Lets try a 5 th grade lesson Find

Let’s try a 5 th grade lesson �Find the story The Little Tent That Cried �Let’s read it to ourselves silently. �The story has some clues in it about why the tent is crying. Mark anything you want to keep track of to help you solve the mystery. �When you are done, you can talk informally to your neighbors: where is the water in the tent coming from?

Let’s figure out what we already know �Wet Jeans handout �Think, then write. Don’t discuss yet. �Swap papers in your group. Read what your neighbor wrote. �Now each of you in turn describe your neighbor’s idea. Ask your neighbor if you described it correctly.

Time to check it out in real life �Everyone take a new role today: ◦ Materials manager ◦ Reporter ◦ Recorder �Materials Managers come get: ◦ One swab for everyone in your group PLUS ◦ Two extra swabs ◦ Ruler

Let’s explore �Handout: Swab the Deck �Everyone can open their swab and wipe it on the desk �Observe, and record observations. �You can talk freely with your group about what you see. �JUST OBSERVATIONS – no explanations yet.

Now let’s build an explanation �Think silently about these questions: ◦ Where did the alcohol go? ◦ Why did it do this? �Write your thinking in the chart in the appropriate place. So far this is just your own thinking, NOT your group’s.

Find a partner to share with �If you are in a group of 3, borrow one partner from another group of 3 �Ask about your partner’s ideas about where the alcohol went. Make sure you understand it, and then write it down. �After you have both shared your ideas about where the alcohol went, ask about your partner’s ideas about why the alcohol did this. �You can ask clarifying questions, but we aren’t judging the ideas yet.

Still with your partner �Did you agree? �Can the two of you together think of another possible explanation for where the alcohol went and why? Write it down. �Let’s compile our ideas.

Possible tests �Now you should have at least 2 possible explanations. With your partner, think of ways to test these ideas to see which explanation is better.

Put your teacher hat on �Think of the task you just did with your partner. �Does that task have a predetermined solution (e. g. , a right answer)? �How does it help to have more than one brain working on this problem?

A little more work with the swabs �Handout: Swab Balance �In your original group of 2 -3 people �Read the instructions carefully first. �Your materials manager will step up the apparatus while your reporter reads the directions out loud from Step A to Step C. �Your recorder will record your group’s answer to questions #6 & 7 on your whiteboard.

Pause for What We Think Now �Each reporter will contribute one thing that the group has learned about this process called evaporation.

Another phenomenon �Handout: Leaking Soda �We’ll talk through most of this activity. �Read the Doogie and Kyle story. �Is Kyle’s can leaking? �Now look at the activity.

Put your teacher hat on… �What scaffolds would your students need to get from observation to explanation? Notice that the explanation must include both evidence from your observations of the jar, and evidence of from the Swab activities

Finally: �Are Doogie and Kyle right? Is the can leaking? How could you test that idea?

Back to the original story �Why was the little tent crying? �Your ultimate task is to finish the story. �We’ll use the graphic organizer to get there.

What actual kids said �Judi: open the pdf

Let’s revisit the assessment �Wet Jeans �Read your original answer. In a different color of pen/pencil, revise your answer or add to it.

Let’s think about your curriculum �Pull out your planning template �Choose one of these tasks to complete by lunch: ◦ Design one discussion prompt using a dialogue protocol. ◦ Design one reading guide using a graphic organizer or guiding questions.

6 th grade lesson �Opening activity: Challenge statement (Hot Air Balloons) �Card sort: Agree/Disagree about convection

Now let’s do another inquiry activity �Handout: Convection Instructions �Read the opening paragraph: ◦ What do you need to be careful with as you do the activity? �Read the procedure. ◦ Does everyone in the group understand what you are to do?

Let’s get going. �New ◦ ◦ Materials Manager gets: Round plastic bin 4 styrofoam cups Small paper cup Eyedropper �When you are ready, have a teacher bring you water for your pan (step #3). �Then follow all the steps through #7.

What happened? Why did it happen?

Time for you to do one. �Ask a question using the available materials: ◦ ◦ ◦ More hot water Ice More cups Tea bags Sandwich bags

Did we find out anything new?

Let’s read �Find Convection Reading �Use the Summary Protocol to read and summarize. �One paragraph at a time, rotating responsibility for leading the group with each new paragraph. �Product is a written summary.

Writing �Formal writing piece: brochure �What scaffolds would your students need to make an informative text of this type?

Let’s revisit the A&D cards �Look at each card again. Would you still put it in the same pile?

Fact First Structured TPS

3 -2 -1 Think about what you’ve experienced today. Write down the following: � 3 things that you learned � 2 questions you have. � 1 thing you can commit to using and how you might use it (or a new idea that came to you as a result of today’s experience) Find a partner and take turns sharing your lists. Sacramento Area Science Project

Most Important Points (MIPs) Think about what you’ve experienced today �Write down two to four Most Important Points (MIPs) �Find a partner with whom you haven’t worked much – share your list and listen to theirs �Switch partners and repeat your conversation about your MIPs Sacramento Area Science Project