{"product_id":"hs-forestry-timber-volume-estimation-phenomena-based-lesson-discussion-guide","title":"Timber Volume Estimation Phenomena-Based Lesson: Two Rules, One Load: The Kreider Tract Logs Teacher Discussion Guide | Forestry | Grades 9–12","description":"\u003cp\u003eThis is the teacher discussion guide, with lesson flow, facilitation questions, anticipated student ideas and model explanations for leading the class discussion for the \u003cstrong\u003ePhenomena-Based Lesson\u003c\/strong\u003e in the Forestry (grades 9–12) chapter \u003cstrong\u003eTimber Volume Estimation\u003c\/strong\u003e, built around the phenomenon \u003cstrong\u003eTwo Rules, One Load: The Kreider Tract Logs\u003c\/strong\u003e. It is sold separately from the other two parts of the set.\u003c\/p\u003e\n\u003cp\u003e\u003cstrong\u003eComplete the set:\u003c\/strong\u003e \u003ca href=\"\/products\/hs-forestry-timber-volume-estimation-phenomena-based-lesson-presentation\"\u003eTimber Volume Estimation Phenomena-Based Lesson: Two Rules, One Load: The Kreider Tract Logs Presentation\u003c\/a\u003e; \u003ca href=\"\/products\/hs-forestry-timber-volume-estimation-phenomena-based-lesson-student-response-sheet\"\u003eTimber Volume Estimation Phenomena-Based Lesson: Two Rules, One Load: The Kreider Tract Logs Student Response Sheet\u003c\/a\u003e. \u003cstrong\u003eScaffolded version:\u003c\/strong\u003e \u003ca href=\"\/products\/hs-forestry-timber-volume-estimation-scaffolded-phenomena-based-lesson-discussion-guide\"\u003eTimber Volume Estimation Scaffolded Phenomena-Based Lesson: Two Rules, One Load: The Kreider Tract Logs Teacher Discussion Guide\u003c\/a\u003e.\u003c\/p\u003e\n\u003cp\u003e\u003cstrong\u003eSections:\u003c\/strong\u003e Standards Alignment; Learning Goals; The Case - Read First; The Record - Dated Observations; How To Run The Discussion; Talk Moves For The Teacher; The Record; Word Bank. \u003cstrong\u003eSample item:\u003c\/strong\u003e “1. Recompute Log 1 and Log 6 under both rules from the September 12 list. Where does the Doyle gap come from on each log, and why is the percentage gap so much larger on Log 1?”\u003c\/p\u003e\n\u003cp\u003e\u003cstrong\u003eWhat's inside:\u003c\/strong\u003e Teacher Discussion Guide (editable .docx + PDF, about 2,015 words, 5 pages).\u003c\/p\u003e\n\u003cp\u003e\u003cstrong\u003eStandards:\u003c\/strong\u003e Aligned to Career \u0026amp; Technical Education (CTE) program-of-study competencies for Agriculture, Food \u0026amp; Natural Resources — natural resource systems, with embedded academic literacy and career-readiness skills.\u003c\/p\u003e\n\u003cp\u003e\u003cstrong\u003eResource type:\u003c\/strong\u003e Phenomena-Based Lesson – Teacher Discussion Guide. \u003cstrong\u003eFormat:\u003c\/strong\u003e editable Microsoft Word file plus a ready-to-print PDF.\u003c\/p\u003e\n\u003cp\u003e\u003cstrong\u003eClassroom use:\u003c\/strong\u003e Open with the phenomenon slide show, let students record ideas on the response sheet, and lead the discussion with the teacher guide. Built for Forestry, grades 9–12.\u003c\/p\u003e\n\u003cp\u003e\u003cstrong\u003eFormat note:\u003c\/strong\u003e These files are delivered in Microsoft Office formats (Word and\/or PowerPoint). If you open a worksheet that includes tables in Apple Pages or another non-Microsoft app, table formatting may not display correctly. For best results, use Microsoft Word or PowerPoint (or upload the file to Google Docs). If you run into any formatting issues, contact us and we can send a PDF version.\u003c\/p\u003e","brand":"ConnectEd Market","offers":[{"title":"Default Title","offer_id":67957101822251,"sku":null,"price":3.5,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1020\/4836\/6891\/files\/hs-forestry-timber-volume-estimation-phenomena-based-lesson-discussion-guide-cover-v2.jpg?v=1793408854","url":"https:\/\/connectedmarket.net\/products\/hs-forestry-timber-volume-estimation-phenomena-based-lesson-discussion-guide","provider":"ConnectEd Market","version":"1.0","type":"link"}