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I really like using real life experiences
for my students and so on Friday I allowed
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them each to have a lifesaver to dissolve
in their mouths so that we could collect some
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data on how long it took for an individual
lifesaver to dissolve in your mouth.
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I then gathered that evidence, I collected
that data and used it as evidence for today’s
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cause and effect investigation where we tested
different variables to see their effect on
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the dissolving of the lifesaver.
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Are you ready for science today?
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Yes… like always.
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Like always.
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I love that!
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You are always ready for science.
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Okay.
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Scientists, we have been investigating what
happens when you mix different substances
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together and what do we call that when we
mix different things together what do we call it?
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A mixture.
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We call it a mixture, good.
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And, we discovered that when we added salt and
water together something happened.
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What happened when we put salt and water together,
Claire?
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It dissolves.
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What dissolves?
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The salt dissolves in the water.
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Does everyone agree?
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Yes.
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Okay.
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So last week you all dissolved a life saver
in your mouth and you recorded the amount
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of time that it took for that lifesaver to dissolve and I took all of the data that I gathered
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from that and I put it into this chart right
here.
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So I want everybody looking at the chart and I want you to make some sense of this data.
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What are you noticing?
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Talk to a neighbor.
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[Children talking.]
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Do you know what the color represents?
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The color of the life saver.
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Is that what you think?
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Yeah.
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OK let’s take a look at this data.
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So who noticed the colors?
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Tucker do you know what the colors would represent?
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Each person’s life saver.
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Okay, so for example this purple lifesaver
here, what do you know about that purple
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lifesaver right there?
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Amor.
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It was the color of one of the people’s.
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And how long do you think this life saver
took to dissolve in this person’s mouth?
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Less than five minutes.
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How do you know that?
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Because in the dissolving time chart it says
less than five minutes and it’s in that lane.
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So if we look at the data, what could we say
about our life savers?
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We could say that each color had its own different
time and not all green stopped at six and
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not all purple stopped at five.
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Good.
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So we had a really big range of dissolving
times.
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Amor.
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For dissolving time five through six minutes was the most common.
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Good and I heard someone say the least
common was this one down here.
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So… more common, less common.
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What’s more important that we understand
about this data?
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What are you wondering Caleb?
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I am wondering why three of them got less
than five minutes when most of them got more.
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Okay.
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So some of them.
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What do you think caused the difference in
the amount of time it took?
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Ask… tell a partner.
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Okay can I get your attention back again?
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You guys did a really nice job of talking
with each other about, what might be the cause
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of why we had so many different times with our life savers.
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So share out one thing about what the cause might be.
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Saniya, what do you think the cause might
be?
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It might have taken longer for the life saver
to break
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and if it breaks there would be more sugar coming out.
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William.
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Like if the life saver attracted lots of saliva
in your mouth.
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Caleb.
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Maybe if the life saver wasn’t on their
tongue, but maybe somewhere else in their mouth.
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Okay so maybe position in mouth.
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Well… scientists,
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today we are going to test out these ideas.
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We are going to see which of these ideas might be the reason we got different results
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for our experiment that we did on Friday. So…
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Today we are going to think about cause and
effect, just like we do in language arts,
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when we think about cause and effect.
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We want to develop and revise a model, like
we did on Friday, we did a model of it in
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our mouth.
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Today we are going to do a model of our experiment,
of what happens to this life saver as it dissolves
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dissolves in water.
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And specifically, I want you to think about
your variable because I’m going to assign
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each group a variable and what is the effect
of that variable on those life savers.
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Ahlina did you have a question?
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Oh no.
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Okay.
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So very quickly our procedural vocabulary
up here we have, what are we going to call
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this thing here?
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A cup.
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I like it.
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What are we going to call this?
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A lifesaver.
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Can we call it something else?
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Experiment.
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Okay.
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Our testing variables today… movement, so
if you move it around in your mouth, if you
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have more force, what will the effect be?
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Okay.
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We talked about temperature. If we add more
temperature do you think it will dissolve
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more quickly, more slowly?
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Take a guess before you start.
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Amount of water.
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Will the amount of water change your results?
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And finally, the size of the pieces.
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So if somebody said, what if I chewed mine and someone else didn’t, will the size of the
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piece affect how quickly or slowly that life
saver dissolves?
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Are we ready? Okay.
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Before you go back to your seats, what are
you doing today?
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Today.
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You are going to consider cause and effect,
so make sure that is what you are thinking
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about as you create and revise your model
of what’s happening to that life saver not
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in your mouth, but now in a cup and you are
going to have two to compare so, I want some
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comparing and contrasting also.
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Okay
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Any questions about what you are doing in
your seats?
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Okay.
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First thing, read your experiment.
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There’s two copies you can read with a partner.
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As soon as you are ready you may get started.
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Back to your seats.
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So what variable are you testing?
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Go quickly.
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Um movement.
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You're testing movement.
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So how are you going to test the variable
of movement in this experiment?
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The differences of one stirring and one just
sitting there inside the water dissolving.
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How do you know how much water to put in each
cup?
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This measuring cup right here and we are going
to measure equal amounts for each cup.
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Okay so if we measure equal amounts for both
cups is that going to control that variable?
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This is what the secret is.
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That's not a secret.
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That's what scientists do.
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So scientists make sure all their variables
are controlled except one so which one
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are you going to change?
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Movement.
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So one of them is going to move and the other one is not.
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And everything else has to be the same.
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Ok.
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Get started so you have time to model on your
paper.
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All right so it looks like there's bubbles
at the bottom on both of, oh no actually that’s
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just the, there’s bubbles at the bottom.
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It sort of looks like it’s defrosting.
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I feel like the hot water is going to dissolve
first and it is going to dissolve more like
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you can kind of get the aroma of candy like
you can smell it.
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Yeah, you can smell it.
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So this looks like it melting faster wait
it looks about the same so but, look at that
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one, keep your eye on the watch.
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It seems like, it seems like, this one has
like look, looks like it smells like frost,
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it smells really good I am just saying.
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You can see like little tiny grounds here.
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It looks like frost almost but its not.
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With the candy, it looks like little bubbles.
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I smell green apple and I kind of see, I kind
of see sugar on the bottom.
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Yeah, that’s the sugar dissolving, like
its dissolving.
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Guys wait, wait guys check this out like,
wait.
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I think that might be, ok, you can see it
over here too.
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There's more water for it to touch when its
in the water and you are moving it.
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And how are you going to convey that in your
model?
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Have you thought about how you're going to
show that in your model?
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Because I'm noticing a difference in the color
as well.
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Yeah if you...
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If am wondering if you could catch that difference
in the color in your model because the lifesaver
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right here, it's moving around so it’s getting
all over in the water while its melting so
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all of the red and all that because the color
is red, it's turning red the whole thing.
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I like that idea.
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I'm wondering if it's melting.. and because
this one…
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So Liam said it was melting do you want to
tell him something?
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That one is mostly..
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I see bubbles coming out of that one is slowly
dissolving and its red down there.
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That is because it can only touch the bottom...
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What do you guys think about that? [student talking]
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So Kelly said this one is
exposed to more water, does that make sense?
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How are you going to show that in your model?
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That is your next step.
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Think about how you are going to show that
in your model.
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Oh, I like the way this model is demonstrating cause and effect.
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So the more water you have, what’s the effect?
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The life saver is smaller and more rougher.
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Smaller, rough, bumpy.
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What about the effect of less water?
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It was larger and it was smooth.
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Larger, smooth.
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Are you going to convey that in this model
here?
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What I like about modeling is it allows student
thinking to be visible so that as I'm walking
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around and taking my notes, I'm able to highlight
different levels of understanding in my students
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and then as a group when we come to debrief,
I know who to choose and who approximates
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as well as who has got it.
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Oh I like that we did ready, set, go.
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Why did we do that?
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Because we're trying to do the time.
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So then they go equally in the same time.
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Oh you want them to make sure that they both
hit the water at the same time
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and why are you stirring one and not the other?
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'Cause we want to know if the movement makes
a difference on the… [student clarifying thinking]
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.
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Wait, we want to know if one, one that’s
just sitting there in the water goes faster
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than one that's mixed it or the opposite.
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I liked how you revoiced Kenya’s idea.
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So she had a really good idea but just kinda
got stuck at the end and then you kind of
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jumped in and helped her revoice that.
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That’s what scientists do, they help each
other out.
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Oh look the color is barely coming out of it.
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I wonder if I can find the bubbles.
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I can smell it from here.
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I wonder if um we were allowed to taste the
water if it would taste sugary?
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They both smell like Pepto Bismol.
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I think the flavor has an effect on the smell.
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I think the sugar is wet.I think that might
be why it’s turning the water.
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I think it is because of the food dye because
sugar is not red.
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Yeah, Kayla is right they dye.
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Can I get your attention for just one moment?
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Oh, thank you.
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Excellent.
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You have been investigating a certain variable.
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So one group tested movement to see the cause
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that movement had on the dissolving of the lifesaver.
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One group tested temperature to see the cause
that that had on the experiment.
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So as you do your group model, I want you
to think about what variable did you test
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and what caused that lifesaver to dissolve
at a different rate.
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So try to show us that in your model.
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Work together.
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I want to see everyone's ideas and that one
collaborative model.
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Thank you for your hard work.
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Our cause is since there is more water in
this, for this one, it dissolved more rapidly
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than the one over here because the one with
less water was more exposed to the air than
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this one.
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Maybe the water level depends on this part?
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Yeah I think so.
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And then here..
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So we are missing these two.
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If we we did a before and after…
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shouldn’t we like draw the models and then draw the
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and put a little arrow to what it looks like
at the end inside the cup?
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Oh yeah sure.
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That would be good.
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Okay
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Yasmin, will you start for us?
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What we did is that we let one sit and the
other we stirred it around.
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And what results did you get when you stirred
one and let the other ones sit? Holden.
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The one that we stirred like it got more bright
until it kind of just dissolved.
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But the other one it got like, like small
little parts kind of like chippy parts became
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white, but like a little small part just became
white but the other one, the whole thing kind
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of slowly became white.
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Okay.
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Carter can you add on to that?
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Um, one, one model that we mixed, uh, was
dissolved faster than the other because I
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think what the movement changed it made one
lifesaver dissolve faster than the other and
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with one like how Holden said the water was
brighter like kind of like a limish green
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and I think when that the other was was
completely dissolved, I think it made it like
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everything, all the color or whatever, what
was added into it to make color.
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It made the water color.
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I really like how you showed before and after.
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I think that did a nice job of showing your
cause and effect.
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Very nice.
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Today we examined these four causes as to
why a lifesaver will dissolve in water.
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So we looked at movement, we looked at temperature,
we looked at the amount of water and the size
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size of the pieces.
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Now at your seats, I want you to think back
to your Friday experiment and I want you to
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develop your own idea about what caused your
lifesaver to dissolve at the rate that it did.
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After looking over my student notebooks, I
noticed that four of my students had really
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strong models that show cause and effect well.
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I had 16 students that touched on cause and
effect, but their models weren't as strong.
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And then I had six students who could make
a model, but there there was no cause and
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effect relationship shown there.
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So my plan is to have these four students
come up in front of the class one at a time
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and share their models and how they showed
cause and effect while the other students
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have their models in front of them and can
be revising on their own and figuring out
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what they can do to make their model stronger.
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I also plan to revisit cause and effect in
the literacy block to see if that will help
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students strengthen their understanding of
cause and effect in their science models.
