induce (create)
a magnetic field.
If the current moves clockwise around a wire
loop, in which direction are electrons moving?
- Counterclockwise because we have
defined current to be the opposite of
the actual flow of electrons.
Why does the electric field become stronger
when the magnet moves faster? How might
this idea be applied to our windmill designs
to make them more efficient?
- When the magnet moves faster, the
magnetic field through an area (flux)
changes more frequently, which
means a greater electrical field is
generated -> more electricity.
Why does the electric field become stronger as
the magnet approaches?
- The change in magnetic flux per unit
time is greater when the magnet is
closer.
Suppose a wire loop was moved through a
magnetic field that was completely
uniform. Would the motion of the wire loop
induce a current? Explain.
- No—the magnetic flux through the
loop will not change.
Consider the case of a coil spinning
perpendicular to the magnetic field. Does the
current produced in this coil always moves in
the same direction?
How do windmills take advantage of the
principle of Electromagnetic (EM)induction to
generate electricity?
<- depending on individual student’s
Revisit Unit 3 concept map (for those who
finish the simulation and Gizmos early):
Produce a concept map to organize these
concepts to address our Unit 3 Essential
question:
“How has energy usage shaped our individual
human experiences, and society at large?”
Potential concepts:
- Energy, Human impact, Transfer of
energy, society, technology, beneficial,
harmful, atomic bombs, Hiroshima
and Nagasaki, environmental impact,
destruction of buildings, blast radius,
radioactivity, cancer, efficiency,
electromagnetic energy, MRI
machines, information technology,
windmills, conservation.
How can you describe and categorize energy?
Where does energy come from?
How is energy converted into usable forms?
How can we determine if energy is used
responsibly?
What fundamental forces govern nature?
 for this lab? - Yes, because the magnetic flux doesn’t How do nuclear reactors work to generate
- How can we maximize change. power?
the amount of What were the effects of using nuclear
electrical energy that weapons?
will be generated by a What are the fundamental particles?
wind turbine based on What is radioactivity and how does it affect
the design of its us?
blades? How might energy affect the individual on a
- How does a windmill work? molecular scale?
- What energy transformations How can MRI and medical imaging detect
are involved in a windmill? cancer?
How does our use of energy affect our
Draft proposals in small groups: environment and society?
Assigned roles in small group to guide Conference: (whole periods 80 minutes - 10 to
discussion: POGIL roles get situated and CDT = 70/5 -> 14 students) -> Conference: (whole periods 60 minutes - 50
- Allowing students to design their own do it quick! to get situated and CDT = 50/5 ~ 8 students)
procedures for collecting data, giving
students an opportunity to try, to fail,
and to learn from their mistakes.
However, scaffold students as they
develop their procedure by having
them fill out an investigation proposal
- Details the steps students plan
to take to gather data.
- How they might analyze that
data, and which hypothesis is
supported after data analysis.
Data collection:
- What are the variables of your
windmill design?
- What specifically about the
blades are you interested in
testing?
- How might this independent
variable lead to a change in
your dependent variable?
- How do the components of the
system interact with each other?
- How can you describe the
components of the system
quantitatively?
- How could you keep track of changes

Wrap Up Discussion
How will you ask students to share how their
thinking has changed since the beginning of
the lesson/unit? How will you structure this
talk?
● Discourse structure
Planning for Assessment:
Look and Listen For…
What will you specifically be looking for
during the lesson to let you know if students
are making progress toward your objective?
in this system quantitatively?
CCC questions to deepen students’ thinking
- How might changes to the structure of
a wind turbine blade affect how it
functions?
- What other factors might
affect a blade’s efficiency and
function?
- Is it useful to track how energy flows
into, out of, or within this system?
Conference (spare 30+ minutes to get through
4-5 students)
Completed
Notemake + Think-write-pair-share
- How does EM induction relate to our
windmills? How do wind turbines take
advantage of this physics principle?
- Kinetic energy of rotation ->
electrical energy via generator.
- Faster rotation speed -> more
kinetic energy -> more
changes to magnetic flux ->
more electricity induced.
Completed
Students’ responses to the CDT and their
perception of renewable energy sources:
- Pros: clean, natural sources (not
depleted in human timescale), no
carbon emissions.
- Cons: the materials that must be
produced for these energy sources to
work, land use, impacts to
environment, etc.
Not … Completed
Notemake + Think-write-pair-share
- How does EM induction relate to our
windmills? How do wind turbines take
advantage of this physics principle?
- Kinetic energy of rotation ->
electrical energy via generator.
- Faster rotation speed -> more
kinetic energy -> more changes
to magnetic flux -> more
electricity induced.
Not … Completed
Students’ responses to the CDT regarding
where they might see wind farms:
- What factors go into determining the
locations of wind turbines?
- Remote/Deserted -> would not
impact humans or
environments as much
- Flat lands -> on valleys of
mountains so wind flow down
- Consider these as you design your
windmills! Where would you place
No… Completed
Think-pair-share: What changes have you
made to your final concept map?
Share out of changes to concept map:
- More connections between concepts:
which concepts in particular?
- Removed certain connections: why
so? What new knowledge did you gain
to make these adjustments
No… Completed
Students’ responses to the CDT regarding why
we want to improve efficiency of one wind
turbine rather than a whole farm of it:
- Installation challenges (so it’s better to
build a few more efficient turbines
than a lot of mediocre turbines)
- Noise impacts to neighboring
communities? -> quieter turbines.
- Wind plants can impact local wildlife
-> properly situating wind plants and
research to reduce the impact of wind
 them? turbines on wildlife.
- Off-shore wind energy as an
alternative?

Evidence of Learning Completed Not … Completed No… Completed

How will you collect data about your
students’ learning progress to guide your
next lesson?
Students’ progress in completing their lab Students’ revision to their lab proposal if Students’ responses to EM Induction Gizmos
proposal: necessary: (Teacher’s version):
Guiding question: - Look for more specific details in data ElectromagneticInductionSE_Key.pdf
- Students write down the guiding collection:
question of the lab: - Angle of blades: Students’ revised concept map on Cmap
How can we maximize the amount of - Table detailing various cloud (on a different file than their initial one)
electrical energy that will be generated by a angle measurements - Are there more concepts?
wind turbine based on the design of its (30 degrees, 45 - Justified connections between
blades? degrees, 60 degrees, concepts.
Data Collection: 80 degrees, etc.)
- With their group members, students - Number of blades:
have agreed upon one blade design to - Table specifying
test (angle of blades, number of specific number of
blades, or shape of blades) in their blades to insert.
experiment. - Type of blades:
- Correctly identified independent and - Circular, elliptical,
dependent variables. rectangular, etc.
- Specific data collection methods:
group members have all agreed upon Students’ responses to EM Induction Gizmos
the same table to use when collecting (Teacher’s version):
data. ElectromagneticInductionSE_Key.pdf

Planning for Supporting All Students:

UDL: Supporting ALL Learners Completed

Describe 1-2 UDL strategies and scaffolds
that you are intentionally providing in the
materials provided to students (e.g.
handouts) that help ensure all students can
be successful? When, who, and HOW will it
support learners?
Using different modality of engagement for students to interact with course materials (perception of the materials as well as expression of student thinking):
- Graphic organizers
- Engage students in the analysis of pros and cons, costs and benefits, affordances and constraints of renewable energy (particularly wind energy) in
ways they feel most meaningful, whether that be creating a venn diagram, a t-chart, or a bullet-pointed list of how wind energy is more
beneficial/advantageous than it is costly/disadvantageous.

Accommodations and Modifications Completed

Describe 2-3 modifications specific to this Digital/online version available to accommodate students with 504/IEP who may prefer to complete handouts on their computers rather than by writing. This may
week’s activities considering your students also help with students’ completion of the EM Induction packet as they would need to use an online simulator, anyway.
with 504’s and/or IEPs. - This instructional move serves to support students who may need
Describe how the modification(s) will Incorporating breaks/chunks in between segments where students could stop, talk with neighbors, and reflect on what we’ve covered so far. These “chunks” can be
support the student(s) specific to the task(s). think-pair-share or note-making sessions where students can think individually first, jot down their thoughts, and share with neighbors afterwards.
- This move serves to appeal to not only IEP/504 students as they get to have more time to process information but also other students to brainstorm, reflect,
and write down questions that may become new learning opportunities to revisit at a later time.

Language Support Completed Not … Completed No… Completed

Provide a Language Objective for each day.
AND
Describe additional support for MLLs
specific to this lesson
Students will design an experiment (function)
to determine how different variables of blade
designs will affect the efficiency of wind turbines
(vocab) by completing an Argument-Driven
Inquiry proposal that outlines their data
collection and analysis methods (discourse) into
distinct segments.
Providing graphic organizers aided by
translations of key terms on slides (renewable
energy, windmills, wind farm, efficiency, etc.).
This would help support MLLs who may need
to organize their thoughts into visual diagrams,
aided by translations.
Students will describe (function) how
Electromagnetic (EM) Induction (vocab) works in
the context of windmills by exploring a
Gizmos simulation and completing guided
questions on the packet (discourse).
Providing translations of key terms (electricity,
magnetism, EM induction) on slides for MLLs
to follow along.
Students will synthesize (function) concepts
within the Energy unit such as nuclear fission,
efficiency, decay, radioactivity, cancer, MRI,
medical imaging, EM induction, magnetism,
electricity, etc. (vocab) by creating a concept
map on Cmap cloud and engaging in a
think-pair-share (discourse).
Providing translations of key terms (electricity,
magnetism, EM induction) on slides for MLLs
to follow along.
Allowing students to make revisions to their
concept maps on their computers also allow
them to make quick translations and access
digital tools.

Materials & Resources

Student Resources: In Progress Not … In Progress No… In Progress

Describe the resources you will provide
students (ex: handouts, materials, etc.) Windmill Lab ADI.pdf ElectromagneticInductionSE.pdf ElectromagneticInductionSE.pdf
Proposal Descriptive Studies - Short.pdf
Note: Provide a LINK to the actual materials ElectromagneticInductionSE.pdf 23-24 Conference Protocol_third quarter… 23-24 Conference Protocol_third quarte…
for supervisor visits!
Conference: OCA: https://cmapcloud.ihmc.us/
23-24 Conference Protocol_third quarter… - Reminder of experience reflections
feedback form. OCA:
Graphic organizers displayed on slides - Reminder of experience reflections
- Venn diagram feedback form.
- t-chart

Teacher Resources: In Progress Not … In Progress No… In Progress

What resources did you start from that
informed your lesson? (provide link) What TL (3/25-3/29) Windmill Lab, EM Gizmos… TL (3/25-3/29) Windmill Lab, EM Gizmos… TL (3/25-3/29) Windmill Lab, EM Gizmo…
resources will you be using to facilitate this
learning?
 Descriptions & Support for Each Section

Scope & Sequence Objective/Learning Target Connection to Student Identities & Experiences

◆ What is the phenomenon that this day’s lesson supports? How does it
support it?
◆ Ex: Students are working on explaining why wildfires are worse now
than they were 100 years ago. Today’s lesson will have students use a
lab to investigate 2 of the factors they think contribute (temperature
and lots of dry plants).
◆ A learning target or objective can take multiple days, however, each
day should still include the components below.
◆ What and how will students be learning? What = concept/idea, How =
application
◆ Ex: Students will describe patterns about how temperature and
concentration affect the rate of a chemical reaction by collecting and
analyzing launch data about alka-seltzer rockets.
◆ Ex: Students will construct a model of what is happening inside the
film canisters during the rocket lab that causes some to launch faster
than others.
◆ Ex: Students will explain why rockets with hot water launched faster
than those with cold water, focusing on the rate and energy of
molecular collisions.
◆ Students are not empty vessels that need to be filled, rather they
bring with them a vast amount of cultural, social, emotional wealth of
knowledge. These are known as their funds of knowledge that we
need to create opportunities for them to leverage as they strengthen
their learner identity. Particular funds of knowledge that students
can use to connect to content are elements of their out-of-school
identity, cultural/social knowledge, and/or lived experiences.
◆ Ex: If doing a lesson on signs of a chemical reaction, ask students
what their favorite food cooked at home is and how they know
whether it’s a chemical reaction or not.
◆ Funds of Knowledge as Rich Resources for ELL students

Warmup/Opener Body of Lesson Wrap Up Discussion

◆ This section describes how students’ interests will be piqued and
their funds of knowledge connected to the lesson.
◆ Warmup described must connect to and support the body of the
lesson
◆ Things that are not considered Openers or launch are:
● Homework review
● Routines, such as writing the objective in their notes
● Taking attendance
◆ Discourse Structure: In what structured way will students engage
with each other to process what they are learning? Discourse Cheat
Sheet
◆ Checking for Understanding strategies: What probing questions will
support students’ sensemaking? uncover student thinking? How will
you know if students are making progress towards the lesson
objective? What evidence will indicate this? How will you check for
understanding as the lesson is progressing so that it informs your
decisions on how to move the lesson forward? AST Discourse Primer
◆ Closing the lesson together as a class
◆ How will students share how their thinking has changed since the
beginning of the lesson? What structures will be provided?
◆ How will students synthesize/summarize what they learned today,
explicitly discuss how they made connections to prior knowledge, etc
◆ Ex: asdf
◆ Ex: asdf

Look and Listen For… Evidence of Learning

◆ What will you specifically be looking for during the lesson to know if ◆ How will the lesson provide students the time/space to summarize
students are making progress toward your objective? What will you and reflect on their learning today? How will this inform your lesson
specifically be listening for? planning for the next day?
◆ Ex: I will know students are engaged in the task because they will be
 INSERT INFO. I will listen for students discussing the questions and ◆ What evidence can you collect of the learning and/or misconceptions
analyzing their data. that took place or questions they might have?

UDL: Supporting ALL Learners Accommodations and Modifications Language Support

◆ Equitable support for all students, with specific support and ◆ Considering your students with 504’s and/or IEPs, what will you need ◆ In addition to the embedded scaffolds, what else will you need to do
accommodations addressed for Learners with Specific Needs to do specific to this lesson to provide support? specific to this lesson to support MLLs?
◆ Describe how your discourse structures, CFU strategies, student ◆ Describe specifics of this particular lesson (not just general ◆ This is an area of focus on the edTPA, so it’s a good idea to get into
resources and assessments support all learners. accommodations and modifications. practice documenting the supports you are providing
◆ Describe specific accommodations/modifications you will provide ◆ This is an area of focus on the edTPA as well as a legal ◆ UDL & Academic Language (folder of resources)
for students with documented needs. responsibility, so it’s a good idea to get into practice documenting
the supports you are providing
◆ Describe specific scaffolds you will provide to support language
learners.
◆ This support should clearly apply to this particular lesson, not a
generic lesson.
◆ UDL Framework

Student Resources: Teacher Resources:

◆ Describe the resources you will provide students (ex: for note-taking, ◆ What resources informed your lesson?
collaborating, communicating their progress/understanding,
◆ Provide link, if applicable
practicing, asking for feedback, etc)
◆ What resources will you be using to facilitate this learning?
◆ Link all materials for supervisor visits
◆ Link all materials for supervisor visits