Argument-Driven Inquiry in Fourth-Grade Science : Three-Dimensional Investigations [1 ed.] 9781681405216, 9781681405209

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Argument-Driven Inquiry Fourth-Grade Science in

Three-Dimensional Investigations

Victor Sampson and Ashley Murphy Copyright © 2019 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit https://www.nsta.org/store/product_detail.aspx?id=10.2505/9781681405209

Copyright © 2019 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit https://www.nsta.org/store/product_detail.aspx?id=10.2505/9781681405209

Copyright © 2019 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit https://www.nsta.org/store/product_detail.aspx?id=10.2505/9781681405209

Victor Sampson and Ashley Murphy Arlington, Virginia

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Claire Reinburg, Director Rachel Ledbetter, Managing Editor Andrea Silen, Associate Editor Jennifer Thompson, Associate Editor Donna Yudkin, Book Acquisitions Manager

ART AND DESIGN Will Thomas Jr., Director

PRINTING AND PRODUCTION Catherine Lorrain, Director

NATIONAL SCIENCE TEACHERS ASSOCIATION David L. Evans, Executive Director 1840 Wilson Blvd., Arlington, VA 22201 www.nsta.org/store For customer service inquiries, please call 800-277-5300. Copyright © 2019 by Argument-Driven Inquiry, LLC. All rights reserved. Printed in the United States of America. 22 21 20 19 4 3 2 1

NSTA is committed to publishing material that promotes the best in inquiry-based science education. However, conditions of actual use may vary, and the safety procedures and practices described in this book are intended to serve only as a guide. Additional precautionary measures may be required. NSTA and the authors do not warrant or represent that the procedures and practices in this book meet any safety code or standard of federal, state, or local regulations. NSTA and the authors disclaim any liability for personal injury or damage to property arising out of or relating to the use of this book, including any of the recommendations, instructions, or materials contained therein. PERMISSIONS

Book purchasers may photocopy, print, or e-mail up to five copies of an NSTA book chapter for personal use only; this does not include display or promotional use. Elementary, middle, and high school teachers may reproduce forms, sample documents, and single NSTA book chapters needed for classroom use only. E-book buyers may download files to multiple personal devices but are prohibited from posting the files to third-party servers or websites, or from passing files to non-buyers. For additional permission to photocopy or use material electronically from this NSTA Press book, please contact the Copyright Clearance Center (CCC) (www.copyright.com; 978-750-8400). Please access www.nsta.org/ permissions for further information about NSTA’s rights and permissions policies. Library of Congress Cataloging-in-Publication Data Names: Sampson, Victor, 1974- author. | Murphy, Ashley, 1988- author. Title: Argument-driven inquiry in fourth-grade science : three-dimensional investigations / by Victor Sampson and Ashley Murphy. Description: Arlington, VA : National Science Teachers Association, [2019] | Includes bibliographical references and index. Identifiers: LCCN 2018059472 (print) | LCCN 2018061331 (ebook) | ISBN 9781681405216 (e-book) | ISBN 9781681405209 (print) Subjects: LCSH: Science--Study and teaching (Elementary)--Activity programs. | Science--Study and teaching--Activity programs. | Fourth grade (Education) Classification: LCC Q164 (ebook) | LCC Q164 .S2545 2019 (print) | DDC 372.35/044--dc23 LC record available at https://lccn.loc.gov/2018059472

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Contents Preface ................................................................................................................. ix Acknowledgments ............................................................................................ xiii About the Authors ............................................................................................. xv Introduction ...................................................................................................... xvii

SECTION 1 - The Instructional Model: Argument-Driven Inquiry Chapter 1. An Overview of Argument-Driven Inquiry ......................................................... 3 Chapter 2. The Investigations ............................................................................................... 31

SECTION 2 - Energy Investigation 1. Energy of Motion: How Does Changing the Speed of a Marble Affect the Energy of That Marble? Teacher Notes ..................................................................................................... 40 Investigation Handout ....................................................................................... 67 Checkout Questions ........................................................................................... 76 Investigation 2. Energy Transfer Through Collisions: How Does the Energy of a Moving Ball Change After It Collides With Objects That Have Different Masses? Teacher Notes ..................................................................................................... 78 Investigation Handout ..................................................................................... 107 Checkout Questions ..........................................................................................116 Investigation 3. Energy Transfer Between Liquids: How Can We Predict How Much the Temperature of 100 ml of Water Will Change When We Add Different Amounts of Hot Water to It? Teacher Notes ....................................................................................................118 Investigation Handout ..................................................................................... 145 Checkout Questions ......................................................................................... 154 Investigation 4. Energy Transfer by Light: How Does the Distance Between a Light Source and an Object Affect the Amount of Energy an Object Receives From the Light Source? Teacher Notes ................................................................................................... 155 Investigation Handout ..................................................................................... 183 Checkout Questions ......................................................................................... 192

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Contents Investigation 5. Electric Currents: How Does Adding More Batteries or Bulbs to a Closed Circuit Affect the Brightness of a Single Bulb Within That Circuit? Teacher Notes ................................................................................................... 193 Investigation Handout ..................................................................................... 222 Checkout Questions ......................................................................................... 231 Investigation 6. Energy Transfer by Electric Currents: How Can We Make an Electric Car Move Faster? Teacher Notes ................................................................................................... 233 Investigation Handout ..................................................................................... 261 Checkout Questions ......................................................................................... 270

SECTION 3 - Waves and Their Application in Technologies for Information Transfer Investigation 7. Production of Waves: How Does Changing the Mass of an Object That Is Dropped Into Water Affect the Height of the Resulting Wave and the Position of a Floating Toy Boat? Teacher Notes ................................................................................................... 274 Investigation Handout ..................................................................................... 303 Checkout Questions ......................................................................................... 312 Investigation 8. Characteristics of Sound Waves: How Can We Use the Properties of Waves to Explain Different Sounds? Teacher Notes ................................................................................................... 314 Investigation Handout ..................................................................................... 342 Checkout Questions ......................................................................................... 352 Investigation 9. Light and Reflection: What Is the Relationship Between the Location of an Object and the Location of Its Image in a Mirror? Teacher Notes ................................................................................................... 354 Investigation Handout ..................................................................................... 381 Checkout Questions ......................................................................................... 390 Investigation 10. Patterns and the Transfer of Information: How Can We Use an Electric Circuit to Accurately Transfer Information About the Content of a Picture? Teacher Notes ................................................................................................... 392 Investigation Handout ..................................................................................... 419 Checkout Questions ......................................................................................... 429

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Contents SECTION 4 - From Molecules to Organisms: Structures and Processes Investigation 11. Structures of Plants: How Does Water Move From the Roots to the Leaves of a Plant? Teacher Notes ................................................................................................... 432 Investigation Handout ..................................................................................... 460 Checkout Questions ......................................................................................... 469 Investigation 12. Structures of Animals: How Should We Classify the Unknown Organisms? Teacher Notes ................................................................................................... 470 Investigation Handout ..................................................................................... 498 Checkout Questions ......................................................................................... 507 Investigation 13. Information From Senses: What Type of Environmental Conditions Do Mealworms Seek Out? Teacher Notes ................................................................................................... 509 Investigation Handout ..................................................................................... 538 Checkout Questions ......................................................................................... 547

SECTION 5 - Earth’s Place in the Universe and Systems Investigation 14. Movement of Water: Why Can We See the Roots of Trees That Grow Near Rivers or Streams? Teacher Notes ................................................................................................... 550 Investigation Handout ..................................................................................... 578 Checkout Questions ......................................................................................... 587 Investigation 15. Earth’s Features: Why Do Large Waves Often Block the Entrance to Some Harbors in New Zealand? Teacher Notes ................................................................................................... 589 Investigation Handout ..................................................................................... 618 Checkout Questions ......................................................................................... 627

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Contents SECTION 6 - Appendixes Appendix 1. Standards Alignment Matrixes ................................................. 631 Appendix 2. Overview of NGSS Crosscutting Concepts and Nature of Scientific Knowledge and Scientific Inquiry Concepts ............ 643 Appendix 3. Some Frequently Asked Questions About Argument-Driven Inquiry .......................................................... 647 Appendix 4. Peer-Review Guide and Teacher Scoring Rubric ...................... 651 Appendix 5. Safety Acknowledgment Form .................................................. 653 Appendix 6. Checkout Questions Answer Guide .......................................... 655 Image Credits ................................................................................................... 661 Index ................................................................................................................. 663

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Preface There are a number of potential reasons for teaching children about science in elementary school. Some people, for example, think it is important to focus on science in the early grades to get students interested in science early so that more people will choose to go into a science or science-related career. Some people think that it is important to teach science in the early grades because children ask so many questions about how the world works, and the information included as part of the science curriculum is a great way to answer many of their questions. Others think it is important to focus on science in elementary school because children need a strong foundation in the basics so they will be prepared for what they will be expected to know or do in middle or high school. Few people, however, emphasize the importance of teaching science because it is useful for everyday life (Bybee and Pruitt 2017). Science is useful because it, along with engineering, mathematics, and the technologies that are made possible by these three fields, affects almost every aspect of modern life in one way or another. For example, people need to understand science to be able to think meaningfully about different policy issues that affect their communities or to make informed decisions about what food to eat, what medicine to take, or what products to use. People can use their understanding of science to help evaluate the acceptability of different ideas or to convince others about the best course of action to take when faced with a wide range of options. In addition, understanding how science works and all the new scientific findings that are reported each year in the media can be interesting, relevant, and meaningful on a personal level and can open doors to exciting new professional opportunities. The more a person understands science, which includes the theories, models, and laws that scientists have developed over time to explain how and why things happen and how these ideas are developed and refined based on evidence, the easier it is for that person to have a productive and fulfilling life in our technology-based and information-rich society. Science is therefore useful to everyone, not just future scientists. A Framework for K–12 Science Education (NRC 2012; henceforth referred to as the Framework) is based on the idea that all citizens should be able to use scientific ideas to inform both individual choices and collective choices as members of a modern democratic society. It also acknowledges the fact that professional growth and economic opportunity are increasingly tied to the ability to use scientific ideas, processes, and ways of thinking. From the perspective of the Framework, it is important for children to learn science because it can help them figure things out or solve problems. It is not enough to remember some facts and terms; people need to be able to use what they have learned while in school. This goal for science education represents a major shift in what should be valued inside the classroom. The Framework asks all of us, as teachers, to reconsider what we teach in grades K–5 and how we teach it, given this goal for science education. It calls for all students,

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over multiple years of school, to learn how to use disciplinary core ideas (DCIs), crosscutting concepts (CCs), and scientific and engineering practices (SEPs) to figure things out or solve problems. The DCIs are key organizing principles that have broad explanatory power within a discipline. Scientists use these ideas to explain the natural world. The CCs are ideas that are used across disciplines. These concepts provide a framework or a lens that people can use to explore natural phenomena; thus, these concepts often influence what people focus on or pay attention to when they attempt to understand how something works or why something happens. The SEPs are the different activities that scientists engage in as they attempt to generate new concepts, models, theories, or laws that are both valid and reliable. All three of these dimensions of science are important. Students not only need to know about the DCIs, CCs, and SEPs but also must be able to use all three dimensions at the same time to figure things out or to solve problems. These important DCIs, CCs, and SEPs are summarized in Table P-1. When we give students an opportunity to learn how to use DCIs, CCs, and SEPs to make sense of the world around them, we also provide an authentic context for students to develop fundamental literacy and mathematic skills. Students are able to develop literacy and mathematics skills in this type of context because doing science requires people to obtain, evaluate, and communicate information. Students, for example, must read and talk to others to learn what others have done and what they are thinking. Students must write and speak to share their ideas about what they have learned or what they still need to learn. Students can use mathematics to make measurements; to discover trends, patterns, or relationships in their observations; and to make predictions about what will happen in the future. When we give students opportunities to do science, we also give students a reason to read, write, speak, and listen, and we create a need for them to use mathematics. To help students learn how to use DCIs, CCs, and SEPs to figure things out or solve problems while providing a context for students to develop fundamental literacy and mathematics skills, elementary teachers will need to use new instructional approaches. These instructional approaches must give students an opportunity to actually do science. To help teachers in elementary schools make this instructional shift, we have developed a tool called argument-driven inquiry (ADI). ADI is an innovative approach to instruction that gives students an opportunity to use DCIs, CCs, and SEPs to construct and critique claims about how things work or why things happen. As part of this process, students must talk, listen, read, and write to obtain, evaluate, and communicate information. ADI, as a result, creates a rich learning environment for children that enables them to learn science, language, and mathematics at the same time.

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Preface

TABLE P-1 The three dimensions of A Framework for K–12 Science Education

Science and engineering practices (SEPs)

Crosscutting concepts (CCs)

• SEP 1: Asking Questions and Defining Problems

• CC 2: Cause and Effect: Mechanism and Explanation

• SEP 2: Developing and Using Models

• CC 3: Scale, Proportion, and Quantity

• SEP 3: Planning and Carrying Out Investigations

• CC 4: Systems and System Models

• CC 1: Patterns

• SEP 4: Analyzing and Interpreting Data

• CC 5: Energy and Matter: Flows, Cycles, and Conservation

• SEP 5: Using Mathematics and Computational Thinking

• CC 6: Structure and Function

• SEP 6: Constructing Explanations and Designing Solutions

• CC 7: Stability and Change

• SEP 7: Engaging in Argument From Evidence • SEP 8: Obtaining, Evaluating, and Communicating Information

Disciplinary core ideas Earth and Space Sciences (ESS) • ESS1: Earth’s Place in the Universe • ESS2: Earth’s Systems • ESS3: Earth and Human Activity

Life Sciences (LS)

Physical Sciences (PS)

• LS1: From Molecules to Organisms: Structures and Processes

• PS1: Matter and Its Interactions

• LS2: Ecosystems: Interactions, Energy, and Dynamics • LS3: Heredity: Inheritance and Variation of Traits • LS4: Biological Evolution: Unity and Diversity

• PS2: Motion and Stability: Forces and Interactions • PS3: Energy • PS4: Waves and Their Applications in Technologies for Information Transfer

Source: Adapted from NRC 2012.

This book describes how ADI works and why it is important, and it provides 15 investigations that can be used in the classroom to help students reach the performance expectations found in the Next Generation Science Standards (NGSS Lead States 2013) for fourth grade.1 The 15 investigations described in this book will also enable students to develop the disciplinary-based literacy skills outlined in the Common 1 See Argument-Driven Inquiry in Third-Grade Science: Three-Dimensional Investigations (Sampson and Murphy 2019) and Argument-Driven Inquiry in Fifth-Grade Science: Three-Dimensional Investigations (Sampson and Murphy, forthcoming) for additional investigations for students in elementary school.

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Core State Standards for English language arts (NGAC and CCSSO 2010) because ADI gives students an opportunity to make presentations to their peers; respond to audience questions and critiques; and then write, evaluate, and revise reports as part of each investigation. In addition, these investigations will help students learn many of the mathematical ideas and practices outlined in the Common Core State Standards for mathematics (NGAC and CCSSO 2010) because ADI gives students an opportunity to use mathematics to collect, analyze, and interpret data. Finally, and perhaps most important, ADI can help emerging bilingual students meet the English Language Proficiency (ELP) Standards (CCSSO 2014) because it provides a language-rich context where children can use receptive and productive language to communicate and to negotiate meaning with others. Teachers can therefore use these investigations to align how and what they teach with current recommendations for improving science education.

References Bybee, R., and S. Pruitt. 2017. Perspectives on science education: A leadership seminar. Arlington, VA: NSTA Press. Council of Chief State School Officers (CCSSO). 2014. English Language Proficiency (ELP) Standards. Washington, DC: NGAC and CCSSO. https://ccsso.org/resource-library/ english-language-proficiency-elp-standards. National Governors Association Center for Best Practices and Council of Chief State School Officers (NGAC and CCSSO). 2010. Common core state standards. Washington, DC: NGAC and CCSSO. National Research Council (NRC). 2012. A framework for K–12 science education: Practices, crosscutting concepts, and core ideas. Washington, DC: National Academies Press. NGSS Lead States. 2013. Next Generation Science Standards: For states, by states. Washington, DC: National Academies Press. www.nextgenscience.org/next-generation-science-standards. Sampson, V., and A. Murphy. 2019. Argument-driven inquiry in third-grade science: Threedimensional investigations. Arlington, VA: NSTA Press. Sampson, V., and A. Murphy. Forthcoming. Argument-driven inquiry in fifth-grade science: Three-dimensional investigations. Arlington, VA: NSTA Press.

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Acknowledgments We would like to thank Dr. Linda Cook, director of science for Coppell Independent School District (ISD) in Texas, and the following individuals from Coppell ISD for piloting these lab activities and giving us feedback about ways to make them better. Kristina Adrian Teacher Richard J. Lee Elementary

Nathan Harvey Teacher Austin Elementary

Jennifer Baldwin-Hays K–5 Instructional Coach Pinkerton Elementary

Rachelle Hendricks Teacher Lakeside Elementary

Julie Bowles Teacher Valley Ranch Elementary

Kristan Hruby K–5 Instructional Coach Town Center Elementary

Heidi Brown Teacher Wilson Elementary

Jacque Johnson K–5 Instructional Coach Richard J. Lee Elementary

Kelsea Burke Teacher Cottonwood Creek Elementary

Kasey Kemp Teacher Town Center Elementary

Kasey Cross Teacher Wilson Elementary

Cassandra Knight Teacher Richard J. Lee Elementary

Denise Danby Teacher Valley Ranch Elementary

Brittney Krommenhoek Teacher Austin Elementary

Cindy Daniel Teacher Richard J. Lee Elementary

Sarah Leishman K–5 Instructional Coach Denton Creek Elementary

Andi Feille K–5 Instructional Coach Wilson Elementary

Rachel Lim Teacher Town Center Elementary

Ohlia Garza Teacher Denton Creek Elementary

Kelly Matlock Teacher Wilson Elementary

D’Ann Green K–5 Instructional Coach Valley Ranch Elementary

Katie Nelson Teacher Mockingbird Elementary

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April Owen Teacher Mockingbird Elementary

Maureen Salmon K–5 Instructional Coach Lakeside Elementary

Dawn Rehling Teacher Lakeside Elementary

Meredith Schaaf Teacher Town Center Elementary

Karli Reichert Teacher Richard J. Lee Elementary

Priscilla Shaner Teacher Richard J. Lee Elementary

Jody Reynolds K–5 Instructional Coach Mockingbird Elementary

Jennifer Stepter Teacher Denton Creek Elementary

Frankie Robertson Teacher Lakeside Elementary

Liz Tanner Teacher Lakeside Elementary

Renee Rohani Teacher Town Center Elementary

Meghan Tidwell Teacher Cottonwood Creek Elementary

Liliana Rojas Teacher—Dual Language Program Wilson Elementary

Casey Wagner Teacher Town Center Elementary

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About the Authors Victor Sampson is an associate professor of STEM (science, technology, engineering, and mathematics) education at The University of Texas at Austin (UT-Austin). He received a BA in zoology from the University of Washington, an MIT from Seattle University, and a PhD in curriculum and instruction with a specialization in science education from Arizona State University. Victor also taught high school biology and chemistry for nine years. He is an expert in argumentation and three-dimensional instruction in science education, teacher learning, and assessment. Victor is also an NSTA (National Science Teachers Association) Fellow. Ashley Murphy attended Florida State University and earned a BS with dual majors in biology and secondary science education. Ashley taught biology and integrated science at the middle school level before earning a master’s degree in STEM education from UT-Austin. While in graduate school at UT-Austin, she taught courses on project-based instruction and elementary science methods. She is an expert in argumentation and three-dimensional instruction in middle and elementary classrooms and science teacher education.

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Introduction A Vision for Science Education in Elementary School The current aim of science education in the United States is for all students to become proficient in science by the time they finish high school. Science proficiency, as defined by Duschl, Schweingruber, and Shouse (2007), consists of four interrelated aspects. First, it requires an individual to know important scientific explanations about the natural world, to be able to use these explanations to solve problems, and to be able to understand new explanations when they are introduced to the individual. Second, it requires an individual to be able to generate and evaluate scientific explanations and scientific arguments. Third, it requires an individual to understand the nature of scientific knowledge and how scientific knowledge develops over time. Finally, and perhaps most important, an individual who is proficient in science should be able to participate in scientific practices (such as planning and carrying out investigations, analyzing and interpreting data, and arguing from evidence) and communicate in a manner that is consistent with the norms of the scientific community. These four aspects of science proficiency include the knowledge and skills that all people need to have in order to be able to pursue a degree in science, be prepared for a sciencerelated career, and participate in a democracy as an informed citizen. This view of science proficiency serves as the foundation for A Framework for K–12 Science Education (the Framework, NRC 2012). The Framework calls for all students to learn how to use disciplinary core ideas (DCIs), crosscutting concepts (CCs), and scientific and engineering practices (SEPs) to figure things out or solve problems as a way to help them develop the four aspects of science proficiency. The Framework was used to guide the development of the Next Generation Science Standards (NGSS; NGSS Lead States 2013). The goal of the NGSS, and other sets of academic standards that are based on the Framework, is to describe what all students should be able to do at each grade level or at the end of each course as they progress toward the ultimate goal of science proficiency. The DCIs found in the Framework and the NGSS are scientific theories, laws, or principles that are central to understanding a variety of natural phenomena. An example of a DCI in Earth and Space Sciences is that the solar system consists of the Sun and a collection of objects that are held in orbit around the Sun by its gravitational pull on them. This DCI can be used not only to help explain the motion of planets around the Sun but also to help explain why we have tides on Earth, why the appearance of the Moon changes over time in a predictable pattern, and why we see eclipses of the Sun and the Moon. The CCs are ideas that are important across the disciplines of science. The CCs help people think about what to focus on or pay attention to during an investigation. For example, one of the CCs from the Framework is Energy and Matter: Flows, Cycles,

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and Conservation. This CC is important in many different fields of study, including astronomy, biology, geology, meteorology, and physics. Biologists use this CC when they study how cells work, the growth and development of plants or animals, and the nature of ecosystems. Physicists use this CC when they study how things move; why things change temperature; and the behavior of circuits, magnets, and generators. It is important to highlight the centrality of the CC Energy and Matter: Flows, Cycles, and Conservation, and the other CCs, for students as we teach the subject-specific DCIs. The SEPs describe what scientists do as they attempt to make sense of the natural world. Students engage in practices to build, deepen, and apply their knowledge of DCIs and CCs. Some of the SEPs include familiar aspects of what we typically associate with “doing” science, such as Asking Questions and Defining Problems, Planning and Carrying Out Investigations, and Analyzing and Interpreting Data. More important, however, some of the SEPs focus on activities that are related to developing and sharing new ideas, solutions to problems, or answers to questions. These SEPs include Developing and Using Models; Constructing Explanations and Designing Solutions; Engaging in Argument From Evidence; and Obtaining, Evaluating, and Communicating Information. All of these SEPs are important to learn because scientists engage in different practices, at different times, and in different orders depending on what they are studying and what they are trying to accomplish at that point in time. Few students in elementary school have an opportunity to learn how to use DCIs, CCs, and SEPs to figure things out or to solve problems. Instead, most students are introduced to facts, concepts, and vocabulary without a real reason to know or use them. This type of focus in elementary classrooms does little to promote and support the development of science proficiency because it emphasizes “learning about” science rather than learning how to use science to “figure things out.” This type of focus also reflects a view of teaching that defines rigor as covering more topics and learning as the simple acquisition of more information. We must think about rigor in different ways before we can start teaching science in ways described by the Framework. Instead of using the number of different topics covered in a particular grade level as a way to measure rigor in our schools (e.g., “we made fourth grade more rigorous by adding more topics for students to learn about”), we must start to measure rigor in terms of the number of opportunities students have to use DCIs, CCs, and SEPs to make sense of different phenomena (e.g., “we made fourth grade more rigorous because students have to figure out how the energy of a moving object changes after a collision”). A rigorous class, in other words, should be viewed as one where students are expected to do science, not just learn about science. From this perspective, our goal as teachers should be to help

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Introduction

our students learn how to use DCIs and CCs as tools to plan and carry out investigations, construct and evaluate explanations, and question how we know what we know instead of just ensuring that we “cover” all the different DCIs and CCs that are included in the standards by the end of the school year. To better promote and support the development of science proficiency, we must also rethink what learning is and how it happens. Rather then viewing learning as an individual process where children accumulate more and more information over time, we need to view learning as a social and then an individual process that involves being exposed to new ideas and ways of doing things, trying out these new ideas and practices under the guidance of more experienced people, and then adopting the ideas and practices that are found to be useful for making sense of the world (NRC 1999, 2008, 2012). Learning, from this perspective, requires children to “do science” while in school not because it is fun or interesting (which is true for many) but because doing science gives children a reason to use the ideas and practices of science. When children are given repeated opportunities to use DCIs, CCs, and SEPs as a way to make sense of the world, they will begin to see why these DCIs, CCs, and SEPs are valuable. Over time, children will then adopt these ideas, concepts, and practices and start using them on their own. We therefore must give our students an opportunity to experience how scientists figure things out and share ideas so they can become “socialized to a greater or lesser extent into the practices of the scientific community with its particular purposes, ways of seeing, and ways of supporting its knowledge claims” (Driver et al. 1994, p. 8). It is important to keep in mind that helping children learn how to use the DCIs, CCs, and SEPs to figure things out by giving them an opportunity to do science is not a “hands-off” approach to teaching. The process of learning to use DCIs, CCs, and SEPs to figure things out requires constant input and guidance about “what counts” from teachers who are familiar with the goals of science, the norms of science, and the ways things are done in science. Thus, learning how to use DCIs, CCs, and SEPs to figure things out or to solve problems is dependent on supportive and informative interactions with teachers. This is important because students must have a supportive and educative learning environment to try out new ideas and practices, make mistakes, and refine what they know and how they do things before they are able to adopt the ideas and practices of science as their own.

The Need for New Ways of Teaching Science in Elementary School Science in elementary school is often taught though a combination of direct instruction and hands-on activities. A typical lesson often begins with the teacher introducing students to a new concept and related terms through direct instruction. Next, Argument-Driven Inquiry in Fourth-Grade Science: Three-Dimensional Investigations Copyright © 2019 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit https://www.nsta.org/store/product_detail.aspx?id=10.2505/9781681405209

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the teacher will often show the students a demonstration or give them a hands-on activity to complete to illustrate the concept. The purpose of including a demonstration or a hands-on activity in the lesson is to provide the students with a memorable experience with the concept. If the memorable experience is a hands-on activity, the teacher will often provide his or her students with a step-by-step procedure to follow and a data table to fill out to help ensure that no one in the class “gets lost” or “does the wrong thing” and everyone “gets the right results.” The teacher will usually assign a set of questions for the students to answer on their own or in groups after the demonstration or the hands-on activity to make sure that everyone in the class “reaches the right conclusion.” The lesson usually ends with the teacher reviewing the concept and all related terms to make sure that everyone in the class learned what they were “supposed to have learned.” The teacher often accomplishes this last step of the lesson by leading a whole-class discussion, by assigning a worksheet to complete, or by having the students play an educational game. Classroom-based research, however, suggests that this type of lesson does little to help students learn key concepts (Duschl, Schweingruber, and Shouse 2007; NRC 2008, 2012). This finding is troubling because, as noted earlier, one of the main goals of this type of lesson is to help students understand an important concept by giving them a memorable experience with it. In addition, this type of lesson does little to help students learn how to plan and carry out investigations or analyze and interpret data, because students have no voice or choice during the activity. Students are expected to simply follow a set of directions rather than having to think about what data they will collect, how they will collect it, and what they will need to do to analyze it once they have it. These types of activities can also lead to misunderstanding about the nature of scientific knowledge and how this knowledge is developed over time due to the emphasis on following procedure and getting the right results. These hand-on activities, as a result, do not reflect how science is done at all. Over the last decade, many elementary school teachers have adopted more inquiry-based approaches to science teaching to address the many shortcomings of these typical science lessons. Inquiry-based lessons that are consistent with the definition of inquiry found in Inquiry and the National Science Education Standards (NRC 2000) share five key features: 1. Students need to answer a scientifically oriented question. 2. Students must collect data or use data collected by someone else. 3. Students formulate an answer to the question based on their analysis of the data. 4. Students connect their answer to some theory, model, or law. 5. Students communicate their answer to the question to someone else.

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Teachers often use inquiry-based lessons as a way to give students a firsthand experience with a concept before introducing terms and vocabulary (NRC 2012). Inquiry-based lessons, as a result, are often described as an “activity before content” approach to teaching science (Cavanagh 2007). The focus of these “activity before content” lessons, as the name implies, is to help students understand the core ideas of science. Inquiry-based lessons also give students more opportunities to learn how to plan and carry out investigations, analyze and interpret data, and develop explanations. These lessons also give students more voice and choice so they are more consistent with how science is done. Although classroom-based research indicates that inquiry-based lessons are effective at helping students understand core ideas and give students more voice and choice than typical science lessons, they do not do as much as they could do to help students develop all four aspects of science proficiency (Duschl, Schweingruber, and Shouse 2007; NRC 2008, 2012). For example, inquiry-based lessons are usually not designed in a way that encourages students to learn how to use DCIs, CCs, and SEPs because they are often used to help student “learn about” important concepts or principles (NRC 2012). These lessons also do not give students an opportunity to participate in the full range of SEPs because these lessons tend to be designed in a way that gives students many opportunities to learn how to ask questions, plan and carry out investigations, and analyze and interpret data but few opportunities to learn how to participate in the practices that focus on how new ideas are developed, shared, refined, and eventually validated within the scientific community. These important sense-making practices include developing and using models; constructing explanations; arguing from evidence; and obtaining, evaluating, and communicating information (NRC 2012). Inquiry-based lessons that do not focus on sense-making also do not provide a context that creates a need for students to read, write, and speak, because these lessons tend to focus on introducing students to new ideas and how to design and carry out investigations instead of how to develop, share, critique, and revise ideas. These types of inquiry-based lessons, as a result, are often not used as a way to help students develop fundamental literacy skills. To help address this problem, teachers will need to start using instructional approaches that give students more opportunities to figure things out. This emphasis on “figuring things out” instead of “learning about things” represents a big change in the way we have been teaching science in elementary schools. To figure out how things work or why things happen in a way that is consistent with how science is actually done, students must have opportunities to use DCIs, CCs, and SEPs at the same time to make sense of the world around them (NRC 2012). This focus on students using DCIs, CCs, and SEPs at the same time during a lesson is called three-dimensional instruction because students have an opportunity to use all

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three dimensions of the Framework to understand how something works, to explain why something happens, or to develop a novel solution to a problem. When teachers use three-dimensional instruction inside their classrooms, they encourage students to develop or use conceptual models, develop explanations, share and critique ideas, and argue from evidence, all of which allow students to develop the knowledge and skills they need to be proficient in science. A large body of research suggests that all students benefit from three-dimensional instruction because it gives all students more voice and choice during a lesson and it makes the learning process inside the classroom more active and inclusive (NRC 2012). We think investigations that focus on making sense of how the world works are the perfect way to integrate three-dimensional science instruction into elementary classrooms. Well-designed investigations can provide opportunities for students not only to use one or more DCIs to understand how something works, to explain why something happens, or to develop a novel solution to a problem but also to use several different CCs and SEPs during the same lesson. A teacher, for example, can give his or her students an opportunity to figure out how the energy of a moving object changes after a collision. The teacher can then encourage them to use what they know about energy (a DCI) and their understanding of Patterns and of Scale, Proportion, and Quantity (two different CCs) to plan and carry out an investigation to figure out how the speed of a rolling ball changes after it collides with objects that have more or less mass. In addition to planning and carrying out an investigation, they must also ask questions; analyze and interpret data; use mathematics; construct an explanation; argue from evidence; and obtain, evaluate, and communicate information (seven different SEPs). Using a DCI along with multiple CCs and SEPs at the same time is important because it creates a classroom experience that parallels how science is done. This, in turn, gives all students who participate in the investigation an opportunity to deepen their understanding of what it means to do science and to develop science-related identities (Carlone, Scott, and Lowder 2014; Tan and Barton 2008, 2010). In the following section, we will describe how to promote and support the development of science proficiency through three-dimensional instruction by using an innovative instructional model called argument-driven inquiry (ADI).

Argument-Driven Inquiry as a Way to Promote Three-Dimensional Instruction While Focusing on Literacy and Mathematics The ADI instructional model (Sampson and Gleim 2009; Sampson, Grooms, and Walker 2009, 2011) was developed as a way to change how science is taught in our schools. Rather than simply encouraging students to learn about the facts, concepts,

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and terms of science, ADI gives students an opportunity to use DCIs, CCs, and SEPs to figure out how things work or why things happen. ADI also encourages children to think about “how we know” in addition to “what we have figured out.” The ADI instructional model includes eight stages of classroom activity. These eight stages give children an opportunity to investigate a phenomenon; make sense of that phenomenon; and evaluate and refine ideas, explanations, or arguments. These three aspects of doing science help students learn how to figure something out and make it possible for them to develop and refine their understanding of the DCIs, CCs, and SEPs over time. Students will use different SEPs depending on what they are trying to accomplish during an investigation, which changes as they move through the eight stages of ADI. For example, students must learn how to ask questions to design and carry out an investigation in order to investigate a phenomenon, which is the overall goal of the first two stages of ADI. During the third stage of ADI, the students must learn how to analyze and interpret data, use mathematics, develop models, and construct explanations to accomplish the goal of making sense of the phenomenon they are studying. Students then need to ask questions; obtain, evaluate, and communicate information; and argue from evidence to accomplish the goal of evaluating and refining ideas, explanations, or arguments during the last five stages of ADI. Thus, as students move through the eight stages of ADI, they must learn how to use each of the SEPs, along with DCIs and CCs, to investigate a phenomenon, make sense of that phenomenon, and evaluate and refine their explanations and arguments about what they figured out. We will discuss what students do during each stage of ADI in greater detail in Chapter 1. ADI also provides an authentic context for students to develop fundamental literacy and mathematics skills. Students are able to develop these skills during an ADI investigation because the use of DCIs, CCs, and SEPs requires people to gather, analyze, interpret, and communicate information. Students, for example, must read and talk to others to gather information and to find out how others are thinking. Students must also talk and write to share their ideas about what they are doing and what they have found out and to revise an explanation or model. Students, as a result, “are able to fine-tune their literacy skills when they engage in science investigations because so many of the sense-making tools of science are consistent with, if not identical to, those of literacy, thus allowing a setting for additional practice and refinement that can enhance future reading and writing efforts” (Pearson, Moje, and Greenleaf 2010, p. 460). Students must also use mathematics during an ADI investigation to measure what they are studying and to find patterns in their observations, uncover differences between groups, identify a trend over time, or confirm a relationship between two variables. They also use mathematics to make

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predictions. Teachers can therefore use ADI to help students develop important literacy and mathematics skills as they teach science. We will discuss how to promote and support the development of literacy and mathematics skills during the various stages of ADI in greater detail in Chapter 1. We will also describe ways to promote and support productive talk, reading, and writing during ADI in the Teacher Notes for each investigation. ADI investigations also provide a rich language-learning environment for emerging bilingual students who are learning how to communicate in English. A rich language-learning environment is important because emerging bilingual students must (1) interact with people who know English well enough to provide both access to this language and help in learning it and (2) be in a social setting that will bring them in contact with these individuals so they have an opportunity to learn (Lee, Quinn, and Valdés 2013). Once these two conditions are met, people are able to learn a new language through meaningful use and interaction (Brown 2007; García 2005; García and Hamayan 2006; Kramsch 1998). ADI, and its focus on giving students opportunities to use DCIs, CCs, and SEPs to figure things out, also provides emerging bilingual students with opportunities to interact with English speakers and opportunities to do things with language inside the classroom (Lee, Quinn, and Valdés 2013). Emerging bilingual students therefore have an opportunity to use receptive and productive language to communicate and to negotiate meaning with others inside the science classroom. Teachers can promote and support the acquisition of a new language by simply using ADI to give emerging bilingual students an opportunity to investigate a phenomenon; make sense of that phenomenon; and evaluate and refine ideas, explanations, or arguments with others and then provide support and guidance as they learn how to communicate in a new language. We will discuss how teachers can use ADI to promote language development in greater detail in Chapter 1 and in Appendix 3.

Organization of This Book This book is divided into six sections. Section 1 includes two chapters. The first chapter describes the ADI instructional model. The second chapter provides an overview of the information that is associated with each investigation. Sections 2–5 contain the 15 investigations. Each investigation includes three components: • Teacher Notes, which provides information about the purpose of the lab and what teachers need to do to guide students through it. • Investigation Handout, which can be photocopied and given to students at the beginning of the lesson. The handout provides the students with

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Introduction

a phenomenon to investigate, an overview of the DCI(s) and CCs that students can use during the investigation, and a guiding question to answer. • Checkout Questions, which can be photocopied and given to students at the conclusion of the investigation. The Checkout Questions consist of items that target students’ understanding of the DCI(s) and the CCs addressed during the lab. Section 6 consists of six appendixes: • Appendix 1 contains several standards alignment matrixes that can be used to assist with curriculum or lesson planning. • Appendix 2 provides an overview of the CCs and nature of scientific knowledge (NOSK) and nature of scientific inquiry (NOSI) concepts that are a focus of the different investigations. • Appendix 3 lists some frequently asked questions about ADI. • Appendix 4 provides a peer-review guide and teacher scoring rubric, which can be photocopied and given to students. • Appendix 5 provides a safety acknowledgment form, which can also be photocopied and given to students. • Appendix 6 provides an answer guide for the Checkout Questions.

References Brown, D. H. 2007. Principles of language learning and teaching. 5th ed. White Plains, NY: Longman. Carlone, H., C. Scott, and C. Lowder. 2014. Becoming (less) scientific: A longitudinal study of students’ identity work from elementary to middle school science. Journal of Research in Science Teaching 51: 836–869. Cavanagh, S. 2007. Science labs: Beyond isolationism. Education Week 26 (18): 24–26. Driver, R., H. Asoko, J. Leach, E. Mortimer, and P. Scott. 1994. Constructing scientific knowledge in the classroom. Educational Researcher 23: 5–12. Duschl, R. A., H. A. Schweingruber, and A. W. Shouse, eds. 2007. Taking science to school: Learning and teaching science in grades K–8. Washington, DC: National Academies Press. García, E. E. 2005. Teaching and learning in two languages: Bilingualism and schooling in the United States. New York: Teachers College Press. García, E. E., and E. Hamayan. 2006. What is the role of culture in language learning? In English language learners at school: A guide for administrators, eds. E. Hamayan and R. Freeman, 61–64. Philadelphia, PA: Caslon Publishing. Kramsch, C. 1998. Language and culture. Oxford, UK: Oxford University Press. Lee, O., H. Quinn, and G. Valdés. 2013. Science and language for English language learners in relation to Next Generation Science Standards and with implications for Common Core

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State Standards for English language arts and mathematics. Educational Researcher 42 (4): 223–233. Available online at http://journals.sagepub.com/doi/abs/10.3102/0013189X13480524. National Research Council (NRC). 1999. How people learn: Brain, mind, experience, and school. Washington, DC: National Academies Press. National Research Council (NRC). 2000. Inquiry and the National Science Education Standards. Washington, DC: National Academies Press. National Research Council (NRC). 2008. Ready, set, science: Putting research to work in K–8 science classrooms. Washington, DC: National Academies Press. National Research Council (NRC). 2012. A framework for K–12 science education: Practices, crosscutting concepts, and core ideas. Washington, DC: National Academies Press. NGSS Lead States. 2013. Next Generation Science Standards: For states, by states. Washington, DC: National Academies Press. www.nextgenscience.org/next-generation-science-standards. Pearson, P. D., E. B. Moje, and C. Greenleaf. 2010. Literacy and science: Each in the service of the other. Science 328 (5977): 459–463. Sampson, V., and L. Gleim. 2009. Argument-driven inquiry to promote the understanding of important concepts and practices in biology. American Biology Teacher 71 (8): 471–477. Sampson, V., J. Grooms, and J. Walker. 2009. Argument-driven inquiry: A way to promote learning during laboratory activities. The Science Teacher 76 (7): 42–47. Sampson, V., J. Grooms, and J. Walker. 2011. Argument-driven inquiry as a way to help students learn how to participate in scientific argumentation and craft written arguments: An exploratory study. Science Education 95 (2): 217–257. Tan, E., and A. Barton. 2008. Unpacking science for all through the lens of identities-inpractice: The stories of Amelia and Ginny. Cultural Studies of Science Education 3 (1): 43–71. Tan, E., and A. Barton. 2010. Transforming science learning and student participation in sixth grade science: A case study of a low-income, urban, racial minority classroom. Equity and Excellence in Education 43 (1): 38–55.

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Section 1

The Instructional Model: Argument-Driven Inquiry

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Chapter 1 An Overview of ArgumentDriven Inquiry The Argument-Driven Inquiry Instructional Model The argument-driven inquiry (ADI) instructional model (Sampson and Gleim 2009; Sampson, Grooms, and Walker 2009, 2011) was created to help change the way science is taught in our schools. This instructional model includes eight stages of classroom activity. As children participate in each stage of ADI they have an opportunity to investigate a phenomenon; make sense of that phenomenon; and evaluate and refine ideas, explanations, or arguments. These eight stages of the instructional model provide a structure that supports children in fourth grade as they learn to plan and carry out an investigation in order to figure something out and enables them to develop and refine their understanding of the disciplinary core ideas (DCIs), crosscutting concepts (CCs), and scientific and engineering practices (SEPs) over time (NGSS Lead States 2013; NRC 2012). ADI also provides an authentic context for students to develop fundamental literacy skills and to learn or apply mathematical concepts and practices, and it provides a social setting that enables emerging bilingual students to acquire a new language as they learn science. In this chapter, we will explain what happens during each of the eight stages of ADI. These eight stages are the same for every ADI investigation. Students, as a result, quickly learn what is expected of them during each stage and can focus their attention on learning how to use DCIs, CCs, and SEPs to figure out how something works or why something happens. Figure 1 provides an overview of the eight stages of the ADI instructional model.

FIGURE 1 The eight stages of the argument-driven inquiry instructional model

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We will also provide hints (in boxes) for implementing each stage as part of our explanation of the ADI instructional model. To supplement our explanation and the hints found in this chapter, Appendix 3 provides answers to frequently asked questions about ADI. These answers will help teachers encourage productive talk among students, support emerging bilingual students, improve students’ reading comprehension, and improve the quality of feedback during the peer-review process; also included in these answers are techniques for helping students when they get stuck as they are developing their draft argument or writing their report.

Stage 1: Introduce the Task and the Guiding Question An ADI activity begins with the teacher identifying a phenomenon to investigate and offering a guiding question for the students to answer. The goal of the teacher during this stage of the model is to create a need for students to use DCIs, CCs, and SEPs to figure something out. To accomplish this goal, teachers provide each student with a copy of an Investigation Handout. The teacher reads the first part of the handout “Introduction” out loud and then directs the students to explore a phenomenon for a few minutes. This exploration can be a firsthand or secondhand experience with a phenomenon. Examples of firsthand experiences include watching a marble roll down a ramp and then collide with a plastic cup, adding a hot piece of metal to a small amount of water, or examining a skull of a carnivore and a skull of an herbivore. A secondhand experience, in contrast, involves watching a video of something that happens. An example of a video that provides a good secondhand experience with a phenomenon might be people in boats trying to enter a harbor that is blocked by large waves.

Keep the following points in mind during stage 1 of ADI: • The initial hands-on activity is important. It is designed to provide a phenomenon to explain, trigger students’ curiosity, and “create a need to read.” Do not skip it! • There are many supports for helping students comprehend what they read (i.e., activating prior knowledge, providing a shared experience, making connections, synthesizing, and talking with peers) already embedded into this stage. You might not need to provide much extra support. • Don’t worry if students “don’t get it” yet or struggle to comprehend what they are reading at this point; they will revisit the text later in the lesson. • Students will likely use some or most of the information that they include in the “Things we KNOW from what we read …” box of the “know / need to figure out” chart to help justify their evidence in their arguments during stage 3 of the investigation.

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An Overview of Argument-Driven Inquiry

FIGURE 2

This brief exploration with a phenomenon is designed to encourage students A student recording observations of a to ask questions and create a need for phenomenon in the Investigation Handout them to figure something out. Students should be encouraged to record what they observe and any questions they might have during this brief exploration (see Figure 2). Emerging bilingual students should be allowed to use English, their native language, or some combination of the two (see Figure 2). The teacher should then give the students an opportunity to share their observations and questions with the rest of the class. At this point, students are interested and want to know more about the phenomenon. The teacher can then read the rest of the handout “Introduction” or have the students read it on their own. The handout also provides an overview of the DCI(s) and the CCs that the students will use during the investigation to figure things out, an overview of the task they need to complete, and a guiding question for the students to answer. This stage gives students an opportunity to learn how to ask questions (SEP 1) and obtain information (SEP 8) in the context of science. It is also important for the teacher to hold a “tool talk” (Blanchard and Sampson 2018) during this stage, taking a few minutes to explain how to use the available materials and equipment. Teachers need to hold a tool talk because children in fourth grade are often unfamiliar with these materials and equipment. Even if the students are familiar with them, they may use them incorrectly or in an unsafe manner unless they are reminded about how they work and the proper way to use them. The teacher should therefore review specific safety protocols and precautions as part of the tool talk. Including a tool talk during this stage is useful because students often find it difficult to design a method to collect the data needed to answer the guiding question (the task of stage 2) when they do not understand what they can and cannot do with the available materials and equipment. Once all the students understand the goal of the investigation and how to use the available materials, the teacher should divide the students into small groups (we recommend three or four students per group) and move on to the second stage of the instructional model.

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Stage 2: Design a Method and Collect Data Small groups of students develop a method to gather the data they need to answer the guiding question and then carry out that method during this stage of ADI. The overall intent of this stage is to provide students with an opportunity to use DCIs and CCs to plan and carry out an investigation (SEP 3). It also gives children in fourth grade an opportunity to learn how to use appropriate data collection techniques, which include but are not limited to controlling variables, making multiple observations, and quantifying observations, and how to use different types of data collection tools, such as rulers to measure length, scales to measure mass, and graduated cylinders to measure volume. This stage of ADI also gives students a chance to see why some approaches to data collection and tools work better than others and how the method used during a scientific investigation is based on the nature of the question and the phenomenon under investigation. Students even begin to learn how to deal with the uncertainties that are associated with all empirical work as they discover the importance of attending to precision when they take measurements and attempt to eliminate factors that may change the results of their tests. This stage begins with students discussing two questions that are designed to encourage the students to use the CCs as a lens to determine what data they need to collect and how they should collect it (see the “Plan Your Investigation” section of the handout). Examples of questions that students might be asked to discuss are • What types of patterns might we look for to help answer the guiding question? • What information do we need to find a relationship between a cause and an effect? • How can we track the transfer of energy between objects? • What are the components of the system we are studying and how do they interact? • How might the structure of what you are studying relate to its function?

Keep the following points in mind during stage 2 of ADI: • Not all investigations in science are experiments. Scientists use different methods to answer different types of questions. • The graphic organizer found in the “Plan Your Investigation” section of the Investigation Handout is designed to help students think about how to answer the guiding question of the investigation, what data they need to collect, and how they will need to analyze it; it is not a scientific method. • The graphic organizer makes student thinking about investigation design visible so teachers can use it as an embedded formative assessment. • Students can use some or most of the information that they include in the graphic organizer to help write their investigation report in stage 6.

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An Overview of Argument-Driven Inquiry

Once students have discussed these questions in their small groups and shared their ideas with the rest of the class, each group can begin to plan their investigation. To facilitate this process, the teacher should direct the students to fill out the graphic organizer in the “Plan Your Investigation” section of the handout. The graphic organizer helps guide students through the process of planning an investigation by encouraging them to think about what type of data they will need to collect, how to set up the equipment (when needed), how to collect the data, and how to analyze the data. Figure 3 shows a group of students working together to plan an investigation using the graphic organizer.

FIGURE 3 A group of students working together to plan an investigation

If the students get stuck as they are planning their investigation, the teacher should not tell them what to do. Instead, the teacher should bring over some of the available materials and ask them probing questions, such as “I have all these materials, what data do I need to collect?” or “Now that we know what data we need, what should we do first?” Once the students create a plan for their investigation, the teacher should look it over and either approve it or offer suggestions about how to improve the investigation. If the teacher identifies a flaw in the investigation proposal, he or she should ask probing questions to help the students identify and correct the flaw rather than just telling them what to fix. For example, the teacher could ask, “I’m not sure what you mean here, could you explain that another way?” or “Do you think A group of students working together to collect data you have all the information you need to answer the guiding question?”

FIGURE 4

It is important to remember that the student-designed investigations do not all need to be the same. The students will learn more about how to do science during the later stages of the instructional model when the groups use different methods to collect and analyze data. The groups should then carry out their plan and collect the data they need to answer the guiding question once their proposal is approved by the teacher (see Figure 4). Argument-Driven Inquiry in Fourth-Grade Science: Three-Dimensional Investigations Copyright © 2019 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit https://www.nsta.org/store/product_detail.aspx?id=10.2505/9781681405209

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Chapter 1

Stage 3: Create a Draft Argument The next stage of the instructional model calls for each group to create a draft argument. To accomplish this task, the students must first analyze the measurements (e.g., temperature and mass) and/or observations (e.g., appearance and location) they collected during stage 2 of ADI. Once the groups have analyzed and interpreted the results of their analysis (SEP 4), they will need to make sense of the phenomenon based on what they found out. They can then develop an answer to the guiding question based on what they figured out. Often, but not always, developing an adequate answer to the guiding question requires the students to construct an explanation (SEP 6). The students can then create a draft argument to share what they have learned with the other students in the class. The intent of having students craft arguments is to encourage them to focus not only on “what they figured out” but also on “how they know what they know.” It also enables students to master the mathematical ideas and practices outlined in the Common Core State Standards in mathematics (CCSS Mathematics; NGAC and CCSSO 2010). The argument that the students create consists of a claim, the evidence they are using to support their claim, and a justification of their evidence. The claim is their answer to the guiding question and thus is often an explanation for how or why something happens. The evidence consists of an analysis of the data they collected and an interpretation of the analysis. The evidence often includes a graph that shows a difference between groups, a trend over time, or relationship between variables; it also includes a statement or two that explains what the analysis means (but not why it matters). The justification of the evidence is a statement that explains why the evidence matters. The justification of the evidence, in other words, is used to defend the choice of evidence by making the DCIs, CCs, and/or assumptions underlying the collection of the data, the analysis of the data, and interpretation of the analysis explicit so other people can understand why the evidence is important and relevant. The components of a scientific argument are illustrated in Figure 5. Crafting an argument that consists of these three components helps students learn how to argue from evidence (SEP 7). It is not enough for students to be able to include all the components of an argument when they have an opportunity to argue from evidence. It is also important for students to understand that, in science, some arguments are better than others. Therefore, an important aspect of arguing from evidence in science involves the evaluation of the various components of the arguments put forward by others. The framework provided in Figure 5 highlights two types of criteria that students can and should be encouraged to use to evaluate an argument in science: empirical criteria and theoretical criteria. Empirical criteria include • how well the claim fits with all available evidence, • the sufficiency of the evidence,

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An Overview of Argument-Driven Inquiry

• the relevance of the evidence, • the appropriateness and rigor of the method used to collect the data, and • the appropriateness and soundness of the method used to analyze the data. Theoretical criteria refer to standards that allow us to judge how well the various components are aligned with the DCIs and CCs of science; examples of these criteria are • the sufficiency of the claim (i.e., Does it include everything needed?); • the usefulness of the claim (i.e., Does it help us understand the phenomenon?);

FIGURE 5 The components of a scientific argument and some criteria for evaluating an argument

A Scientific Argument

The quality of an argument is evaluated using…

The Claim A conclusion, explanation, conjecture, model, principle, or other answer to a research question Supports or refutes…

Must be consistent with…

The Evidence Data or findings from other studies that have been collected, analyzed, and interpreted in a way that allows for an appraisal of the claim Defended with…

Explains…

A Justification of the Evidence A statement that explains the importance of the evidence by making the concepts or assumptions underlying the analysis and interpretation explicit

The generation and evaluation of an argument are shaped by…

Empirical Criteria • • • •

The claim is consistent with the evidence. The amount of evidence is sufficient. The evidence is relevant. The method used to collect the data was appropriate and rigorous. • The method used to analyze the data was appropriate and sound.

Theoretical Criteria • The claim is sufficient (includes everything needed). • The claim is useful (helps us understand the phenomenon we are studying). • The claim is consistent with current theories, laws, or models. • The interpretation of the data analysis is consistent with current theories, laws, or models.

Discipline-Specific Norms and Expectations • • • •

The theories and laws used by scientists within a discipline The methods of inquiry that are accepted by scientists within a discipline Standards of evidence shared by scientists within a discipline How scientists communicate with each other within a discipline

• how consistent the claim is with accepted theories, laws, or models (e.g., Does it fit with our current understanding of motion and forces?); and

• how consistent the interpretation of the results of the analysis is with accepted theories, laws, or models (e.g., Is the interpretation based on what we know about the relationship between structure and function?). What counts as quality in terms of these different criteria varies from discipline to discipline (e.g., biology, geology, physics, chemistry) and within the specific fields of each discipline (e.g., the fields of ecology, botany, and zoology within the discipline of biology). This variation in what counts as quality is due to differences in the types of phenomena that the scientists within these disciplines or fields investigate (e.g., changes in populations over time, how a trait is inherited in a plant, an adaptation of an animal), the types of methods they use (e.g., descriptive studies, experimentation, computer modeling), and the different DCIs that they use to figure things out. It is therefore important to keep in mind that what counts as a quality argument in science is discipline and field dependent. Each group of students should create their draft argument in a medium that can easily be viewed by the other groups. This is important because each group will share their

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FIGURE 6

draft argument with the other students in the class during the A group of students creating a draft argument on a whiteboard next stage of ADI (stage 4). We recommend that students use dry erase markers to create their draft argument on a 2' × 3' whiteboard during this stage (see Figure 6). Students can also create their draft arguments using presentation software such as Microsoft’s PowerPoint, Apple’s Keynote, or Google Slides and devote one slide to each component of an argument. They can then share their arguments with others using a tablet or a laptop (see Figures 11 and 12, p. 14). The choice of medium is not important as long as students are able to easily modify the content of their argument as they work and other students can easily see each component of their argument. Students should include the guiding question of the investigation and the three main components of an argument on the whiteboard. Figure 7 shows the general layout for a presentation of an argument.

FIGURE 7 The components of an argument that should be included on a whiteboard (outline)

The Guiding Question: Our Claim: Our Evidence:

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Our Justification of the Evidence:

Note: This outline is referred to as the “Argument Presentation on a Whiteboard” image in stage 3 of each investigation.

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Figures 8 and 9 provide examples of an argument crafted by students. Notice that the argument in Figure 8 is written in English and the argument in Figure 9 is written in Spanish. To help support emerging bilingual students in learning science and English at the same time, it is important to allow students to communicate their ideas in their first language, English, or a combination of the two. This is important because (a) it allows students to use their home language and culture as a resource for making sense of the phenomenon (Escamilla and Hopewell 2010; Goldenberg and Coleman 2010; González, Moll, and Amanti 2005), (b) students learn new languages through meaningful use and interaction (Brown 2007; García 2005; García and Hamayan 2006), and (c) students’ academic language development in their native language facilitates their academic language development in English (Escamilla and Hopewell 2010; García and Kleifgen 2010; Gottlieb, Katz, and Ernst-Slavit 2009).

FIGURE 8 An example of a student-generated argument on a whiteboard

FIGURE 9 An example of a student-generated argument written in Spanish

This stage of the model can be challenging for students in fourth grade because they are rarely asked to make sense of a phenomenon based on raw data, so it is important for teachers to actively work to support their sense-making. In this stage, the teacher should circulate from group to group to act as a resource person for the students, asking questions that prompt them to think about what they are doing and why. To help students remember the goal of the activity, you can ask questions such as “What are you trying to figure out?” You can also ask them questions such as “Why is that information

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important?” or “Why is that analysis useful?” to encourage them to think about whether or not the data they are analyzing are relevant or the analysis is informative. To help them remember to use rigorous criteria to determine if a claim is acceptable or not, you can ask, “Does that fit with all the data?” or (for an investigation concerning energy) “Is that consistent with what we know about how energy transfers between objects?”

Keep the following points in mind during stage 3 of ADI: • If you uncover a flaw or if something important is missing in an argument as you move from group to group, ask them probing questions such as “I see you put a table here, but you did not really explain what we should pay attention to. Is there a way to help your classmates understand what is really important in this table?” or “I’m not sure what you mean here, could you explain that another way?” • All the arguments should not be the same (or perfect) at this point in the lesson. The argumentation session during stage 4 will be more interesting (and students will learn more about how to do science) if each group has a different claim, evidence, and justification of the evidence so there is something to discuss. • The students will have an opportunity to revise their draft argument at the end of the argumentation session (stage 4 of the lesson). • One of the best ways to ensure that important ideas spread through the class is to help one or two groups develop a very strong component of their argument. Other groups will see these examples and add a version of them to their own arguments during the argumentation session. For example, help one group make a perfect graph, another group write out a perfect interpretation of their analysis, and a third group include a core idea that the other groups are missing in their justification.

It is important to remember that at the beginning of the school year, students will struggle to develop arguments and will often rely on inappropriate criteria such as plausibility (e.g., “That sounds good to me”) or fit with personal experience (e.g., “But that is what I saw on TV once”) as they attempt to make sense of the phenomenon, construct explanations, and support their ideas with sufficient evidence and an adequate justification of the evidence. However, as students learn why it is useful to use evidence in an argument, what makes evidence valid or acceptable from a scientific perspective, and the importance of providing a justification for their evidence through repeated practice, students will improve their ability to argue from evidence (Grooms, Enderle, and Sampson 2015; Strimaitis et al. 2017). This is an important principle underlying the ADI instructional model.

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Stage 4: Argumentation Session The fourth stage of ADI is the argumentation session. In this stage, each group is given an opportunity to share, evaluate, and revise their draft arguments. The process of sharing their arguments with their classmates requires students to communicate their explanations for the phenomenon under investigation (SEP 8) and support their ideas with evidence (SEP 7). Other students in the class are expected to listen to presentations of these arguments, ask questions as needed (SEP 1), evaluate the arguments based on empirical and theoretical criteria (SEP 4 and SEP 7), and then offer critiques (SEP 8) along with suggestions for improvement. At the end of this stage the students are expected to revise their draft arguments based on what they learned from interacting with other students and seeing examples of other arguments. This stage is included in the ADI instructional model because research indicates that students develop a better understanding of DCIs and CCs, learn how to argue from evidence, and acquire better critical-thinking skills when they are exposed to alternative ideas, respond to the questions and challenges of other students, and are encouraged to evaluate the merits of competing ideas (Duschl, Schweingruber, and Shouse 2007; NRC 2012). Research also suggests that students learn how to distinguish between alternative ideas using rigorous scientific criteria and are able to develop scientific habits of mind (such as treating ideas with initial skepticism, insisting that the reasoning and assumptions be made explicit, and insisting that claims be supported by valid evidence) when they have an opportunity to participate in these argumentation sessions (Sampson, Grooms, and Walker A group of students presenting their arguments to the 2011). This stage provides the other groups in the class during a whole-class presentation students with an opportunity to argumentation session learn from and about the practice of arguing from evidence.

FIGURE 10

The teacher can use different types of formats during the argumentation session. One format is the whole-class presentation format, in which each group gives a presentation to the whole class (see Figure 10). This format is often useful when students are first learning how to propose, support, evaluate, challenge, and refine ideas in the context of science because the teacher can provide

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more support as students interact with each other. This format begins with the teacher asking a group to present their argument to the class. The teacher can then encourage students in the class to ask questions, offer critiques, and give the presenters suggestions about ways to improve. The teacher can also ask questions as needed. We also recommend that the presenters keep a record of the critiques made by their classmates and any suggestions for improvement. The students who listen to the presentation should also be encouraged to keep a record of good ideas or potential ways to improve their own arguments by recording them in the “Argumentation Session” section of their handout.

FIGURE 11 Students critiquing arguments and providing feedback during a gallery walk argumentation session. Students in this class created draft arguments using a tablet.

FIGURE 12 Some of the feedback that students gave to each other using sticky notes during a gallery walk argumentation session

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Another format is called the gallery walk. In this format, each group sets up their argument so others can see it at their workstation. The entire group then moves to a different workstation. While at a different workstation, a group is expected to read the argument at that workstation (which was created by a different group) and offer critiques and suggestions for improvement (see Figure 11). Notice in Figure 11 that the students in this classroom created their draft argument on tablets and then used the tablets to share their argument with their classmates. The students should move to a different workstation after a few minutes so they can read and critique an argument written by a different group. Students should also be encouraged to keep a record of good ideas or potential ways to improve their own arguments as they move from workstation to workstation to offer critiques and feedback. After repeating this process in the gallery walk three or four times, every group will have had an opportunity to read and critique three or four different arguments and receive feedback from three or four different groups. Students often use sticky notes to provide feedback to each other during a gallery walk argumentation session (see Figures 11 and 12). This type of format is useful because everyone in the classroom will be actively engaged during the argumentation session and will have a chance to see different arguments. This format, however, does National Science Teachers Association

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not give students a chance to support, critique, and challenge the ideas, explanations, and arguments of other groups through talk, because two different groups are never at the same workstation at the same time.

FIGURE 13 An example of a modified gallery walk argumentation session. Notice that in this format there are multiple discussions going on at the same time.

A third format is called the modified gallery walk. We recommend that teachers use this format rather than a whole-class presentation format or gallery walk format whenever possible because it provides more opportunities for student-to-student talk and ensures that all ideas are heard and that all students are actively involved in the process. This is especially important for helping students develop speaking and listening skills. It also provides a context for emerging bilingual students to use both productive (speaking and writing) and receptive (listening and reading) language and to learn sci- An example of a modified gallery walk ence through meaningful interactions (Brown 2007; argumentation session. Notice that the presenter and a reviewer are recording good García and Hamayan 2006). In the modified gallery ideas that they can use to improve their walk format (see Figure 13), one or two members argument. of the group stay at their workstation to share their group’s ideas (we call these students presenters) while the other group members go to different groups one at a time to listen to and critique the arguments developed by their classmates (we call them reviewers). We recommend that reviewers visit at least three different workstations during the argumentation session. We also recommend that the presenters keep a record of the critiques made by their classmates and any suggestions for improvement (see Figure 14). The reviewers should also be encouraged to keep a record of good ideas or potential ways to improve their own arguments as they travel from group to group. The presenters and the reviewers can record this information in the “Argumentation Session” section of the Investigation Handout.

FIGURE 14

It is important to note, however, that supporting and promoting productive interactions between students inside the classroom can be difficult because the practices of arguing from evidence (SEP 7) and obtaining, evaluating, and communicating information in science (SEP 8) are foreign to most students when they first begin participating in ADI. In a non-ADI elementary school classroom, students are not typically expected to think about Argument-Driven Inquiry in Fourth-Grade Science: Three-Dimensional Investigations Copyright © 2019 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit https://www.nsta.org/store/product_detail.aspx?id=10.2505/9781681405209

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or engage with the ideas, explanations, or arguments of their classmates, so students are often reluctant to ask questions (SEP 1) in this type of context. To encourage more productive interactions between students, materials, and ideas, the ADI instructional model requires students to generate their arguments in a medium that can be seen by others. By looking at whiteboards, paper, or slides, students tend to focus their attention on evaluating evidence and how well the various components of the argument align with the DCI(s) and the CCs that students are using to figure things out rather than attacking the source of the ideas. This strategy often makes the discussion more productive and makes it easier for students to identify and weed out faulty ideas. It is also important for the students to view the argumentation session as an opportunity to learn. The teacher, therefore, should describe the argumentation session as an opportunity for students to collaborate with their peers and as a chance to give each other feedback so the quality of all the arguments in the classroom can be improved, rather than as an opportunity to determine who is right or wrong. This is why we ask students to keep track of what they see and hear so they can use the ideas of others to make their own argument better.

Keep the following points in mind during stage 4 of ADI: • Make sure to stress that the goal of the argumentation session is to share ideas and to help each other out. The goal of the argumentation session is not to see who has the best argument. Students need to see value in the ideas of others and view their classmates as a resource. This does not happen when students are trying to show others that they have the best argument. • Be sure to remind students before the argumentation session starts that they will have an opportunity to revise their arguments based on what they learn from their peers at the end of the argumentation session. This is important because students need to have a reason to engage with the ideas of others. • Encourage students to talk to each other during this stage. It is really important to give students voice and choice during the argumentation session. • Use a note card to keep track of interesting ideas you hear or see, good examples, or important contributions that were made by different students when the students are sharing and critiquing the arguments. You can bring these ideas, examples, or contributions up at the end of this stage (before students begin revising their arguments) or during stage 5 (the reflective discussion).

Just as is the case in earlier stages of ADI, it is important for the classroom teacher to be involved in (without leading) the discussions during the argumentation session. Once again, the teacher should move from group to group or from student to student to keep

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everyone involved and model what it means to argue from evidence. The teacher can ask the presenters questions such as “Why did you decide to analyze the available data like that?” or “Were there any data that did not fit with your claim?” to encourage students to use empirical criteria to evaluate the quality of the arguments. The teacher can also ask the presenters to explain how the claim they are presenting fits with a DCI or a CC or to explain why the evidence they used is important based on a DCI or a CC. In addition, the teacher can also ask the students who are listening to a presentation questions such as “Do you think their analysis is accurate?” or “Do you think their interpretation is sound?” or even (in the case of an investigation concerning energy) “Is that consistent with what we know about how energy transfers between objects?” These questions can serve to remind students to use empirical and theoretical criteria to evaluate an argument during the discussions. Overall, it is the goal of the teacher at this stage of the lesson to encourage students to think about how they know what they know and why some claims are more valid or acceptable in science. This stage of the model, however, is not the time to tell the students that they are right or wrong.

FIGURE 15

At the end of the argumentation session, it is important to give students Students discussing what they learned from other time to meet with their original group groups as they revise their draft arguments at the end so they can discuss what they learned of the argumentation session by interacting with individuals from the other groups and they can revise their initial arguments (see Figure 15). This process can begin with the presenters sharing the critiques and the suggestions for improvement that they heard during the argumentation session. The students who visited the other groups during the argumentation session can then share their ideas for making the arguments better based on what they observed and discussed at other workstations. Students often realize that the way they collected or analyzed data was flawed in some way at this point in the process, and the teacher should encourage students to collect new data or reanalyze the data they collected as needed. The teacher can also give students time to conduct additional tests of ideas or claims. At the end of this stage, each group should have a final argument that is much better than their draft argument.

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Stage 5: Reflective Discussion The teacher should lead a whole-class reflective discussion during stage 5 of ADI. The intent of this discussion is to give students an opportunity to think about and share what they know and how they know it. This stage enables the teacher to ensure that all students understand the DCI(s) and the CCs they used during the investigation. It also encourages students to think about ways to improve their participation in scientific practices such as planning and carrying out investigations, analyzing and interpreting data, and arguing from evidence. At this point in the instructional sequence, the teacher should also encourage students to think about a nature of scientific knowledge (NOSK) or nature of scientific inquiry (NOSI) concept (Abd-El-Khalick and Lederman 2000; Lederman and Lederman 2004; Schwartz, Lederman, and Crawford 2004) (see Appendix 2). It is important to emphasize that the reflective discussion is not a lecture; it is an opportunity for students to think about important ideas and practices and to share what they know or do not understand. The more students talk during this stage, the more meaningful the experience will be for them and the more a teacher can learn about student thinking. The teacher should begin the discussion by asking students to share what they know about the DCI(s) and the CCs they used to figure things out during the investigation. The teacher can give a demonstration and/or show images as prompts and then ask questions to encourage students to think about how the DCI(s) and the CCs helped them explain the phenomenon under investigation and how they used the DCI(s) and the CCs to provide a justification of the evidence in their arguments. The teacher should not tell the students what results they should have obtained or what information should be included in each argument. Instead, the teacher should focus on the students’ thoughts about the DCI(s) and the CCs by providing a context for students to share their views and explain their thinking. Remember, this stage of ADI is a discussion, not a presentation about what the students “should have seen” or “should have learned.” We provide recommendations about what teachers can do and the types of questions that teachers can ask to facilitate a productive discussion about the DCI(s) and the CCs during this stage as part of the Teacher Notes for each investigation. Next, the teacher should encourage the students to think about what they learned about the practices of science and how to design better investigations in the future. This is important because students are expected to design their own investigations, decide how to analyze and interpret data, and support their claims with evidence in every ADI investigation. These practices are complex, and students cannot be expected to master them without being given opportunities to try, fail, and then learn from their mistakes. To encourage students to learn from their mistakes during an investigation, students must have an opportunity to reflect on what went well and what went wrong. The teacher should therefore encourage the students to think about what they did during their investigation, how they chose to analyze and interpret data, how they decided to argue from evidence, and

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what they could have done better. The teacher can then use the students’ ideas to highlight what does and does not count as quality or rigor in science and to offer advice about ways to improve in the future. Over time, students will gradually improve their abilities to participate in the practices of science as they learn what works and what does not. To help facilitate this process, we provide questions that teachers can ask students to help elicit their ideas about the practices of science and set goals for future investigations in the Teacher Notes for each investigation. The teacher should end this stage with an explicit discussion of a NOSK or NOSI concept, using what the students did during the investigation to help illustrate one of these important concepts (NGSS Lead States 2013). This stage provides a golden opportunity for explicit instruction about NOSK and how this knowledge develops over time in a context that is meaningful to the students. For example, teachers can use the investigation as a way to illustrate the differences between observations and inferences, data and evidence, or theories and laws. Teachers can also use the investigation as a way to illustrate NOSI. For example, teachers might discuss the following concepts: • How scientists investigate questions about the natural world • The wide range of methods that scientists can use to collect data • The assumptions that scientists make about order and consistency in nature

Keep the following points in mind during stage 5 of ADI: • Keep this stage short—no more than 15 minutes. • Make sure that students are doing most of the talking during this stage. • Your goal during the reflective discussion is to figure out what students are thinking and build on their ideas as needed. • Make sure that every student has an opportunity to contribute to the discussion and that they feel like their ideas and contributions are valued.

Research in science education suggests that students only develop an appropriate understanding of NOSK and NOSI concepts when teachers explicitly discuss them as part of a lesson (Abd-El-Khalick and Lederman 2000; Lederman and Lederman 2004; Schwartz, Lederman, and Crawford 2004). In addition, by embedding a discussion of a NOSK or NOSI concept into each investigation, teachers can highlight these important concepts over and over throughout the school year rather than just focusing on them during a single unit. This type of approach makes it easier for students to learn these abstract and sometimes counterintuitive concepts. As part of the Teacher Notes for each investigation, we provide Argument-Driven Inquiry in Fourth-Grade Science: Three-Dimensional Investigations Copyright © 2019 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit https://www.nsta.org/store/product_detail.aspx?id=10.2505/9781681405209

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recommendations about which concepts to focus on and examples of questions that teachers can ask to facilitate a productive discussion about these concepts during this stage of the instructional sequence.

Stage 6: Write a Draft Report Stage 6 is included in the ADI model because writing is an important part of doing science. Scientists must be able to read and understand the writing of others as well as evaluate its worth. They also must be able to share the results of their own research through writing. In addition, writing helps students learn how to articulate their thinking in a clear and concise manner, encourages metacognition, and improves student understanding of DCIs and CCs (Wallace, Hand, and Prain 2004). Finally, and perhaps most important, writing makes each student’s thinking visible to the teacher (which facilitates assessment) and enables the teacher to provide students with the educative feedback they need to improve. In stage 6, each student is required to write an investigation report using his or her Investigation Handout and his or her group’s argument as a starting point. The report should address three fundamental questions: 1. What were you trying to figure out and why? 2. What did you do to answer your question and why? 3. What is your argument? These three questions correspond to the “Introduction,” “Method,” and “Argument” subsections, respectively, of the “Draft Report” section of the handout. The format of the report is designed to emphasize the persuasive nature of science writing and to help students learn how to communicate in multiple modes (words, pictures, tables, and graphs). The three-question format is well aligned with the components of research articles (i.e., introduction, method, results and discussion) but allows students to see the important role argument plays in science. We have included sentence starters in the “Draft Report” section of the Investigation Handout to facilitate the writing process (see Figure 16). The sentence starters are intended to act a guide for students as they learn to write in the context of science and should make the assignment less intimidating for students. We recommend that teachers use these sentence starters to encourage students to write in a clear and concise manner. Over time, you may decide that you no longer need to use them. Stage 6 of ADI is important because it allows students to learn how to construct an explanation (SEP 6), argue from evidence (SEP 7), and communicate information (SEP 8). It also enables students to master the disciplinary-based writing skills outlined in the Common Core State Standards in English language arts (CCSS ELA; NGAC and CCSSO 2010). As discussed in “Stage 3: Create a Draft Argument,” allowing emerging bilingual students to write and communicate what they have learned in their first language, English, or a combination of the two will help support these students in learning science and English at

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the same time. It is important to scaffold this process for the emerging bilingual students based on their current level of English language proficiency because (a) students’ development of academic language and academic content knowledge are interrelated processes (Echevarría, Short, and Powers 2006; Gottlieb, Katz, and Ernst-Slavit 2009) and (b) students’ access to instructional tasks that require complex thinking is enhanced when linguistic complexity and instructional support match their levels of language proficiency (Gottlieb, Katz, and Ernst-Slavit 2009).

FIGURE 16 Students writing a draft report to share what they figured out during the investigation

Keep the following points in mind during stage 6 of ADI: • There are many writing supports (i.e., sentence starters, pre-writing, graphic organizers) already embedded into this stage. You might not need to provide much extra support for your students. • Don’t worry if students do not produce a perfect report at this point. All the reports will be reviewed and revised before they are turned in to you. The reports should be viewed as a starting point. Encourage students to “just get something down on paper” so “we can work on it together.” • Writing is an important component of this model. Do not skip this stage. When a student writes the report on his or her own, it not only helps each student learn to write in the context of science (an important literacy skill) but also gives each student opportunity to write to learn (develop a better understanding of the core ideas of science by writing about them). • Do not overscaffold the writing progress. Mistakes are opportunities to learn. Do not take these opportunities away from your students.

Stage 7: Peer Review The students have an opportunity to review the reports in pairs using the peer-review guide and teacher scoring rubric (PRG/TSR; see Appendix 4) during the seventh stage of ADI. The PRG/TSR contains specific criteria that are to be used by a pair of students as they evaluate the quality of each section of the investigation report as well as quality

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Chapter 1

of the writing. There is also space for the reviewers to provide the author with feedback about how to improve the report. Once a pair of students finishes reviewing a report as a team, they are given another report to review. When students are grouped together in pairs, they only need to review two different reports. Be sure to give students only 15 minutes to review each report (we recommend setting a timer to help manage time). When students are grouped into pairs and given 15 minutes to complete each review, the entire peer-review process can be completed in 30 minutes (2 different reports × 15 minutes = 30 minutes). Reviewing each report as a pair using the PRG/TSR is an important component of the peer-review process because it provides students with a forum to discuss what counts as high quality or acceptable and, in so doing, forces them to reach a consensus during the review process. This method also helps prevent students from checking off “yes” for each criterion on the PRG/TSR without thorough consideration of the merits of the report. It is also important for students to provide constructive and specific feedback to the author when areas of the paper are found to not meet the standards established by the PRG/TSR. The peer-review process provides students with an opportunity to read good and bad examples of the reports. This helps the students learn new ways to organize and present information, which in turn will help them write better on subsequent reports. It also provides an opportunity and a mechanism for all students in the classroom, including emerging bilingual students, to develop shared norms for what counts as high-quality writing in the context of science.

Keep the following points in mind during stage 7 of ADI: • The goal of the peer-review process is not to assign grades. Rather, it gives students an opportunity to give and receive feedback about their writing. • The peer-review process is one of the best ways for students to learn how to write. When students read and review two different reports, they have an opportunity to (1) see examples of texts written by others for the same purpose, (2) discuss what counts as high quality and why some reports are stronger than others, (3) discuss ways to strengthen a report, and (4) pick up things that they can do to improve their own reports. • You can review the writing of the emerging bilingual students in your class depending on their English language proficiency, but make sure that your emerging bilingual students participate in the peer-review process. • Don’t skip this step—you will see tremendous growth in your students’ writing skills the more they participate in the peer-review process.

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This stage of the model is intended to give students opportunities to ask questions (SEP 1) and obtain and evaluate information (SEP 8). This stage also gives students an opportunity to develop the reading skills that they need to be successful in science. Students must be able to determine the central ideas or conclusions of a text and determine the meaning of symbols, key terms, and other domain-specific words. In addition, students must be able to assess the reasoning and evidence that an author includes in a text to support his or her claim and compare or contrast findings presented in a text with those from other sources when they read a scientific text. Students can develop all these skills, as well as the other discipline-based reading skills found in the CCSS ELA, when they are required to read and critically review reports written by their classmates. This stage is also beneficial for emerging bilingual students because students learn language through meaningful use, such as reading and reviewing a report, and interaction with others (Brown 2007; García 2005; García and Hamayan 2006).

Stage 8: Revise the Report The final stage in the ADI instructional model is to revise the report. Each student is required to rewrite his or her report using the reviewers’ comments and suggestions as a guideline. The author is also required to explain what he or she did to improve each section of the report in response to the reviewers’ suggestions in the author response section of the PRG/TSR. Once the report is revised, it is turned in to the teacher for evaluation with the original draft report and the PRG/TSR attached. The teacher can then provide a score on the PRG/ TSR in the column labeled “Teacher Score” and use these ratings to assign an overall grade for the report. This approach provides all students with a chance to improve their writing mechanics and develop their reasoning and understanding of the content. This process also offers students the added benefit of reducing academic pressure by providing support in obtaining the highest possible grade for their final product. The PRG/TSR is designed to be used with any ADI investigation, thus allowing teachers to use the same scoring rubric throughout the entire year. This is beneficial for several reasons. First, the criteria for what counts as a high-quality report do not change from investigation to investigation. Students therefore quickly learn what is expected from them when they write a report, and teachers do not have to spend valuable class time explaining the various components of the PRG/TSR each time they assign a report. Second, the PRG/ TSR makes it clear which components of a report need to be improved next time, because the grade is not based on a holistic evaluation of the report. Students, as a result, can see which aspects of their writing are strong and which aspects need improvement. Finally, and perhaps most important, the PRG/TSR provides teachers with a standardized measure of student performance that can be compared over multiple reports across semesters, thus allowing teachers to track improvement over time.

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Chapter 1

Keep the following points in mind during stage 8 of ADI: • There are many writing supports (i.e., sentence starters, pre-writing, graphic organizers) already embedded in this stage. You might not need to provide much extra support for your students as they rewrite their reports. • Students don’t always use the feedback they receive from others to improve the quality of their report. Make sure you move from student to student and encourage them to make changes based on the feedback. • If students get stuck as they are writing their final report, model how to use feedback. For example, you might say, “Okay, based on the peer-review guide, I need to do more to describe what I did to collect data. I bet if I add information about ____, readers will have a better idea of what I did.”

The Role of the Teacher During Argument-Driven Inquiry If the ADI instructional model is to be successful and student learning is to be optimized, the role of the teacher during an investigation that was designed using this model must be different than the teacher’s role during a more traditional science lesson. The teacher must act as a resource for the students, rather than as a director, as students work through each stage of the activity; the teacher must encourage students to think about what they are doing and why they made that decision throughout the process. This encouragement should take the form of probing questions that teachers ask as they walk around the classroom, such as “Why do you want to set up your equipment that way?” or “What type of data will you need to collect to be able to answer that question?” Teachers must also restrain themselves from telling or showing students how to “properly” conduct the investigation. However, teachers must emphasize the need to maintain high standards for a scientific investigation by requiring students to use rigorous standards for what counts as a good method or a strong argument in the context of science. Finally, and perhaps most important for the success of these investigations, teachers must be willing to let students try and fail, and then help them learn from their mistakes. Teachers should not try to make the investigations included in this book “student-proof” by providing additional directions to ensure that students do everything right the first time. We have found that students often learn more from an ADI investigation when they design a flawed method to collect data during stage 2 or analyze their results in an inappropriate manner during stage 3, because their classmates quickly point out these mistakes during the argumentation session (stage 4) and it leads to more teachable moments. Because the teacher’s role during an ADI investigation is different from what typically happens in a classroom, we have provided a chart describing teacher behaviors that are

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An Overview of Argument-Driven Inquiry

consistent and inconsistent with each stage of the instructional model (see Table 1). It might be helpful to keep this table handy as a guide when you are first attempting to implement the investigations found in the book.

TABLE 1 Teacher behaviors during the stages of the ADI instructional model

What the teacher does that is… Stage

Consistent with ADI model

Inconsistent with ADI model

• Provides a list of vocabulary terms • “Creates a need” for students to 1: Introduce the design and carry out an investigation • Tells students what they will figure task and the by introducing a phenomenon guiding question out • Reads the introduction aloud to the students

• Supplies students with the materials and equipment they will need • Holds a “tool talk” to show students how to use the materials and equipment • Reviews relevant safety precautions and protocols • Allows students to tinker with the equipment they will be using later

2: Design a method and collect data

• Encourages students to ask questions as they design their investigations • Encourages students to use the crosscutting concept (CC) to decide what data is important to collect • Asks groups probing questions about their investigation plan (e.g., “Why did you do it this way?”) and the type of data they expect from that design

• Tells students that there is one correct answer • Makes students do everything on their own • Skips going over the safety precautions • Skips introducing the phenomenon to save time or does it as a demonstration

• Gives students a procedure to follow • Does not question students about the method they design or the type of data they expect to collect • Approves vague or incomplete investigation proposals • Makes everyone in the class collect data the same way

• Checks over the investigation proposal and offers feedback as needed • Assists students as they get stuck • Ensures that all students are safe

Continued

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Chapter 1

TABLE 1 (continued)

What the teacher does that is… Stage 3: Create a draft argument

Consistent with ADI model

Inconsistent with ADI model • Requires only one student to be prepared to discuss the argument

• Reminds students of the guiding question and what counts as appropriate evidence in science • Requires students to generate an argument that provides and supports a claim with genuine evidence

• Tells students the right answer

• Encourages students to use the disciplinary core idea (DCI) and the CC in the justification of the evidence

• Has the class create a single argument together

• Encourages all students in the group to make equal contributions

4: Argumentation • Establishes and maintains classroom norms for discussions session • Encourages student-to-student talk

• Moves to groups to check on progress without asking students questions about why they are doing what they are doing

• Allows one student to do all the work for a group • Allows students to negatively respond to others • Asks questions about students’ claims before other students can ask

• Keeps the discussion focused on the • Allows students to discuss ideas that elements of the argument are not supported by evidence • Encourages students to use • Allows students to use inappropriate appropriate criteria for determining criteria for determining what does what does and does not count and does not count

5: Reflective discussion

• Encourages students to discuss what they learned about the DCI and the CC

• Provides a lecture on the content

• Encourages students to discuss what they learned about a nature of scientific knowledge (NOSK) or nature of scientific inquiry (NOSI) concept

• Tells students what they “should have learned” or what they “should have figured out”

• Skips over the discussion about a NOSK or NOSI concept to save time

• Encourages students to think of ways to design better investigations in future • Asks students what they think

6: Write a draft report

• Reminds students about the audience, topic, and purpose of the report • Provides an example of a good report and an example of a bad report • “Chunks” the writing process into manageable pieces

• Has students write only a portion of the report • Moves on to the next activity/topic without providing feedback • Expects students to complete the entire report with little or no assistance

• Provides just-in-time instruction as students get stuck

Continued

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An Overview of Argument-Driven Inquiry

TABLE 1 (continued)

What the teacher does that is… Stage 7: Peer review

Consistent with ADI model • Establishes and maintains classroom norms for the review process • Encourages students to remember that while grammar and punctuation are important, the main goal is an acceptable scientific claim with supporting evidence and justification • Reminds students of what counts as specific and useful feedback

8: Revise the report

Inconsistent with ADI model • Allows students to make critical comments about the author (e.g., “This person is stupid”) rather than their work (e.g., “This claim needs to be supported by evidence”) • Allows students to just check off “Yes” on each item • Allows students to skip giving feedback during the peer-review process

• Holds the reviewers accountable

• Has students review reports on their own

• Requires students to edit their reports based on the reviewers’ comments

• Allows students to turn in a report without a completed peer-review guide

• Requires students to respond to the reviewers’ feedback

• Allows students to turn in a report without revising it first

• Has students complete the Checkout Questions after they have turned in their report

How to Keep Students Safe During ADI Investigations It is important for all of us to do what we can to make school science investigations safer for everyone in the classroom. We recommend four important guidelines to follow. First, we need to have proper safety equipment such as, but not limited to, fire extinguishers and an eye wash in our classrooms. Second, we need to ensure that students use appropriate personal protective equipment (PPE; e.g., sanitized indirectly vented chemical-splash goggles and nonlatex gloves) during all parts of the investigations (i.e., setup, the hands-on investigation, and cleanup) when students are using potentially harmful supplies, equipment, or chemicals. At a minimum, the PPE we provide for students to use must meet the ANSI/ISEA Z87.1D3 standard. Third, we must review and comply with all safety policies and procedures, including but not limited to appropriate chemical management, that have been established by our place of employment. Finally, and perhaps most important, we all need to adopt legal safety standards and better professional safety practices and enforce them inside the classroom. We provide safety precautions for each investigation and recommend that all teachers follow these safety precautions to provide a safer learning experience inside the classroom. The safety precautions associated with each investigation are based, in part, on the use of the recommended materials and instructions, legal safety standards, and

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Chapter 1

better professional safety practices. Selection of alternative materials or procedures for these investigations may jeopardize the level of safety and therefore is at the user’s own risk. Remember that an investigation includes three parts: (1) setup, which is what you do to prepare the materials for students to use; (2) the actual investigation, which involves students using the materials and equipment; and (3) the cleanup, which includes cleaning the materials and putting them away for later use. The safety procedures and PPE we recommend for each investigation apply to all three parts. We also recommend that you go over the 11 safety rules that are included as part of the safety acknowledgment form with your students before beginning the first investigation. Once you are done going over these rules with your students, have them sign the safety acknowledgment form. You should also send the form home for a parent or guardian to read and sign to acknowledge that they understand the safety procedures that must be followed by their child. The safety acknowledgment form can be found in Appendix 5. Another elementary science safety acknowledgment form can be found on the NSTA Safety Portal at http://static.nsta.org/pdfs/SafetyAcknowledgmentForm-ElementarySchool.pdf.

References Abd-El-Khalick, F., and N. G. Lederman. 2000. Improving science teachers’ conceptions of nature of science: A critical review of the literature. International Journal of Science Education 22: 665–701. Blanchard, M., and V. Sampson. 2018. Fostering impactful research experiences for teachers (RETs). Eurasia Journal of Mathematics, Science and Technology Education 14 (1): 447–465. Brown, D. H. 2007. Principles of language learning and teaching. 5th ed. White Plains, NY: Pearson. Duschl, R. A., H. A. Schweingruber, and A. W. Shouse, eds. 2007. Taking science to school: Learning and teaching science in grades K–8. Washington, DC: National Academies Press. Echevarría, J., D. Short, and K. Powers. 2006. School reform and standards-based education: A model for English-language learners. Journal of Educational Research 99 (4): 195–210. Escamilla, K., and S. Hopewell. 2010. Transitions to biliteracy: Creating positive academic trajectories for emerging bilinguals in the United States. In International perspectives on bilingual education: Policy, practice, controversy, ed. J. E. Petrovic, 69–94. Charlotte, NC: Information Age Publishing. García, E. E. 2005. Teaching and learning in two languages: Bilingualism and schooling in the United States. New York: Teachers College Press. García, E. E., and E. Hamayan. 2006. What is the role of culture in language learning? In English language learners at school: A guide for administrators, eds. E. Hamayan and R. Freeman, 61–64. Philadelphia, PA: Caslon Publishing. García, O., and J. Kleifgen. 2010. Educating emergent bilinguals: Policies, programs, and practices for English language learners. New York: Teachers College Press Goldenberg, C., and R. Coleman. 2010. Promoting academic achievement among English learners: A guide to the research. Thousand Oaks, CA: Corwin Press. González, N., L. Moll, and C. Amanti. 2005. Funds of knowledge: Theorizing practices in households, communities and classrooms. Mahwah, NJ: Erlbaum.

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Gottlieb, M., A. Katz, and G. Ernst-Slavit. 2009. Paper to practice: Using the English language proficiency standards in PreK–12 classrooms. Alexandria, VA: Teachers of English to Speakers of Other Languages. Grooms, J., P. Enderle, and V. Sampson. 2015. Coordinating scientific argumentation and the Next Generation Science Standards through argument driven inquiry. Science Educator 24 (1): 45–50. Lederman, N. G., and J. S. Lederman. 2004. Revising instruction to teach the nature of science. The Science Teacher 71 (9): 36–39. National Governors Association Center for Best Practices and Council of Chief State School Officers (NGAC and CCSSO). 2010. Common core state standards. Washington, DC: NGAC and CCSSO. National Research Council (NRC). 2012. A framework for K–12 science education: Practices, crosscutting concepts, and core ideas. Washington, DC: National Academies Press. NGSS Lead States. 2013. Next Generation Science Standards: For states, by states. Washington, DC: National Academies Press. www.nextgenscience.org/next-generation-science-standards. Sampson, V., and L. Gleim. 2009. Argument-driven inquiry to promote the understanding of important concepts and practices in biology. American Biology Teacher 71 (8): 471–477. Sampson, V., J. Grooms, and J. Walker. 2009. Argument-driven inquiry: A way to promote learning during laboratory activities. The Science Teacher 76 (7): 42–47. Sampson, V., J. Grooms, and J. Walker. 2011. Argument-driven inquiry as a way to help students learn how to participate in scientific argumentation and craft written arguments: An exploratory study. Science Education 95 (2): 217–257. Schwartz, R. S., N. Lederman, and B. Crawford. 2004. Developing views of nature of science in an authentic context: An explicit approach to bridging the gap between nature of science and scientific inquiry. Science Education 88: 610–645. Strimaitis, A., S. Southerland, V. Sampson, P. Enderle, and J. Grooms. 2017. Promoting equitable biology lab instruction by engaging all students in a broad range of science practices: An exploratory study. School Science and Mathematics 117 (3–4): 92–103. Wallace, C., B. Hand, and V. Prain, eds. 2004. Writing and learning in the science classroom. Boston: Kluwer Academic Publishers.

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Chapter 2 The Investigations How to Use the Investigations This book includes 15 argument-driven inquiry (ADI) investigations. These investigations are not designed to replace an existing science curriculum, but rather are designed to function as a tool that teachers can use to integrate three-dimensional instruction into their existing curriculum. These investigations are also intended to provide teachers with a way to help children develop fundamental literacy and mathematics skills in the context of science, because students have numerous opportunities to read, write, talk, and use mathematics throughout each investigation. Finally, teachers can use these investigations to turn the classroom into a language-rich learning environment that provides emerging bilingual students with the opportunities they need to use receptive (listening and reading) and productive (speaking and writing) language. These investigations can therefore provide a context for emerging bilingual students to learn English and science at the same time as they interact with other people, the available materials, and ideas to develop a new understanding about how the world works. We do not expect teachers to use every investigation included in this book. We do, however, recommend that teachers try to incorporate as many of these investigations into their fourth-grade science curriculum as possible to give students more opportunities to learn how to use disciplinary core ideas (DCIs), crosscutting concepts (CCs), and scientific and engineering practices (SEPs) to figure things out. The more ADI investigations that students complete, the more progress that they will make on each aspect of science proficiency (Grooms, Enderle, and Sampson 2015; Sampson et al. 2013; Strimaitis et al. 2017). These investigations are designed to function as stand-alone lessons, which gives teachers the flexibility they need to decide which ones to use and when to use them during the academic year. The investigations are organized by topic into different sections in the book. Sections 2–5 can be taught in any order. The investigations within a section, however, should be taught in order because many of the investigations within a section use similar DCIs and are designed to build on what students figured out during a previous investigation. For example, Investigations 1 and 2 both require students to use the same DCI (Energy) to make sense of the world around them, but students can also use what they figured out during Investigation 1 (how changing the speed of a marble affects the energy of that marble) as they attempt to figure out how a collision with different objects affects the energy of a moving ball during Investigation 2. We have aligned the 15 investigations with the following sources to facilitate curriculum and lesson planning:

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Chapter 2

• A Framework for K–12 Science Education, also called the Framework (NRC 2012; see Standards Matrix A in Appendix 1) • The Next Generation Science Standards, or NGSS, performance expectations (NGSS Lead States 2013; see Standards Matrix B in Appendix 1) • Aspects of the nature of scientific knowledge (NOSK) and the nature of scientific inquiry (NOSI) (see Standards Matrix C in Appendix 1; see also the discussion of NOSK and NOSI concepts in Chapter 1) We wrote all the investigations included in this book to align with a specific performance expectation in the NGSS for grade 4. Teachers who teach in states that use science standards other than the NGSS will need to determine how well each investigation aligns with the specific state standards for fourth grade. In states that have adopted standards that are based on the Framework, there is likely a great deal of overlap because the state standards will include many, if not all, of the DCIs, CCs, and SEPs that were used to write the NGSS; the standards will just be worded differently. In states that have standards that are not based on the Framework, there might be less overlap. However, given the fact that all 15 investigations are designed to give children an opportunity to learn science by doing science, it is likely that the investigations will still be useful for helping students learn the concepts and inquiry or process skills found in state standards that are based on something other than the Framework (such as the Benchmarks for Science Literacy [AAAS 1993] or the National Science Education Standards [NRC 1996]). It is important to note, however, that some of these investigations might be better aligned with content and inquiry or process skills standards that are addressed in grade 3 or grade 5 in states that have standards that are not the NGSS or based on the Framework. If these investigations align better with the content and inquiry or process skills for grade 3 or grade 5, they can still be used in those grade levels instead of in grade 4 classrooms. The investigations in this book, as noted earlier, create a context where students read, write, talk, and use mathematics to figure out how something works or why something happens. Teachers can therefore use these investigations to help students develop important literacy skills, understand and use mathematical concepts and practices, or acquire a second language. With this in mind, we have also aligned each investigation with the following sources: • The Common Core State Standards in English language arts, or CCSS ELA (NGAC and CCSSO 2010; see Standards Matrix D in Appendix 1) • The Common Core State Standards in mathematics, or CCSS Mathematics (NGAC and CCSSO 2010; see Standards Matrix E in Appendix 1) • The English Language Proficiency (ELP) Standards (CCSSO 2014; see Standards Matrix F in Appendix 1)

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Teacher Notes We have included Teacher Notes for each investigation to help teachers decide when to use each investigation and how to help guide students through each stage of an ADI. These notes include information about the purpose of the investigation, information about the DCI(s) and the CCs that students use during the investigation, and what students figure out by the end of it. The notes also include information about the time needed to implement each stage of the model, the materials that students need, safety precautions, and a detailed lesson plan by stage. The Teacher Notes also include a “Connections to Standards” section showing how each investigation is aligned with the NGSS performance expectations, CCSS ELA, CSSS Mathematics, and the ELP Standards. In the following subsections, we will describe the information provided in each section of the Teacher Notes.

Purpose This section describes what the students will do during the investigation. It also identifies the NOSK or NOSI concept that will be highlighted during the reflective discussion.

Background Information About This Investigation This section provides an explanation of the phenomenon that the students will investigate.

The DCIs, CCs, and SEPs That Students Use During This Investigation This section of the Teacher Notes provides an overview of the DCI(s), CCs, and SEPs that students will use during the investigation. The overview is based on the Framework and describes what students should know about the DCI(s), CCs, and SEPs by the end of grade 3. The grade-band descriptions of the DCI(s), CCs, and SEPs in this section are based on “Access the Next Generation Science Standards by Topic” at https://ngss.nsta.org/ AccessStandardsByTopic.aspx and on Appendix F of the NGSS. Please note that because of the nature of the ADI approach, you do not need to teach the DCI(s), CCs, and SEPs before the investigation begins. Students will learn more about the DCI(s), CCs, and SEPs as they work through each stage of ADI to investigate the phenomenon, make sense of the phenomenon, and evaluate and refine their ideas, explanations, and arguments.

Other Concepts That Students May Use During This Investigation This section provides an overview of other concepts that students will likely need to design and carry out their investigation and make sense of the data they collect. The concepts are included in the “Introduction” section of the Investigation Handout. Please note that

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because of the nature of the ADI approach, you do not need to “teach the vocabulary first” or make sure that your students “know these concepts” before the investigation begins.

What Students Figure Out This section of the Teacher Notes describes what new understanding of the natural world the students are likely to develop as they work through the investigation.

Timeline This section of the Teacher Notes provides information about how much time each stage of the investigation should take. Unlike typical science lessons, ADI investigations typically take between three and five hours to complete. An investigation can be completed over eight days (one day for each stage) during the designated science time in the daily schedule, or it can be completed in one day. The amount of time it will take to complete each investigation will vary depending on how long it takes to collect data and how familiar students are with the stages of ADI. The time needed to complete each stage of ADI will take longer the first few times that students work through the process, but the time the students need will be reduced as they become familiar with using DCIs, CCs, and SEPs to figure things out.

Materials and Preparation This section describes the consumables and equipment that the students will need to complete the investigation. The quantity needed for each item is listed by individual student, by group, or by class. We have also included specific suggestions for some supplies, based on our findings that these supplies worked best during the field tests. However, if needed, substitutions can be made. Always be sure to test all materials before starting an investigation. This section also describes any preparation that needs to be done before students can do the investigation. Please note that the preparation for some investigations may need to be done several days in advance.

Safety Precautions This section provides an overview of potential safety hazards as well as safety protocols that should be followed to make the investigation safer for students. These are based on legal safety standards and current better professional safety practices. Teachers should also review and follow all local polices and protocols used within their school district and/or school (e.g., the district chemical hygiene plan, Board of Education safety policies).

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The Investigations

Lesson Plan by Stage This section provides a detailed lesson plan for each stage that includes information about what the teacher can do as he or she guides students through the investigation. The plan includes directions to give students and sample questions to ask students at different points in the lesson, but these directions and questions should not be followed like a script. As professionals, we believe that teachers know the unique needs of their students and how to best support them. We therefore view the detailed lesson plans as a starting point or an example of what teachers could do during the lesson; they should be modified and revised based on the unique needs of the students in a particular classroom and the professional judgment of the teacher. It is important to keep in mind that the goal of ADI is give students more opportunities to learn how to use DCIs, CCs, and SEPs to figure out how or why something happens, so teachers should resist the urge to tell or show students exactly what to do or how to complete a task before they start. It is also important not to reduce the complexity of the tasks by providing too much scaffolding. We believe that it is far better to keep the complexity of the task high by giving students more voice and choice, allowing for productive struggle during the investigation, and then providing scaffolding only when it is needed. Many different teachers have tested these investigations and have helped us refine them and make them run smoother. As a result, we have collected a lot of advice about how to support children as they investigate a phenomenon; make sense of that phenomenon; and evaluate and refine their ideas, explanations, and arguments. We have organized this advice around some common questions that teachers have as they are guiding students through each stage, such as the following: • What are some things I can do to encourage productive talk among my students? • What can I do to help my students comprehend more of what they read? • What are some things I can do to support my emerging bilingual students? • What are some things I need to remember during each stage of ADI? • What should a student-designed investigation look like? • What should a table or graph look like for this investigation? • What are some things I can do if my students get stuck? The “Lesson Plan by Stage” section also includes advice for supporting students as they work through each stage. Some of this advice can be found in “hint boxes” that describe, for example, what a student-designed investigation might look like and what a table or graph for this investigation might look like. In addition, teachers should refer to the hints for each stage of ADI found in Chapter 1 and to the frequently asked questions found in Appendix 3.

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Chapter 2

How to Use the Checkout Questions This section describes how to use an optional assessment that we call Checkout Questions. It includes information about when to use this assessment and what types of answers to look for to determine if students understand the DCI(s) and the CCs from the investigation.

Connections to Standards This section is designed to inform curriculum and lesson planning by highlighting how the investigation can be used to address specific performance expectations from the NGSS, CCSS ELA, CCSS Mathematics, and the ELP Standards.

Instructional Materials The instructional materials included in this book are reproducible copy masters that are designed to support students as they participate in an ADI investigation. The materials needed for each investigation include an Investigation Handout, the peer-review guide and teacher scoring rubric (PRG/TSR), and a set of Checkout Questions. Some investigations also require supplementary materials.

Investigation Handout At the beginning of each ADI investigation, each student should be given a copy of the Investigation Handout. This handout provides information about the phenomenon that they will investigate and a guiding question for the students to answer. In addition, the handout provides space for students to design their investigation, record their observations and measurements, and create tables, graphs, or pictures to analyze the data they collect during the investigation. The handout also has space for the students to keep track of critiques, suggestions for improvement, and good ideas that arise during the argumentation session. To help support students as they learn how to write in this context, the handout includes sentence starters that they can use when writing the draft report.

Peer-Review Guide and Teacher Scoring Rubric The PRG/TSR is designed to make the criteria that are used to judge the quality of an investigation report explicit. The PRG/TSR can be found in Appendix 4. We recommend that teachers make one copy of the PRG/TSR for each student. Then during the peer-review stage, have each pair of reviewers fill out one PRG/TSR for each report that they review. The reviewers should rate the report on each criterion and then provide advice to the author about ways to improve it based on their rating. Once the review is complete, the author needs to revise his or her report and respond to the reviewers’ rating and comments in the appropriate sections in the PRG/TSR. The PRG/TSR should be turned in to the teacher along with the first draft and the final report for a final evaluation.

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The Investigations

To score the report, the teacher can simply fill out the “Teacher Score” column of the PRG/TSR and then total the scores. There is also space at the bottom of the PRG/TSR for teacher feedback.

Checkout Questions To facilitate formative assessment inside the classroom, we have included a set of Checkout Questions for each investigation. The questions target the DCI(s) and the CCs that the students used during the investigation. Students should complete the Checkout Questions one day after they turn in their final report. One handout is needed for each student. The students should complete these questions on their own. The teacher can use the students’ responses to the Checkout Questions, along with what they write in their report, to determine if the students learned what they needed to learn during the lab, and then reteach as needed. Appendix 6 provides an answer guide for the Checkout Questions.

Supplementary Materials Some investigations include supplementary materials such as data files, videos, or images that students will need to be able to use during their investigation. These materials can be downloaded from the book’s Extras page at www.nsta.org/adi-4th.

References American Association for the Advancement of Science (AAAS). 1993. Benchmarks for science literacy. Project 2061. New York: Oxford University Press. Council of Chief State School Officers (CCSSO). 2014. English language proficiency (ELP) standards. Washington, DC: NGAC and CCSSO. www.ccsso.org/resource-library/ english-language-proficiency-elp-standards. Grooms, J., P. Enderle, and V. Sampson. 2015. Coordinating scientific argumentation and the Next Generation Science Standards through argument driven inquiry. Science Educator 24 (1): 45–50. National Governors Association Center for Best Practices and Council of Chief State School Officers (NGAC and CCSSO). 2010. Common core state standards. Washington, DC: NGAC and CCSSO. National Research Council (NRC). 1996. National Science Education Standards. Washington, DC: National Academies Press. National Research Council (NRC). 2012. A framework for K–12 science education: Practices, crosscutting concepts, and core ideas. Washington, DC: National Academies Press. NGSS Lead States. 2013. Next Generation Science Standards: For states, by states. Washington, DC: National Academies Press. www.nextgenscience.org/next-generation-science-standards. Sampson, V., P. Enderle, J. Grooms, and S. Witte. 2013. Writing to learn and learning to write during the school science laboratory: Helping middle and high school students develop argumentative writing skills as they learn core ideas. Science Education 97 (5): 643–670. Strimaitis, A., S. Southerland, V. Sampson, P. Enderle, and J. Grooms. 2017. Promoting equitable biology lab instruction by engaging all students in a broad range of science practices: An exploratory study. School Science and Mathematics 117 (3–4): 92–103.

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Section 2 Energy

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Teacher Notes Investigation 1

Energy of Motion: How Does Changing the Speed of a Marble Affect the Energy of That Marble? Purpose The purpose of this investigation is to give students an opportunity to use one disciplinary core idea (DCI), two crosscutting concepts (CCs), and seven scientific and engineering practices (SEPs) to figure out how a change in the speed of an object affects the energy of the object. Students will also learn about the difference between observations and inferences in science during the reflective discussion.

Background Information About This Investigation Energy is present whenever there are moving objects, sound, light, or heat. One way energy can be transferred between objects is during a collision. The transfer of energy from one object to another will cause a change in the speed and/or direction of motion of the two objects. The more energy that is transferred between the objects, the greater the change in motion.

The DCI, CCs, and SEPs That Students Use During This Investigation DCI • PS3.B: Conservation of Energy and Energy Transfer: Energy is present whenever there are moving objects, sound, light, or heat.

CCs • CC 2: Cause and Effect: Cause-and-effect relationships are routinely identified, tested, and used to explain change. Events that occur together with regularity might or might not be a cause-and-effect relationship. • CC 5: Energy and Matter: Energy can be transferred between objects.

SEPs • SEP 1: Asking Questions and Defining Problems: Ask questions about what would happen if a variable is changed. Ask questions that can be investigated and predict reasonable outcomes based on patterns such as cause-and-effect relationships. • SEP 3: Planning and Carrying Out Investigations: Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence, using fair tests

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Investigation 1. Energy of Motion: How Does Changing the Speed of a Marble Affect the Energy of That Marble?

in which variables are controlled and the number of trials considered. Evaluate appropriate methods and/or tools for collecting data. • SEP 4: Analyzing and Interpreting Data: Represent data in tables and/or various graphical displays (bar graphs, pictographs, and/or pie charts) to reveal patterns that indicate relationships. Analyze and interpret data to make sense of phenomena, using logical reasoning, mathematics, and/or computation. Compare and contrast data collected by different groups in order to discuss similarities and differences in their findings. • SEP 5: Using Mathematics and Computational Thinking: Organize simple data sets to reveal patterns that suggest relationships. Describe, measure, estimate, and/ or graph quantities (e.g., area, volume, weight, time) to address scientific and engineering questions and problems. • SEP 6: Constructing Explanations and Designing Solutions: Construct an explanation of observed relationships. Use evidence to construct or support an explanation. Identify the evidence that supports particular points in an explanation. • SEP 7: Engaging in Argument From Evidence: Compare and refine arguments based on an evaluation of the evidence presented. Distinguish among facts, reasoned judgment based on research findings, and speculation in an explanation. Respectfully provide and receive critiques from peers about a proposed procedure, explanation, or model by citing relevant evidence and posing specific questions. • SEP 8: Obtaining, Evaluating, and Communicating Information: Read and comprehend grade-appropriate complex texts and/or other reliable media to summarize and obtain scientific and technical ideas. Combine information in written text with that contained in corresponding tables, diagrams, and/or charts to support the engagement in other scientific and/or engineering practices. Communicate scientific and/or technical information orally and/or in written formats, including various forms of media as well as tables, diagrams, and charts.

Other Concepts That Students May Use During This Investigation Students might also use the following concepts: • Speed is the distance an object travels in an amount of time. • Speed is calculated using the following formula: S=D÷T where S is speed in centimeters per second, D is distance traveled in centimeters, and T is time to travel the distance in seconds.

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Teacher Notes

What Students Figure Out The faster a marble moves, the more energy it possesses.

Timeline The time needed to complete this investigation is 250 minutes (4 hours and 10 minutes). The amount of instructional time needed for each stage of the investigation is as follows: • Stage 1. Introduce the task and the guiding question: 35 minutes • Stage 2. Design a method and collect data: 40 minutes • Stage 3. Create a draft argument: 40 minutes • Stage 4. Argumentation session: 30 minutes • Stage 5. Reflective discussion: 15 minutes • Stage 6. Write a draft report: 30 minutes • Stage 7. Peer review: 30 minutes • Stage 8. Revise the report: 30 minutes This investigation can be completed in one day or over eight days (one day for each stage) during your designated science time in the daily schedule.

Materials and Preparation The materials needed for this investigation are listed in Table 1.1. The wood blocks can be purchased from a home improvement store such as Home Depot or Lowe’s. The other items can be purchased from a big-box retail store such as Wal-Mart or Target or through an online retailer such as Amazon. The materials for this investigation can also be purchased as a complete kit (which includes enough materials for 24 students, or six groups) at www. argumentdriveninquiry.com.

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Investigation 1. Energy of Motion: How Does Changing the Speed of a Marble Affect the Energy of That Marble?

TABLE 1.1 Materials for Investigation 1

Item Safety glasses or goggles

Quantity 1 per student

Rubber band

1 per group

Marble

1 per group

Plastic drinking cup, 3 oz

1 per group

Grooved ruler

1 per group

Meterstick

1 per group

Plastic toy racecar tracks

2 per group

Track connector

1 per group

Wood block, 4" × 2" × 2"

1 per group

Stopwatch

1 per group

Whiteboard, 2' × 3'*

1 per group

Investigation Handout

1 per student

Peer-review guide and teacher scoring rubric

1 per student

Checkout Questions (optional)

1 per student

*As an alternative, students can use computer and presentation software such as Microsoft PowerPoint or Apple Keynote to create their arguments.

Figure 1.1 provides a diagram of how the students can set up the equipment for this investigation. Students can use a grooved ruler to make a ramp. They can use the plastic toy racecar track to create a path for the marble to travel before it reaches the cup. The speed of the marble can be measured by timing how long it takes for the marble to travel the length of the track. Students can change the speed of the marble by placing it at different heights on the ramp.

FIGURE 1.1 How to create a ramp with a ruler

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Teacher Notes

Figure 1.2 shows one way that students can measure the energy of the marble. The energy of the marble can be measured by measuring how far the cup at the end of the track moves after the marble collides with it. This method can be used to measure the energy of the marble ramp because the amount an object moves is directly related to how energy is transferred into it as a result of a collision. Therefore, the more energy a marble has, the more energy will be transferred into the cup when the marble collides with the cup, and the farther the cup will move.

FIGURE 1.2 How to measure how much the cup moves after the marble collides with it

Be sure to use a set routine for distributing and collecting the materials. One option is to organize the materials into kits that you can deliver to each group. A second option is to have all the materials on a table or cart at a central location. You can then assign a member of each group to be the “materials manager.” This individual is responsible for collecting all the materials his or her group needs from the table or cart during class and for returning all the materials at the end of the class.

Safety Precautions Remind students to follow all normal safety rules. In addition, tell the students to take the following safety precautions: • Wear sanitized safety glasses or goggles during setup, investigation activity, and cleanup. • Do not throw objects or put any objects in their mouth. • Keep fingers and toes away from moving objects. • Wash their hands with soap and water when done collecting the data.

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Investigation 1. Energy of Motion: How Does Changing the Speed of a Marble Affect the Energy of That Marble?

Lesson Plan by Stage Stage 1: Introduce the Task and the Guiding Question (35 minutes) 1. Ask the students to sit in six groups, with three or four students in each group. 2. Ask students to clear off their desks except for a pencil (and their Student Workbook for Argument-Driven Inquiry in Fourth-Grade Science if they have one). 3. Pass out an Investigation Handout to each student (or ask students to turn to Investigation Log 1 in their workbook). 4. Read the first paragraph of the “Introduction” aloud to the class. Ask the students to follow along as you read. 5. Pass out a marble, a rubber band, and a plastic cup to each group. 6. Remind students of the safety rules and explain the safety precautions for this investigation. 7. Tell students to find a way to launch a marble at a plastic cup using a rubber band and then record their observations and questions in the “OBSERVED/ WONDER” chart in the “Introduction” section of their Investigation Handout (or the investigation log in their workbook). 8. Give the students 10 minutes to investigate the relationship between the distance the rubber band is pulled back and how far the cup moves. 9. After the students have recorded their observations and questions, ask students to share what they observed about the marble, rubber band, and cup. 10. Ask students to share what questions they have about the movement of the marble and what happens when the marble collides with the cup. 11. Tell the students, “Some of your questions might be answered by reading the rest of the ‘Introduction.’” 12. Ask the students to read the rest of the “Introduction” on their own or ask them to follow along as you read the rest aloud. 13. Once the students have read the rest of the “Introduction,” ask them to fill out the “KNOW/NEED” chart on their Investigation Handout (or in their investigation log) as a group. 14. Ask students to share what they learned from the reading. Add these ideas to a class “know / need to figure out” chart. 15. Ask students to share what they think they will need to figure out based on what they read. Add these ideas to the class “know / need to figure out” chart. 16. Tell the students, “It looks like we have something to figure out. Let’s see what we will need to do during our investigation.” 17. Read the task and the guiding question aloud.

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Teacher Notes

18. Tell the students, “I have lots of materials here that you can use.” 19. Introduce the students to the materials available for them to use during the investigation by showing them how to use a grooved ruler to make a ramp (see Figure 1.1) and how to use the distance the cup moves to measure the energy the marble has at the bottom of the ramp (see Figure 1.2). Remind students of the safety rules and precautions for this investigation.

Stage 2: Design a Method and Collect Data (40 minutes) 1. Tell the students, “I am now going to give you and the other members of your group about 15 minutes to plan your investigation. Before you begin, I want you all to take a couple of minutes to discuss the following questions with the rest of your group.” 2. Show the following questions on the screen or board: • What information do we need to find a relationship between a cause and an effect? • How can we track the transfer of energy between objects? 3. Tell the students, “Please take a few minutes to come up with an answer to these questions.” Give the students two or three minutes to discuss these two questions. 4. Ask two or three different groups to share their answers. Be sure to highlight or write down any important ideas on the board so students can refer to them later. 5. If possible, use a document camera to project an image of the graphic organizer for this investigation on a screen or board (or take a picture of it and project the picture on a screen or board). Tell the students, “I now want you all to plan out your investigation. To do that, you will need to create an investigation proposal by filling out this graphic organizer.” 6. Point to the box labeled “Our guiding question:” and tell the students, “You can put the question we are trying to answer in this box.” Then ask, “Where can we find the guiding question?” 7. Wait for a student to answer where to find the guiding question (the answer is “in the handout”). 8. Point to the box labeled “This is a picture of how we will set up the equipment:” and tell the students, “You can draw a picture in this box of how you will set up the equipment in order to carry out this investigation.” 9. Point to the box labeled “We will collect the following data:” and tell the students, “You can list the measurements or observations that you will need to collect during the investigation in this box.” 10. Point to the box labeled “These are the steps we will follow to collect data:” and tell the students, “You can list what you are going to do to collect the data

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Investigation 1. Energy of Motion: How Does Changing the Speed of a Marble Affect the Energy of That Marble?

you need and what you will do with your data once you have it. Be sure to give enough detail that I could do your investigation for you.” 11. Ask the students, “Do you have any questions about what you need to do?” 12. Answer any questions that come up. 13. Tell the students, “Once you are done, raise your hand and let me know. I’ll then come by and look over your proposal and give you some feedback. You may not begin collecting data until I have approved your proposal by signing it. You need to have your proposal done in the next 15 minutes.” 14. Give the students 15 minutes to work in their groups on their investigation proposal. As they work, move from group to group to check in, ask probing questions, and offer a suggestion if a group gets stuck.

What should a student-designed investigation look like? The students’ investigation proposal should include the following information: • The guiding question is “How does changing the speed of a marble affect the energy of that marble?” • Students can collect data about (1) the speed of the marble (changed in many different ways) and (2) the distance the cup moves (measured in many different ways). • The steps that the students will follow to collect the data should reflect the measurements that they decide to examine. However, students might conduct a series of tests in which they place a marble at set points on a grooved ruler (1 cm, 5 cm, and 15 cm), let go of the marble, time how long it takes the marble to travel the track, and measure how far the cup moves after the marble collides with it. When using this procedure, students should repeat the test four times with the marble at each set point (i.e., four times at 1 cm, four times at 5 cm, and four times at 15 cm). This is just one example of how they can collect the data, and there should be a lot of variation in the studentdesigned investigations. 15. As each group finishes its investigation proposal, be sure to read it over and determine if it will be productive or not. If you feel the investigation will be productive (not necessarily what you would do or what the other groups are doing), sign your name on the proposal and let the group start collecting data. If the plan needs to be changed, offer some suggestions or ask some probing questions, and have the group make the changes before you approve it.

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Teacher Notes

16. Tell the students to collect their data and record their observations or measurements in the “Collect Your Data” box in their Investigation Handout (or the investigation log in their workbook). 17. Give the students 20 minutes to collect their data. 18. Collect the materials from each group before asking them to analyze their data.

Stage 3: Create a Draft Argument (40 minutes) 1. Tell the students, “Now that we have all this data, we need to analyze the data so we can figure out an answer to the guiding question.” 2. If possible, project an image of the “Analyze Your Data” section for this investigation on a screen or board using a document camera (or take a picture of it and project the picture on a screen or board). Point to the section and tell the students, “You can create a graph as a way to analyze your data. You can make your graph in this section.” 3. Ask the students, “What information do we need to include in these graphs?” 4. Tell the students, “Please take a few minutes to discuss this question with your group, and be ready to share.” 5. Give the students five minutes to discuss. 6. Ask two or three different groups to share their answers. Be sure to highlight or write down any important ideas on the board so students can refer to them later. 7. Tell the students, “I am now going to give you and the other members of your group about 10 minutes to create your graph.” If the students are having trouble making a graph, you can take a few minutes to provide a mini-lesson about how to create a graph from a bunch of observations or measurements (this strategy is called just-in-time instruction because it is offered only when students get stuck).

What should a graph look like for this investigation? There are a number of different ways that students can analyze the observations or measurements they collect during this investigation. One of the most straightforward ways is to create a bar graph with the speed of the marble on the horizontal or x-axis and the distance the cup moved on the vertical or y-axis. An example of a graph can be seen in Figure 1.3 (p. 50). There are other options for analyzing the collected data. Students often come up with some unique ways of analyzing their data, so be sure to give them some voice and choice during this stage.

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Investigation 1. Energy of Motion: How Does Changing the Speed of a Marble Affect the Energy of That Marble?

8. Give the students 10 minutes to analyze their data. As they work, move from group to group to check in, ask probing questions, and offer suggestions. 9. Tell the students, “I am now going to give you and the other members of your group 15 minutes to create an argument to share what you have learned and convince others that they should believe you. Before you do that, we need to take a few minutes to discuss what you need to include in your argument.” 10. If possible, use a document camera to project the “Argument Presentation on a Whiteboard” image from the Investigation Handout (or the investigation log in their workbook) on a screen or board (or take a picture of it and project the picture on a screen or board). 11. Point to the box labeled “The Guiding Question:” and tell the students, “You can put the question we are trying to answer here on your whiteboard.” 12. Point to the box labeled “Our Claim:” and tell the students, “You can put your claim here on your whiteboard. The claim is your answer to the guiding question.” 13. Point to the box labeled “Our Evidence:” and tell the students, “You can put the evidence that you are using to support your claim here on your whiteboard. Your evidence will need to include the analysis you just did and an explanation of what your analysis means or shows. Scientists always need to support their claims with evidence.” 14. Point to the box labeled “Our Justification of the Evidence:” and tell the students, “You can put your justification of your evidence here on your whiteboard. Your justification needs to explain why your evidence is important. Scientists often use core ideas to explain why the evidence they are using matters. Core ideas are important concepts that scientists use to help them make sense of what happens during an investigation.” 15. Ask the students, “What are some core ideas that we read about earlier that might help us explain why the evidence we are using is important?” 16. Ask students to share some of the core ideas from the “Introduction” section of the Investigation Handout (or the investigation log in the workbook). List these core ideas on the board. 17. Tell the students, “That is great. I would like to see everyone try to include these core ideas in your justification of the evidence. Your goal is to use these core ideas to help explain why your evidence matters and why the rest of us should pay attention to it.” 18. Ask the students, “Do you have any questions about what you need to do?” 19. Answer any questions that come up. 20. Tell the students, “Okay, go ahead and start working on your arguments. You need to have your argument done in the next 15 minutes. It doesn’t need to be

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49

Teacher Notes

perfect. We just need something down on the whiteboards so we can share our ideas.” 21. Give the students 15 minutes to work in their groups on their arguments. As they work, move from group to group to check in, ask probing questions, and offer a suggestion if a group gets stuck. Figure 1.3 shows an example of an argument for this investigation.

FIGURE 1.3 Example of an argument

Stage 4: Argumentation Session (30 minutes) The argumentation session can be conducted in a whole-class presentation format, a gallery walk format, or a modified gallery walk format. We recommend using a whole-class presentation format for the first investigation, but try to transition to either the gallery walk or modified gallery walk format as soon as possible because that will maximize student voice and choice inside the classroom. The following list shows the steps for the three formats; unless otherwise noted, the steps are the same for all three formats. 1. Begin by introducing the use of the whiteboard. • If using the whole-class presentation format, tell the students, “We are now going to share our arguments. Please set up your whiteboards so everyone can see them.”

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Investigation 1. Energy of Motion: How Does Changing the Speed of a Marble Affect the Energy of That Marble?

• If using the gallery walk or modified gallery walk format, tell the students, “We are now going to share our arguments. Please set up your whiteboards so they are facing the walls.” 2.

Allow the students to set up their whiteboards. • If using the whole-class presentation format, the whiteboards should be set up on stands or chairs so they are facing toward the center of the room. • If using the gallery walk or modified gallery walk format, the whiteboards should be set up on stands or chairs so they are facing toward the outside of the room.

3.

Give the following instructions to the students: • If using the whole-class presentation format or the modified gallery walk format, tell students, “Okay, before we get started I want to explain what we are going to do next. I’m going to ask some of you to present your arguments to your classmates. If you are presenting your argument, your job is to share your group’s claim, evidence, and justification of the evidence. The rest of you will be reviewers. If you are a reviewer, your job is to listen to the presenters, ask the presenters questions if you do not understand something, and then offer them some suggestions about ways to make their argument better. After we have a chance to learn from each other, I’m going to give you some time to revise your arguments and make them better.” • If using the gallery walk format, tell students, “Okay, before we get started I want to explain what we are going to do next. You are going to have an opportunity to read the arguments that were created by other groups. Your group will go to a different group’s argument. I’ll give you a few minutes to read it and review it. Your job is to offer them some suggestions about ways to make their argument better. You can use sticky notes to give them suggestions. Please be specific about what you want to change and how you think they should change it. After we have a chance to learn from each other, I’m going to give you some time to revise your arguments and make them better.”

4.

Use a document camera to project the “Ways to IMPROVE our argument …” box from the Investigation Handout (or the investigation log in their workbook) on a screen or board (or take a picture of it and project the picture on a screen or board). • If using the whole-class presentation format or the modified gallery walk format, point to the box and tell the students, “If you are a presenter, you can write down the suggestions you get from the reviewers here. If you are a reviewer and you see a good idea from another group, you can write down that idea here. Once we are done with the presentations, I will give you a chance to use these suggestions or ideas to improve your arguments. • If using the gallery walk format, point to the box and tell the students, “If you see a good idea from another group, you can write it down here. Once we are done

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reviewing the different arguments, I will give you a chance to use these ideas to improve your own arguments. It is important to share ideas like this.” Ask the students, “Do you have any questions about what you need to do?” 5. Answer any questions that come up. 6. Give the following instructions: • If using the whole-class presentation format, tell the students, “Okay. Let’s get started.” • If using the gallery walk format, tell the students, “Okay, I’m now going to tell you which argument to go to and review. • If using the modified gallery walk format, tell the students, “Okay, I’m now going to assign you to be a presenter or a reviewer.” Assign one or two students from each group to be presenters and one or two students from each group to be reviewers. 7. Begin the review of the arguments. • If using the whole-class presentation format, have four or five groups present their arguments one at a time. Give each group only two to three minutes to present their argument. Then give the class two to three minutes to ask them questions and offer suggestions. Be sure to encourage as much participation from the students as possible. • If using the gallery walk format, tell the students, “Okay. Let’s get started. Each group, move one argument to the left. Don’t move to the next argument until I tell you to move. Once you get there, read the argument and then offer suggestions about how to make it better. I will put some sticky notes next to each argument. You can use the sticky notes to leave your suggestions.” Give each group about three to four minutes to read the arguments, talk, and offer suggestions. a. Tell the students, “Okay. Let’s rotate. Move one group to the left.” b. Again, give each group three or four minutes to read, talk, and offer suggestions. c. Repeat this process for two more rotations. • If using the modified gallery walk format, tell the students, “Okay. Let’s get started. Reviewers, move one group to the left. Don’t move to the next group until I tell you to move. Presenters, go ahead and share your argument with the reviewers when they get there.” Give each group of presenters and reviewers about three to four minutes to talk. a. Tell the students, “Okay. Let’s rotate. Reviewers, move one group to the left.” b. Again, give each group of presenters and reviewers about three or four minutes to talk. c. Repeat this process for two more rotations.

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Investigation 1. Energy of Motion: How Does Changing the Speed of a Marble Affect the Energy of That Marble?

8. Tell the students to return to their workstations. 9. Give the following instructions about revising the argument: • If using the whole-class presentation format, tell the students, “I’m now going to give you about 10 minutes to revise your argument. Take a few minutes to talk in your groups and determine what you want to change to make your argument better. Once you have decided what to change, go ahead and make the changes to your whiteboard.” • If using the gallery walk format, tell the students, “I’m now going to give you about 10 minutes to revise your argument. Take a few minutes to read the suggestions that were left at your argument. Then talk in your groups and determine what you want to change to make your argument better. Once you have decided what to change, go ahead and make the changes to your whiteboard.” • If using the modified gallery walk format, “I’m now going to give you about 10 minutes to revise your argument. Please return to your original groups.” Wait for the students to move back into their original groups and then tell the students, “Okay, take a few minutes to talk in your groups and determine what you want to change to make your argument better. Once you have decided what to change, go ahead and make the changes to your whiteboard.” Ask the students, “Do you have any questions about what you need to do?” 10. Answer any questions that come up. 11. Tell the students, “Okay. Let’s get started.” 12. Give the students 10 minutes to work in their groups on their arguments. As they work, move from group to group to check in, ask probing questions, and offer a suggestion if a group gets stuck.

Stage 5: Reflective Discussion (15 minutes) 1. Tell the students, “We are now going to take a minute to talk about what we did and what we have learned.” 2. Set up two ramps using rulers. Make one ramp steeper than the other ramp. Release two marbles for the same spot on each ramp at the same time. Let the marbles roll across the table. Make sure that one marble moves faster than the other marble. Ask the students, “What do you all see going on here?” 3. Allow students to share their ideas. 4. Ask the students, “Which marble has energy?” 5. Allow students to share their ideas. Keep probing until someone says that both of them do. 6. Ask the students, “How do you know?”

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7. Allow students to share their ideas. Keep probing until someone says that all moving objects have energy. 8. Place a plastic cup in front of one of the ramps. Put a marble on the ramp and let go. The marble should hit the cup. 9. Ask the students, “Why does the cup move when the marble collides with it?” 10. Allow students to share their ideas. Keep probing until someone says that energy from the marble was transferred to the cup when the two objects collided. 11. Ask the students, “How could we make this cup move more?” 12. Allow students to share their ideas. Keep probing until someone suggests adding more energy to the marble before it hits the plastic cup. 13. Tell the students, “Okay, let’s make sure we are on the same page. All moving objects have energy. The faster a given object moves, the more energy it has. Energy can also be transferred from one object to another object when two objects collide. The transfer of energy between the two objects will change the motion of the objects. The more energy that is transferred between the objects, the greater the change in motion. The ideas that objects in motion have energy and that energy can be transferred between objects when they collide are really important core ideas in science.” 14. Ask the students, “Does anyone have any questions about these core ideas?” 15. Answer any questions that come up. 16. Tell the students, “We also looked for a cause-and-effect relationship during our investigation.” Ask the students, “What was the cause and what was the effect that we uncovered today?” 17. Allow students to share their ideas. 18. Ask the students, “Can anyone tell me what will happen to the energy of a marble if you change the height it starts from on a ramp?” 19. Allow students to share their ideas. Keep probing until someone says that increasing the height of a marble will increase the energy of the marble. 20. Tell the students, “We are now going take a minute to talk about what went well and what didn’t go so well during our investigation. We need to talk about this because you are going to be planning and carrying out your own investigations like this a lot this year, and I want to help you all get better at it.” 21. Show an image of the question “What made your investigation scientific?” on the screen. Tell the students, “Take a few minutes to talk about how you would answer this question with the other people in your group. Be ready to share with the rest of the class.” Give the students two to three minutes to talk in their group. 22. Ask the students, “What do you all think? Who would like to share an idea?”

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Investigation 1. Energy of Motion: How Does Changing the Speed of a Marble Affect the Energy of That Marble?

23. Allow students to share their ideas. Be sure to expand on their ideas about what makes an investigation scientific. 24. Show an image of the question “What made your investigation not so scientific?” on the screen. Tell the students, “Take a few minutes to talk about how you would answer this question with the other people in your group. Be ready to share with the rest of the class.” Give the students two to three minutes to talk in their group. 25. Ask the students, “What do you all think? Who would like to share an idea?” 26. Allow students to share their ideas. Be sure to expand on their ideas about what makes an investigation less scientific. 27. Show an image of the question “What rules can we put into place to help us make sure our next investigation is more scientific?” on the screen. Tell the students, “Take a few minutes to talk about how you would answer this question with the other people in your group. Be ready to share with the rest of the class.” Give the students two to three minutes to talk in their group. 28. Ask the students, “What do you all think? Who would like to share an idea?” 29. Allow students to share their ideas. Once they have shared their ideas, offer a suggestion for a possible class rule. 30. Ask the students, “What do you all think? Should we make this a rule?” 31. If the students agree, write the rule on the board or make a class “Rules for Scientific Investigation” chart so you can refer to it during the next investigation. 32. Tell the students, “We are now going take a minute to talk about different types of information in science.” 33. Show an image of the question “What is the difference between an observation and an inference?” on the screen. Tell the students, “Take a few minutes to talk about how you would answer this question with the other people in your group. Be ready to share with the rest of the class.” Give the students two to three minutes to talk in their group. 34. Ask the students, “What do you all think? Who would like to share an idea?” 35. Allow students to share their ideas. 36. Tell the students, “Okay, let’s make sure we are all using the same definition. An observation is a description or record of something. An inference is an interpretation of an observation.” 37. Show the image in Figure 1.4 (p. 56). 38. Ask the students, “What do you observe in this image?” Allow students to share their ideas. If a student shares an inference, ask the class, “Is that an observation or an inference?” Let students discuss.

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FIGURE 1.4 A marble and a cup

39. Ask the students, “What can you infer from the image?” Allow students to share their ideas. If a student shares an observation, ask the class, “Is that an observation or an inference?” Let students discuss. 40. Ask the students, “Does anyone have any questions about the difference between observations and inferences?” 41. Answer any questions that come up.

Stage 6: Write a Draft Report (30 minutes) Your students will use either the Investigation Handout or the investigation log in the student workbook when writing the draft report. When you give the directions shown in quotes in the following steps, substitute “investigation log” (as shown in brackets) for “handout” if they are using the workbook. 1. Tell the students, “You are now going to write an investigation report to share what you have learned. Please take out a pencil and turn to the ‘Draft Report’ section of your handout [investigation log].” 2. If possible, use a document camera to project the “Introduction” section of the draft report from the Investigation Handout (or the investigation log in their workbook) on a screen or board (or take a picture of it and project the picture on a screen or board).

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Investigation 1. Energy of Motion: How Does Changing the Speed of a Marble Affect the Energy of That Marble?

3. Tell the students, “The first part of the report is called the ‘Introduction.’ In this section of the report you want to explain to the reader what you were investigating, why you were investigating it, and what question you were trying to answer. All of this information can be found in the text at the beginning of your handout [investigation log].” Point to the image and say, “There are some sentence starters here to help you begin writing the report.” Ask the students, “Do you have any questions about what you need to do?” 4. Answer any questions that come up. 5. Tell the students, “Okay. Let’s write.” 6. Give the students 10 minutes to write the “Introduction” section of the report. As they work, move from student to student to check in, ask probing questions, and offer a suggestion if a student gets stuck. 7. If possible, use a document camera to project the “Method” section of the draft report from the Investigation Handout (or the investigation log in their workbook) on a screen or board (or take a picture of it and project the picture on a screen or board). 8. Tell the students, “The second part of the report is called the ‘Method.’ In this section of the report you want to explain to the reader what you did during the investigation, what data you collected and why, and how you went about analyzing your data. All of this information can be found in the ‘Plan Your Investigation’ section of your handout [investigation log]. Remember that you all planned and carried out different investigations, so do not assume that the reader will know what you did.” Point to the image and say, “There are some sentence starters here to help you begin writing this part of the report.” Ask the students, “Do you have any questions about what you need to do?” 9. Answer any questions that come up. 10. Tell the students, “Okay. Let’s write.” 11. Give the students 10 minutes to write the “Method” section of the report. As they work, move from student to student to check in, ask probing questions, and offer a suggestion if a student gets stuck. 12. If possible, use a document camera to project the “Argument” section of the draft report from the Investigation Handout (or the investigation log in their workbook) on a screen or board (or take a picture of it and project the picture on a screen or board). 13. Tell the students, “The last part of the report is called the ‘Argument.’ In this section of the report you want to share your claim, evidence, and justification of the evidence with the reader. All of this information can be found on your whiteboard.” Point to the image and say, “There are some sentence starters here to help you begin writing this part of the report.” Ask the students, “Do you have any questions about what you need to do?”

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14. Answer any questions that come up. 15. Tell the students, “Okay. Let’s write.” 16. Give the students 10 minutes to write the “Argument” section of the report. As they work, move from student to student to check in, ask probing questions, and offer a suggestion if a student gets stuck.

Stage 7: Peer Review (30 minutes) Your students will use either the Investigation Handout or the investigation log in the student workbook when doing the peer review. When you give the directions shown in quotes in the following steps, substitute “workbook” (as shown in brackets) for “Investigation Handout” if they are using the workbook. 1. Tell the students, “We are now going to review our reports to find ways to make them better. I’m going to come around and collect your Investigation Handout [workbook]. While I do that, please take out a pencil.” 2. Collect the Investigation Handouts or workbooks from the students. 3. If possible, use a document camera to project the peer-review guide (PRG; see Appendix 4) on a screen or board (or take a picture of it and project the picture on a screen or board). 4. Tell the students, “We are going to use this peer-review guide to give each other feedback.” Point to the image. 5. Give the following instructions: • If using the Investigation Handout, tell the students, “I’m going to ask you to work with a partner to do this. I’m going to give you and your partner a draft report to read and a peer-review guide to fill out. You two will then read the report together. Once you are done reading the report, I want you to answer each of the questions on the peer-review guide.” Point to the review questions on the image of the PRG. • If using the workbook, tell the students, “I’m going to ask you to work with a partner to do this. I’m going to give you and your partner a draft report to read. You two will then read the report together. Once you are done reading the report, I want you to answer each of the questions on the peer-review guide that is right after the report in the investigation log.” Point to the review questions on the image of the PRG. 6. Tell the students, “You can check ‘yes,’ ‘almost,’ or ‘no’ after each question.” Point to the checkboxes on the image of the PRG. 7. Tell the students, “This will be your rating for this part of the report. Make sure you agree on the rating you give the author. If you mark ‘almost’ or ‘no,’ then

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Investigation 1. Energy of Motion: How Does Changing the Speed of a Marble Affect the Energy of That Marble?

you need to tell the author what he or she needs to do to get a ‘yes.’” Point to the space for the reviewer feedback on the image of the PRG. 8. Tell the students, “It is really important for you to give the authors feedback that is helpful. That means you need to tell them exactly what they need to do to make their reports better.” Ask the students, “Do you have any questions about what you need to do?” 9. Answer any questions that come up. 10. Tell the students, “Please sit with a partner who is not in your current group.” Allow the students time to sit with a partner. 11. Give the following instructions: • If using the Investigation Handout, tell the students, “Okay, I am now going to give you one report to read and one peer-review guide to fill out.” Pass out one report to each pair. Make sure that the report you give a pair was not written by one of the students in that pair. Give each pair one PRG to fill out as a team. • If using the workbook, tell the students, “Okay, I am now going to give you one report to read.” Pass out a workbook to each pair. Make sure that the workbook you give a pair is not from one of the students in that pair. 12. Tell the students, “Okay, I’m going to give you 15 minutes to read the report I gave you and to fill out the peer-review guide. Go ahead and get started.” 13. Give the students 15 minutes to work. As they work, move around from pair to pair to check in and see how things are going, answer questions, and offer advice. 14. After 15 minutes pass, tell the students, “Okay, time is up.” If using the Investigation Handout, say, “Please give me the report and the peer-review guide that you filled out.” If using the workbook, say, “Please give me the workbook that you have.” 15. Collect the Investigation Handouts and the PRGs, or collect the workbooks if they are being used. Be sure you keep the handout and the PRG together. 16. Give the following instructions: • If using the Investigation Handout, tell the students, “Okay, I am now going to give you a different report to read and a new peer-review guide to fill out.” Pass out another report to each pair. Make sure that this report was not written by one of the students in that pair. Give each pair a new PRG to fill out as a team. • If using the workbook, tell the students, “Okay, I am now going to give you a different report to read.” Pass out a different workbook to each pair. Make sure that the workbook you give a pair is not from one of the students in that pair.

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17. Tell the students, “Okay, I’m going to give you 15 minutes to read this new report and to fill out the peer-review guide. Go ahead and get started.” 18. Give the students 15 minutes to work. As they work, move around from pair to pair to check in and see how things are going, answer questions, and offer advice. 19. After 15 minutes pass, tell the students, “Okay, time is up.” If using the Investigation Handout, say, “Please give me the report and the peer-review guide that you filled out.” If using the workbook, say, “Please give me the workbook that you have.” 20. Collect the Investigation Handouts and the PRGs, or collect the workbooks if they are being used. Be sure you keep the handout and the PRG together.

Stage 8: Revise the Report (30 minutes) Your students will use either the Investigation Handout or the investigation log in the student workbook when revising the report. Except where noted below, the directions are the same whether using the handout or the log. 1. Give the following instructions: • If using the Investigation Handout, tell the students, “You are now going to revise your investigation report based on the feedback you get from your classmates. Please take out a pencil while I hand back your draft report and the peer-review guide.” • If using the investigation log in the student workbook, tell the students, “You are now going to revise your investigation report based on the feedback you get from your classmates. Please take out a pencil while I hand back your investigation logs.” 2. If using the Investigation Handout, pass back the handout and the PRG to each student. If using the investigation log, pass back the log to each student. 3. Tell the students, “Please take a few minutes to read over the peer-review guide. You should use it to figure out what you need to change in your report and how you will change the report.” 4. Allow the students time to read the PRG. 5. If using the investigation log, if possible use a document camera to project the “Write Your Final Report” section from the investigation log on a screen or board (or take a picture of it and project the picture on a screen or board). 6. Give the following instructions: • If using the Investigation Handout, tell the students, “Okay. Let’s revise our reports. Please take out a piece of paper. I would like you to rewrite your

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Investigation 1. Energy of Motion: How Does Changing the Speed of a Marble Affect the Energy of That Marble?

report. You can use your draft report as a starting point, but use the feedback on the peer-review guide to help make it better.” • If using the investigation log, tell the students, “Okay. Let’s revise our reports. I would like you to rewrite your report in the section of the investigation log that says ‘Write Your Final Report.’” Point to the image on the screen and tell the students, “You can use your draft report as a starting point, but use the feedback on the peer-review guide to help make your report better.” Ask the students, “Do you have any questions about what you need to do?” 7. Answer any questions that come up. 8. Tell the students, “Okay. Let’s write.” 9. Give the students 30 minutes to rewrite their report. As they work, move from student to student to check in, ask probing questions, and offer a suggestion if a student gets stuck. 10. Give the following instructions: • If using the Investigation Handout, tell the students, “Okay. Time’s up. I will now come around and collect your Investigation Handout, the peer-review guide, and your final report.” • If using the investigation log, tell the students, “Okay. Time’s up. I will now come around and collect your workbooks.” 11. If using the Investigation Handout, collect all the Investigation Handouts, PRGs, and final reports. If using the investigation log, collect all the workbooks. 12. If using the Investigation Handout, use the “Teacher Score” columns in the PRG to grade the final report. If using the investigation log, use the “Investigation Report Grading Rubric” in the investigation log to grade the final report. Whether you are using the handout or the log, you can give the students feedback about their writing in the “Teacher Comments” section.

How to Use the Checkout Questions The Checkout Questions are an optional assessment. We recommend giving them to students one day after they finish stage 8 of the ADI investigation. Appendix 6 provides an answer guide for the Checkout Questions. The Checkout Questions can be used as a formative or summative assessment of student thinking. If you plan to use them as a formative assessment, we recommend that you look over the student answers to determine if you need to reteach the core idea and/ or crosscutting concept from the investigation, but do not grade them. If you plan to use them as a summative assessment, we have included a Teacher Scoring Rubric at the end of the Checkout Questions that you can use to score a student’s ability to apply the core idea in a new scenario and explain their use of a crosscutting concept; see Figure 1.5 (p. 62)

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for an example of the rubric. The rubric includes a 4-point scale that ranges from 0 (the student cannot apply the core idea correctly in all cases and cannot explain the crosscutting concept) to 3 (the student can apply the core idea correctly in all cases and can fully explain the crosscutting concept).

FIGURE 1.5 Example of a Teacher Scoring Rubric with cause and effect as the crosscutting concept

Level

Description

3

The student can apply the core idea correctly in all cases and can fully explain the causeand-effect relationship.

2

The student can apply the core idea correctly in all cases but cannot fully explain the causeand-effect relationship.

1

The student cannot apply the core idea correctly in all cases but can fully explain the causeand-effect relationship.

0

The student cannot apply the core idea correctly in all cases and cannot explain the causeand-effect relationship.

The Checkout Questions, regardless of how you decide to use them, are a great way to make student thinking visible so you can determine if the students have learned the core idea and the crosscutting concept.

Connections to Standards Table 1.2 highlights how the investigation can be used to address specific performance expectations from the NGSS, Common Core State Standards (CCSS) in English language arts (ELA) and in mathematics, and English Language Proficiency (ELP) Standards.

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Investigation 1. Energy of Motion: How Does Changing the Speed of a Marble Affect the Energy of That Marble?

TABLE 1.2 Investigation 1 alignment with standards

NGSS performance expectations

Strong alignment • 4-PS3-1: Use evidence to construct an explanation relating the speed of an object to the energy of that object. Moderate alignment (this investigation can be used to build toward this performance expectation) • 4-PS3-3: Ask questions and predict outcomes about the changes in energy that occur when objects collide.

CCSS ELA—Reading: Key ideas and details Informational Text • CCSS.ELA-LITERACY.RI.4.1: Refer to details and examples in a

text when explaining what the text says explicitly and when drawing inferences from the text.

• CCSS.ELA-LITERACY.RI.4.2: Determine the main idea of a text and explain how it is supported by key details; summarize the text. • CCSS.ELA-LITERACY.RI.4.3: Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. Craft and structure • CCSS.ELA-LITERACY.RI.4.4: Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area. • CCSS.ELA-LITERACY.RI.4.5: Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text. • CCSS.ELA-LITERACY.RI.4.6: Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided. Integration of knowledge and ideas • CCSS.ELA-LITERACY.RI.4.7: Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. • CCSS.ELA-LITERACY.RI.4.8: Explain how an author uses reasons and evidence to support particular points in a text. • CCSS.ELA-LITERACY.RI.4.9: Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. Range of reading and level of text complexity • CCSS.ELA-LITERACY.RI.4.10: By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Continued

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Table 1.2 (continued)

CCSS ELA—Writing

Text types and purposes • CCSS.ELA-LITERACY.W.4.1: Write opinion pieces on topics or texts, supporting a point of view with reasons and information. ¡¡CCSS.ELA-LITERACY.W.4.1.A: Introduce

a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose.

¡¡CCSS.ELA-LITERACY.W.4.1.B: Provide

supported by facts and details.

reasons that are

¡¡CCSS.ELA-LITERACY.W.4.1.C: Link

opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).

¡¡CCSS.ELA-LITERACY.W.4.1.D: Provide

a concluding statement or section related to the opinion presented.

• CCSS.ELA-LITERACY.W.4.2: Write informative / explanatory texts to examine a topic and convey ideas and information clearly. ¡¡CCSS.ELA-LITERACY.W.4.2.A: Introduce

a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.

¡¡CCSS.ELA-LITERACY.W.4.2.B: Develop

the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

¡¡CCSS.ELA-LITERACY.W.4.2.C: Link

ideas within categories of information using words and phrases (e.g., another, for example, also, because).

¡¡CCSS.ELA-LITERACY.W.4.2.D: Use

precise language and domain-specific vocabulary to inform about or explain the topic.

¡¡CCSS.ELA-LITERACY.W4.2.E: Provide

a concluding statement or section related to the information or explanation presented.

Production and distribution of writing • CCSS.ELA-LITERACY.W.4.4: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.  • CCSS.ELA-LITERACY.W.4.5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.  • CCSS.ELA-LITERACY.W.4.6: With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting. Research to build and present knowledge • CCSS.ELA-LITERACY.W.4.7: Conduct short research projects that build knowledge through investigation of different aspects of a topic. • CCSS.ELA-LITERACY.W.4.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.

Continued

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Investigation 1. Energy of Motion: How Does Changing the Speed of a Marble Affect the Energy of That Marble?

Table 1.2 (continued)

CCSS ELA—Writing (continued )

Range of writing

CCSS ELA— Speaking and Listening

Comprehension and collaboration

• CCSS.ELA-LITERACY.W.4.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of disciplinespecific tasks, purposes, and audiences. • CCSS.ELA-LITERACY.SL.4.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly. ¡¡CCSS.ELA-LITERACY.SL.4.1.A: Come

to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

¡¡CCSS.ELA-LITERACY.SL.4.1.B: Follow

agreed-upon rules for discussions and carry out assigned roles.

¡¡CCSS.ELA-LITERACY.SL.4.1.C: Pose

and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.

¡¡CCSS.ELA-LITERACY.SL.4.1.D: Review

the key ideas expressed and explain their own ideas and understanding in light of the discussion.

• CCSS.ELA-LITERACY.SL.4.2: Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. • CCSS.ELA-LITERACY.SL.4.3: Identify the reasons and evidence a speaker provides to support particular points. Presentation of knowledge and ideas • CCSS.ELA-LITERACY.SL.4.4: Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. • CCSS.ELA-LITERACY.SL.4.5: Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes. • CCSS.ELA-LITERACY.SL.4.6: Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation.

CCSS Mathematics— Use place value understanding and properties of operations to perform multi-digit arithmetic. Number and Operations in Base • CCSS.MATH.CONTENT.4.NBT.B.4: Fluently add and subtract Ten multi-digit whole numbers using the standard algorithm. Continued

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Teacher Notes

Table 1.2 (continued)

CCSS Mathematics— Solve problems involving measurement and conversion of measurements. Measurement and • CCSS.MATH.CONTENT.4.MD.A.1: Know relative sizes of Data measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table.

• CCSS.MATH.CONTENT.4.MD.A.2: Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale. Represent and interpret data. • CCSS.MATH.CONTENT.4.MD.B.4: Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Solve problems involving addition and subtraction of fractions by using information presented in line plots.

ELP Standards

Receptive modalities • ELP 1: Construct meaning from oral presentations and literary and informational text through grade-appropriate listening, reading, and viewing. • ELP 8: Determine the meaning of words and phrases in oral presentations and literary and informational text. Productive modalities • ELP 3: Speak and write about grade-appropriate complex literary and informational texts and topics. • ELP 4: Construct grade-appropriate oral and written claims and support them with reasoning and evidence. • ELP 7: Adapt language choices to purpose, task, and audience when speaking and writing. Interactive modalities • ELP 2: Participate in grade-appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions. • ELP 5: Conduct research and evaluate and communicate findings to answer questions or solve problems. • ELP 6: Analyze and critique the arguments of others orally and in writing. Linguistic structures of English • ELP 9: Create clear and coherent grade-appropriate speech and text. • ELP 10: Make accurate use of standard English to communicate in grade-appropriate speech and writing.

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Investigation Handout

Investigation 1

Energy of Motion: How Does Changing the Speed of a Marble Affect the Energy of That Marble? Introduction The concept of energy is important for all of us to understand because energy is what makes things change or move. For example, it takes energy to run the engine of a car or to cook food. It also takes energy to lift heavy rocks or to knock over a stack of blocks. Take a moment to explore what happens when you use a rubber band to launch a marble at a plastic cup. Be sure to pull the rubber band back by different amounts and pay attention to how much the cup moves each time. As you explore what happens, keep track of what you observe and what you are wondering about in the boxes below.

Things I OBSERVED …

Things I WONDER about …

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Investigation Handout The motion of an object will change when energy transfers into or out of it. When you pulled on the rubber band, you transferred energy to it and made it move. When you let go of the rubber band, the energy you added to the rubber band transferred to the marble. The transfer of energy from the rubber band to the marble made the marble start to move across the table. When the moving marble hit the cup that was not moving, energy from the marble transferred to the cup. The transfer of energy from the marble to the cup made the cup start to move. There is always energy present whenever there is a moving object. In this investigation, you will need to figure out how changing the speed of a moving marble (a cause) affects the energy that the marble has because of its motion (the effect). You will be able to examine the relationship between speed and energy and how energy can transfer from one object to another by measuring how far a cup moves after a marble hits it. You can change the speed of a marble by placing it in different spots on a ramp. You can measure the speed of a marble by timing how long it takes the marble to travel a specific distance. The distance the cup moves after it is hit by the marble will represent the amount of energy in the marble. You can determine how much energy a marble has by measuring how far a cup moves after the marble hits it because energy transfers between objects during a collision. The more energy that is transferred from the marble to the cup during the collision, the more the cup will move after the collision.

Things we KNOW from what we read …

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What we will NEED to figure out …

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Investigation 1. Energy of Motion: How Does Changing the Speed of a Marble Affect the Energy of That Marble?

Your Task Use what you know about the transfer of energy and cause-and-effect relationships to design and carry out an investigation to examine how a change in the speed of an object affects the energy of the object. The guiding question of this investigation is, How does changing the speed of a marble affect the energy of that marble?

Materials You may use any of the following materials during your investigation: • Safety glasses or goggles (required)

• Meterstick

• Marble

• 2 plastic toy racecar tracks

• Plastic cup (3 ounces)

• Track connector

• Grooved ruler

• 4" × 2" x 2" wood block • Stopwatch

Safety Rules Follow all normal safety rules. In addition, be sure to follow these rules: • Wear sanitized safety glasses or goggles during setup, investigation activity, and cleanup. • Do not throw objects or put any objects in your mouth. • Keep fingers and toes away from moving objects. • Wash your hands with soap and water when you are done collecting the data.

Plan Your Investigation Prepare a plan for your investigation by filling out the chart that follows; this plan is called an investigation proposal. Before you start developing your plan, be sure to discuss the following questions with the other members of your group: • What information do we need to find a relationship between a cause and an effect? • How can we track the transfer of energy between objects?

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Investigation Handout Our guiding question:

This is a picture of how we will set up the equipment:

We will collect the following data:

These are the steps we will follow to collect data:

I approve of this investigation proposal. Teacher’s signature

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Date National Science Teachers Association

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Investigation 1. Energy of Motion: How Does Changing the Speed of a Marble Affect the Energy of That Marble?

Collect Your Data Keep a record of what you measure or observe during your investigation in the space below.

Analyze Your Data You will need to analyze the data you collected before you can develop an answer to the guiding question. To do this, create a graph that shows the relationship between the cause and the effect.

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Investigation Handout Draft Argument

The Guiding Question:

Develop an argument on a whiteboard. It should include the following:

Our Claim:

1. A claim: Your answer to the guiding question. 2. Evidence: An analysis of the data and an explanation of what the analysis means.

Our Evidence:

Our Justification of the Evidence:

3. A justification of the evidence: Why your group thinks the evidence is important.

Argumentation Session Share your argument with your classmates. Be sure to ask them how to make your draft argument better. Keep track of their suggestions in the space below.

Ways to IMPROVE our argument …

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Investigation 1. Energy of Motion: How Does Changing the Speed of a Marble Affect the Energy of That Marble?

Draft Report Prepare an investigation report to share what you have learned. Use the information in this handout and your group’s final argument to write a draft of your investigation report.

Introduction We have been studying ________________________________________________________ in class. Before we started this investigation, we explored ___________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ We noticed ________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ My goal for this investigation was to figure out _____________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ The guiding question was _____________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________

Method To gather the data I needed to answer this question, I _______________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________

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Investigation Handout I then analyzed the data I collected by ___________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________

Argument My claim is ________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ The graph below shows ______________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________

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Investigation 1. Energy of Motion: How Does Changing the Speed of a Marble Affect the Energy of That Marble?

This analysis of the data I collected suggests _____________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ This evidence is based on several important scientific concepts. The first one is ___________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________

Review Your friends need your help! Review the draft of their investigation reports and give them ideas about how to improve. Use the peer-review guide when doing your review.

Submit Your Final Report Once you have received feedback from your friends about your draft report, create your final investigation report and hand it in to your teacher.

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Checkout Questions Investigation 1. Energy of Motion Use the following information to answer questions 1–3. The picture below shows a ball that is rolling on a table toward a cup.

The picture below shows how far the cup moved after the ball hit it.

1. How many units did the cup move after the ball hit it? a. 4 b. 5 c. 6 d. 7 2. How much would the cup have moved if the ball was moving faster before it hit the cup? a. The cup would have moved fewer units. b. The cup would have moved more units. c. The cup would have moved the same number of units.

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Investigation 1. Energy of Motion: How Does Changing the Speed of a Marble Affect the Energy of That Marble?

3. Explain your thinking. What cause-and-effect relationship did you use to answer question 2? _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________

Teacher Scoring Rubric for the Checkout Questions

Level

Description

3

The student can apply the core idea correctly in all cases and can fully explain the cause-and-effect relationship.

2

The student can apply the core idea correctly in all cases but cannot fully explain the cause-and-effect relationship.

1

The student cannot apply the core idea correctly in all cases but can fully explain the cause-and-effect relationship.

0

The student cannot apply the core idea correctly in all cases and cannot explain the cause-and-effect relationship.

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Teacher Notes Investigation 2

Energy Transfer Through Collisions: How Does the Energy of a Moving Ball Change After It Collides With Objects That Have Different Masses? Purpose The purpose of this investigation is to give students an opportunity to use two disciplinary core ideas (DCIs), two crosscutting concepts (CCs), and seven scientific and engineering practices (SEPs) to figure out how a collision with objects of different mass affects the energy of a moving ball. Students will also learn about the difference between data and evidence in science during the reflective discussion.

Background Information About This Investigation The faster a given object is moving, the more energy it possesses. Moving objects can move energy from place to place or between objects that come in contact with each other. When a moving object collides with a stationary object, energy is transferred from the moving object to the stationary object. This transfer of energy will change the motion of the objects. The mass of the stationary object will affect how much the moving object slows down after a collision. A moving object will slow down more after it collides with a stationary object with more mass than it will after a collision with a stationary object that has less mass.

The DCIs, CCs, and SEPs That Students Use During This Investigation DCIs • PS3.A: Definitions of Energy: Energy can be moved from place to place by moving objects or through sound, light, or electric currents. • PS3.B: Conservation of Energy and Energy Transfer: Energy is present whenever there are moving objects, sound, light, or heat.

CCs • CC 2: Cause and Effect: Cause-and-effect relationships are routinely identified, tested, and used to explain change. Events that occur together with regularity might or might not be a cause-and-effect relationship. • CC 5: Energy and Matter: Energy can be transferred between objects.

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Investigation 2. Energy Transfer Through Collisions: How Does the Energy of a Moving Ball Change After It Collides With Objects That Have Different Masses?

SEPs • SEP 1: Asking Questions and Defining Problems: Ask questions about what would happen if a variable is changed. Ask questions that can be investigated and predict reasonable outcomes based on patterns such as cause-and-effect relationships. • SEP 3: Planning and Carrying Out Investigations: Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence, using fair tests in which variables are controlled and the number of trials considered. Evaluate appropriate methods and/or tools for collecting data. • SEP 4: Analyzing and Interpreting Data: Represent data in tables and/or various graphical displays (bar graphs, pictographs, and/or pie charts) to reveal patterns that indicate relationships. Analyze and interpret data to make sense of phenomena, using logical reasoning, mathematics, and/or computation. Compare and contrast data collected by different groups in order to discuss similarities and differences in their findings. • SEP 5: Using Mathematics and Computational Thinking: Organize simple data sets to reveal patterns that suggest relationships. Describe, measure, estimate, and/ or graph quantities (e.g., area, volume, weight, time) to address scientific and engineering questions and problems. • SEP 6: Constructing Explanations and Designing Solutions: Construct an explanation of observed relationships. Use evidence to construct or support an explanation. Identify the evidence that supports particular points in an explanation. • SEP 7: Engaging in Argument From Evidence: Compare and refine arguments based on an evaluation of the evidence presented. Distinguish among facts, reasoned judgment based on research findings, and speculation in an explanation. Respectfully provide and receive critiques from peers about a proposed procedure, explanation, or model by citing relevant evidence and posing specific questions. • SEP 8: Obtaining, Evaluating, and Communicating Information: Read and comprehend grade-appropriate complex texts and/or other reliable media to summarize and obtain scientific and technical ideas. Combine information in written text with that contained in corresponding tables, diagrams, and/or charts to support the engagement in other scientific and/or engineering practices. Communicate scientific and/or technical information orally and/or in written formats, including various forms of media as well as tables, diagrams, and charts.

Other Concepts That Students May Use During This Investigation Students might also use the following concepts: • Speed is the distance an object travels in an amount of time.

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Teacher Notes

• Speed is calculated using the following formula: S=D÷T where S is speed in centimeters per second, D is distance traveled in centimeters, and T is time to travel the distance in seconds.

What Students Figure Out An object loses more energy when it collides with an object of greater mass than it does when it collides with an object of lesser mass.

Timeline The time needed to complete this investigation is 250 minutes (4 hours and 10 minutes). The amount of instructional time needed for each stage of the investigation is as follows: • Stage 1. Introduce the task and the guiding question: 35 minutes • Stage 2. Design a method and collect data: 40 minutes • Stage 3. Create a draft argument: 40 minutes • Stage 4. Argumentation session: 30 minutes • Stage 5. Reflective discussion: 15 minutes • Stage 6. Write a draft report: 30 minutes • Stage 7. Peer review: 30 minutes • Stage 8. Revise the report: 30 minutes This investigation can be completed in one day or over eight days (one day for each stage) during your designated science time in the daily schedule.

Materials and Preparation The materials needed for this investigation are listed in Table 2.1. The wood blocks and dowel can be purchased from a home improvement store such as Home Depot or Lowe’s. The other items can be purchased from a big-box retail store such as Wal-Mart or Target or through an online retailer such as Amazon. The materials for this investigation can also be purchased as a complete kit (which includes enough materials for 24 students, or six groups) at www.argumentdriveninquiry.com.

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Investigation 2. Energy Transfer Through Collisions: How Does the Energy of a Moving Ball Change After It Collides With Objects That Have Different Masses?

TABLE 2.1 Materials for Investigation 2

Item Safety glasses or goggles

Quantity 1 per student

Marble

2 per group

Wood block, 4" × 2" × 2"

1 per group

Grooved ruler

1 per group

Billiard ball

1 per group

Wood stand made from two 8" × 2" × 2" blocks and one 8" × ½" dowel

1 per group

String, 24"

1 per group

Stopwatch

1 per group

Washers

6 per group

Meterstick

1 per group

Scissors

As needed

Roll of masking tape

As needed

Whiteboard, 2' × 3'*

1 per group

Investigation Handout

1 per student

Peer-review guide and teacher scoring rubric

1 per student

Checkout Questions (optional)

1 per student

*As an alternative, students can use computer and presentation software such as Microsoft PowerPoint or Apple Keynote to create their arguments.

Figure 2.1 provides a diagram of how the students can create a ramp with a wood block and ruler during the initial activity in stage 1. Students will apply what they have learned in the initial activity to the investigation.

FIGURE 2.1 How to set up the initial activity (stage 1) with the wood block, ruler, and two marbles

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Teacher Notes

Figure 2.2 provides a diagram of how the students can set up the equipment for this investigation. The moving ball will be a billiard ball. Students can measure the energy of the billiard ball by timing how long it takes the ball to travel 1 m and then using that information to calculate the speed of the ball. Students can calculate the speed of the ball by dividing the distance the ball travels (1 m) by the number of seconds it took the ball to travel that distance. The unit for speed is meters per second. Students can change the energy of the moving billiard ball by starting it at different points on the ramp.

FIGURE 2.2 How to create a ramp with a ruler

Figure 2.3 shows how students can use a wood stand (made from two 8" × 2" × 2" blocks and one 8" × ½" dowel), washers, and string to create a hanging object in the path of the billiard ball. They can change the mass of the hanging object by simply adding or removing washers. Students can then roll a billiard ball down the ramp so it collides with the hanging object. The collision will change the energy of the ball. Students can use this method to measure a change in energy of the billiard ball after a collision because the mass of the billiard ball stays the same and the energy of a moving object is proportional to an object’s speed in a given direction.

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Investigation 2. Energy Transfer Through Collisions: How Does the Energy of a Moving Ball Change After It Collides With Objects That Have Different Masses?

FIGURE 2.3 How to create a wood stand that can be used to hang washers

Be sure to use a set routine for distributing and collecting the materials. One option is to organize the materials into kits that you can deliver to each group. A second option is to have all the materials on a table or cart at a central location. You can then assign a member of each group to be the “materials manager.” This individual is responsible for collecting all the materials his or her group needs from the table or cart during class and for returning all the materials at the end of the class.

Safety Precautions Remind students to follow all normal safety rules. In addition, tell the students to take the following safety precautions: • Wear sanitized safety glasses or goggles during setup, investigation activity, and cleanup. • Do not throw objects or put any objects in their mouth. • Keep fingers and toes away from moving objects. • Be careful when using sharp tools or materials, because they can cut or puncture skin. • Immediately pick up any items dropped on the floor so they do not become a slip or fall hazard. • Wash their hands with soap and water when done collecting the data.

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Teacher Notes

Lesson Plan by Stage Stage 1: Introduce the Task and the Guiding Question (35 minutes) 1. Ask the students to sit in six groups, with three or four students in each group. 2. Ask students to clear off their desks except for a pencil (and their Student Workbook for Argument-Driven Inquiry in Fourth-Grade Science if they have one). 3. Pass out an Investigation Handout to each student (or ask students to turn to Investigation Log 2 in their workbook). 4. Read the first paragraph of the “Introduction” aloud to the class. Ask the students to follow along as you read. 5. Pass out a wood block, a ruler, and two marbles to each group. 6. Remind students of the safety rules and explain the safety precautions for this investigation. 7. Show the students how to make a ramp with a ruler and a wood block as shown in Figure 2.1 (p. 81). Then ask students to roll one marble down the ramp so it collides with the other marble and record their observations and questions in the “OBSERVED/WONDER” chart in the “Introduction” section of their Investigation Handout (or the investigation log in their workbook). Be sure to encourage them to start the marble from different points on the ramp. 8. Give the students 10 minutes to investigate what happens as they play with the ramp and marbles. 9. After the students have recorded their observations and questions, ask students to share what they observed about the marbles on the ramp. 10. Ask students to share what questions they have about the movement of the marbles after the moving marble collides with the stationary marble. 11. Tell the students, “Some of your questions might be answered by reading the rest of the ‘Introduction.’” 12. Ask the students to read the rest of the “Introduction” on their own or ask them to follow along as you read the rest aloud. 13. Once the students have read the rest of the “Introduction,” ask them to fill out the “KNOW/NEED” chart on their Investigation Handout (or in their investigation log) as a group. 14. Ask students to share what they learned from the reading. Add these ideas to a class “know / need to figure out” chart. 15. Ask students to share what they think they will need to figure out based on what they read. Add these ideas to the class “know / need to figure out” chart. 16. Tell the students, “It looks like we have something to figure out. Let’s see what we will need to do during our investigation.”

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Investigation 2. Energy Transfer Through Collisions: How Does the Energy of a Moving Ball Change After It Collides With Objects That Have Different Masses?

17. Read the task and the guiding question aloud. 18. Tell the students, “I have lots of materials here that you can use.” 19. Introduce the students to the materials available for them to use during the investigation by showing them how to use a ruler to make a ramp (see Figure 2.2, p. 82) and how to create a wood stand to hang washers (see Figure 2.3, p. 83). Remind students that washers can be added to the wood stand and that the billiard ball can be released from different spots on the ramp. Remind students of the safety rules and precautions for this investigation.

Stage 2: Design a Method and Collect Data (40 minutes) 1. Tell the students, “I am now going to give you and the other members of your group about 15 minutes to plan your investigation. Before you begin, I want you all to take a couple of minutes to discuss the following questions with the rest of your group.” 2. Show the following questions on the screen or board: • What information do we need to find a relationship between a cause and an effect? • How can we track the transfer of energy between objects? 3. Tell the students, “Please take a few minutes to come up with an answer to these questions.” Give the students two or three minutes to discuss these two questions. 4. Ask two or three different groups to share their answers. Be sure to highlight or write down any important ideas on the board so students can refer to them later. 5. If possible, use a document camera to project an image of the graphic organizer for this investigation on a screen or board (or take a picture of it and project the picture on a screen or board). Tell the students, “I now want you all to plan out your investigation. To do that, you will need to create an investigation proposal by filling out this graphic organizer.” 6. Point to the box labeled “Our guiding question:” and tell the students, “You can put the question we are trying to answer in this box.” Then ask, “Where can we find the guiding question?” 7. Wait for a student to answer where to find the guiding question (the answer is “in the handout”). 8. Point to the box labeled “This is a picture of how we will set up the equipment:” and tell the students, “You can draw a picture in this box of how you will set up the equipment to carry out this investigation.” 9. Point to the box labeled “We will collect the following data:” and tell the students, “You can list the measurements or observations that you will need to collect during the investigation in this box.”

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10. Point to the box labeled “These are the steps we will follow to collect data:” and tell the students, “You can list what you are going to do to collect the data you need and what you will do with your data once you have it. Be sure to give enough detail that I could do your investigation for you.” 11. Ask the students, “Do you have any questions about what you need to do?” 12. Answer any questions that come up. 13. Tell the students, “Once you are done, raise your hand and let me know. I’ll then come by and look over your proposal and give you some feedback. You may not begin collecting data until I have approved your proposal by signing it. You need to have your proposal done in the next 15 minutes.” 14. Give the students 15 minutes to work in their groups on their investigation proposal. As they work, move from group to group to check in, ask probing questions, and offer a suggestion if a group gets stuck.

What should a student-designed investigation look like? The students’ investigation proposal should include the following information: • The guiding question is “How does the energy of a moving ball change after it collides with objects that have different masses?” • Students can collect data about (1) the height of the billiard ball on the ramp, (2) the number of washers hanging from the wood stand, and (3) the time it takes the billiard ball to travel 1 m. • The steps that the students will follow to collect the data should reflect the measurements that they decide to examine. However, students might conduct a series of tests in which they place the billiard ball on the ruler so it is 5 cm above the table, let go of the ball, time how long it takes the ball to travel 1 m, and then hang a varying number of washers (starting with one and increasing to four) from the wood stand before again letting go of the ball and timing how long it takes the ball to travel 1 m. Each test (without washers, with one washer, with two washers, with three washers, and with four washers) should be repeated three times. This is just one example of how they can collect the data, and there should be a lot of variation in the student-designed investigations. 15. As each group finishes its investigation proposal, be sure to read it over and determine if it will be productive or not. If you feel the investigation will be productive (not necessarily what you would do or what the other groups are doing), sign your name on the proposal and let the group start collecting data.

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Investigation 2. Energy Transfer Through Collisions: How Does the Energy of a Moving Ball Change After It Collides With Objects That Have Different Masses?

If the plan needs to be changed, offer some suggestions or ask some probing questions, and have the group make the changes before you approve it. 16. Tell the students to collect their data and record their observations or measurements in the “Collect Your Data” box in their Investigation Handout (or the investigation log in their workbook). 17. Give the students 20 minutes to collect their data. 18. Collect the materials from each group before asking them to analyze their data.

Stage 3: Create a Draft Argument (40 minutes) 1. Tell the students, “Now that we have all this data, we need to analyze the data so we can figure out an answer to the guiding question.” 2. If possible, project an image of the “Analyze Your Data” section for this investigation on a screen or board using a document camera (or take a picture of it and project the picture on a screen or board). Point to the section and tell the students, “You can create a graph as a way to analyze your data. You can make your graph in this section.” 3. Ask the students, “What information do we need to include in these graphs?” 4. Tell the students, “Please take a few minutes to discuss this question with your group, and be ready to share.” 5. Give the students five minutes to discuss. 6. Ask two or three different groups to share their answers. Be sure to highlight or write down any important ideas on the board so students can refer to them later. 7. Tell the students, “I am now going to give you and the other members of your group about 10 minutes to create your graph.” If the students are having trouble making a graph, you can take a few minutes to provide a mini-lesson about how to create a graph from a bunch of observations or measurements (this strategy is called just-in-time instruction because it is offered only when students get stuck). 8. Give the students 10 minutes to analyze their data. As they work, move from group to group to check in, ask probing questions, and offer suggestions. 9. Tell the students, “I am now going to give you and the other members of your group 15 minutes to create an argument to share what you have learned and convince others that they should believe you. Before you do that, we need to take a few minutes to discuss what you need to include in your argument.” 10. If possible, use a document camera to project the “Argument Presentation on a Whiteboard” image from the Investigation Handout (or the investigation log in their workbook) on a screen or board (or take a picture of it and project the picture on a screen or board).

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What should a graph look like for this investigation? There are a number of different ways that students can analyze the observations or measurements they collect during this investigation. One of the most straightforward ways is to create a bar graph with the number of washers on the horizontal or x-axis and the speed of the ball on the vertical or y-axis. An example of a graph can be seen in Figure 2.4. There are other options for analyzing the collected data. Students often come up with some unique ways of analyzing their data, so be sure to give them some voice and choice during this stage.

11. Point to the box labeled “The Guiding Question:” and tell the students, “You can put the question we are trying to answer here on your whiteboard.” 12. Point to the box labeled “Our Claim:” and tell the students, “You can put your claim here on your whiteboard. The claim is your answer to the guiding question.” 13. Point to the box labeled “Our Evidence:” and tell the students, “You can put the evidence that you are using to support your claim here on your whiteboard. Your evidence will need to include the analysis you just did and an explanation of what your analysis means or shows. Scientists always need to support their claims with evidence.” 14. Point to the box labeled “Our Justification of the Evidence:” and tell the students, “You can put your justification of your evidence here on your whiteboard. Your justification needs to explain why your evidence is important. Scientists often use core ideas to explain why the evidence they are using matters. Core ideas are important concepts that scientists use to help them make sense of what happens during an investigation.” 15. Ask the students, “What are some core ideas that we read about earlier that might help us explain why the evidence we are using is important?” 16. Ask students to share some of the core ideas from the “Introduction” section of the Investigation Handout (or the investigation log in the workbook). List these core ideas on the board. 17. Tell the students, “That is great. I would like to see everyone try to include these core ideas in your justification of the evidence. Your goal is to use these core ideas to help explain why your evidence matters and why the rest of us should pay attention to it.” 18. Ask the students, “Do you have any questions about what you need to do?” 19. Answer any questions that come up.

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Investigation 2. Energy Transfer Through Collisions: How Does the Energy of a Moving Ball Change After It Collides With Objects That Have Different Masses?

20. Tell the students, “Okay, go ahead and start working on your arguments. You need to have your argument done in the next 15 minutes. It doesn’t need to be perfect. We just need something down on the whiteboards so we can share our ideas.” 21. Give the students 15 minutes to work in their groups on their arguments. As they work, move from group to group to check in, ask probing questions, and offer a suggestion if a group gets stuck. Figure 2.4 shows an example of an argument for this investigation.

FIGURE 2.4 Example of an argument

Stage 4: Argumentation Session (30 minutes) The argumentation session can be conducted in a whole-class presentation format, a gallery walk format, or a modified gallery walk format. We recommend using a whole-class presentation format for the first investigation, but try to transition to either the gallery walk or modified gallery walk format as soon as possible because that will maximize student voice and choice inside the classroom. The following list shows the steps for the three formats; unless otherwise noted, the steps are the same for all three formats. Argument-Driven Inquiry in Fourth-Grade Science: Three-Dimensional Investigations Copyright © 2019 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit https://www.nsta.org/store/product_detail.aspx?id=10.2505/9781681405209

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1. Begin by introducing the use of the whiteboard. • If using the whole-class presentation format, tell the students, “We are now going to share our arguments. Please set up your whiteboards so everyone can see them.” • If using the gallery walk or modified gallery walk format, tell the students, “We are now going to share our arguments. Please set up your whiteboards so they are facing the walls.” 2. Allow the students to set up their whiteboards. • If using the whole-class presentation format, the whiteboards should be set up on stands or chairs so they are facing toward the center of the room. • If using the gallery walk or modified gallery walk format, the whiteboards should be set up on stands or chairs so they are facing toward the outside of the room. 3. Give the following instructions to the students: • If using the whole-class presentation format or the modified gallery walk format, tell the students, “Okay, before we get started I want to explain what we are going to do next. I’m going to ask some of you to present your arguments to your classmates. If you are presenting your argument, your job is to share your group’s claim, evidence, and justification of the evidence. The rest of you will be reviewers. If you are a reviewer, your job is to listen to the presenters, ask the presenters questions if you do not understand something, and then offer them some suggestions about ways to make their argument better. After we have a chance to learn from each other, I’m going to give you some time to revise your arguments and make them better.” • If using the gallery walk format, tell the students, “Okay, before we get started I want to explain what we are going to do next. You are going to have an opportunity to read the arguments that were created by other groups. Your group will go to a different group’s argument. I’ll give you a few minutes to read it and review it. Your job is to offer them some suggestions about ways to make their argument better. You can use sticky notes to give them suggestions. Please be specific about what you want to change and how you think they should change it. After we have a chance to learn from each other, I’m going to give you some time to revise your arguments and make them better.” 4. Use a document camera to project the “Ways to IMPROVE our argument …” box from the Investigation Handout (or the investigation log in their workbook) on a screen or board (or take a picture of it and project the picture on a screen or board). • If using the whole-class presentation format or the modified gallery walk format, point to the box and tell the students, “If you are a presenter, you can write down the suggestions you get from the reviewers here. If you are a reviewer and you see a good idea from another group, you can write down that idea here.

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Investigation 2. Energy Transfer Through Collisions: How Does the Energy of a Moving Ball Change After It Collides With Objects That Have Different Masses?

Once we are done with the presentations, I will give you a chance to use these suggestions or ideas to improve your arguments. • If using the gallery walk format, point to the box and tell the students, “If you see a good idea from another group, you can write it down here. Once we are done reviewing the different arguments, I will give you a chance to use these ideas to improve your own arguments. It is important to share ideas like this.” Ask the students, “Do you have any questions about what you need to do?” 5. Answer any questions that come up. 6. Give the following instructions: • If using the whole-class presentation format, tell the students, “Okay. Let’s get started.” • If using the gallery walk format, tell the students, “Okay, I’m now going to tell you which argument to go to and review. • If using the modified gallery walk format, tell the students, “Okay, I’m now going to assign you to be a presenter or a reviewer.” Assign one or two students from each group to be presenters and one or two students from each group to be reviewers. 7. Begin the review of the arguments. • If using the whole-class presentation format, have four or five groups present their arguments one at a time. Give each group only two to three minutes to present their argument. Then give the class two to three minutes to ask them questions and offer suggestions. Be sure to encourage as much participation from the students as possible. • If using the gallery walk format, tell the students, “Okay. Let’s get started. Each group, move one argument to the left. Don’t move to the next argument until I tell you to move. Once you get there, read the argument and then offer suggestions about how to make it better. I will put some sticky notes next to each argument. You can use the sticky notes to leave your suggestions.” Give each group about three to four minutes to read the arguments, talk, and offer suggestions. a. Tell the students, “Okay. Let’s rotate. Move one group to the left.” b. Again, give each group three or four minutes to read, talk, and offer suggestions. c. Repeat this process for two more rotations. • If using the modified gallery walk format, tell the students, “Okay. Let’s get started. Reviewers, move one group to the left. Don’t move to the next group until I tell you to move. Presenters, go ahead and share your argument with the reviewers when they get there.” Give each group of presenters and reviewers about three to four minutes to talk.

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a. Tell the students, “Okay. Let’s rotate. Reviewers, move one group to the left.” b. Again, give each group of presenters and reviewers about three or four minutes to talk. c. Repeat this process for two more rotations. 8. Tell the students to return to their workstations. 9. Give the following instructions about revising the argument: • If using the whole-class presentation format, tell the students, “I’m now going to give you about 10 minutes to revise your argument. Take a few minutes to talk in your groups and determine what you want to change to make your argument better. Once you have decided what to change, go ahead and make the changes to your whiteboard.” • If using the gallery walk format, tell the students, “I’m now going to give you about 10 minutes to revise your argument. Take a few minutes to read the suggestions that were left at your argument. Then talk in your groups and determine what you want to change to make your argument better. Once you have decided what to change, go ahead and make the changes to your whiteboard.” • If using the modified gallery walk format, “I’m now going to give you about 10 minutes to revise your argument. Please return to your original groups.” Wait for the students to move back into their original groups and then tell the students, “Okay, take a few minutes to talk in your groups and determine what you want to change to make your argument better. Once you have decided what to change, go ahead and make the changes to your whiteboard.” Ask the students, “Do you have any questions about what you need to do?” 10. Answer any questions that come up. 11. Tell the students, “Okay. Let’s get started.” 12. Give the students 10 minutes to work in their groups on their arguments. As they work, move from group to group to check in, ask probing questions, and offer a suggestion if a group gets stuck.

Stage 5: Reflective Discussion (15 minutes) 1. Tell the students, “We are now going to take a minute to talk about what we did and what we have learned.” 2. Create a ramp with a ruler and a wood block on a table. Roll a marble down the ramp and allow it to roll across a table. Ask the students, “What do you all see going on here?” 3. Allow students to share their ideas. 4. Ask the students, “How can I measure the energy of the marble?”

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Investigation 2. Energy Transfer Through Collisions: How Does the Energy of a Moving Ball Change After It Collides With Objects That Have Different Masses?

5. Allow students to share their ideas. Keep probing until someone suggests that you can do that by finding its speed. 6. Place another marble in front of the ramp. Make sure that it is not moving. 7. Ask the students, “How much energy does this marble have?” 8. Allow students to share their ideas. Keep probing until someone says that the marble has no energy. 9. Ask the students, “How can we transfer some energy into this marble?” 10. Allow students to share their ideas. Keep probing until someone suggests that it will move if a moving marble collides with it. 11. Roll a marble down the ramp so it collides with the marble that is sitting on the table. 12. Ask the students, “Why did one marble speed up and the other marble slow down after the collision? 13. Allow students to share their ideas. Keep probing until someone says that a change in energy results in a change in motion. 14. Tell the students, “Okay, let’s make sure we are on the same page. The faster an object is moving, the more energy it has. When a moving object collides with a stationary object, energy is transferred from the moving object to the stationary object. This transfer of energy will change the motion of both objects. This is a really important core idea in science.” 15. Ask the students, “Does anyone have any questions about this core idea?” 16. Answer any questions that come up. 17. Tell the students, “We also looked for a cause-and-effect relationship during our investigation.” Ask the students, “What was the cause and what was the effect that we uncovered today?” 18. Allow students to share their ideas. Keep probing until someone says that the cause was a collision with objects of different masses and the effect was a change in the energy of the billiard ball. 19. Ask the students, “Can anyone tell me what will happen to the energy of a moving object if it collides with an object that has a lot of mass?” Allow students to share their ideas. Keep probing until someone says that a moving object will slow down more after it collides with an object with more mass than it will after a collision with an object that has less mass. 20. Tell the students, “We are now going take a minute to talk about what went well and what didn’t go so well during our investigation. We need to talk about this because you are going to be planning and carrying out your own investigations like this a lot this year, and I want to help you all get better at it.”

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21. Show an image of the question “What made your investigation scientific?” on the screen. Tell the students, “Take a few minutes to talk about how you would answer this question with the other people in your group. Be ready to share with the rest of the class.” Give the students two to three minutes to talk in their group. 22. Ask the students, “What do you all think? Who would like to share an idea?” 23. Allow students to share their ideas. Be sure to expand on their ideas about what makes an investigation scientific. 24. Show an image of the question “What made your investigation not so scientific?” on the screen. Tell the students, “Take a few minutes to talk about how you would answer this question with the other people in your group. Be ready to share with the rest of the class.” Give the students two to three minutes to talk in their group. 25. Ask the students, “What do you all think? Who would like to share an idea?” 26. Allow students to share their ideas. Be sure to expand on their ideas about what makes an investigation less scientific. 27. Show an image of the question “What rules can we put into place to help us make sure our next investigation is more scientific?” on the screen. Tell the students, “Take a few minutes to talk about how you would answer this question with the other people in your group. Be ready to share with the rest of the class.” Give the students two to three minutes to talk in their group. 28. Ask the students, “What do you all think? Who would like to share an idea?” 29. Allow students to share their ideas. Once they have shared their ideas, offer a suggestion for a possible class rule. 30. Ask the students, “What do you all think? Should we make this a rule?” 31. If the students agree, write the rule on the board or make a class “Rules for Scientific Investigation” chart so you can refer to it during the next investigation. 32. Tell the students, “We are now going take a minute to talk about different types of information in science.” 33. Show an image of the question “What is the difference between data and evidence in science?” on the screen. Tell the students, “Take a few minutes to talk about how you would answer this question with the other people in your group. Be ready to share with the rest of the class.” Give the students two to three minutes to talk in their group. 34. Ask the students, “What do you all think? Who would like to share an idea?” 35. Allow students to share their ideas. 36. Tell the students, “Okay, let’s make sure we are all using the same definition. Data are observations or measurements that we collect during an investigation.

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Investigation 2. Energy Transfer Through Collisions: How Does the Energy of a Moving Ball Change After It Collides With Objects That Have Different Masses?

Evidence is an analysis of the data we collected and an interpretation of that analysis.” 37. Show an image of a billiard ball rolling on a table (see Figure 2.5) along with the statement, “The ball took 1.9 seconds to travel 1 meter” on the screen. 38. Ask the students, “Is this data or evidence and why?” Allow students to share their ideas. If students agree that the statement is data, confirm and say “That statement is data because is a measurement.” If not, continue to probe. 39. Show the same image of a billiard ball rolling on a table along with a graph of the mass of the stationary object and the speed of the ball after the collision (see Figure 2.6, p. 96) on the screen. 40. Ask the students, “Is this graph data or evidence and why?” Allow students to share their ideas. 41. Tell the students, “That graph is an analysis of data, but there is no interpretation of that analysis, so it is still not evidence.” 42. Show the same image of a billiard ball rolling on a table along with a graph of the mass of the stationary object and the speed of the ball after the collision (see Figure 2.7, p. 96), along with the statement “This graph suggests that the ball slows down more each time it collides with an object with greater mass” on the screen. 43. Ask the students, “Is this graph data or evidence and why?” Allow students to share their ideas. 44. Tell the students, “That is an example of evidence because it includes an analysis of the data and an interpretation of an analysis.” 45. Ask the students, “Does anyone have any questions about the difference between data and evidence?” 46. Answer any questions that come up.

FIGURE 2.5 Billiard ball rolling on a table, with a statement

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FIGURE 2.6 Billiard ball rolling on a table, with a graph

FIGURE 2.7 Billiard ball rolling on a table, with evidence

Stage 6: Write a Draft Report (30 minutes) Your students will use either the Investigation Handout or the investigation log in the student workbook when writing the draft report. When you give the directions shown in quotes in the following steps, substitute “investigation log” (as shown in brackets) for “handout” if they are using the workbook.

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Investigation 2. Energy Transfer Through Collisions: How Does the Energy of a Moving Ball Change After It Collides With Objects That Have Different Masses?

1. Tell the students, “You are now going to write an investigation report to share what you have learned. Please take out a pencil and turn to the ‘Draft Report’ section of your handout [investigation log].” 2. If possible, use a document camera to project the “Introduction” section of the draft report from the Investigation Handout (or the investigation log in their workbook) on a screen or board (or take a picture of it and project the picture on a screen or board). 3. Tell the students, “The first part of the report is called the ‘Introduction.’ In this section of the report you want to explain to the reader what you were investigating, why you were investigating it, and what question you were trying to answer. All of this information can be found in the text at the beginning of your handout [investigation log].” Point to the image and say, “There are some sentence starters here to help you begin writing the report.” Ask the students, “Do you have any questions about what you need to do?” 4. Answer any questions that come up. 5. Tell the students, “Okay. Let’s write.” 6. Give the students 10 minutes to write the “Introduction” section of the report. As they work, move from student to student to check in, ask probing questions, and offer a suggestion if a student gets stuck. 7. If possible, use a document camera to project the “Method” section of the draft report from the Investigation Handout (or the investigation log in their workbook) on a screen or board (or take a picture of it and project the picture on a screen or board). 8. Tell the students, “The second part of the report is called the ‘Method.’ In this section of the report you want to explain to the reader what you did during the investigation, what data you collected and why, and how you went about analyzing your data. All of this information can be found in the ‘Plan Your Investigation’ section of your handout [investigation log]. Remember that you all planned and carried out different investigations, so do not assume that the reader will know what you did.” Point to the image and say, “There are some sentence starters here to help you begin writing this part of the report.” Ask the students, “Do you have any questions about what you need to do?” 9. Answer any questions that come up. 10. Tell the students, “Okay. Let’s write.” 11. Give the students 10 minutes to write the “Method” section of the report. As they work, move from student to student to check in, ask probing questions, and offer a suggestion if a student gets stuck. 12. If possible, use a document camera to project the “Argument” section of the draft report from the Investigation Handout (or the investigation log in their

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workbook) on a screen or board (or take a picture of it and project the picture on a screen or board). 13. Tell the students, “The last part of the report is called the ‘Argument.’ In this section of the report you want to share your claim, evidence, and justification of the evidence with the reader. All of this information can be found on your whiteboard.” Point to the image and say, “There are some sentence starters here to help you begin writing this part of the report.” Ask the students, “Do you have any questions about what you need to do?” 14. Answer any questions that come up. 15. Tell the students, “Okay. Let’s write.” 16. Give the students 10 minutes to write the “Argument” section of the report. As they work, move from student to student to check in, ask probing questions, and offer a suggestion if a student gets stuck.

Stage 7: Peer Review (30 minutes) Your students will use either the Investigation Handout or the investigation log in the student workbook when doing the peer review. When you give the directions shown in quotes in the following steps, substitute “workbook” (as shown in brackets) for “Investigation Handout” if they are using the workbook. 1. Tell the students, “We are now going to review our reports to find ways to make them better. I’m going to come around and collect your Investigation Handout [workbook]. While I do that, please take out a pencil.” 2. Collect the Investigation Handouts or workbooks from the students. 3. If possible, use a document camera to project the peer-review guide (PRG; see Appendix 4) on a screen or board (or take a picture of it and project the picture on a screen or board). 4. Tell the students, “We are going to use this peer-review guide to give each other feedback.” Point to the image. 5. Give the following instructions: • If using the Investigation Handout, tell the students, “I’m going to ask you to work with a partner to do this. I’m going to give you and your partner a draft report to read and a peer-review guide to fill out. You two will then read the report together. Once you are done reading the report, I want you to answer each of the questions on the peer-review guide.” Point to the review questions on the image of the PRG. • If using the workbook, tell the students, “I’m going to ask you to work with a partner to do this. I’m going to give you and your partner a draft report to read. You two will then read the report together. Once you are done reading

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Investigation 2. Energy Transfer Through Collisions: How Does the Energy of a Moving Ball Change After It Collides With Objects That Have Different Masses?

the report, I want you to answer each of the questions on the peer-review guide that is right after the report in the investigation log.” Point to the review questions on the image of the PRG. 6. Tell the students, “You can check ‘yes,’ ‘almost,’ or ‘no’ after each question.” Point to the checkboxes on the image of the PRG. 7. Tell the students, “This will be your rating for this part of the report. Make sure you agree on the rating you give the author. If you mark ‘almost’ or ‘no,’ then you need to tell the author what he or she needs to do to get a ‘yes.’” Point to the space for the reviewer feedback on the image of the PRG. 8. Tell the students, “It is really important for you to give the authors feedback that is helpful. That means you need to tell them exactly what they need to do to make their report better.” Ask the students, “Do you have any questions about what you need to do?” 9. Answer any questions that come up. 10. Tell the students, “Please sit with a partner who is not in your current group.” Allow the students time to sit with a partner. 11. Give the following instructions: • If using the Investigation Handout, tell the students, “Okay, I am now going to give you one report to read and one peer-review guide to fill out.” Pass out one report to each pair. Make sure that the report you give a pair was not written by one of the students in that pair. Give each pair one PRG to fill out as a team. • If using the workbook, tell the students, “Okay, I am now going to give you one report to read.” Pass out a workbook to each pair. Make sure that the workbook you give a pair is not from one of the students in that pair. 12. Tell the students, “Okay, I’m going to give you 15 minutes to read the report I gave you and to fill out the peer-review guide. Go ahead and get started.” 13. Give the students 15 minutes to work. As they work, move around from pair to pair to check in and see how things are going, answer questions, and offer advice. 14. After 15 minutes pass, tell the students, “Okay, time is up.” If using the Investigation Handout, say, “Please give me the report and the peer-review guide that you filled out.” If using the workbook, say, “Please give me the workbook that you have.” 15. Collect the Investigation Handouts and the PRGs, or collect the workbooks if they are being used. Be sure you keep the handout and the PRG together. 16. Give the following instructions: • If using the Investigation Handout, tell the students, “Okay, I am now going to give you a different report to read and a new peer-review guide to fill out.”

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Pass out another report to each pair. Make sure that this report was not written by one of the students in that pair. Give each pair a new PRG to fill out as a team. • If using the workbook, tell the students, “Okay, I am now going to give you a different report to read.” Pass out a different workbook to each pair. Make sure that the workbook you give a pair is not from one of the students in that pair. 17. Tell the students, “Okay, I’m going to give you 15 minutes to read this new report and to fill out the peer-review guide. Go ahead and get started.” 18. Give the students 15 minutes to work. As they work, move around from pair to pair to check in and see how things are going, answer questions, and offer advice. 19. After 15 minutes pass, tell the students, “Okay, time is up.” If using the Investigation Handout, say, “Please give me the report and the peer-review guide that you filled out.” If using the workbook, say, “Please give me the workbook that you have.” 20. Collect the Investigation Handouts and the PRGs, or collect the workbooks if they are being used. Be sure you keep the handout and the PRG together.

Stage 8: Revise the Report (30 minutes) Your students will use either the Investigation Handout or the investigation log in the student workbook when revising the report. Except where noted below, the directions are the same whether using the handout or the log. 1. Give the following instructions: • If using the Investigation Handout, tell the students, “You are now going to revise your investigation report based on the feedback you get from your classmates. Please take out a pencil while I hand back your draft report and the peer-review guide.” • If using the investigation log in the student workbook, tell the students, “You are now going to revise your investigation report based on the feedback you get from your classmates. Please take out a pencil while I hand back your investigation logs.” 2. If using the Investigation Handout, pass back the handout and the PRG to each student. If using the investigation log, pass back the log to each student. 3. Tell the students, “Please take a few minutes to read over the peer-review guide. You should use it to figure out what you need to change in your report and how you will change the report.” 4. Allow the students time to read the PRG.

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Investigation 2. Energy Transfer Through Collisions: How Does the Energy of a Moving Ball Change After It Collides With Objects That Have Different Masses?

5. If using the investigation log, if possible use a document camera to project the “Write Your Final Report” section from the investigation log on a screen or board (or take a picture of it and project the picture on a screen or board). 6. Give the following instructions: • If using the Investigation Handout, tell the students, “Okay. Let’s revise our reports. Please take out a piece of paper. I would like you to rewrite your report. You can use your draft report as a starting point, but use the feedback on the peer-review guide to help make it better.” • If using the investigation log, tell the students, “Okay. Let’s revise our reports. I would like you to rewrite your report in the section of the investigation log that says ‘Write Your Final Report.’” Point to the image on the screen and tell the students, “You can use your draft report as a starting point, but use the feedback on the peer-review guide to help make your report better.” Ask the students, “Do you have any questions about what you need to do?” 7. Answer any questions that come up. 8. Tell the students, “Okay. Let’s write.” 9. Give the students 30 minutes to rewrite their report. As they work, move from student to student to check in, ask probing questions, and offer a suggestion if a student gets stuck. 10. Give the following instructions: • If using the Investigation Handout, tell the students, “Okay. Time’s up. I will now come around and collect your Investigation Handout, the peer-review guide, and your final report.” • If using the investigation log, tell the students, “Okay. Time’s up. I will now come around and collect your workbooks.” 11. If using the Investigation Handout, collect all the Investigation Handouts, PRGs, and final reports. If using the investigation log, collect all the workbooks. 12. If using the Investigation Handout, use the “Teacher Score” columns in the PRG to grade the final report. If using the investigation log, use the “Investigation Report Grading Rubric” in the investigation log to grade the final report. Whether you are using the handout or the log, you can give the students feedback about their writing in the “Teacher Comments” section.

How to Use the Checkout Questions The Checkout Questions are an optional assessment. We recommend giving them to students one day after they finish stage 8 of the ADI investigation. Appendix 6 provides an answer guide for the Checkout Questions.

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The Checkout Questions can be used as a formative or summative assessment of student thinking. If you plan to use them as a formative assessment, we recommend that you look over the student answers to determine if you need to reteach the core idea and/or crosscutting concept from the investigation, but do not grade them. If you plan to use them as a summative assessment, we have included a Teacher Scoring Rubric at the end of the Checkout Questions that you can use to score a student’s ability to apply the core idea in a new scenario and explain their use of a crosscutting concept; see Figure 2.8 for an example of the rubric. The rubric includes a 4-point scale that ranges from 0 (the student cannot apply the core idea correctly in all cases and cannot explain the crosscutting concept) to 3 (the student can apply the core idea correctly in all cases and can fully explain the crosscutting concept).

FIGURE 2.8 Example of a Teacher Scoring Rubric with cause and effect as the crosscutting concept

Level

Description

3

The student can apply the core idea correctly in all cases and can fully explain the cause-andeffect relationship.

2

The student can apply the core idea correctly in all cases but cannot fully explain the causeand-effect relationship.

1

The student cannot apply the core idea correctly in all cases but can fully explain the causeand-effect relationship.

0

The student cannot apply the core idea correctly in all cases and cannot explain the causeand-effect relationship.

The Checkout Questions, regardless of how you decide to use them, are a great way to make student thinking visible so you can determine if the students have learned the core idea and the crosscutting concept.

Connections to Standards Table 2.2 highlights how the investigation can be used to address specific performance expectations from the NGSS, Common Core State Standards (CCSS) in English language arts (ELA) and in mathematics, and English Language Proficiency (ELP) Standards.

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Investigation 2. Energy Transfer Through Collisions: How Does the Energy of a Moving Ball Change After It Collides With Objects That Have Different Masses?

TABLE 2.2 Investigation 2 alignment with standards

NGSS performance expectations

Strong alignment • 4-PS3-3: Ask questions and predict outcomes about the changes in energy that occur when objects collide. Moderate alignment (this investigation can be used to build toward this performance expectation) • 4-PS3-1: Use evidence to construct an explanation relating the speed of an object to the energy of that object.

CCSS ELA—Reading: Key ideas and details Informational Text • CCSS.ELA-LITERACY.RI.4.1: Refer to details and examples in a

text when explaining what the text says explicitly and when drawing inferences from the text.

• CCSS.ELA-LITERACY.RI.4.2: Determine the main idea of a text and explain how it is supported by key details; summarize the text. • CCSS.ELA-LITERACY.RI.4.3: Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. Craft and structure • CCSS.ELA-LITERACY.RI.4.4: Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area. • CCSS.ELA-LITERACY.RI.4.5: Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text. • CCSS.ELA-LITERACY.RI.4.6: Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided. Integration of knowledge and ideas • CCSS.ELA-LITERACY.RI.4.7: Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. • CCSS.ELA-LITERACY.RI.4.8: Explain how an author uses reasons and evidence to support particular points in a text. • CCSS.ELA-LITERACY.RI.4.9: Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. Range of reading and level of text complexity • CCSS.ELA-LITERACY.RI.4.10: By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Continued

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Table 2.2 (continued)

CCSS ELA—Writing

Text types and purposes • CCSS.ELA-LITERACY.W.4.1: Write opinion pieces on topics or texts, supporting a point of view with reasons and information. ¡¡CCSS.ELA-LITERACY.W.4.1.A: Introduce

a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose.

¡¡CCSS.ELA-LITERACY.W.4.1.B: Provide

supported by facts and details.

reasons that are

¡¡CCSS.ELA-LITERACY.W.4.1.C: Link

opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).

¡¡CCSS.ELA-LITERACY.W.4.1.D: Provide

a concluding statement or section related to the opinion presented.

• CCSS.ELA-LITERACY.W.4.2: Write informative / explanatory texts to examine a topic and convey ideas and information clearly. ¡¡CCSS.ELA-LITERACY.W.4.2.A: Introduce

a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.

¡¡CCSS.ELA-LITERACY.W.4.2.B: Develop

the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

¡¡CCSS.ELA-LITERACY.W.4.2.C: Link

ideas within categories of information using words and phrases (e.g., another, for example, also, because).

¡¡CCSS.ELA-LITERACY.W.4.2.D: Use

precise language and domain-specific vocabulary to inform about or explain the topic.

¡¡CCSS.ELA-LITERACY.W4.2.E: Provide

a concluding statement or section related to the information or explanation presented.

Production and distribution of writing • CCSS.ELA-LITERACY.W.4.4: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.  • CCSS.ELA-LITERACY.W.4.5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.  • CCSS.ELA-LITERACY.W.4.6: With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting. Research to build and present knowledge • CCSS.ELA-LITERACY.W.4.7: Conduct short research projects that build knowledge through investigation of different aspects of a topic. • CCSS.ELA-LITERACY.W.4.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.

Continued

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Investigation 2. Energy Transfer Through Collisions: How Does the Energy of a Moving Ball Change After It Collides With Objects That Have Different Masses?

Table 2.2 (continued)

CCSS ELA—Writing (continued)

Range of writing

CCSS ELA— Speaking and Listening

Comprehension and collaboration

• CCSS.ELA-LITERACY.W.4.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of disciplinespecific tasks, purposes, and audiences. • CCSS.ELA-LITERACY.SL.4.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly. ¡¡CCSS.ELA-LITERACY.SL.4.1.A: Come

to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

¡¡CCSS.ELA-LITERACY.SL.4.1.B: Follow

agreed-upon rules for discussions and carry out assigned roles.

¡¡CCSS.ELA-LITERACY.SL.4.1.C: Pose

and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.

¡¡CCSS.ELA-LITERACY.SL.4.1.D: Review

the key ideas expressed and explain their own ideas and understanding in light of the discussion.

• CCSS.ELA-LITERACY.SL.4.2: Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. • CCSS.ELA-LITERACY.SL.4.3: Identify the reasons and evidence a speaker provides to support particular points. Presentation of knowledge and ideas • CCSS.ELA-LITERACY.SL.4.4: Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. • CCSS.ELA-LITERACY.SL.4.5: Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes. • CCSS.ELA-LITERACY.SL.4.6: Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation.

CCSS Mathematics— Use place value understanding and properties of operations to perform multi-digit arithmetic. Number and Operations in Base • CCSS.MATH.CONTENT.4.NBT.B.4: Fluently add and subtract Ten multi-digit whole numbers using the standard algorithm. Continued

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Table 2.2 (continued)

CCSS Mathematics— Solve problems involving measurement and conversion of measurements. Measurement and • CCSS.MATH.CONTENT.4.MD.A.1: Know relative sizes of Data measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. 

• CCSS.MATH.CONTENT.4.MD.A.2: Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale. Represent and interpret data. • CCSS.MATH.CONTENT.4.MD.B.4: Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Solve problems involving addition and subtraction of fractions by using information presented in line plots.

ELP Standards

Receptive modalities • ELP 1: Construct meaning from oral presentations and literary and informational text through grade-appropriate listening, reading, and viewing. • ELP 8: Determine the meaning of words and phrases in oral presentations and literary and informational text. Productive modalities • ELP 3: Speak and write about grade-appropriate complex literary and informational texts and topics. • ELP 4: Construct grade-appropriate oral and written claims and support them with reasoning and evidence. • ELP 7: Adapt language choices to purpose, task, and audience when speaking and writing. Interactive modalities • ELP 2: Participate in grade-appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions. • ELP 5: Conduct research and evaluate and communicate findings to answer questions or solve problems. • ELP 6: Analyze and critique the arguments of others orally and in writing. Linguistic structures of English • ELP 9: Create clear and coherent grade-appropriate speech and text. • ELP 10: Make accurate use of standard English to communicate in grade-appropriate speech and writing.

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Investigation Handout

Investigation 2

Energy Transfer Through Collisions: How Does the Energy of a Moving Ball Change After It Collides With Objects That Have Different Masses? Introduction When a moving object collides with another object, the motion of the two objects can change in interesting ways. Take a moment to explore what happens when you roll a marble down a ramp and it collides with a second marble. As you explore what happens as a result of the collision, keep track of what you observe and what you are wondering about in the boxes below.

Things I OBSERVED …

Things I WONDER about …

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Investigation Handout Energy is transferred between objects during a collision. This transfer of energy causes the motion of these objects to change. You can use this important idea to help explain how the motion of the marbles changed after the collision. When you let go of the marble that you placed on the ramp, it started to move. When the moving marble hit the other marble at the bottom of the ramp, energy transferred from the moving marble to the marble that was not moving. The transfer of energy during the collision caused one marble to slow down and the other to speed up. How much the motion of an object changes as a result of a collision depends on the speed and the masses of the two objects involved in the collision. It is therefore important to understand and to be able predict how the energy of a moving object will change after it collides with objects of different masses. In this investigation, your goal is to figure out how the energy of a moving billiard ball will change when it collides with objects of different masses. You can create objects of different masses by hanging different numbers of washers from a string in the path of the billiard ball. You can measure the energy of a moving billiard ball by calculating its speed. You can use speed to measure the energy of a moving object because the energy of the moving object increases the faster it moves. Placing the billiard ball at the same starting point on the ramp for each test will cause the ball to travel at the same speed each time before it collides with an object. As you design and carry out your investigation, be sure to keep in mind that energy is always transferred between objects during a collision and that a transfer of energy into or out of an object can change the speed of that object.

Things we KNOW from what we read …

108

What we will NEED to figure out …

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Investigation 2. Energy Transfer Through Collisions: How Does the Energy of a Moving Ball Change After It Collides With Objects That Have Different Masses?

Your Task Use what you know about the transfer of energy, the importance of tracking energy in a system, and cause-and-effect relationships to design and carry out an investigation to examine how a collision with objects of different mass (a cause) affects the energy of a moving object (an effect). The guiding question of this investigation is, How does the energy of a moving ball change after it collides with objects that have different masses?

Materials You may use any of the following materials during your investigation: • Safety glasses or goggles (required)

• String

• Wood block (4" × 2" × 2")

• 6 washers

• Grooved ruler

• Meterstick

• Billiard ball

• Scissors

• Stopwatch

• Wood stand (8")

Safety Rules Follow all normal safety rules. In addition, be sure to follow these rules: • Wear sanitized safety glasses or goggles during setup, investigation activity, and cleanup. • Do not throw objects or put any objects in your mouth. • Keep fingers and toes away from moving objects. • Be careful when using sharp tools or materials, because they can cut or puncture skin. • Immediately pick up any items dropped on the floor so they do not become a slip or fall hazard. • Wash your hands with soap and water when you are done collecting the data.

Plan Your Investigation Prepare a plan for your investigation by filling out the chart that follows; this plan is called an investigation proposal. Before you start developing your plan, be sure to discuss the following questions with the other members of your group: • What information do we need to find a relationship between a cause and an effect? • How can we track the transfer of energy between objects?

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Investigation Handout Our guiding question:

This is a picture of how we will set up the equipment:

We will collect the following data:

These are the steps we will follow to collect data:

I approve of this investigation proposal. Teacher’s signature

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Investigation 2. Energy Transfer Through Collisions: How Does the Energy of a Moving Ball Change After It Collides With Objects That Have Different Masses?

Collect Your Data Keep a record of what you measure or observe during your investigation in the space below.

Analyze Your Data You will need to analyze the data you collected before you can develop an answer to the guiding question. To do this, create a graph that shows the relationship between the cause and the effect.

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Investigation Handout Draft Argument

The Guiding Question:

Develop an argument on a whiteboard. It should include the following:

Our Claim:

1. A claim: Your answer to the guiding question.

Our Evidence:

Our Justification of the Evidence:

2. Evidence: An analysis of the data and an explanation of what the analysis means. 3. A justification of the evidence: Why your group thinks the evidence is important.

Argumentation Session Share your argument with your classmates. Be sure to ask them how to make your draft argument better. Keep track of their suggestions in the space below. Ways to IMPROVE our argument …

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Investigation 2. Energy Transfer Through Collisions: How Does the Energy of a Moving Ball Change After It Collides With Objects That Have Different Masses?

Draft Report Prepare an investigation report to share what you have learned. Use the information in this handout and your group’s final argument to write a draft of your investigation report.

Introduction We have been studying ________________________________________________________ in class. Before we started this investigation, we explored ___________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ We noticed ________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ My goal for this investigation was to figure out _____________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ The guiding question was _____________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________

Method To gather the data I needed to answer this question, I _______________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________

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Investigation Handout

I then analyzed the data I collected by ___________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________

Argument My claim is ________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ The graph below shows ______________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________

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Investigation 2. Energy Transfer Through Collisions: How Does the Energy of a Moving Ball Change After It Collides With Objects That Have Different Masses?

This analysis of the data I collected suggests ______________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ This evidence is based on several important scientific concepts. The first one is ___________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________

Review Your friends need your help! Review the draft of their investigation reports and give them ideas about how to improve. Use the peer-review guide when doing your review.

Submit Your Final Report Once you have received feedback from your friends about your draft report, create your final investigation report and hand it in to your teacher.

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Checkout Questions Investigation 2. Energy Transfer Through Collisions The picture below shows three balls rolling down a ramp. The three balls are moving at the same speed. The balls are about to collide with three different blocks. Each block is the same size but has a different mass.

1. Which ball has the most energy before it collides with the block in front of it? a. Ball A b. Ball B c. Ball C d. All three balls have the same amount of energy. 2. Which ball will slow down the most after colliding with the block in front of it? a. Ball A b. Ball B c. Ball C d. All three balls will be going the same speed. 3. Which ball will have the most energy after colliding with the block in front of it? a. Ball A b. Ball B c. Ball C d. All three balls will have the same amount of energy.

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Investigation 2. Energy Transfer Through Collisions: How Does the Energy of a Moving Ball Change After It Collides With Objects That Have Different Masses?

4. Explain your thinking. How does the energy of a moving ball change after a collision? _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________

Teacher Scoring Rubric for the Checkout Questions

Level

Description

3

The student can apply the core idea correctly in all cases and can fully explain the change in energy.

2

The student can apply the core idea correctly in all cases but cannot fully explain the change in energy.

1

The student cannot apply the core idea correctly in all cases but can fully explain the change in energy.

0

The student cannot apply the core idea correctly in all cases and cannot explain the change in energy.

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Teacher Notes Investigation 3

Energy Transfer Between Liquids: How Can We Predict How Much the Temperature of 100 ml of Water Will Change When We Add Different Amounts of Hot Water to It? Purpose The purpose of this investigation is to give students an opportunity to use a disciplinary core idea (DCI), two crosscutting concepts (CCs), and seven scientific and engineering practices (SEPs) to figure out how to predict how much the temperature of 100 ml of room-temperature water will change when different amounts of hot water are added to it. Students will also learn how scientists use different methods to answer different types of questions during the reflective discussion.

Background Information About This Investigation All matter is made up of particles that are in constant motion. These particles have energy because they are constantly moving. The thermal energy of an object or substance is the total energy of all the moving particles that make up that object or substance. The temperature of an object or substance is a measure of the average energy of these particles. Objects or substances at the same temperature can contain different amounts of thermal energy because temperature is a measure of the average energy of all the particles in a sample, not the total energy of each individual particle added together. For example, 200 ml of water at 75°C and 100 ml of water at 75°C are the same temperature, but the 200 ml of water has more thermal energy than the 100 ml of water because there are more water particles in 200 ml of water than there are in 100 ml of water. Therefore, the total energy of all the particles in the 200 ml of water when added together is greater than the total energy of all the particles in the 100 ml of water when added together, even though the average energy of the particles in both samples of water is the same. Energy transfers between objects or substances that are at different temperatures. Energy always transfers from an object or substance at a higher temperature to an object or substance at a lower temperature. For example, when you add a cup of hot water to a cup of cool water, energy will transfer from the hot water to the cool water; it will not transfer from the cool water to the hot water. The temperature of the water will change after the hot water and the cool water are mixed together because energy will transfer from the hot water to the cool water. In this mixture of hot water and cool water, the cool water will increase in temperature because it gained energy from the hot water, and the hot water will decrease in temperature

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Investigation 3. Energy Transfer Between Liquids: How Can We Predict How Much the Temperature of 100 ml of Water Will Change When We Add Different Amounts of Hot Water to It?

because energy transferred from it to the cool water. The final temperature of the water after the hot water and cool water are mixed together will depend on the initial temperature and volume of each sample of water. In general, the greater the amount of hot water added to a sample of cool water, the higher the final temperature of the mixture will be.

The DCI, CCs, and SEPs That Students Use During This Investigation DCI • PS3.B: Conservation of Energy and Energy Transfer: Energy is present whenever there are moving objects, sound, light, or heat.

CCs • CC 1: Patterns: Similarities and differences in patterns can be used to sort, classify, communicate, and analyze simple rates of change for natural phenomena and designed products. Patterns of change can be used to make predictions. Patterns can be used as evidence to support an explanation. • CC 5: Energy and Matter: Energy can be transferred between objects.

SEPs • SEP 1: Asking Questions and Defining Problems: Ask questions about what would happen if a variable is changed. Ask questions that can be investigated and predict reasonable outcomes based on patterns such as cause-and-effect relationships. • SEP 3: Planning and Carrying Out Investigations: Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence, using fair tests in which variables are controlled and the number of trials considered. Evaluate appropriate methods and/or tools for collecting data. • SEP 4: Analyzing and Interpreting Data: Represent data in tables and/or various graphical displays (bar graphs, pictographs, and/or pie charts) to reveal patterns that indicate relationships. Analyze and interpret data to make sense of phenomena, using logical reasoning, mathematics, and/or computation. Compare and contrast data collected by different groups in order to discuss similarities and differences in their findings. • SEP 5: Using Mathematics and Computational Thinking: Organize simple data sets to reveal patterns that suggest relationships. Describe, measure, estimate, and/ or graph quantities (e.g., area, volume, weight, time) to address scientific and engineering questions and problems. • SEP 6: Constructing Explanations and Designing Solutions: Construct an explanation of observed relationships. Use evidence to construct or support an explanation. Identify the evidence that supports particular points in an explanation.

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119

Teacher Notes

• SEP 7: Engaging in Argument From Evidence: Compare and refine arguments based on an evaluation of the evidence presented. Distinguish among facts, reasoned judgment based on research findings, and speculation in an explanation. Respectfully provide and receive critiques from peers about a proposed procedure, explanation, or model by citing relevant evidence and posing specific questions. • SEP 8: Obtaining, Evaluating, and Communicating Information: Read and comprehend grade-appropriate complex texts and/or other reliable media to summarize and obtain scientific and technical ideas. Combine information in written text with that contained in corresponding tables, diagrams, and/or charts to support the engagement in other scientific and/or engineering practices. Communicate scientific and/or technical information orally and/or in written formats, including various forms of media as well as tables, diagrams, and charts.

Other Concepts That Students May Use During This Investigation Students might also use some of the following concepts: • All matter, including metal and water, is made up of particles that are in constant motion. These particles have energy because they are constantly moving. • The thermal energy of an object or substance is the total energy of all the moving particles that make up that object or substance. • The temperature of an object or substance is a measure of the average energy of these particles. • Energy transfers between objects or substances that are at different temperatures. • Energy always transfers from an object or substance at a higher temperature to an object or substance at a lower temperature. • Objects or substances change temperature when they gain or lose energy.

What Students Figure Out Adding more water at the same temperature to 100 ml of room-temperature water makes the temperature of the room-temperature water increase more.

Timeline The time needed to complete this investigation is 250 minutes (4 hours and 10 minutes). The amount of instructional time needed for each stage of the investigation is as follows: • Stage 1. Introduce the task and the guiding question: 35 minutes • Stage 2. Design a method and collect data: 40 minutes • Stage 3. Create a draft argument: 40 minutes

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Investigation 3. Energy Transfer Between Liquids: How Can We Predict How Much the Temperature of 100 ml of Water Will Change When We Add Different Amounts of Hot Water to It?

• Stage 4. Argumentation session: 30 minutes • Stage 5. Reflective discussion: 15 minutes • Stage 6. Write a draft report: 30 minutes • Stage 7. Peer review: 30 minutes • Stage 8. Revise the report: 30 minutes This investigation can be completed in one day or over eight days (one day for each stage) during your designated science time in the daily schedule.

Materials and Preparation The materials needed for this investigation are listed in Table 3.1. The individual items can be purchased from a science education supply company such as Ward’s Science (www. wardsci.com), Flinn Scientific (www.flinnsci.com), or Carolina (www.carolina.com); at a bigbox retail store such as Wal-Mart or Target; or through an online retailer such as Amazon. The materials for this investigation can also be purchased as a complete kit (which includes enough materials for 24 students, or six groups) at www.argumentdriveninquiry.com.

TABLE 3.1 Materials for Investigation 3

Item

Quantity

Indirectly vented chemical-splash goggles

1 per student

Nonlatex apron

1 per student

Thermal gloves

1 pair per student

Adjustable-temperature hot plate

2 per class

Pyrex beaker, 500 ml

1 per class

Pyrex beaker, 1,000 ml

2 per class

Oven mitt

1 per class

Turkey baster

1 per class

Tongs

1 per class

Lead fishing sinker, 16 oz

1 per group

Graduated cylinder, 50 ml Thermometers (total immersion)

1 per group 1 per group + 3

Plastic beaker, 250 ml

2 per group

Whiteboard, 2' × 3'*

1 per group

Investigation Handout

1 per student

Peer-review guide and teacher scoring rubric

1 per student

Checkout Questions (optional)

1 per student

*As an alternative, students can use computer and presentation software such as Microsoft PowerPoint or Apple Keynote to create their arguments.

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121

Teacher Notes

You will need to use the adjustable-temperature hot plates, the Pyrex beakers, and the thermometers to heat water to a constant temperature. Use the 500 ml Pyrex beaker to heat up about 250 ml water to 75°C. Then add the lead sinkers to this water to heat them up to 75°C. You will use these lead sinkers during stage 1 of the lesson. Use the 1,000 ml Pyrex beakers to heat about 1,800 ml of water to 50°C. The students will use this water during stage 2 of the lesson. Be sure to use a set routine for distributing and collecting the materials. One option is to organize the materials into kits that you can deliver to each group. A second option is to have all the materials on a table or cart at a central location. You can then assign a member of each group to be the “materials manager.” This individual is responsible for collecting all the materials his or her group needs from the table or cart during class and for returning all the materials at the end of the class.

Safety Precautions Remind students to follow all normal investigation safety rules. In addition, tell the students to take the following safety precautions: • Wear sanitized indirectly vented chemical-splash goggles, nonlatex apron, and thermal gloves during setup, investigation activity, and cleanup. • Be careful when working with hot water, because it can burn skin. • Be careful when working with glassware, which can shatter if dropped and can cut skin. • Use only GFCI-protected circuits when using electrical equipment, and keep the equipment away from water sources to prevent shock. • Immediately clean up any spills to avoid a slip or fall hazard. • Wash their hands with soap and water when done collecting the data.

Lesson Plan by Stage Stage 1: Introduce the Task and the Guiding Question (35 minutes) 1. Ask the students to sit in six groups, with three or four students in each group. 2. Ask students to clear off their desks except for a pencil (and their Student Workbook for Argument-Driven Inquiry in Fourth-Grade Science if they have one). 3. Pass out an Investigation Handout to each student (or ask students to turn to Investigation Log 3 in their workbook). 4. Read the first paragraph of the “Introduction” aloud to the class. Ask the students to follow along as you read.

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Investigation 3. Energy Transfer Between Liquids: How Can We Predict How Much the Temperature of 100 ml of Water Will Change When We Add Different Amounts of Hot Water to It?

5. Pass out a beaker filled with about 100 ml of room-temperature water and a thermometer to each group. 6. Remind students of the safety rules and explain the safety precautions for this investigation. 7. Place one lead sinker that has been in a 75°C water bath (see “Materials and Preparation” section) in each group’s beaker. As you place the sinker in each beaker, tell the students to record their observations and questions in the “OBSERVED/WONDER” chart in the “Introduction” section of their Investigation Handout (or the investigation log in their workbook). 8. Give the students five minutes to watch how the temperature of the water increases when the lead sinker is placed in the beaker. 9. After the students have recorded their observations and questions, ask students to share what they observed about the temperature of the water after the hot lead sinker was added to it. 10. Ask students to share what questions they have after the hot lead sinker was added to the water in the beaker. 11. Tell the students, “Some of your questions might be answered by reading the rest of the ‘Introduction.’” 12. Ask the students to read the rest of the “Introduction” on their own or ask them to follow along as you read the rest aloud. 13. Once the students have read the rest of the “Introduction,” ask them to fill out the “KNOW/NEED” chart on their Investigation Handout (or in their investigation log) as a group. 14. Ask students to share what they learned from the reading. Add these ideas to a class “know / need to figure out” chart. 15. Ask students to share what they think they will need to figure out based on what they read. Add these ideas to the class “know / need to figure out” chart. 16. Tell the students, “It looks like we have something to figure out. Let’s see what we will need to do during our investigation.” 17. Read the task and the guiding question aloud. 18. Tell the students, “I have lots of materials here that you can use.” 19. Introduce the students to the materials available for them to use during the investigation by holding each one up and then asking how it might be used to collect data. Be sure to explain where they will be able to get the hot water they need and how they will bring it back to their workstation. We recommend setting up the hot plates with the beakers of hot water in an easily accessible location in the classroom. One student from each group can then retrieve the water needed by his or her group. Be sure to explain to them that you will be at the hot

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123

Teacher Notes

water station and you will give them the water they need. They should not be allowed to get their own hot water (this will make the lesson safer for students). 20. Remind students of the safety rules and precautions for this investigation.

Stage 2: Design a Method and Collect Data (40 minutes) 1. Tell the students, “I am now going to give you and the other members of your group about 15 minutes to plan your investigation. Before you begin, I want you all to take a couple of minutes to discuss the following questions with the rest of your group.” 2. Show the following questions on the screen or board: • How can we track the transfer of energy within a system? • What types of patterns might we look for to help answer the guiding question?” 3. Tell the students, “Please take a few minutes to come up with an answer to these questions.” Give the students two or three minutes to discuss these two questions. 4. Ask two or three different groups to share their answers. Be sure to highlight or write down any important ideas on the board so students can refer to them later. 5. If possible, use a document camera to project an image of the graphic organizer for this investigation on a screen or board (or take a picture of it and project the picture on a screen or board). Tell the students, “I now want you all to plan out your investigation. To do that, you will need to create an investigation proposal by filling out this graphic organizer.” 6. Point to the box labeled “Our guiding question:” and tell the students, “You can put the question we are trying to answer in this box.” Then ask, “Where can we find the guiding question?” 7. Wait for a student to answer where to find the guiding question (the answer is “in the handout”). 8. Point to the box labeled “This is a picture of how we will set up the equipment:” and tell the students, “You can draw a picture in this box of how you will set up the equipment to carry out this investigation.” 9. Point to the box labeled “We will collect the following data:” and tell the students, “You can list the measurements or observations that you will need to collect during the investigation in this box.” 10. Point to the box labeled “These are the steps we will follow to collect data:” and tell the students, “You can list what you are going to do to collect the data you need and what you will do with your data once you have it. Be sure to give enough detail that I could do your investigation for you.”

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Investigation 3. Energy Transfer Between Liquids: How Can We Predict How Much the Temperature of 100 ml of Water Will Change When We Add Different Amounts of Hot Water to It?

11. Ask the students, “Do you have any questions about what you need to do?” 12. Answer any questions that come up. 13. Tell the students, “Once you are done, raise your hand and let me know. I’ll then come by and look over your proposal and give you some feedback. You may not begin collecting data until I have approved your proposal by signing it. You need to have your proposal done in the next 15 minutes.” 14. Give the students 15 minutes to work in their groups on their investigation proposal. As they work, move from group to group to check in, ask probing questions, and offer a suggestion if a group gets stuck.

What should a student-designed investigation look like? The students’ investigation proposal should include the following information: • The guiding question is “How can we predict how much the temperature of 100 ml of water will change when we add different amounts of hot water to it?” • Students can collect data about (1) the starting temperature of the water in the beaker, (2) the amount of 50°C water added to the beaker, and (3) the ending temperature of the water in the beaker. • The steps that the students will follow to collect the data should reflect the measurements that they decide to examine. However, a procedure might include the following steps: 1. Add 100 ml of water to a beaker. 2. Record the temperature of the water. 3. Add 10 ml of 50°C water to the beaker. 4. Record the new temperature of the water. 5. Discard the water down the sink. 6. Repeat steps 1–5 but add increasing amounts of 50°C water to the beaker (20 ml, 30 ml, 40 ml, and 50 ml) instead of 10 ml. • This is just one example of how they can collect the data, and there should be a lot of variation in the student-designed investigations. 15. As each group finishes its investigation proposal, be sure to read it over and determine if it will be productive or not. If you feel the investigation will be productive (not necessarily what you would do or what the other groups are doing), sign your name on the proposal and let the group start collecting data. If the plan needs to be changed, offer some suggestions or ask some probing questions, and have the group make the changes before you approve it.

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125

Teacher Notes

16. Tell the students to collect their data and record their observations or measurements in the “Collect Your Data” box in their Investigation Handout (or the investigation log in their workbook). 17. Give the students 20 minutes to collect their data. 18. Collect the materials from each group before asking them to analyze their data.

Stage 3: Create a Draft Argument (40 minutes) 1. Tell the students, “Now that we have all this data, we need to analyze the data so we can figure out an answer to the guiding question.” 2. If possible, project an image of the “Analyze Your Data” section for this investigation on a screen or board using a document camera (or take a picture of it and project the picture on a screen or board). Point to the section and tell the students, “You can create a graph as a way to analyze your data. You can make your graph in this section.” 3. Ask the students, “What information do we need to include in these graphs?” 4. Tell the students, “Please take a few minutes to discuss this question with your group, and be ready to share.” 5. Give the students five minutes to discuss. 6. Ask two or three different groups to share their answers. Be sure to highlight or write down any important ideas on the board so students can refer to them later. 7. Tell the students, “I am now going to give you and the other members of your group about 10 minutes to create your graph.” If the students are having trouble making a graph, you can take a few minutes to provide a mini-lesson about how to create a graph from a bunch of observations or measurements (this strategy is called just-in-time instruction because it is offered only when students get stuck).

What should a graph look like for this investigation? There are a number of different ways that students can analyze the observations or measurements they collect during this investigation. One of the most straightforward ways is to create a bar graph with the amount of 50°C water added to the beaker (in ml) on the horizontal or x-axis and the final temperature or temperature change of the water in the beaker on the vertical or y-axis. An example of a graph can be seen in Figure 3.1 (p. 128). There are other options for analyzing the collected data. Students often come up with some unique ways of analyzing their data, so be sure to give them some voice and choice during this stage.

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Investigation 3. Energy Transfer Between Liquids: How Can We Predict How Much the Temperature of 100 ml of Water Will Change When We Add Different Amounts of Hot Water to It?

8. Give the students 10 minutes to analyze their data. As they work, move from group to group to check in, ask probing questions, and offer suggestions. 9. Tell the students, “I am now going to give you and the other members of your group 15 minutes to create an argument to share what you have learned and convince others that they should believe you. Before you do that, we need to take a few minutes to discuss what you need to include in your argument.” 10. If possible, use a document camera to project the “Argument Presentation on a Whiteboard” image from the Investigation Handout (or the investigation log in their workbook) on a screen or board (or take a picture of it and project the picture on a screen or board). 11. Point to the box labeled “The Guiding Question:” and tell the students, “You can put the question we are trying to answer here on your whiteboard.” 12. Point to the box labeled “Our Claim:” and tell the students, “You can put your claim here on your whiteboard. The claim is your answer to the guiding question.” 13. Point to the box labeled “Our Evidence:” and tell the students, “You can put the evidence that you are using to support your claim here on your whiteboard. Your evidence will need to include the analysis you just did and an explanation of what your analysis means or shows. Scientists always need to support their claims with evidence.” 14. Point to the box labeled “Our Justification of the Evidence:” and tell the students, “You can put your justification of your evidence here on your whiteboard. Your justification needs to explain why your evidence is important. Scientists often use core ideas to explain why the evidence they are using matters. Core ideas are important concepts that scientists use to help them make sense of what happens during an investigation.” 15. Ask the students, “What are some core ideas that we read about earlier that might help us explain why the evidence we are using is important?” 16. Ask students to share some of the core ideas from the “Introduction” section of the Investigation Handout (or the investigation log in the workbook). List these core ideas on the board. 17. Tell the students, “That is great. I would like to see everyone try to include these core ideas in your justification of the evidence. Your goal is to use these core ideas to help explain why your evidence matters and why the rest of us should pay attention to it.” 18. Ask the students, “Do you have any questions about what you need to do?” 19. Answer any questions that come up. 20. Tell the students, “Okay, go ahead and start working on your arguments. You need to have your argument done in the next 15 minutes. It doesn’t need to be

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127

Teacher Notes

perfect. We just need something down on the whiteboards so we can share our ideas.” 21. Give the students 15 minutes to work in their groups on their arguments. As they work, move from group to group to check in, ask probing questions, and offer a suggestion if a group gets stuck. Figure 3.1 shows an example of an argument for this investigation.

FIGURE 3.1 Example of an argument

Stage 4: Argumentation Session (30 minutes) The argumentation session can be conducted in a whole-class presentation format, a gallery walk format, or a modified gallery walk format. We recommend using a whole-class presentation format for the first investigation, but try to transition to either the gallery walk or modified gallery walk format as soon as possible because that will maximize student voice and choice inside the classroom. The following list shows the steps for the three formats; unless otherwise noted, the steps are the same for all three formats.

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Investigation 3. Energy Transfer Between Liquids: How Can We Predict How Much the Temperature of 100 ml of Water Will Change When We Add Different Amounts of Hot Water to It?

1. Begin by introducing the use of the whiteboard. • If using the whole-class presentation format, tell the students, “We are now going to share our arguments. Please set up your whiteboards so everyone can see them.” • If using the gallery walk or modified gallery walk format, tell the students, “We are now going to share our arguments. Please set up your whiteboards so they are facing the walls.” 2. Allow the students to set up their whiteboards. • If using the whole-class presentation format, the whiteboards should be set up on stands or chairs so they are facing toward the center of the room. • If using the gallery walk or modified gallery walk format, the whiteboards should be set up on stands or chairs so they are facing toward the outside of the room. 3. Give the following instructions to the students: • If using the whole-class presentation format or the modified gallery walk format, tell the students, “Okay, before we get started I want to explain what we are going to do next. I’m going to ask some of you to present your arguments to your classmates. If you are presenting your argument, your job is to share your group’s claim, evidence, and justification of the evidence. The rest of you will be reviewers. If you are a reviewer, your job is to listen to the presenters, ask the presenters questions if you do not understand something, and then offer them some suggestions about ways to make their argument better. After we have a chance to learn from each other, I’m going to give you some time to revise your arguments and make them better.” • If using the gallery walk format, tell the students, “Okay, before we get started I want to explain what we are going to do next. You are going to have an opportunity to read the arguments that were created by other groups. Your group will go to a different group’s argument. I’ll give you a few minutes to read it and review it. Your job is to offer them some suggestions about ways to make their argument better. You can use sticky notes to give them suggestions. Please be specific about what you want to change and how you think they should change it. After we have a chance to learn from each other, I’m going to give you some time to revise your arguments and make them better.” 4. Use a document camera to project the “Ways to IMPROVE our argument…” box from the Investigation Handout (or the investigation log in their workbook) on a screen or board (or take a picture of it and project the picture on a screen or board). • If using the whole-class presentation format or the modified gallery walk format, point to the box and tell the students, “If you are a presenter, you can write down the suggestions you get from the reviewers here. If you are a reviewer and you see a good idea from another group, you can write down that idea here.

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Once we are done with the presentations, I will give you a chance to use these suggestions or ideas to improve your arguments. • If using the gallery walk format, point to the box and tell the students, “If you see a good idea from another group, you can write it down here. Once we are done reviewing the different arguments, I will give you a chance to use these ideas to improve your own arguments. It is important to share ideas like this.” Ask the students, “Do you have any questions about what you need to do?” 5. Answer any questions that come up. 6. Give the following instructions: • If using the whole-class presentation format, tell the students, “Okay. Let’s get started.” • If using the gallery walk format, tell the students, “Okay, I’m now going to tell you which argument to go to and review. • If using the modified gallery walk format, tell the students, “Okay, I’m now going to assign you to be a presenter or a reviewer.” Assign one or two students from each group to be presenters and one or two students from each group to be reviewers. 7. Begin the review of the arguments. • If using the whole-class presentation format, have four or five groups present their arguments one at a time. Give each group only two to three minutes to present their argument. Then give the class two to three minutes to ask them questions and offer suggestions. Be sure to encourage as much participation from the students as possible. • If using the gallery walk format, tell the students, “Okay. Let’s get started. Each group, move one argument to the left. Don’t move to the next argument until I tell you to move. Once you get there, read the argument and then offer suggestions about how to make it better. I will put some sticky notes next to each argument. You can use the sticky notes to leave your suggestions.” Give each group about three to four minutes to read the arguments, talk, and offer suggestions. a. Tell the students, “Okay. Let’s rotate. Move one group to the left.” b. Again, give each group three or four minutes to read, talk, and offer suggestions. c. Repeat this process for two more rotations. • If using the modified gallery walk format, tell the students, “Okay. Let’s get started. Reviewers, move one group to the left. Don’t move to the next group until I tell you to move. Presenters, go ahead and share your argument with the reviewers when they get there.” Give each group of presenters and reviewers about three to four minutes to talk.

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Investigation 3. Energy Transfer Between Liquids: How Can We Predict How Much the Temperature of 100 ml of Water Will Change When We Add Different Amounts of Hot Water to It?

a. Tell the students, “Okay. Let’s rotate. Reviewers, move one group to the left.” b. Again, give each group of presenters and reviewers about three or four minutes to talk. c. Repeat this process for two more rotations. 8. Tell the students to return to their workstations. 9. Give the following instructions about revising the argument: • If using the whole-class presentation format, tell the students, “I’m now going to give you about 10 minutes to revise your argument. Take a few minutes to talk in your groups and determine what you want to change to make your argument better. Once you have decided what to change, go ahead and make the changes to your whiteboard.” • If using the gallery walk format, tell the students, “I’m now going to give you about 10 minutes to revise your argument. Take a few minutes to read the suggestions that were left at your argument. Then talk in your groups and determine what you want to change to make your argument better. Once you have decided what to change, go ahead and make the changes to your whiteboard.” • If using the modified gallery walk format, “I’m now going to give you about 10 minutes to revise your argument. Please return to your original groups.” Wait for the students to move back into their original groups and then tell the students, “Okay, take a few minutes to talk in your groups and determine what you want to change to make your argument better. Once you have decided what to change, go ahead and make the changes to your whiteboard.” Ask the students, “Do you have any questions about what you need to do?” 10. Answer any questions that come up. 11. Tell the students, “Okay. Let’s get started.” 12. Give the students 10 minutes to work in their groups on their arguments. As they work, move from group to group to check in, ask probing questions, and offer a suggestion if a group gets stuck.

Stage 5: Reflective Discussion (15 minutes) 1. Tell the students, “We are now going to take a minute to talk about what we did and what we have learned.” 2. Show Figure 3.2 (p. 132) on a screen. This image shows two containers that hold different amounts of water. The water in both containers is heated to 75°C. Ask the students, “What do you all see going on here?” 3. Allow students to share their ideas. 4. Ask the students, “Which container has the most thermal energy?”

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5. Allow students to share their ideas. Keep probing until someone says the container that has the most water has more thermal energy even though the water in both containers is the same temperature.

FIGURE 3.2 Two beakers filled with water

6. Show Figure 3.3 on a screen. This image shows a piece of 25°C metal being added to one of the containers of water. 7. Ask the students, “What would happen if I added a piece of 25°C metal to the 75°C water?” 8. Allow students to share their ideas. Keep probing until someone says that the temperature of the metal would increase and the temperature of the water would decrease. 9. Ask the students, “Why will the metal and water change temperature?” Allow students to share their ideas. Keep probing until someone says that there is a transfer of thermal energy.

FIGURE 3.3 A piece of metal being added to a beaker with water

10. Ask the students, “Which direction will the energy transfer?” 11. Allow students to share their ideas. Keep probing until someone says that the thermal energy will transfer from the water to the metal. 12. Tell the students, “Okay, let’s make sure we are on the same page. Objects or substances at the same temperature can contain different amounts of thermal energy. For example, 200 ml of water at 75°C has more thermal energy than 100 ml of water at 75°C. Thermal energy can be moved between objects or substances by putting these objects or substances together. Thermal energy transfers from objects or substances at a higher temperature to objects or substances at a lower temperature. The way energy moves between objects of different temperatures is a really important core idea in science.” 13. Ask the students, “Does anyone have any questions about this core idea?” 14. Answer any questions that come up. 15. Tell the students, “We also looked for patterns during our investigation.” Ask the students, “Can anyone tell me why it is useful to look for patterns during an investigation?”

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Investigation 3. Energy Transfer Between Liquids: How Can We Predict How Much the Temperature of 100 ml of Water Will Change When We Add Different Amounts of Hot Water to It?

16. Allow students to share their ideas. Keep probing until someone says that patterns allow us to predict what might happen in the future. 17. Ask the students, “What was a pattern we uncovered today?” 18. Allow students to share their ideas. Keep probing until students describe the relationship between amount of water added and how much the temperature changed. 19. Ask the students, “What do you all think will happen to the temperature of 100 ml of room-temperature water, which is about 23°C, if I add 50 ml of 50°C water to it?” 20. Allow students to share their ideas. Keep probing until students give a temperature based on the data they collected during the investigation or explain how the temperature will change. 21. Tell the students, “We are now going take a minute to talk about what went well and what didn’t go so well during our investigation. We need to talk about this because you are going to be planning and carrying out your own investigations like this a lot this year, and I want to help you all get better at it.” 22. Show an image of the question “What made your investigation scientific?” on the screen. Tell the students, “Take a few minutes to talk about how you would answer this question with the other people in your group. Be ready to share with the rest of the class.” Give the students two to three minutes to talk in their group. 23. Ask the students, “What do you all think? Who would like to share an idea?” 24. Allow students to share their ideas. Be sure to expand on their ideas about what makes an investigation scientific. 25. Show an image of the question “What made your investigation not so scientific?” on the screen. Tell the students, “Take a few minutes to talk about how you would answer this question with the other people in your group. Be ready to share with the rest of the class.” Give the students two to three minutes to talk in their group. 26. Ask the students, “What do you all think? Who would like to share an idea?” 27. Allow students to share their ideas. Be sure to expand on their ideas about what makes an investigation less scientific. 28. Show an image of the question “What rules can we put into place to help us make sure our next investigation is more scientific?” on the screen. Tell the students, “Take a few minutes to talk about how you would answer this question with the other people in your group. Be ready to share with the rest of the class.” Give the students two to three minutes to talk in their group. 29. Ask the students, “What do you all think? Who would like to share an idea?”

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30. Allow students to share their ideas. Once they have shared their ideas, offer a suggestion for a possible class rule. 31. Ask the students, “What do you all think? Should we make this a rule?” 32. If the students agree, write the rule on the board or make a class “Rules for Scientific Investigation” chart so you can refer to it during the next investigation. 33. Tell the students, “We are now going take a minute to talk about the methods that scientists use.” 34. Show an image of the question “Do all scientists follow the same method?” on the screen. Tell the students, “Take a few minutes to talk about how you would answer this question with the other people in your group. Be ready to share with the rest of the class.” Give the students two to three minutes to talk in their group. 35. Ask the students, “What do you all think? Who would like to share an idea?” 36. Allow students to share their ideas. 37. Tell the students, “Okay, let’s make sure we are all on the same page. Scientists use lots of different methods to answer different types of questions. Sometimes they need to go out into the field and make observations. Some scientists design experiments like you did today, and others analyze data collected by other scientists. There is no one method that all scientists use, and the method used by scientists depends on what they are studying and what type of question they are asking. This is an important thing to understand about science.” 38. Ask the students, “What questions do you have about the methods that scientists use?” 39. Answer any questions that come up.

Stage 6: Write a Draft Report (30 minutes) Your students will use either the Investigation Handout or the investigation log in the student workbook when writing the draft report. When you give the directions shown in quotes in the following steps, substitute “investigation log” (as shown in brackets) for “handout” if they are using the workbook. 1. Tell the students, “You are now going to write an investigation report to share what you have learned. Please take out a pencil and turn to the ‘Draft Report’ section of your handout [investigation log].” 2. If possible, use a document camera to project the “Introduction” section of the draft report from the Investigation Handout (or the investigation log in their workbook) on a screen or board (or take a picture of it and project the picture on a screen or board).

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Investigation 3. Energy Transfer Between Liquids: How Can We Predict How Much the Temperature of 100 ml of Water Will Change When We Add Different Amounts of Hot Water to It?

3. Tell the students, “The first part of the report is called the ‘Introduction.’ In this section of the report you want to explain to the reader what you were investigating, why you were investigating it, and what question you were trying to answer. All of this information can be found in the text at the beginning of your handout [investigation log].” Point to the image and say, “There are some sentence starters here to help you begin writing the report.” Ask the students, “Do you have any questions about what you need to do?” 4. Answer any questions that come up. 5. Tell the students, “Okay. Let’s write.” 6. Give the students 10 minutes to write the “Introduction” section of the report. As they work, move from student to student to check in, ask probing questions, and offer a suggestion if a student gets stuck. 7. If possible, use a document camera to project the “Method” section of the draft report from the Investigation Handout (or the investigation log in their workbook) on a screen or board (or take a picture of it and project the picture on a screen or board). 8. Tell the students, “The second part of the report is called the ‘Method.’ In this section of the report you want to explain to the reader what you did during the investigation, what data you collected and why, and how you went about analyzing your data. All of this information can be found in the ‘Plan Your Investigation’ section of your handout [investigation log]. Remember that you all planned and carried out different investigations, so do not assume that the reader will know what you did.” Point to the image and say, “There are some sentence starters here to help you begin writing this part of the report.” Ask the students, “Do you have any questions about what you need to do?” 9. Answer any questions that come up. 10. Tell the students, “Okay. Let’s write.” 11. Give the students 10 minutes to write the “Method” section of the report. As they work, move from student to student to check in, ask probing questions, and offer a suggestion if a student gets stuck. 12. If possible, use a document camera to project the “Argument” section of the draft report from the Investigation Handout (or the investigation log in their workbook) on a screen or board (or take a picture of it and project the picture on a screen or board). 13. Tell the students, “The last part of the report is called the ‘Argument.’ In this section of the report you want to share your claim, evidence, and justification of the evidence with the reader. All of this information can be found on your whiteboard.” Point to the image and say, “There are some sentence starters here to help you begin writing this part of the report.” Ask the students, “Do you have any questions about what you need to do?”

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14. Answer any questions that come up. 15. Tell the students, “Okay. Let’s write.” 16. Give the students 10 minutes to write the “Argument” section of the report. As they work, be sure to move from student to student to check in, ask probing questions, and offer a suggestion if a student gets stuck.

Stage 7: Peer Review (30 minutes) Your students will use either the Investigation Handout or the investigation log in the student workbook when doing the peer review. When you give the directions shown in quotes in the following steps, substitute “workbook” (as shown in brackets) for “Investigation Handout” if they are using the workbook. 1. Tell the students, “We are now going to review our reports to find ways to make them better. I’m going to come around and collect your Investigation Handout [workbook]. While I do that, please take out a pencil.” 2. Collect the Investigation Handouts or workbooks from the students. 3. If possible, use a document camera to project the peer-review guide (PRG; see Appendix 4) on a screen or board (or take a picture of it and project the picture on a screen or board). 4. Tell the students, “We are going to use this peer-review guide to give each other feedback.” Point to the image. 5. Give the following instructions: • If using the Investigation Handout, tell the students, “I’m going to ask you to work with a partner to do this. I’m going to give you and your partner a draft report to read and a peer-review guide to fill out. You two will then read the report together. Once you are done reading the report, I want you to answer each of the questions on the peer-review guide.” Point to the review questions on the image of the PRG. • If using the workbook, tell the students, “I’m going to ask you to work with a partner to do this. I’m going to give you and your partner a draft report to read. You two will then read the report together. Once you are done reading the report, I want you to answer each of the questions on the peer-review guide that is right after the report in the investigation log.” Point to the review questions on the image of the PRG. 6. Tell the students, “You can check ‘yes,’ ‘almost,’ or ‘no’ after each question.” Point to the checkboxes on the image of the PRG. 7. Tell the students, “This will be your rating for this part of the report. Make sure you agree on the rating you give the author. If you mark ‘almost’ or ‘no,’ then

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Investigation 3. Energy Transfer Between Liquids: How Can We Predict How Much the Temperature of 100 ml of Water Will Change When We Add Different Amounts of Hot Water to It?

you need to tell the author what he or she needs to do to get a ‘yes.’” Point to the space for the reviewer feedback on the image of the PRG. 8. Tell the students, “It is really important for you to give the authors feedback that is helpful. That means you need to tell them exactly what they need to do to make their report better.” Ask the students, “Do you have any questions about what you need to do?” 9. Answer any questions that come up. 10. Tell the students, “Please sit with a partner who is not in your current group.” Allow the students time to sit with a partner. 11. Give the following instructions: • If using the Investigation Handout, tell the students, “Okay, I am now going to give you one report to read and one peer-review guide to fill out.” Pass out one report to each pair. Make sure that the report you give a pair was not written by one of the students in that pair. Give each pair one PRG to fill out as a team. • If using the workbook, tell the students, “Okay, I am now going to give you one report to read.” Pass out a workbook to each pair. Make sure that the workbook you give a pair is not from one of the students in that pair. 12. Tell the students, “Okay, I’m going to give you 15 minutes to read the report I gave you and to fill out the peer-review guide. Go ahead and get started.” 13. Give the students 15 minutes to work. As they work, move around from pair to pair to check in and see how things are going, answer questions, and offer advice. 14. After 15 minutes pass, tell the students, “Okay, time is up.” If using the Investigation Handout, say, “Please give me the report and the peer-review guide that you filled out.” If using the workbook, say, “Please give me the workbook that you have.” 15. Collect the Investigation Handouts and the PRGs, or collect the workbooks if they are being used. Be sure you keep the handout and the PRG together. 16. Give the following instructions: • If using the Investigation Handout, tell the students, “Okay, I am now going to give you a different report to read and a new peer-review guide to fill out.” Pass out another report to each pair. Make sure that this report was not written by one of the students in that pair. Give each pair a new PRG to fill out as a team. • If using the workbook, tell the students, “Okay, I am now going to give you a different report to read.” Pass out a different workbook to each pair. Make sure that the workbook you give a pair is not from one of the students in that pair.

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17. Tell the students, “Okay, I’m going to give you 15 minutes to read this new report and to fill out the peer-review guide. Go ahead and get started.” 18. Give the students 15 minutes to work. As they work, move around from pair to pair to check in and see how things are going, answer questions, and offer advice. 19. After 15 minutes pass, tell the students, “Okay, time is up.” If using the Investigation Handout, say, “Please give me the report and the peer-review guide that you filled out.” If using the workbook, say, “Please give me the workbook that you have.” 20. Collect the Investigation Handouts and the PRGs, or collect the workbooks if they are being used. Be sure you keep the handout and the PRG together.

Stage 8: Revise the Report (30 minutes) Your students will use either the Investigation Handout or the investigation log in the student workbook when revising the report. Except where noted below, the directions are the same whether using the handout or the log. 1. Give the following instructions: • If using the Investigation Handout, tell the students, “You are now going to revise your investigation report based on the feedback you get from your classmates. Please take out a pencil while I hand back your draft report and the peer-review guide.” • If using the investigation log in the student workbook, tell the students, “You are now going to revise your investigation report based on the feedback you get from your classmates. Please take out a pencil while I hand back your investigation logs.” 2. If using the Investigation Handout, pass back the handout and the PRG to each student. If using the investigation log, pass back the log to each student. 3. Tell the students, “Please take a few minutes to read over the peer-review guide. You should use it to figure out what you need to change in your report and how you will change the report.” 4. Allow the students time to read the PRG. 5. If using the investigation log, if possible use a document camera to project the “Write Your Final Report” section from the investigation log on a screen or board (or take a picture of it and project the picture on a screen or board). 6. Give the following instructions: • If using the Investigation Handout, tell the students, “Okay. Let’s revise our reports. Please take out a piece of paper. I would like you to rewrite your

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Investigation 3. Energy Transfer Between Liquids: How Can We Predict How Much the Temperature of 100 ml of Water Will Change When We Add Different Amounts of Hot Water to It?

report. You can use your draft report as a starting point, but use the feedback on the peer-review guide to help make it better.” • If using the investigation log, tell the students, “Okay. Let’s revise our reports. I would like you to rewrite your report in the section of the investigation log that says ‘Write Your Final Report.’” Point to the image on the screen and tell the students, “You can use your draft report as a starting point, but use the feedback on the peer-review guide to help make your report better.” Ask the students, “Do you have any questions about what you need to do?” 7. Answer any questions that come up. 8. Tell the students, “Okay. Let’s write.” 9. Give the students 30 minutes to rewrite their report. As they work, move from student to student to check in, ask probing questions, and offer a suggestion if a student gets stuck. 10. Give the following instructions: • If using the Investigation Handout, tell the students, “Okay. Time’s up. I will now come around and collect your Investigation Handout, the peer-review guide, and your final report.” • If using the investigation log, tell the students, “Okay. Time’s up. I will now come around and collect your workbooks.” 11. If using the Investigation Handout, collect all the Investigation Handouts, PRGs, and final reports. If using the investigation log, collect all the workbooks. 12. If using the Investigation Handout, use the “Teacher Score” columns in the PRG to grade the final report. If using the investigation log, use the “Investigation Report Grading Rubric” in the investigation log to grade the final report. Whether you are using the handout or the log, you can give the students feedback about their writing in the “Teacher Comments” section.

How to Use the Checkout Questions The Checkout Questions are an optional assessment. We recommend giving them to students one day after they finish stage 8 of the ADI investigation. Appendix 6 provides an answer guide for the Checkout Questions. The Checkout Questions can be used as a formative or summative assessment of student thinking. If you plan to use them as a formative assessment, we recommend that you look over the student answers to determine if you need to reteach the core idea and/or crosscutting concept from the investigation, but do not grade them. If you plan to use them as a summative assessment, we have included a Teacher Scoring Rubric at the end of the Checkout Questions that you can use to score a student’s ability to apply the core idea in a new scenario and explain their use of a crosscutting concept; see Figure 3.4 for an example

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of the rubric. The rubric includes a 4-point scale that ranges from 0 (the student cannot apply the core idea correctly in all cases and cannot explain the crosscutting concept) to 3 (the student can apply the core idea correctly in all cases and can fully explain the crosscutting concept).

FIGURE 3.4 Example of a Teacher Scoring Rubric with cause and effect as the crosscutting concept

Level

Description

3

The student can apply the core idea correctly in all cases and can fully explain the cause-andeffect relationship.

2

The student can apply the core idea correctly in all cases but cannot fully explain the causeand-effect relationship.

1

The student cannot apply the core idea correctly in all cases but can fully explain the causeand-effect relationship.

0

The student cannot apply the core idea correctly in all cases and cannot explain the causeand-effect relationship.

The Checkout Questions, regardless of how you decide to use them, are a great way to make student thinking visible so you can determine if the students have learned the core idea and the crosscutting concept.

Connections to Standards Table 3.2 highlights how the investigation can be used to address specific performance expectations from the NGSS, Common Core State Standards (CCSS) in English language arts (ELA) and in mathematics, and English Language Proficiency (ELP) Standards.

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Investigation 3. Energy Transfer Between Liquids: How Can We Predict How Much the Temperature of 100 ml of Water Will Change When We Add Different Amounts of Hot Water to It?

TABLE 3.2 Investigation 3 alignment with standards

NGSS performance expectation

Strong alignment • 4-PS3-2: Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents.

CCSS ELA—Reading: Key ideas and details Informational Text • CCSS.ELA-LITERACY.RI.4.1: Refer to details and examples in a

text when explaining what the text says explicitly and when drawing inferences from the text.

• CCSS.ELA-LITERACY.RI.4.2: Determine the main idea of a text and explain how it is supported by key details; summarize the text. • CCSS.ELA-LITERACY.RI.4.3: Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. Craft and structure • CCSS.ELA-LITERACY.RI.4.4: Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area. • CCSS.ELA-LITERACY.RI.4.5: Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text. • CCSS.ELA-LITERACY.RI.4.6: Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided. Integration of knowledge and ideas • CCSS.ELA-LITERACY.RI.4.7: Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. • CCSS.ELA-LITERACY.RI.4.8: Explain how an author uses reasons and evidence to support particular points in a text. • CCSS.ELA-LITERACY.RI.4.9: Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. Range of reading and level of text complexity • CCSS.ELA-LITERACY.RI.4.10: By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Continued

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Table 3.2 (continued)

CCSS ELA—Writing

Text types and purposes • CCSS.ELA-LITERACY.W.4.1: Write opinion pieces on topics or texts, supporting a point of view with reasons and information. ¡¡CCSS.ELA-LITERACY.W.4.1.A: Introduce

a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose.

¡¡CCSS.ELA-LITERACY.W.4.1.B: Provide

supported by facts and details.

reasons that are

¡¡CCSS.ELA-LITERACY.W.4.1.C: Link

opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).

¡¡CCSS.ELA-LITERACY.W.4.1.D: Provide

a concluding statement or section related to the opinion presented.

• CCSS.ELA-LITERACY.W.4.2: Write informative / explanatory texts to examine a topic and convey ideas and information clearly. ¡¡CCSS.ELA-LITERACY.W.4.2.A: Introduce

a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.

¡¡CCSS.ELA-LITERACY.W.4.2.B: Develop

the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

¡¡CCSS.ELA-LITERACY.W.4.2.C: Link

ideas within categories of information using words and phrases (e.g., another, for example, also, because).

¡¡CCSS.ELA-LITERACY.W.4.2.D: Use

precise language and domain-specific vocabulary to inform about or explain the topic.

¡¡CCSS.ELA-LITERACY.W4.2.E: Provide

a concluding statement or section related to the information or explanation presented.

Production and distribution of writing • CCSS.ELA-LITERACY.W.4.4: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.  • CCSS.ELA-LITERACY.W.4.5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.  • CCSS.ELA-LITERACY.W.4.6: With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting. Research to build and present knowledge • CCSS.ELA-LITERACY.W.4.7: Conduct short research projects that build knowledge through investigation of different aspects of a topic. • CCSS.ELA-LITERACY.W.4.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.

Continued

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Investigation 3. Energy Transfer Between Liquids: How Can We Predict How Much the Temperature of 100 ml of Water Will Change When We Add Different Amounts of Hot Water to It?

Table 3.2 (continued)

CCSS ELA—Writing (continued)

Range of writing

CCSS ELA— Speaking and Listening

Comprehension and collaboration

• CCSS.ELA-LITERACY.W.4.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of disciplinespecific tasks, purposes, and audiences. • CCSS.ELA-LITERACY.SL.4.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly. ¡¡CCSS.ELA-LITERACY.SL.4.1.A: Come

to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

¡¡CCSS.ELA-LITERACY.SL.4.1.B: Follow

agreed-upon rules for discussions and carry out assigned roles.

¡¡CCSS.ELA-LITERACY.SL.4.1.C: Pose

and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.

¡¡CCSS.ELA-LITERACY.SL.4.1.D: Review

the key ideas expressed and explain their own ideas and understanding in light of the discussion.

• CCSS.ELA-LITERACY.SL.4.2: Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. • CCSS.ELA-LITERACY.SL.4.3: Identify the reasons and evidence a speaker provides to support particular points Presentation of knowledge and ideas • CCSS.ELA-LITERACY.SL.4.4: Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. • CCSS.ELA-LITERACY.SL.4.5: Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes. • CCSS.ELA-LITERACY.SL.4.6: Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation.

CCSS Mathematics— Use place value understanding and properties of operations to perform multi-digit arithmetic. Number and Operations in Base • CCSS.MATH.CONTENT.4.NBT.B.4: Fluently add and subtract Ten multi-digit whole numbers using the standard algorithm. Continued

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Table 3.2 (continued)

CCSS Mathematics— Solve problems involving measurement and conversion of measurements. Measurement and • CCSS.MATH.CONTENT.4.MD.A.1: Know relative sizes of Data measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. 

• CCSS.MATH.CONTENT.4.MD.A.2: Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale. Represent and interpret data. • CCSS.MATH.CONTENT.4.MD.B.4: Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Solve problems involving addition and subtraction of fractions by using information presented in line plots.

ELP Standards

Receptive modalities • ELP 1: Construct meaning from oral presentations and literary and informational text through grade-appropriate listening, reading, and viewing. • ELP 8: Determine the meaning of words and phrases in oral presentations and literary and informational text. Productive modalities • ELP 3: Speak and write about grade-appropriate complex literary and informational texts and topics. • ELP 4: Construct grade-appropriate oral and written claims and support them with reasoning and evidence. • ELP 7: Adapt language choices to purpose, task, and audience when speaking and writing. • Interactive modalities • ELP 2: Participate in grade-appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions. • ELP 5: Conduct research and evaluate and communicate findings to answer questions or solve problems. • ELP 6: Analyze and critique the arguments of others orally and in writing. Linguistic structures of English • ELP 9: Create clear and coherent grade-appropriate speech and text. • ELP 10: Make accurate use of standard English to communicate in grade-appropriate speech and writing.

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Investigation Handout

Investigation 3

Energy Transfer Between Liquids: How Can We Predict How Much the Temperature of 100 ml of Water Will Change When We Add Different Amounts of Hot Water to It? Introduction We use water every day. We use it to cook food, we use it to clean, and we drink it when we are thirsty. Sometimes we need water to be hot, such as when we are cooking, and sometimes we need water to be cold, such as when we drink it with a meal. Take a few minutes to explore what happens to the temperature of some water when you add a hot piece of metal to it. As you explore what happens to the water over time, keep track of what you observe and what you are wondering about in the boxes below.

Things I OBSERVED …

Things I WONDER about …

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Investigation Handout All matter, including metal and water, is made up of particles that are in constant motion. These particles have energy because they are constantly moving. The thermal energy of an object or substance is the total energy of all the moving particles that make up that object or substance. The temperature of an object or substance is a measure of the average energy of these particles. Energy transfers between objects or substances that are at different temperatures. Energy always transfers from an object or substance at a higher temperature to an object or substance at a lower temperature. For example, when you put the hot piece of metal in the cup of cool water, energy transferred from the hot piece of metal to the cool water; it did not transfer from the cool water to the hot metal. The temperature of the water and the metal changed because energy transferred from the metal into the water. The water increased in temperature because it gained energy from the metal, and the metal decreased in temperature because energy transferred from it to the water. In this investigation, your goal is to figure out a way to predict how much the temperature of 100 ml of room-temperature water will change when different amounts of hot water are added to it. To accomplish this goal, you will need to find a pattern in the data you collect and then determine a mathematical rule that you can use to describe the pattern. It is useful to be able to predict changes in temperature using mathematics like this because different amounts of hot water will have different amounts of energy even though the hot water is at the same temperature.

Things we KNOW from what we read …

146

What we will NEED to figure out …

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Investigation 3. Energy Transfer Between Liquids: How Can We Predict How Much the Temperature of 100 ml of Water Will Change When We Add Different Amounts of Hot Water to It?

Your Task Use what you know about the transfer of energy, the importance of tracking energy in a system, and patterns to design and carry out an investigation to determine a rule that you can use to predict how the temperature of 100 ml of room-temperature water will change when different amounts of hot water are added to it. The guiding question of this investigation is, How can we predict how much the temperature of 100 ml of water will change when we add different amounts of hot water to it?

Materials You may use any of the following materials during your investigation: • Safety goggles (required)

• Graduated cylinder (50 ml)

• Nonlatex apron (required)

• Thermometer

• Thermal gloves (required)

• Hot water (from your teacher)

• 2 beakers (each 250 ml)

Safety Rules Follow all normal safety rules. In addition, be sure to follow these rules: • Wear sanitized indirectly vented chemical-splash safety goggles, nonlatex aprons, and thermal gloves during setup, investigation activity, and cleanup. • Be careful when working with hot water, because it can burn your skin. • Be careful when working with glassware, which can shatter if dropped and can cut skin. • Use only GFCI-protected circuits when using electrical equipment, and keep the equipment away from water sources to prevent shock. • Immediately clean up any spills to avoid a slip or fall hazard. • Wash your hands with soap and water when you are done collecting the data.

Plan Your Investigation Prepare a plan for your investigation by filling out the chart that follows; this plan is called an investigation proposal. Before you start developing your plan, be sure to discuss the following questions with the other members of your group: • How can we track the transfer of energy within a system? • What types of patterns might we look for to help answer the guiding question?

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Investigation Handout Our guiding question:

This is a picture of how we will set up the equipment:

We will collect the following data:

These are the steps we will follow to collect data:

I approve of this investigation proposal. Teacher’s signature

148

Date National Science Teachers Association

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Investigation 3. Energy Transfer Between Liquids: How Can We Predict How Much the Temperature of 100 ml of Water Will Change When We Add Different Amounts of Hot Water to It?

Collect Your Data Keep a record of what you measure or observe during your investigation in the space below.

Analyze Your Data You will need to analyze the data you collected before you can develop an answer to the guiding question. To do this, create a graph that shows a pattern or relationship.

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Investigation Handout Draft Argument

The Guiding Question:

Develop an argument on a whiteboard. It should include the following:

Our Claim:

1. A claim: Your answer to the guiding question.

Our Evidence:

Our Justification of the Evidence:

2. Evidence: An analysis of the data and an explanation of what the analysis means. 3. A justification of the evidence: Why your group thinks the evidence is important.

Argumentation Session Share your argument with your classmates. Be sure to ask them how to make your draft argument better. Keep track of their suggestions in the space below. Ways to IMPROVE our argument …

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Investigation 3. Energy Transfer Between Liquids: How Can We Predict How Much the Temperature of 100 ml of Water Will Change When We Add Different Amounts of Hot Water to It?

Draft Report Prepare an investigation report to share what you have learned. Use the information in this handout and your group’s final argument to write a draft of your investigation report.

Introduction We have been studying _______________________________________________________ in class. Before we started this investigation, we explored ___________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ We noticed ________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ My goal for this investigation was to figure out _____________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ The guiding question was _____________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________

Method To gather the data I needed to answer this question, I _______________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________

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Investigation Handout I then analyzed the data I collected by ___________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________

Argument My claim is ________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ The graph below shows ______________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________

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Investigation 3. Energy Transfer Between Liquids: How Can We Predict How Much the Temperature of 100 ml of Water Will Change When We Add Different Amounts of Hot Water to It?

This analysis of the data I collected suggests ______________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ This evidence is based on several important scientific concepts. The first one is ___________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________

Review Your friends need your help! Review the draft of their investigation reports and give them ideas about how to improve. Use the peer-review guide when doing your review.

Submit Your Final Report Once you have received feedback from your friends about your draft report, create your final investigation report and hand it in to your teacher.

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Checkout Questions Investigation 3. Energy Transfer Between Liquids The picture below shows three containers. Each container holds a different amount of room-temperature water. You decide to add 20 ml of 60°C water to each one.

1. Which container of water will increase in temperature the most? a. Container A

c.

b.

d. They will all increase in temperature by the same amount.

Container B

Container C

2. Which container of water will increase in temperature the least? a. Container A

c.

b.

d. They will all increase in temperature by the same amount.

Container B

Container C

3. Explain your thinking. How does a transfer of energy cause a change in temperature? _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ Teacher Scoring Rubric for the Checkout Questions

Level

154

Description

3

The student can apply the core idea correctly in all cases and can fully explain the transfer of energy.

2

The student can apply the core idea correctly in all cases but cannot fully explain the transfer of energy.

1

The student cannot apply the core idea correctly in all cases but can fully explain the transfer of energy.

0

The student cannot apply the core idea correctly in all cases and cannot explain the transfer of energy.

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Teacher Notes Investigation 4

Energy Transfer by Light: How Does the Distance Between a Light Source and an Object Affect the Amount of Energy an Object Receives From the Light Source? Purpose The purpose of this investigation is to give students an opportunity to use one disciplinary core idea (DCI), two crosscutting concepts (CCs), and seven scientific and engineering practices (SEPs) to figure out how the distance between a light source and an object affects energy transfer by light. Students will also learn about the nature and role of experiments in science during the reflective discussion.

Background Information About This Investigation Light transfers energy from place to place. For example, energy from the Sun is transferred to Earth by light. There are many different types of light. Some light we can see, such as visible light, and some light is invisible to us, such as infrared light or ultraviolet light. Scientists use the term radiation to describe how energy transfers between objects by light. Only objects that are at a very high temperature produce light that we can see. For example, the filament in a lightbulb gets so hot that it produces visible light. This light travels out from the filament in all directions and transfers energy to other objects. Objects that absorb light will gain energy. When an object gains energy by absorbing light, the motion of the particles in the object will increase over time. The temperature of the object, as result, will also increase over time. An object that is farther away from a light source receives less energy than an object that is closer to the light source. The total energy within a defined system changes only by the transfer of energy into or out of the system.

The DCI, CCs, and SEPs That Students Use During This Investigation DCI • PS3.B: Conservation of Energy and Energy Transfer: Energy is present whenever there are moving objects, sound, light, or heat.

CCs • CC 3: Scale, Proportion, and Quantity: Natural objects and/or observable phenomena exist from the very small to the immensely large or from very short to very long

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Teacher Notes

time periods. Standard units are used to measure and describe physical quantities such as weight, time, temperature, and volume. • CC 5: Energy and Matter: Energy can be transferred between objects.

SEPs • SEP 1: Asking Questions and Defining Problems: Ask questions about what would happen if a variable is changed. Ask questions that can be investigated and predict reasonable outcomes based on patterns such as cause-and-effect relationships. • SEP 3: Planning and Carrying Out Investigations: Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence, using fair tests in which variables are controlled and the number of trials considered. Evaluate appropriate methods and/or tools for collecting data. • SEP 4: Analyzing and Interpreting Data: Represent data in tables and/or various graphical displays (bar graphs, pictographs, and/or pie charts) to reveal patterns that indicate relationships. Analyze and interpret data to make sense of phenomena, using logical reasoning, mathematics, and/or computation. Compare and contrast data collected by different groups in order to discuss similarities and differences in their findings. • SEP 5: Using Mathematics and Computational Thinking: Organize simple data sets to reveal patterns that suggest relationships. Describe, measure, estimate, and/ or graph quantities (e.g., area, volume, weight, time) to address scientific and engineering questions and problems. • SEP 6: Constructing Explanations and Designing Solutions: Construct an explanation of observed relationships. Use evidence to construct or support an explanation. Identify the evidence that supports particular points in an explanation. • SEP 7: Engaging in Argument From Evidence: Compare and refine arguments based on an evaluation of the evidence presented. Distinguish among facts, reasoned judgment based on research findings, and speculation in an explanation. Respectfully provide and receive critiques from peers about a proposed procedure, explanation, or model by citing relevant evidence and posing specific questions. • SEP 8: Obtaining, Evaluating, and Communicating Information: Read and comprehend grade-appropriate complex texts and/or other reliable media to summarize and obtain scientific and technical ideas. Combine information in written text with that contained in corresponding tables, diagrams, and/or charts to support the engagement in other scientific and/or engineering practices. Communicate scientific and/or technical information orally and/or in written formats, including various forms of media as well as tables, diagrams, and charts.

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Investigation 4. Energy Transfer by Light: How Does the Distance Between a Light Source and an Object Affect the Amount of Energy an Object Receives From the Light Source?

Other Concepts That Students May Use During This Investigation Students might also use the following concepts: • Only objects that are at a very high temperature produce light that we can see. • Light can transfer energy from place to place. • Objects or substances change temperature when they gain or lose energy.

What Students Figure Out An object that is farther away from a light source receives less energy than an object that is closer to the light source.

Timeline The time needed to complete this investigation is 260 minutes (4 hours and 20 minutes). The amount of instructional time needed for each stage of the investigation is as follows: • Stage 1. Introduce the task and the guiding question: 35 minutes • Stage 2. Design a method and collect data: 50 minutes • Stage 3. Create a draft argument: 40 minutes • Stage 4. Argumentation session: 30 minutes • Stage 5. Reflective discussion: 15 minutes • Stage 6. Write a draft report: 30 minutes • Stage 7. Peer review: 30 minutes • Stage 8. Revise the report: 30 minutes This investigation can be completed in one day or over eight days (one day for each stage) during your designated science time in the daily schedule.

Materials and Preparation The materials needed for this investigation are listed in Table 4.1 (p. 158). The individual items can be purchased from a science education supply company such as Ward’s Science (www.wardsci.com), Flinn Scientific (www.flinnsci.com), or Carolina (www.carolina.com); at a big-box retail store such as Wal-Mart or Target; or through an online retailer such as Amazon. The materials for this investigation can also be purchased as a complete kit (which includes enough materials for 24 students, or six groups) at www.argumentdriveninquiry.com.

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Teacher Notes

TABLE 4.1 Materials for Investigation 4

Item Safety glasses or goggles

Quantity 1 per student

Clamp-on heat lamp with 125 W brooder bulb

1 per group

Black construction paper, 3" × 3"

1 per group

Black 2" × 3" mailing tubes

3 per group

Plastic mailing tube cap with hole

3 per group

Plastic mailing tube cap

3 per group

Thermometers (total immersion)

3 per group

Cloth meterstick

2 per group

Whiteboard, 2' × 3'*

1 per group

Investigation Handout

1 per student

Peer-review guide and teacher scoring rubric

1 per student

Checkout Questions (optional)

1 per student

*As an alternative, students can use computer and presentation software such as Microsoft PowerPoint or Apple Keynote to create their arguments.

You will need to drill a hole into one of the two mailing tube caps for each mailing tube before starting the investigation. Students will insert thermometers into the hole so they can monitor how the temperature of the mailing tube changes over time. Be sure to use a set routine for distributing and collecting the materials. One option is to organize the materials into kits that you can deliver to each group. A second option is to have all the materials on a table or cart at a central location. You can then assign a member of each group to be the “materials manager.” This individual is responsible for collecting all the materials his or her group needs from the table or cart during class and for returning all the materials at the end of the class.

Safety Precautions Remind students to follow all normal investigation safety rules. In addition, tell the students to take the following safety precautions: • Wear sanitized safety glasses or goggles during setup, investigation activity, and cleanup. • Use only GFCI-protected circuits when using electrical equipment, and keep the equipment away from water sources to prevent shock. • Be careful when handling the heat lamp and bulb. The bulb can shatter if dropped and can cut skin; if the bulb breaks, clean up the pieces immediately and place in a

158

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Investigation 4. Energy Transfer by Light: How Does the Distance Between a Light Source and an Object Affect the Amount of Energy an Object Receives From the Light Source?

broken glass box. Do not touch the bulb when it is on or for several minutes after turning it off, because lightbulbs can get very hot and burn skin. • Wash their hands with soap and water when done collecting the data.

Lesson Plan by Stage Stage 1: Introduce the Task and the Guiding Question (35 minutes) 1. Ask the students to sit in six groups, with three or four students in each group. 2. Ask students to clear off their desks except for a pencil (and their Student Workbook for Argument-Driven Inquiry in Fourth-Grade Science if they have one). 3. Pass out an Investigation Handout to each student (or ask students to turn to Investigation Log 4 in their workbook). 4. Read the first paragraph of the “Introduction” aloud to the class. Ask the students to follow along as you read. 5. Pass out a heat lamp with bulb, a piece of black construction paper, and a thermometer to each group. 6. Remind students of the safety rules and explain the safety precautions for this investigation. Be sure to tell students that the heat lamp will get hot once it is turned on and that they should not touch the bulb because it can cause burns. 7. Tell the students to place the thermometer on the table and then put the piece of black construction paper on top of it. Have them place the heat lamp so it is 6–12 inches above the paper and then turn it on. Tell the students to record their observations and questions in the “OBSERVED/WONDER” chart in the “Introduction” section of their Investigation Handout (or the investigation log in their workbook). 8. Ask students to share what they observed after leaving the lamp on for several minutes. 9. Ask students to share what questions they have about how the temperature of the piece of black construction paper changed over time. 10. Tell the students, “Some of your questions might be answered by reading the rest of the ‘Introduction.’” 11. Ask the students to read the rest of the “Introduction” on their own or ask them to follow along as you read the rest aloud. 12. Once the students have read the rest of the “Introduction,” ask them to fill out the “KNOW/NEED” chart on their Investigation Handout (or in their investigation log) as a group. 13. Ask students to share what they learned from the reading. Add these ideas to a class “know / need to figure out” chart.

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14. Ask students to share what they think they will need to figure out based on what they read. Add these ideas to the class “know / need to figure out” chart. 15. Tell the students, “It looks like we have something to figure out. Let’s see what we will need to do during our investigation.” 16. Read the task and the guiding question aloud. 17. Tell the students, “I have lots of materials here that you can use.” 18. Introduce the students to the materials available for them to use during the investigation by showing them how to set up the equipment (see Figure 4.1). The light source will be the heat lamp. They can measure the amount of energy that the black mailing tube receives from the light source by recording how much the temperature of the inside of the tube changes in a given amount of time. Students can change the distance between light source and the mailing tube (see Figure 4.2). This method can be used to measure how much energy the mail tube absorbs because the light emits a consistent amount of energy when on, the same type and size of mailing tube is used each time, and the temperature of a given object will increase as it absorbs more energy. 19. Remind students of the safety rules and precautions for this investigation.

FIGURE 4.1 How to set up the mailing tube, thermometer, and heat lamp

FIGURE 4.2 Top view of how to change the distance between the mailing tube and the heat lamp

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Investigation 4. Energy Transfer by Light: How Does the Distance Between a Light Source and an Object Affect the Amount of Energy an Object Receives From the Light Source?

Stage 2: Design a Method and Collect Data (50 Minutes) 1. Tell the students, “I am now going to give you and the other members of your group about 15 minutes to plan your investigation. Before you begin, I want you all to take a couple of minutes to discuss the following questions with the rest of your group.” 2. Show the following questions on the screen or board: • How can we track the transfer of energy within a system? • How can we track changes by taking measurements, and what scale should we use? 3. Tell the students, “Please take a few minutes to come up with an answer to these questions.” Give the students two to three minutes to discuss these two questions. 4. Ask two or three different groups to share their answers. Be sure to highlight or write down any important ideas on the board so students can refer to them later. 5. If possible, use a document camera to project an image of the graphic organizer for this investigation on a screen or board (or take a picture of it and project the picture on a screen or board). Tell the students, “I now want you all to plan out your investigation. To do that, you will need to create an investigation proposal by filling out this graphic organizer.” 6. Point to the box labeled “Our guiding question:” and tell the students, “You can put the question we are trying to answer in this box.” Then ask, “Where can we find the guiding question?” 7. Wait for a student to answer where to find the guiding question (the answer is “in the handout”). 8. Point to the box labeled “This is a picture of how we will set up the equipment:” and tell the students, “You can draw a picture in this box of how you will set up the equipment to carry out this investigation.” 9. Point to the box labeled “We will collect the following data:” and tell the students, “You can list the measurements or observations that you will need to collect during the investigation in this box.” 10. Point to the box labeled “These are the steps we will follow to collect data:” and tell the students, “You can list what you are going to do to collect the data you need and what you will do with your data once you have it. Be sure to give enough detail that I could do your investigation for you.” 11. Ask the students, “Do you have any questions about what you need to do?” 12. Answer any questions that come up. 13. Tell the students, “Once you are done, raise your hand and let me know. I’ll then come by and look over your proposal and give you some feedback. You

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may not begin collecting data until I have approved your proposal by signing it. You need to have your proposal done in the next 15 minutes.” 14. Give the students 15 minutes to work in their groups on their investigation proposal. As they work, move from group to group to check in, ask probing questions, and offer a suggestion if a group gets stuck.

What should a student-designed investigation look like? The students’ investigation proposal should include the following information: • The guiding question is “How does the distance between a light source and an object affect the amount of energy an object receives from the light source?” • Students can collect data about (1) the distance between the light source and the object, (2) the starting temperature of the object, (3) the amount of time the object is exposed to the light source, and (4) the ending temperature of the object. • The steps that the students will follow to collect the data should reflect the measurements that they decide to examine. However, students might conduct a series of tests in which they place a black mailing tube various distances (10 cm, 20 cm, 30 cm, 40 cm, and 50 cm) from the heat lamp, place a thermometer in the hole in the end of the mailing tube, record the temperature inside the tube, turn the light on, allow the light to shine on the mailing tube for five minutes, record the new temperature inside the tube, turn the light off, and allow the paper to cool. This is just one example of how they can collect the data, and there should be a lot of variation in the studentdesigned investigations.

15. As each group finishes its investigation proposal, be sure to read it over and determine if it will be productive or not. If you feel the investigation will be productive (not necessarily what you would do or what the other groups are doing), sign your name on the proposal and let the group start collecting data. If the plan needs to be changed, offer some suggestions or ask some probing questions, and have the group make the changes before you approve it. 16. Tell the students to collect their data and record their observations or measurements in the “Collect Your Data” box in their Investigation Handout (or the investigation log in their workbook). 17. Give the students 20 minutes to collect their data. 18. Collect the materials from each group before asking them to analyze their data.

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Investigation 4. Energy Transfer by Light: How Does the Distance Between a Light Source and an Object Affect the Amount of Energy an Object Receives From the Light Source?

Stage 3: Create a Draft Argument (40 Minutes) 1. Tell the students, “Now that we have all this data, we need to analyze the data so we can figure out an answer to the guiding question.” 2. If possible, project an image of the “Analyze Your Data” section for this investigation on a screen or board using a document camera (or take a picture of it and project the picture on a screen or board). Point to the section and tell the students, “You can create a graph as a way to analyze your data. You can make your graph in this section.” 3. Ask the students, “What information do we need to include in these graphs?” 4. Tell the students, “Please take a few minutes to discuss this question with your group, and be ready to share.” 5. Give the students five minutes to discuss. 6. Ask two or three different groups to share their answers. Be sure to highlight or write down any important ideas on the board so students can refer to them later. 7. Tell the students, “I am now going to give you and the other members of your group about 10 minutes to create your graph.” If the students are having trouble making a graph, you can take a few minutes to provide a mini-lesson about how to create a graph from a bunch of observations or measurements (this strategy is called just-in-time instruction because it is offered only when students get stuck).

What should a graph look like for this investigation? There are a number of different ways that students can analyze the observations or measurements they collect during this investigation. One of the most straightforward ways is to create a bar graph with the distance from the light source (in centimeters) on the horizontal or x-axis and the final temperature or temperature change of the construction paper on the vertical or y-axis. An example of a graph can be seen in Figure 4.3 (p. 165). There are other options for analyzing the collected data. Students often come up with some unique ways of analyzing their data, so be sure to give them some voice and choice during this stage. 8. Give the students 10 minutes to analyze their data. As they work, move from group to group to check in, ask probing questions, and offer suggestions. 9. Tell the students, “I am now going to give you and the other members of your group 15 minutes to create an argument to share what you have learned and convince others that they should believe you. Before you do that, we need to take a few minutes to discuss what you need to include in your argument.” Argument-Driven Inquiry in Fourth-Grade Science: Three-Dimensional Investigations Copyright © 2019 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit https://www.nsta.org/store/product_detail.aspx?id=10.2505/9781681405209

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10. If possible, use a document camera to project the “Argument Presentation on a Whiteboard” image from the Investigation Handout (or the investigation log in their workbook) on a screen or board (or take a picture of it and project the picture on a screen or board). 11. Point to the box labeled “The Guiding Question:” and tell the students, “You can put the question we are trying to answer here on your whiteboard.” 12. Point to the box labeled “Our Claim:” and tell the students, “You can put your claim here on your whiteboard. The claim is your answer to the guiding question.” 13. Point to the box labeled “Our Evidence:” and tell the students, “You can put the evidence that you are using to support your claim here on your whiteboard. Your evidence will need to include the analysis you just did and an explanation of what your analysis means or shows. Scientists always need to support their claims with evidence.” 14. Point to the box labeled “Our Justification of the Evidence:” and tell the students, “You can put your justification of your evidence here on your whiteboard. Your justification needs to explain why your evidence is important. Scientists often use core ideas to explain why the evidence they are using matters. Core ideas are important concepts that scientists use to help them make sense of what happens during an investigation.” 15. Ask the students, “What are some core ideas that we read about earlier that might help us explain why the evidence we are using is important?” 16. Ask students to share some of the core ideas from the “Introduction” section of the Investigation Handout (or the investigation log in the workbook). List these core ideas on the board. 17. Tell the students, “That is great. I would like to see everyone try to include these core ideas in your justification of the evidence. Your goal is to use these core ideas to help explain why your evidence matters and why the rest of us should pay attention to it.” 18. Ask the students, “Do you have any questions about what you need to do?” 19. Answer any questions that come up. 20. Tell the students, “Okay, go ahead and start working on your arguments. You need to have your argument done in the next 15 minutes. It doesn’t need to be perfect. We just need something down on the whiteboards so we can share our ideas.” 21. Give the students 15 minutes to work in their groups on their arguments. As they work, move from group to group to check in, ask probing questions, and offer a suggestion if a group gets stuck. Figure 4.3 shows an example of an argument for this investigation.

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Investigation 4. Energy Transfer by Light: How Does the Distance Between a Light Source and an Object Affect the Amount of Energy an Object Receives From the Light Source?

FIGURE 4.3 Example of an argument

Stage 4: Argumentation Session (30 Minutes) The argumentation session can be conducted in a whole-class presentation format, a gallery walk format, or a modified gallery walk format. We recommend using a whole-class presentation format for the first investigation, but try to transition to either the gallery walk or modified gallery walk format as soon as possible because that will maximize student voice and choice inside the classroom. The following list shows the steps for the three formats; unless otherwise noted, the steps are the same for all three formats. 1. Begin by introducing the use of the whiteboard. • If using the whole-class presentation format, tell the students, “We are now going to share our arguments. Please set up your whiteboards so everyone can see them.” • If using the gallery walk or modified gallery walk format, tell the students, “We are now going to share our arguments. Please set up your whiteboards so they are facing the walls.”

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2. Allow the students to set up their whiteboards. • If using the whole-class presentation format, the whiteboards should be set up on stands or chairs so they are facing toward the center of the room. • If using the gallery walk or modified gallery walk format, the whiteboards should be set up on stands or chairs so they are facing toward the outside of the room. 3. Give the following instructions to the students: • If using the whole-class presentation format or the modified gallery walk format, tell the students, “Okay, before we get started I want to explain what we are going to do next. I’m going to ask some of you to present your arguments to your classmates. If you are presenting your argument, your job is to share your group’s claim, evidence, and justification of the evidence. The rest of you will be reviewers. If you are a reviewer, your job is to listen to the presenters, ask the presenters questions if you do not understand something, and then offer them some suggestions about ways to make their argument better. After we have a chance to learn from each other, I’m going to give you some time to revise your arguments and make them better.” • If using the gallery walk format, tell the students, “Okay, before we get started I want to explain what we are going to do next. You are going to have an opportunity to read the arguments that were created by other groups. Your group will go to a different group’s argument. I’ll give you a few minutes to read it and review it. Your job is to offer them some suggestions about ways to make their argument better. You can use sticky notes to give them suggestions. Please be specific about what you want to change and how you think they should change it. After we have a chance to learn from each other, I’m going to give you some time to revise your arguments and make them better.” 4. Use a document camera to project the “Ways to IMPROVE our argument …” box from the Investigation Handout (or the investigation log in their workbook) on a screen or board (or take a picture of it and project the picture on a screen or board). • If using the whole-class presentation format or the modified gallery walk format, point to the box and tell the students, “If you are a presenter, you can write down the suggestions you get from the reviewers here. If you are a reviewer and you see a good idea from another group, you can write down that idea here. Once we are done with the presentations, I will give you a chance to use these suggestions or ideas to improve your arguments. • If using the gallery walk format, point to the box and tell the students, “If you see a good idea from another group, you can write it down here. Once we are done reviewing the different arguments, I will give you a chance to use these ideas to improve your own arguments. It is important to share ideas like this. Ask the students, “Do you have any questions about what you need to do?”

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Investigation 4. Energy Transfer by Light: How Does the Distance Between a Light Source and an Object Affect the Amount of Energy an Object Receives From the Light Source?

5. Answer any questions that come up. 6. Give the following instructions: • If using the whole-class presentation format, tell the students, “Okay. Let’s get started.” • If using the gallery walk format, tell the students, “Okay, I’m now going to tell you which argument to go to and review. • If using the modified gallery walk format, tell the students, “Okay, I’m now going to assign you to be a presenter or a reviewer.” Assign one or two students from each group to be presenters and one or two students from each group to be reviewers. 7. Begin the review of the arguments. • If using the whole-class presentation format, have four or five groups present their arguments one at a time. Give each group only two to three minutes to present their argument. Then give the class two to three minutes to ask them questions and offer suggestions. Be sure to encourage as much participation from the students as possible. • If using the gallery walk format, tell the students, “Okay. Let’s get started. Each group, move one argument to the left. Don’t move to the next argument until I tell you to move. Once you get there, read the argument and then offer suggestions about how to make it better. I will put some sticky notes next to each argument. You can use the sticky notes to leave your suggestions.” Give each group about three to four minutes to read the arguments, talk, and offer suggestions. a. Tell the students, “Okay. Let’s rotate. Move one group to the left.” b. Again, give each group three or four minutes to read, talk, and offer suggestions. c. Repeat this process for two more rotations. • If using the modified gallery walk format, tell the students, “Okay. Let’s get started. Reviewers, move one group to the left. Don’t move to the next group until I tell you to move. Presenters, go ahead and share your argument with the reviewers when they get there.” Give each group of presenters and reviewers about three to four minutes to talk. a. Tell the students, “Okay. Let’s rotate. Reviewers, move one group to the left.” b. Again, give each group of presenters and reviewers about three or four minutes to talk. c. Repeat this process for two more rotations. 8. Tell the students to return to their workstations. 9. Give the following instructions about revising the argument:

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• If using the whole-class presentation format, tell the students, “I’m now going to give you about 10 minutes to revise your argument. Take a few minutes to talk in your groups and determine what you want to change to make your argument better. Once you have decided what to change, go ahead and make the changes to your whiteboard.” • If using the gallery walk format, tell the students, “I’m now going to give you about 10 minutes to revise your argument. Take a few minutes to read the suggestions that were left at your argument. Then talk in your groups and determine what you want to change to make your argument better. Once you have decided what to change, go ahead and make the changes to your whiteboard.” • If using the modified gallery walk format, “I’m now going to give you about 10 minutes to revise your argument. Please return to your original groups.” Wait for the students to move back into their original groups and then tell the students, “Okay, take a few minutes to talk in your groups and determine what you want to change to make your argument better. Once you have decided what to change, go ahead and make the changes to your whiteboard.” Ask the students, “Do you have any questions about what you need to do?” 10. Answer any questions that come up. 11. Tell the students, “Okay. Let’s get started.” 12. Give the students 10 minutes to work in their groups on their arguments. As they work, move from group to group to check in, ask probing questions, and offer a suggestion if a group gets stuck.

Stage 5: Reflective Discussion (15 Minutes) 1. Tell the students, “We are now going take a minute to talk about what we did and what we have learned.” 2. Clamp a heat lamp to a stand on a table. Make sure the bulb is facing the table and then turn it on so the light shines on the table. Place an object in the light. 3. Ask the students, “What do you all see going on here?” 4. Allow students to share their ideas. 5. Ask the students, “What are some ways that energy can transfer between objects?” 6. Allow students to share their ideas. Keep probing until someone says that it can transfer by light. 7. Ask the students, “Why is the bulb producing visible light?” 8. Allow students to share their ideas. Keep probing until someone says that the filament in the bulb gets so hot that it produces light.

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Investigation 4. Energy Transfer by Light: How Does the Distance Between a Light Source and an Object Affect the Amount of Energy an Object Receives From the Light Source?

9. Ask the students, “What will happen to the temperature of the object over time?” 10. Allow students to share their ideas. Keep probing until someone says that it will increase over time. 11. Ask the students, “Why does the temperature of the object increase?” 12. Allow students to share their ideas. Keep probing until someone says that energy is transferring from the hot filament to the cooler object by the light. 13. Tell the students, “Okay, let’s make sure we are on the same page. Energy transfers between objects of different temperatures. The filament in this lightbulb gets so hot that it produces visible light. Energy travels away from the hot filament by this light and can move into other objects around it that are at a lower temperature. This is why the temperature of the object will increase over time when it is under the lamp. Energy moves from the hot filament by light and into the cooler object. This transfer of energy causes the temperature of the object to increase. The fact that energy can transfer between objects by light is an important core idea in science.” 14. Ask the students, “Does anyone have any questions about this core idea?” 15. Answer any questions that come up. 16. Tell the students, “We also tracked the transfer of energy during our investigation.” Then ask, “Can anyone tell me why it is useful to track the transfer of energy during an investigation?” 17. Allow students to share their ideas. 18. Tell the students, “Tracking energy is important because it allows us to understand or explain what happens around us.” 19. Ask the students, “What did we figure out today by tracking the transfer of energy?” 20. Allow students to share their ideas. Keep probing until students describe the relationship between the distance between a light source and an object and how much the temperature of the object changes over time. 21. Ask the students, “Can anyone tell me what will happen if we put an object closer to a lamp?” 22. Allow students to share their ideas. Keep probing until someone says that moving an object closer to a light source results in a greater change in temperature. 23. Tell the students, “That is great, and if we know that, we can predict what will happen the next time we put something near a lamp.” 24. Tell the students, “We are now going take a minute to talk about what went well and what didn’t go so well during our investigation. We need to talk about this because you are going to be planning and carrying out your own investigations like this a lot this year, and I want to help you all get better at it.”

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25. Show an image of the question “What made your investigation scientific?” on the screen. Tell the students, “Take a few minutes to talk about how you would answer this question with the other people in your group. Be ready to share with the rest of the class.” Give the students two to three minutes to talk in their group. 26. Ask the students, “What do you all think? Who would like to share an idea?” 27. Allow students to share their ideas. Be sure to expand on their ideas about what makes an investigation scientific. 28. Show an image of the question “What made your investigation not so scientific?” on the screen. Tell the students, “Take a few minutes to talk about how you would answer this question with the other people in your group. Be ready to share with the rest of the class.” Give the students two to three minutes to talk in their group. 29. Ask the students, “What do you all think? Who would like to share an idea?” 30. Allow students to share their ideas. Be sure to expand on their ideas about what makes an investigation less scientific. 31. Show an image of the question “What rules can we put into place to help us make sure our next investigation is more scientific?” on the screen. Tell the students, “Take a few minutes to talk about how you would answer this question with the other people in your group. Be ready to share with the rest of the class.” Give the students two to three minutes to talk in their group. 32. Ask the students, “What do you all think? Who would like to share an idea?” 33. Allow students to share their ideas. Once they have shared their ideas, offer a suggestion for a possible class rule. 34. Ask the students, “What do you all think? Should we make this a rule?” 35. If the students agree, write the rule on the board or a class “Rules for Scientific Investigation” chart so you can refer to it during the next investigation. 36. Tell the students, “We are now going to talk about how scientists use experiments.” 37. Show an image of the question “How are experiments different than other types of investigations?” on the screen. Tell the students, “Take a few minutes to talk about how you would answer this question with the other people in your group. Be ready to share with the rest of the class.” Give the students two to three minutes to talk in their group. 38. Ask the students, “What do you all think? Who would like to share an idea?” 39. Allow students to share their ideas. 40. Tell the students, “Okay, let’s make sure we are all on the same page. Scientists use experiments to test their ideas about how or why things happen. Experiments include making one or more hypotheses, designing a way to test

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Investigation 4. Energy Transfer by Light: How Does the Distance Between a Light Source and an Object Affect the Amount of Energy an Object Receives From the Light Source?

these hypotheses, and then making predictions based on the tests. A hypothesis is a possible explanation for how or why things happen.” 41. Ask the students, “What was an example of a hypothesis from our investigation?” 42. Allow students to share their ideas. Show the image in Figure 4.4. Tell the students, “Here are two possible hypotheses.” Ask the students, “What could we have done to test these ideas?

FIGURE 4.4 Two different hypotheses from this investigation Hypothesis 1: More distance means less energy transfer between objects.

Hypothesis 2: More distance has no effect on energy transfer between objects.

43. Allow students to share their ideas. Show the image in Figure 4.5. Tell the students, “Here is a possible test.” Ask the students, “What predictions would we make about the what the result of the test will be based on each hypothesis?

FIGURE 4.5 The test from this investigation Hypothesis 1: More distance means less energy transfer between objects.

Hypothesis 2: More distance has no effect on energy transfer between objects.

The Test: Place objects at different distances from a lamp. Measure the change in temperature of the objects.

44. Allow students to share their ideas. Show the image in Figure 4.6. Tell the students, “Here are two possible predictions.”

FIGURE 4.6 Two predictions based on this investigation Hypothesis 1: More distance means less energy transfer between objects.

Hypothesis 2: More distance has no effect on energy transfer between objects.

The Test: Place objects at different distances from a lamp. Measure the change in temperature of the objects. Prediction 1: The objects that are closest to the lamp will get hotter.

Prediction 2: All the objects will change in temperature by the same amount.

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45. Tell the students, “Once we have a prediction, we can carry out the test. If the results match a prediction, then the hypothesis is supported. If the results do not match the prediction, then the hypothesis is not supported.” 46. Show the image in Figure 4.7. Tell the students, “In this investigation the results matched the predictions for hypothesis 1 so that hypothesis is supported. This is how experiments work in science.”

FIGURE 4.7 The results from this investigation Hypothesis 1: More distance means less energy transfer between objects.

Hypothesis 2: More distance has no effect on energy transfer between objects.

The Test: Place objects at different distances from a lamp. Measure the change in temperature of the objects. Prediction 1: The objects that are closest to the lamp will get hotter.

Prediction 2: All the objects will change in temperature by the same amount.

Result: The objects that are closest to the lamp get hotter than the objects farther away.

Conclusion: Hypothesis 1 is supported (and hypothesis 2 is not supported).

47. Ask the students, “Does anyone have any questions about how experiments work?” 48. Answer any questions that come up.

Stage 6: Write a Draft Report (30 minutes) Your students will use either the Investigation Handout or the investigation log in the student workbook when writing the draft report. When you give the directions shown in quotes in the following steps, substitute “investigation log” (as shown in brackets) for “handout” if they are using the workbook. 1. Tell the students, “You are now going to write an investigation report to share what you have learned. Please take out a pencil and turn to the ‘Draft Report’ section of your handout [investigation log].” 2. If possible, use a document camera to project the “Introduction” section of the draft report from the Investigation Handout (or the investigation log in their

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workbook) on a screen or board (or take a picture of it and project the picture on a screen or board). 3. Tell the students, “The first part of the report is called the ‘Introduction.’ In this section of the report you want to explain to the reader what you were investigating, why you were investigating it, and what question you were trying to answer. All of this information can be found in the text at the beginning of your handout [investigation log].” Point to the image and say, “There are some sentence starters here to help you begin writing the report.” Ask the students, “Do you have any questions about what you need to do?” 4. Answer any questions that come up. 5. Tell the students, “Okay. Let’s write.” 6. Give the students 10 minutes to write the “Introduction” section of the report. As they work, move from student to student to check in, ask probing questions, and offer a suggestion if a student gets stuck. 7. If possible, use a document camera to project the “Method” section of the draft report from the Investigation Handout (or the investigation log in their workbook) on a screen or board (or take a picture of it and project the picture on a screen or board). 8. Tell the students, “The second part of the report is called the ‘Method.’ In this section of the report you want to explain to the reader what you did during the investigation, what data you collected and why, and how you went about analyzing your data. All of this information can be found in the ‘Plan Your Investigation’ section of your handout [investigation log]. Remember that you all planned and carried out different investigations, so do not assume that the reader will know what you did.” Point to the image and say, “There are some sentence starters here to help you begin writing this part of the report.” Ask the students, “Do you have any questions about what you need to do?” 9. Answer any questions that come up. 10. Tell the students, “Okay. Let’s write.” 11. Give the students 10 minutes to write the “Method” section of the report. As they work, move from student to student to check in, ask probing questions, and offer a suggestion if a student gets stuck. 12. If possible, use a document camera to project the “Argument” section of the draft report from the Investigation Handout (or the investigation log in their workbook) on a screen or board (or take a picture of it and project the picture on a screen or board). 13. Tell the students, “The last part of the report is called the ‘Argument.’ In this section of the report you want to share your claim, evidence, and justification of the evidence with the reader. All of this information can be found on your whiteboard.” Point to the image and say, “There are some sentence starters here Argument-Driven Inquiry in Fourth-Grade Science: Three-Dimensional Investigations Copyright © 2019 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit https://www.nsta.org/store/product_detail.aspx?id=10.2505/9781681405209

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to help you begin writing this part of the report.” Ask the students, “Do you have any questions about what you need to do?” 14. Answer any questions that come up. 15. Tell the students, “Okay. Let’s write.” 16. Give the students 10 minutes to write the “Argument” section of the report. As they work, be sure to move from student to student to check in, ask probing questions, and offer a suggestion if a student gets stuck.

Stage 7: Peer Review (30 minutes) Your students will use either the Investigation Handout or the investigation log in the student workbook when doing the peer review. When you give the directions shown in quotes in the following steps, substitute “workbook” (as shown in brackets) for “Investigation Handout” if they are using the workbook. 1. Tell the students, “We are now going to review our reports to find ways to make them better. I’m going to come around and collect your Investigation Handout [workbook]. While I do that, please take out a pencil.” 2. Collect the Investigation Handouts or workbooks from the students. 3. If possible, use a document camera to project the peer-review guide (PRG; see Appendix 4) on a screen or board (or take a picture of it and project the picture on a screen or board). 4. Tell the students, “We are going to use this peer-review guide to give each other feedback.” Point to the image. 5. Give the following instructions: • If using the Investigation Handout, tell the students, “I’m going to ask you to work with a partner to do this. I’m going to give you and your partner a draft report to read and a peer-review guide to fill out. You two will then read the report together. Once you are done reading the report, I want you to answer each of the questions on the peer-review guide.” Point to the review questions on the image of the PRG. • If using the workbook, tell the students, “I’m going to ask you to work with a partner to do this. I’m going to give you and your partner a draft report to read. You two will then read the report together. Once you are done reading the report, I want you to answer each of the questions on the peer-review guide that is right after the report in the investigation log.” Point to the review questions on the image of the PRG. 6. Tell the students, “You can check ‘yes,’ ‘almost,’ or ‘no’ after each question.” Point to the checkboxes on the image of the PRG.

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7. Tell the students, “This will be your rating for this part of the report. Make sure you agree on the rating you give the author. If you mark ‘almost’ or ‘no,’ then you need to tell the author what he or she needs to do to get a ‘yes.’” Point to the space for the reviewer feedback on the image of the PRG. 8. Tell the students, “It is really important for you to give the authors feedback that is helpful. That means you need to tell them exactly what they need to do to make their report better.” Ask the students, “Do you have any questions about what you need to do?” 9. Answer any questions that come up. 10. Tell the students, “Please sit with a partner who is not in your current group.” Allow the students time to sit with a partner. 11. Give the following instructions: • If using the Investigation Handout, tell the students, “Okay, I am now going to give you one report to read and one peer-review guide to fill out.” Pass out one report to each pair. Make sure that the report you give a pair was not written by one of the students in that pair. Give each pair one PRG to fill out as a team. • If using the workbook, tell the students, “Okay, I am now going to give you one report to read.” Pass out a workbook to each pair. Make sure that the workbook you give a pair is not from one of the students in that pair. 12. Tell the students, “Okay, I’m going to give you 15 minutes to read the report I gave you and to fill out the peer-review guide. Go ahead and get started.” 13. Give the students 15 minutes to work. As they work, move around from pair to pair to check in and see how things are going, answer questions, and offer advice. 14. After 15 minutes pass, tell the students, “Okay, time is up.” If using the Investigation Handout, say, “Please give me the report and the peer-review guide that you filled out.” If using the workbook, say, “Please give me the workbook that you have.” 15. Collect the Investigation Handouts and the PRGs, or collect the workbooks if they are being used. Be sure you keep the handout and the PRG together. 16. Give the following instructions: • If using the Investigation Handout, tell the students, “Okay, I am now going to give you a different report to read and a new peer-review guide to fill out.” Pass out another report to each pair. Make sure that this report was not written by one of the students in that pair. Give each pair a new PRG to fill out as a team. • If using the workbook, tell the students, “Okay, I am now going to give you a different report to read.” Pass out a different workbook to each pair. Make sure that the workbook you give a pair is not from one of the students in that pair.

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17. Tell the students, “Okay, I’m going to give you 15 minutes to read this new report and to fill out the peer-review guide. Go ahead and get started.” 18. Give the students 15 minutes to work. As they work, move around from pair to pair to check in and see how things are going, answer questions, and offer advice. 19. After 15 minutes pass, tell the students, “Okay, time is up.” If using the Investigation Handout, say, “Please give me the report and the peer-review guide that you filled out.” If using the workbook, say, “Please give me the workbook that you have.” 20. Collect the Investigation Handouts and the PRGs, or collect the workbooks if they are being used. Be sure you keep the handout and the PRG together.

Stage 8: Revise the Report (30 minutes) Your students will use either the Investigation Handout or the investigation log in the student workbook when revising the report. Except where noted below, the directions are the same whether using the handout or the log. 1. Give the following instructions: • If using the Investigation Handout, tell the students, “You are now going to revise your investigation report based on the feedback you get from your classmates. Please take out a pencil while I hand back your draft report and the peer-review guide.” • If using the investigation log in the student workbook, tell the students, “You are now going to revise your investigation report based on the feedback you get from your classmates. Please take out a pencil while I hand back your investigation logs.” 2. If using the Investigation Handout, pass back the handout and the PRG to each student. If using the investigation log, pass back the log to each student. 3. Tell the students, “Please take a few minutes to read over the peer-review guide. You should use it to figure out what you need to change in your report and how you will change the report.” 4. Allow the students time to read the PRG. 5. If using the investigation log, if possible use a document camera to project the “Write Your Final Report” section from the investigation log on a screen or board (or take a picture of it and project the picture on a screen or board). 6. Give the following instructions: • If using the Investigation Handout, tell the students, “Okay. Let’s revise our reports. Please take out a piece of paper. I would like you to rewrite your

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Investigation 4. Energy Transfer by Light: How Does the Distance Between a Light Source and an Object Affect the Amount of Energy an Object Receives From the Light Source?

report. You can use your draft report as a starting point, but use the feedback on the peer-review guide to help make it better.” • If using the investigation log, tell the students, “Okay. Let’s revise our reports. I would like you to rewrite your report in the section of the investigation log that says ‘Write Your Final Report.’” Point to the image on the screen and tell the students, “You can use your draft report as a starting point, but use the feedback on the peer-review guide to help make your report better.” Ask the students, “Do you have any questions about what you need to do?” 7. Answer any questions that come up. 8. Tell the students, “Okay. Let’s write.” 9. Give the students 30 minutes to rewrite their report. As they work, move from student to student to check in, ask probing questions, and offer a suggestion if a student gets stuck. 10. Give the following instructions: • If using the Investigation Handout, tell the students, “Okay. Time’s up. I will now come around and collect your Investigation Handout, the peer-review guide, and your final report.” • If using the investigation log, tell the students, “Okay. Time’s up. I will now come around and collect your workbooks.” 11. If using the Investigation Handout, collect all the Investigation Handouts, PRGs, and final reports. If using the investigation log, collect all the workbooks. 12. If using the Investigation Handout, use the “Teacher Score” columns in the PRG to grade the final report. If using the investigation log, use the “Investigation Report Grading Rubric” in the investigation log to grade the final report. Whether you are using the handout or the log, you can give the students feedback about their writing in the “Teacher Comments” section.

How to Use the Checkout Questions The Checkout Questions are an optional assessment. We recommend giving them to students one day after they finish stage 8 of the ADI investigation. Appendix 6 provides an answer guide for the Checkout Questions. The Checkout Questions can be used as a formative or summative assessment of student thinking. If you plan to use them as a formative assessment, we recommend that you look over the student answers to determine if you need to reteach the core idea and/or crosscutting concept from the investigation, but do not grade them. If you plan to use them as a summative assessment, we have included a Teacher Scoring Rubric at the end of the Checkout Questions that you can use to score a student’s ability to apply the core idea in a new scenario and explain their use of a crosscutting concept; see Figure 4.8 (p. 178) for an example of the

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rubric. The rubric includes a 4-point scale that ranges from 0 (the student cannot apply the core idea correctly in all cases and cannot explain the crosscutting concept) to 3 (the student can apply the core idea correctly in all cases and can fully explain the crosscutting concept).

FIGURE 4.8 Example of a Teacher Scoring Rubric with cause and effect as the crosscutting concept

Level

Description

3

The student can apply the core idea correctly in all cases and can fully explain the causeand-effect relationship.

2

The student can apply the core idea correctly in all cases but cannot fully explain the causeand-effect relationship.

1

The student cannot apply the core idea correctly in all cases but can fully explain the causeand-effect relationship.

0

The student cannot apply the core idea correctly in all cases and cannot explain the causeand-effect relationship.

The Checkout Questions, regardless of how you decide to use them, are a great way to make student thinking visible so you can determine if the students have learned the core idea and the crosscutting concept.

Connections to Standards Table 4.2 highlights how the investigation can be used to address specific performance expectations from the NGSS, Common Core State Standards (CCSS) in English language arts (ELA) and in mathematics, and English Language Proficiency (ELP) Standards.

TABLE 4.2 Investigation 4 alignment with standards

NGSS performance expectation

Strong alignment • 4-PS3-2: Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents.

CCSS ELA—Reading: Key ideas and details Informational Text • CCSS.ELA-LITERACY.RI.4.1: Refer to details and examples in a

text when explaining what the text says explicitly and when drawing inferences from the text.

• CCSS.ELA-LITERACY.RI.4.2: Determine the main idea of a text and explain how it is supported by key details; summarize the text. • CCSS.ELA-LITERACY.RI.4.3: Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.

Continued

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Investigation 4. Energy Transfer by Light: How Does the Distance Between a Light Source and an Object Affect the Amount of Energy an Object Receives From the Light Source?

Table 4.2 (continued)

CCSS ELA—Reading: Craft and structure Informational Text • CCSS.ELA-LITERACY.RI.4.4: Determine the meaning of general (continued ) academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.

• CCSS.ELA-LITERACY.RI.4.5: Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text. • CCSS.ELA-LITERACY.RI.4.6: Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided. Integration of knowledge and ideas • CCSS.ELA-LITERACY.RI.4.7: Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. • CCSS.ELA-LITERACY.RI.4.8: Explain how an author uses reasons and evidence to support particular points in a text. • CCSS.ELA-LITERACY.RI.4.9: Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. Range of reading and level of text complexity • CCSS.ELA-LITERACY.RI.4.10: By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.

CCSS ELA—Writing

Text types and purposes • CCSS.ELA-LITERACY.W.4.1: Write opinion pieces on topics or texts, supporting a point of view with reasons and information. ¡¡CCSS.ELA-LITERACY.W.4.1.A: Introduce

a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose.

¡¡CCSS.ELA-LITERACY.W.4.1.B: Provide

supported by facts and details.

reasons that are

¡¡CCSS.ELA-LITERACY.W.4.1.C: Link

opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).

¡¡CCSS.ELA-LITERACY.W.4.1.D: Provide

a concluding statement or section related to the opinion presented.

Continued

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Table 4.2 (continued)

CCSS ELA—Writing (continued )

• CCSS.ELA-LITERACY.W.4.2: Write informative / explanatory texts to examine a topic and convey ideas and information clearly. ¡¡CCSS.ELA-LITERACY.W.4.2.A: Introduce

a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.

¡¡CCSS.ELA-LITERACY.W.4.2.B: Develop

the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

¡¡CCSS.ELA-LITERACY.W.4.2.C: Link

ideas within categories of information using words and phrases (e.g., another, for example, also, because).

¡¡CCSS.ELA-LITERACY.W.4.2.D: Use

precise language and domain-specific vocabulary to inform about or explain the topic.

¡¡CCSS.ELA-LITERACY.W4.2.E: Provide

a concluding statement or section related to the information or explanation presented.

Production and distribution of writing • CCSS.ELA-LITERACY.W.4.4: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.  • CCSS.ELA-LITERACY.W.4.5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.  • CCSS.ELA-LITERACY.W.4.6: With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting. Research to build and present knowledge • CCSS.ELA-LITERACY.W.4.7: Conduct short research projects that build knowledge through investigation of different aspects of a topic. • CCSS.ELA-LITERACY.W.4.9: Draw evidence from literary or informational texts to support analysis, reflection, and research. Range of writing • CCSS.ELA-LITERACY.W.4.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of disciplinespecific tasks, purposes, and audiences.

Continued

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Investigation 4. Energy Transfer by Light: How Does the Distance Between a Light Source and an Object Affect the Amount of Energy an Object Receives From the Light Source?

Table 4.2 (continued)

CCSS ELA— Speaking and Listening

Comprehension and collaboration • CCSS.ELA-LITERACY.SL.4.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly. ¡¡CCSS.ELA-LITERACY.SL.4.1.A: Come

to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

¡¡CCSS.ELA-LITERACY.SL.4.1.B: Follow

agreed-upon rules for discussions and carry out assigned roles.

¡¡CCSS.ELA-LITERACY.SL.4.1.C: Pose

and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.

¡¡CCSS.ELA-LITERACY.SL.4.1.D: Review

the key ideas expressed and explain their own ideas and understanding in light of the discussion.

• CCSS.ELA-LITERACY.SL.4.2: Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. • CCSS.ELA-LITERACY.SL.4.3: Identify the reasons and evidence a speaker provides to support particular points Presentation of knowledge and ideas • CCSS.ELA-LITERACY.SL.4.4: Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. • CCSS.ELA-LITERACY.SL.4.5: Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes. • CCSS.ELA-LITERACY.SL.4.6: Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation.

CCSS Mathematics— Use place value understanding and properties of operations to perform multi-digit arithmetic. Number and Operations in Base • CCSS.MATH.CONTENT.4.NBT.B.4: Fluently add and subtract Ten multi-digit whole numbers using the standard algorithm. Continued

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Table 4.2 (continued)

CCSS Mathematics— Solve problems involving measurement and conversion of measurements. Measurement and • CCSS.MATH.CONTENT.4.MD.A.1: Know relative sizes of Data measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. 

• CCSS.MATH.CONTENT.4.MD.A.2: Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale. Represent and interpret data. • CCSS.MATH.CONTENT.4.MD.B.4: Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Solve problems involving addition and subtraction of fractions by using information presented in line plots.

ELP Standards

Receptive modalities • ELP 1: Construct meaning from oral presentations and literary and informational text through grade-appropriate listening, reading, and viewing. • ELP 8: Determine the meaning of words and phrases in oral presentations and literary and informational text. Productive modalities • ELP 3: Speak and write about grade-appropriate complex literary and informational texts and topics. • ELP 4: Construct grade-appropriate oral and written claims and support them with reasoning and evidence. • ELP 7: Adapt language choices to purpose, task, and audience when speaking and writing. Interactive modalities • ELP 2: Participate in grade-appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions. • ELP 5: Conduct research and evaluate and communicate findings to answer questions or solve problems. • ELP 6: Analyze and critique the arguments of others orally and in writing. Linguistic structures of English • ELP 9: Create clear and coherent grade-appropriate speech and text. • ELP 10: Make accurate use of standard English to communicate in grade-appropriate speech and writing.

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Investigation Handout

Investigation 4

Energy Transfer by Light: How Does the Distance Between a Light Source and an Object Affect the Amount of Energy an Object Receives From the Light Source? Introduction An object in motion can move energy from place to place. Sound and light can also move energy from one place to another. Take a few minutes to explore what happens when you place a thermometer under a piece of black paper and then shine a light on it. As you explore what happens over time, keep track of what you observe and what you are wondering about in the boxes below. Things I OBSERVED …

Things I WONDER about …

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Investigation Handout Light can transfer energy from place to place. There are many different types of light. Some light we can see, such as visible light, and some light is invisible to us, such as infrared light or ultraviolet light. Only objects that are at a very high temperature produce light that we can see. For example, the filament in the lightbulb you used earlier got very hot when you turned it on. The filament was so hot that it produced visible light. This light traveled out from the filament in all directions. Some of the light traveled to the black paper. The black paper absorbed the energy that was transferred to it by the light. The transfer of energy from the filament in the lightbulb to the black paper by light caused the temperature of the black paper to increase over time. Your goal in this investigation is to figure out how the amount of energy an object receives by light changes based on how far it is from or how close it is to a light source. The light source you will use is a lightbulb. You can measure the amount of energy received from a light source by keeping track of how the temperature of an object changes over time. You can then place objects at different distances from a light source. You can examine how the distance between a light source and an object affects the amount of energy that an object gains over time using this method because energy can be transferred from one object to another through light and objects increase in temperature when they gain energy.

Things we KNOW from what we read …

184

What we will NEED to figure out …

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Investigation 4. Energy Transfer by Light: How Does the Distance Between a Light Source and an Object Affect the Amount of Energy an Object Receives From the Light Source?

Your Task Use what you know about energy, light, measurement scales, and the importance of tracking the movement of energy in a system to design and carry out an investigation to learn more about how the amount of energy an object receives by light changes based on how far it is from or how close it is to a light source. The guiding question of this investigation is, How does the distance between a light source and an object affect the amount of energy an object receives from the light source?

Materials You may use any of the following materials during your investigation: • Safety glasses or goggles (required)

• 3 thermometers

• Heat lamp

• Cloth meterstick

• 3 black mailing tubes (each 2" x 3")

Safety Rules Follow all normal safety rules. In addition, be sure to follow these rules: • Wear sanitized safety glasses or goggles during setup, investigation activity, and cleanup. • Use only GFCI-protected circuits when using electrical equipment, and keep the equipment away from water sources to prevent shock. • Be careful when handling the heat lamp and bulb. The bulb can shatter if dropped and can cut skin. Do not touch the bulb when it is on or for several minutes after turning it off, because lightbulbs can get very hot and burn skin. • Wash your hands with soap and water when you are done collecting the data.

Plan Your Investigation Prepare a plan for your investigation by filling out the chart that follows; this plan is called an investigation proposal. Before you start developing your plan, be sure to discuss the following questions with the other members of your group: • How can we track the transfer of energy within a system? • How can we track changes by taking measurements, and what scale should we use?

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Investigation Handout Our guiding question:

This is a picture of how we will set up the equipment:

We will collect the following data:

These are the steps we will follow to collect data:

I approve of this investigation proposal. Teacher’s signature

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Investigation 4. Energy Transfer by Light: How Does the Distance Between a Light Source and an Object Affect the Amount of Energy an Object Receives From the Light Source?

Collect Your Data Keep a record of what you measure or observe during your investigation in the space below.

Analyze Your Data You will need to analyze the data you collected before you can develop an answer to the guiding question. To do this, create a graph that shows the relationship between what you changed and what you measured or observed as a result of what you changed.

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Investigation Handout Draft Argument

The Guiding Question:

Develop an argument on a whiteboard. It should include the following:

Our Claim:

1. A claim: Your answer to the guiding question.

Our Evidence:

Our Justification of the Evidence:

2. Evidence: An analysis of the data and an explanation of what the analysis means. 3. A justification of the evidence: Why your group thinks the evidence is important.

Argumentation Session Share your argument with your classmates. Be sure to ask them how to make your draft argument better. Keep track of their suggestions in the space below.

Ways to IMPROVE our argument …

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Investigation 4. Energy Transfer by Light: How Does the Distance Between a Light Source and an Object Affect the Amount of Energy an Object Receives From the Light Source?

Draft Report Prepare an investigation report to share what you have learned. Use the information in this handout and your group’s final argument to write a draft of your investigation report.

Introduction We have been studying _______________________________________________________ in class. Before we started this investigation, we explored ___________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ We noticed ________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ My goal for this investigation was to figure out _____________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ The guiding question was _____________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________

Method To gather the data I needed to answer this question, I _______________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ Argument-Driven Inquiry in Fourth-Grade Science: Three-Dimensional Investigations Copyright © 2019 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit https://www.nsta.org/store/product_detail.aspx?id=10.2505/9781681405209

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Investigation Handout I then analyzed the data I collected by ___________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________

Argument My claim is ________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ The graph below shows ______________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________

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Investigation 4. Energy Transfer by Light: How Does the Distance Between a Light Source and an Object Affect the Amount of Energy an Object Receives From the Light Source?

This analysis of the data I collected suggests ______________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ This evidence is important because of several different scientific concepts. The first one is ___________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________

Review Your friends need your help! Review the draft of their investigation reports and give them ideas about how to improve. Use the peer-review guide when doing your review.

Submit Your Final Report Once you have received feedback from your friends about your draft report, create your final investigation report and hand it in to your teacher.

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Checkout Questions Investigation 4. Energy Transfer by Light The picture at right shows three cubes sitting on a table. Each cube is made of the same type of metal. The cubes are sitting on the table at different distances from a heat lamp. The lamp has been on for 10 minutes. 1. Which cube should increase in temperature the most while the heat lamp is on? a. Cube A b. Cube B c. Cube C d. They will all increase in temperature by the same amount. 2. Which cube should increase in temperature the least while the heat lamp is on? a. Cube A b. Cube B c. Cube C d. They will all increase in temperature by the same amount. 3. Explain your thinking. How does a transfer of energy cause a change in temperature? _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________

Teacher Scoring Rubric for the Checkout Questions

Level

192

Description

3

The student can apply the core idea correctly in all cases and can fully explain the transfer of energy.

2

The student can apply the core idea correctly in all cases but cannot fully explain the transfer of energy.

1

The student cannot apply the core idea correctly in all cases but can fully explain the transfer of energy.

0

The student cannot apply the core idea correctly in all cases and cannot explain the transfer of energy.

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Teacher Notes Investigation 5

Electric Currents: How Does Adding More Batteries or Bulbs to a Closed Circuit Affect the Brightness of a Single Bulb Within That Circuit? Purpose The purpose of this investigation is to give students an opportunity to use two disciplinary core ideas (DCIs), two crosscutting concepts (CCs), and seven scientific and engineering practices (SEPs) to figure out how adding batteries and bulbs to a circuit affects the brightness of a single bulb in that circuit. Students will also learn about the types of questions that scientists investigate during the reflective discussion.

Background Information About This Investigation A basic circuit includes a voltage source (in this investigation, that is the battery), a lightbulb, and at least one wire that connects the lightbulb to the voltage source. There are four ways to create a simple closed circuit that consists of a battery, a lightbulb, and a single wire (see Figure 5.1).

FIGURE 5.1 Four ways to create a simple circuit that consists of a battery, a lightbulb, and a wire

A closed circuit is a path or loop that connects the positive and negative ends of a battery together. The battery creates an electric current that moves through a closed circuit. The electric current moves in one direction, from the positive terminal of the battery toward the negative terminal of the battery. As the electric current travels through the bulb in the

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circuit, it must move through a very small wire called the filament. The filament heats up as the electric current flows through it. The filament gets so hot that it gives off visible light. Over time, all of the energy stored in a battery that is used to create the electric current is transformed into heat and light inside the bulb. The brightness of a lightbulb (or the total energy given off by the bulb) is a function of two factors: (1) the amount of electric current flowing through the circuit and (2) the voltage drop across the lightbulb (“voltage drop” is just a more technical way of saying the voltage “used” by the bulb). For a closed circuit that includes only one bulb, the brightness of the bulb is directly related to the total voltage of all the batteries in the circuit. Therefore, adding more batteries to a closed circuit that includes a single bulb will increase the brightness of that bulb. For closed circuits that contain two or more bulbs, the brightness of the bulbs depends on how the bulbs are connected to each other. The bulbs in a closed circuit can be connected in series or they can be connected in parallel. When two or more bulbs are connected in series, then they are connected in such a way that there is only one path for the electric current to flow from one terminal of the battery to the other terminal. When two or more bulbs are connected in parallel, there are multiple paths for the electric current to flow from one terminal to the other. When two or more lightbulbs are connected in series (see Figure 5.2), the total resistance (or how much a substance opposes the flow of electric current) of the circuit equals the sum of all the individual resistances in the circuit. Bulbs are examples of resis- Lightbulbs connected in series tors. The more resistors that a series circuit has, the more difficult it is for an electric current to flow through the circuit. If all bulbs in a circuit are of the same resistance and connected to each other in series, then the voltage drop across each bulb will be shared equally. For example, if the battery in Figure 5.2 is 9 V, then each bulb will have a voltage drop of 3 V. If a fourth bulb of the same resistance were added to the circuit, then each bulb would have a voltage drop of 2.25 V. Therefore, adding more bulbs connected in series to a closed circuit will causes the brightness of each bulb in the circuit to decrease.

FIGURE 5.2

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Investigation 5. Electric Currents: How Does Adding More Batteries or Bulbs to a Closed Circuit Affect the Brightness of a Single Bulb Within That Circuit?

When lightbulbs are connected to each other in parallel in a closed circuit (see Figure 5.3), the voltage drop across a single bulb matches the battery voltage. Therefore, adding more bulbs connected in parallel to a closed circuit does not decrease the brightness of any of the bulbs in the circuit. The lightbulbs will also be brighter when connected to each other in parallel then they would be if they were connected to each other in series.

FIGURE 5.3 Lightbulbs connected in parallel

The DCIs, CCs, and SEPs That Students Use During This Investigation DCIs • PS3.A: Definitions of Energy: Energy can be moved from place to place by moving objects or through sound, light, or electric currents. • PS3.B: Conservation of Energy and Energy Transfer: Energy is present whenever there are moving objects, sound, light, or heat. Energy can also be transferred from place to place by electric currents, which can then be used locally to produce motion, sound, heat, or light.

CCs • CC 3: Scale, Proportion, and Quantity: Natural objects and/or observable phenomena exist from the very small to the immensely large or from very short to very long time periods. Standard units are used to measure and describe physical quantities such as weight, time, temperature, and volume. • CC 6: Structure and Function: Different materials have different substructures, which can sometimes be observed. Substructures have shapes and parts that serve functions.

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Teacher Notes

SEPs • SEP 1: Asking Questions and Defining Problems: Ask questions about what would happen if a variable is changed. Ask questions that can be investigated and predict reasonable outcomes based on patterns such as cause-and-effect relationships. • SEP 3: Planning and Carrying Out Investigations: Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence, using fair tests in which variables are controlled and the number of trials considered. Evaluate appropriate methods and/or tools for collecting data. • SEP 4: Analyzing and Interpreting Data: Represent data in tables and/or various graphical displays (bar graphs, pictographs, and/or pie charts) to reveal patterns that indicate relationships. Analyze and interpret data to make sense of phenomena, using logical reasoning, mathematics, and/or computation. Compare and contrast data collected by different groups in order to discuss similarities and differences in their findings. • SEP 5: Using Mathematics and Computational Thinking: Organize simple data sets to reveal patterns that suggest relationships. Describe, measure, estimate, and/ or graph quantities (e.g., area, volume, weight, time) to address scientific and engineering questions and problems. • SEP 6: Constructing Explanations and Designing Solutions: Construct an explanation of observed relationships. Use evidence to construct or support an explanation. Identify the evidence that supports particular points in an explanation. • SEP 7: Engaging in Argument From Evidence: Compare and refine arguments based on an evaluation of the evidence presented. Distinguish among facts, reasoned judgment based on research findings, and speculation in an explanation. Respectfully provide and receive critiques from peers about a proposed procedure, explanation, or model by citing relevant evidence and posing specific questions. • SEP 8: Obtaining, Evaluating, and Communicating Information: Read and comprehend grade-appropriate complex texts and/or other reliable media to summarize and obtain scientific and technical ideas. Combine information in written text with that contained in corresponding tables, diagrams, and/or charts to support the engagement in other scientific and/or engineering practices. Communicate scientific and/or technical information orally and/or in written formats, including various forms of media as well as tables, diagrams, and charts.

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Investigation 5. Electric Currents: How Does Adding More Batteries or Bulbs to a Closed Circuit Affect the Brightness of a Single Bulb Within That Circuit?

Other Concepts That Students May Use During This Investigation Students might also use some of the following concepts: • A closed circuit is a path or loop that connects the positive and negative ends of a battery together. • A battery creates an electric current that moves through a closed circuit. The electric current moves in one direction, from the positive terminal of the battery toward the negative terminal of the battery. • As the electric current travels through the bulb in the circuit, it must move through a very small wire called the filament. The filament heats up as the electric current flows through it. The filament gets so hot that it gives off visible light. • Over time, all of the energy stored in a battery that is used to create the electric current is transformed into heat and light inside the bulb. • A series circuit has only one path for electricity to flow from one point to another. • A parallel circuit has multiple paths for electricity to flow from one point to another.

What Students Figure Out Adding bulbs to a series circuit causes the individual bulbs in that circuit to be less bright. Adding bulbs to a parallel circuit has no effect on the brightness of any one bulb found within that circuit. Adding batteries to a series or parallel circuit causes any single bulb within that circuit to be brighter.

Timeline The time needed to complete this investigation is 260 minutes (4 hours and 20 minutes). The amount of instructional time needed for each stage of the investigation is as follows: • Stage 1. Introduce the task and the guiding question: 35 minutes • Stage 2. Design a method and collect data: 50 minutes • Stage 3. Create a draft argument: 40 minutes • Stage 4. Argumentation session: 30 minutes • Stage 5. Reflective discussion: 15 minutes • Stage 6. Write a draft report: 30 minutes • Stage 7. Peer review: 30 minutes • Stage 8. Revise the report: 30 minutes

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Teacher Notes

This investigation can be completed in one day or over eight days (one day for each stage) during your designated science time in the daily schedule.

Materials and Preparation The materials needed for this investigation are listed in Table 5.1. The individual items can be purchased from a science education supply company such as Ward’s Science (www. wardsci.com), Flinn Scientific (www.flinnsci.com), or Carolina (www.carolina.com); at a bigbox retail store such as Wal-Mart or Target; or through an online retailer such as Amazon. The materials for this investigation can also be purchased as a complete kit (which includes enough materials for 24 students, or six groups) at www.argumentdriveninquiry.com.

TABLE 5.1 Materials for Investigation 5

Item

Quantity

Indirectly vented chemical-splash goggles

1 per student

Hook-up wire, 12" piece

4 per group

Miniature screw base lightbulbs, 2.5V / 0.3A

3 per group

AA battery

3 per group

AA battery holder

3 per group

Double-ended alligator clips test lead jumper wire, 20"

6 per group

Mini bulb holder

3 per group

3" x 2" piece of paper

20 per group

Whiteboard, 2' × 3'*

1 per group

Investigation Handout

1 per student

Peer-review guide and teacher scoring rubric

1 per student

Checkout Questions (optional)

1 per student

*As an alternative, students can use computer and presentation software such as Microsoft PowerPoint or Apple Keynote to create their arguments.

Students can measure the brightness of a bulb by determining how many pieces of paper must be stacked together to block the light from that bulb. This approach is a good way to measure the brightness of a bulb because the light from a brighter bulb can shine through more pieces of paper than the light from a bulb that is less bright. The number of pieces of paper required to completely block the light from a bulb can therefore be used as a way to quantitatively measure the brightness of that bulb. Be sure to use a set routine for distributing and collecting the materials. One option is to organize the materials into kits that you can deliver to each group. A second option is to have all the materials on a table or cart at a central location. You can then assign a member

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Investigation 5. Electric Currents: How Does Adding More Batteries or Bulbs to a Closed Circuit Affect the Brightness of a Single Bulb Within That Circuit?

of each group to be the “materials manager.” This individual is responsible for collecting all the materials his or her group needs from the table or cart during class and for returning all the materials at the end of the class.

Safety Precautions Remind students to follow all normal investigation safety rules. In addition, tell the students to take the following safety precautions: • Wear sanitized indirectly vented chemical-splash goggles during setup, investigation activity, and cleanup. • Be careful when using sharp tools or materials, because they can cut or puncture skin. • Be careful when handling lightbulbs, which are made of glass and can shatter and cut skin. If they break, clean them up immediately and place in a broken glass box. Do not touch a lightbulb when it is on or for several minutes after turning it off, because lightbulbs can get very hot and burn skin. • Wash their hands with soap and water when done collecting the data.

Lesson Plan by Stage Stage 1: Introduce the Task and the Guiding Question (35 minutes) 1. Ask the students to sit in six groups, with three or four students in each group. 2. Ask students to clear off their desks except for a pencil (and their Student Workbook for Argument-Driven Inquiry in Fourth-Grade Science if they have one). 3. Pass out an Investigation Handout to each student (or ask students to turn to Investigation Log 5 in their workbook). 4. Read the first paragraph of the “Introduction” aloud to the class. Ask the students to follow along as you read. 5. Pass out a bulb, one piece of hook-up wire, and a battery to each group. 6. Remind students of the safety rules and explain the safety precautions for this investigation. Be sure to tell the students that the bulb will get hot once it is turned on and that they should not touch the bulb because it can cause burns. 7. Tell the students to see if they can find four different ways to light up a bulb using only one wire and one battery (the four ways are shown in Figure 5.1). Tell the students to record their observations and questions in the “OBSERVED/ WONDER” chart in the “Introduction” section of their Investigation Handout (or the investigation log in their workbook). 8. Ask students to share what they observed as they tried to light the bulb. 9. Ask students to share what questions they have about lighting a bulb.

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Teacher Notes

10. Tell the students, “Some of your questions might be answered by reading the rest of the ‘Introduction.’” 11. Ask the students to read the rest of the “Introduction” on their own or ask them to follow along as you read the rest aloud. 12. Once the students have read the rest of the “Introduction,” ask them to fill out the “KNOW/NEED” chart on their Investigation Handout (or in their investigation log) as a group. 13. Ask students to share what they learned from the reading. Add these ideas to a class “know / need to figure out” chart. 14. Ask students to share what they think they will need to figure out based on what they read. Add these ideas to the class “know / need to figure out” chart. 15. Tell the students, “It looks like we have something to figure out. Let’s see what we will need to do during our investigation.” 16. Read the task and the guiding question aloud. 17. Tell the students, “I have lots of materials here that you can use.” 18. Introduce the students to the materials available for them to use during the investigation by either (a) holding each one up and then asking what it might be used for or (b) giving them a kit with all the materials in it and giving them three to four minutes to play with them. If you give the students an opportunity to play with the materials, be sure to collect them from each group before moving on to stage 2. Finally, be sure to show them how to use a stack of paper to measure the brightness of a bulb before they start designing their investigations.

Stage 2: Design a Method and Collect Data (50 Minutes) 1. Tell the groups of students, “I am now going to give you and the other members of your group about 15 minutes to plan your investigation. Before you begin, I want you all to take a couple of minutes discuss the following questions with the rest of your team.” 2. Show the following questions on the screen or board: • How might the parts of a circuit be related to or affect how it functions? • How can we track changes by taking measurements, and what scale should we use? 3. Tell the students, “Please take a few minutes to come up with an answer to these questions.” Give the students two to three minutes to discuss these two questions. 4. Ask two or three different groups to share their answers. Be sure to highlight or write down any important ideas on the board so students can refer to them later.

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Investigation 5. Electric Currents: How Does Adding More Batteries or Bulbs to a Closed Circuit Affect the Brightness of a Single Bulb Within That Circuit?

5. If possible, use a document camera to project an image of the graphic organizer for this investigation on a screen or board (or take a picture of it and project the picture on a screen or board). Tell the students, “I now want you all to plan out your investigation. To do that, you will need to create an investigation proposal by filling out this graphic organizer.” 6. Point to the box labeled “Our guiding question:” and tell the students, “You can put the question we are trying to answer in this box.” Then ask, “Where can we find the guiding question?” 7. Wait for a student to answer where to find the guiding question (the answer is “in the handout”). 8. Point to the box labeled “This is a picture of how we will set up the equipment:” and tell the students, “You can draw a picture in this box of how you will set up the equipment to carry out this investigation.” 9. Point to the box labeled “We will collect the following data:” and tell the students, “You can list the measurements or observations that you will need to collect during the investigation in this box.” 10. Point to the box labeled “These are the steps we will follow to collect data:” and tell the students, “You can list what you are going to do to collect the data you need and what you will do with your data once you have it. Be sure to give enough detail that I could do your investigation for you.” 11. Ask the students, “Do you have any questions about what you need to do?” 12. Answer any questions that come up. 13. Tell the students, “Once you are done, raise your hand and let me know. I’ll then come by and look over your proposal and give you some feedback. You may not begin collecting data until I have approved your proposal by signing it. You need to have your proposal done in the next 15 minutes.” 14. Give the students 15 minutes to work in their groups on their investigation proposal. As they work, move from group to group to check in, ask probing questions, and offer a suggestion if a group gets stuck.

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Teacher Notes

What should a student-designed investigation look like? The students’ investigation proposal should include the following information: • The guiding question is “How does adding more batteries or bulbs to a closed circuit affect the brightness of a single bulb within that circuit?” • Students can collect data about (1) the number of bulbs in the circuit, (2) the number of batteries in the circuit, and (3) the brightness of a single bulb in the circuit. • The steps that the students will follow to collect the data should reflect the measurements that they decide to examine. However, a procedure might include the following steps: 1. Create a circuit with one battery and one bulb, and measure the brightness of the bulb. 2. Create a circuit with one battery and two bulbs, and measure the brightness of one bulb. 3. Create a circuit with one battery and three bulbs, and measure the brightness of one bulb. 4. Create a circuit with two batteries and one bulb, and measure the brightness of the bulb. 5. Create a circuit with three batteries and one bulb, and measure the brightness of the bulb. • This is just one example of how they can collect the data, and there should be a lot of variation in the student-designed investigations.

15. As each group finishes its investigation proposal, be sure to read it over and determine if it will be productive or not. If you feel the investigation will be productive (not necessarily what you would do or what the other groups are doing), sign your name on the proposal and let the group start collecting data. If the plan needs to be changed, offer some suggestions or ask some probing questions, and have the group make the changes before you approve it. 16. Tell the students to collect their data and record their observations or measurements in the “Collect Your Data” box in their Investigation Handout (or the investigation log in their workbook). 17. Give the students 20 minutes to collect their data. 18. Collect the materials from each group before asking them to analyze their data.

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Investigation 5. Electric Currents: How Does Adding More Batteries or Bulbs to a Closed Circuit Affect the Brightness of a Single Bulb Within That Circuit?

Stage 3: Create a Draft Argument (40 Minutes) 1. Tell the students, “Now that we have all this data, we need to analyze the data so we can figure out an answer to the guiding question.” 2. If possible, project an image of the “Analyze Your Data” section for this investigation on a screen or board using a document camera (or take a picture of it and project the picture on a screen or board). Point to the section and tell the students, “You can create two graphs as a way to analyze your data. You can make your graphs in this section.” 3. Ask the students, “What information do we need to include in these graphs?” 4. Tell the students, “Please take a few minutes to discuss this question with your group, and be ready to share.” 5. Give the students five minutes to discuss. 6. Ask two or three different groups to share their answers. Be sure to highlight or write down any important ideas on the board so students can refer to them later. 7. Tell the students, “I am now going to give you and the other members of your group about 10 minutes to create your graphs.” If the students are having trouble making a graph, you can take a few minutes to provide a mini-lesson about how to create a graph from a bunch of observations or measurements (this strategy is called just-in-time instruction because it is offered only when students get stuck).

What should a graph look like for this investigation? There are a number of different ways that students can analyze the observations or measurements they collect during this investigation. One of the most straightforward ways is to create two different bar graphs. The first bar graph should have the number of bulbs on the horizontal or x-axis and the brightness of a bulb (in number of pieces of paper or other measurement scale) on the vertical or y-axis. The second bar graph should have the number of batteries on the x-axis and the brightness of a bulb (in number of pieces of paper or other measurement scale) on the y-axis. An example of a bar graph can be seen in Figure 5.4 (p. 204). There are other options for analyzing the collected data. Students often come up with some unique ways of analyzing their data, so be sure to give them some voice and choice during this stage. 8. Give the students 10 minutes to analyze their data. As they work, move from group to group to check in, ask probing questions, and offer suggestions. 9. Tell the students, “I am now going to give you and the other members of your group 15 minutes to create an argument to share what you have learned and

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Teacher Notes

FIGURE 5.4 Example of an argument

convince others that they should believe you. Before you do that, we need to take a few minutes to discuss what you need to include in your argument.” 10. If possible, use a document camera to project the “Argument Presentation on a Whiteboard” image from the Investigation Handout (or the investigation log in their workbook) on a screen or board (or take a picture of it and project the picture on a screen or board). 11. Point to the box labeled “The Guiding Question:” and tell the students, “You can put the question we are trying to answer here on your whiteboard.” 12. Point to the box labeled “Our Claim:” and tell the students, “You can put your claim here on your whiteboard. The claim is your answer to the guiding question.” 13. Point to the box labeled “Our Evidence:” and tell the students, “You can put the evidence that you are using to support your claim here on your whiteboard. Your evidence will need to include the analysis you just did and an explanation of what your analysis means or shows. Scientists always need to support their claims with evidence.”

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Investigation 5. Electric Currents: How Does Adding More Batteries or Bulbs to a Closed Circuit Affect the Brightness of a Single Bulb Within That Circuit?

14. Point to the box labeled “Our Justification of the Evidence:” and tell the students, “You can put your justification of your evidence here on your whiteboard. Your justification needs to explain why your evidence is important. Scientists often use core ideas to explain why the evidence they are using matters. Core ideas are important concepts that scientists use to help them make sense of what happens during an investigation.” 15. Ask the students, “What are some core ideas that we read about earlier that might help us explain why the evidence we are using is important?” 16. Ask students to share some of the core ideas from the “Introduction” section of the Investigation Handout (or the investigation log in the workbook). List these core ideas on the board. 17. Tell the students, “That is great. I would like to see everyone try to include these core ideas in your justification of the evidence. Your goal is to use these core ideas to help explain why your evidence matters and why the rest of us should pay attention to it.” 18. Ask the students, “Do you have any questions about what you need to do?” 19. Answer any questions that come up. 20. Tell the students, “Okay, go ahead and start working on your arguments. You need to have your argument done in the next 15 minutes. It doesn’t need to be perfect. We just need something down on the whiteboards so we can share our ideas.” 21. Give the students 15 minutes to work in their groups on their arguments. As they work, move from group to group to check in, ask probing questions, and offer a suggestion if a group gets stuck. Figure 5.4 shows an example of an argument for this investigation.

Stage 4: Argumentation Session (30 Minutes) The argumentation session can be conducted in a whole-class presentation format, a gallery walk format, or a modified gallery walk format. We recommend using a whole-class presentation format for the first investigation, but try to transition to either the gallery walk or modified gallery walk format as soon as possible because that will maximize student voice and choice inside the classroom. The following list shows the steps for the three formats; unless otherwise noted, the steps are the same for all three formats. 1. Begin by introducing the use of the whiteboard. • If using the whole-class presentation format, tell the students, “We are now going to share our arguments. Please set up your whiteboards so everyone can see them.”

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• If using the gallery walk or modified gallery walk format, tell the students, “We are now going to share our arguments. Please set up your whiteboards so they are facing the walls.” 2. Allow the students to set up their whiteboards. • If using the whole-class presentation format, the whiteboards should be set up on stands or chairs so they are facing toward the center of the room. • If using the gallery walk or modified gallery walk format, the whiteboards should be set up on stands or chairs so they are facing toward the outside of the room. 3. Give the following instructions to the students: • If using the whole-class presentation format or the modified gallery walk format, tell the students, “Okay, before we get started I want to explain what we are going to do next. I’m going to ask some of you to present your arguments to your classmates. If you are presenting your argument, your job is to share your group’s claim, evidence, and justification of the evidence. The rest of you will be reviewers. If you are a reviewer, your job is to listen to the presenters, ask the presenters questions if you do not understand something, and then offer them some suggestions about ways to make their argument better. After we have a chance to learn from each other, I’m going to give you some time to revise your arguments and make them better.” • If using the gallery walk format, tell the students, “Okay, before we get started I want to explain what we are going to do next. You are going to have an opportunity to read the arguments that were created by other groups. Your group will go to a different group’s argument. I’ll give you a few minutes to read it and review it. Your job is to offer them some suggestions about ways to make their argument better. You can use sticky notes to give them suggestions. Please be specific about what you want to change and how you think they should change it. After we have a chance to learn from each other, I’m going to give you some time to revise your arguments and make them better.” 4. Use a document camera to project the “Ways to IMPROVE our argument …” box from the Investigation Handout (or the investigation log in their workbook) on a screen or board (or take a picture of it and project the picture on a screen or board). • If using the whole-class presentation format or the modified gallery walk format, point to the box and tell the students, “If you are a presenter, you can write down the suggestions you get from the reviewers here. If you are a reviewer and you see a good idea from another group, you can write down that idea here. Once we are done with the presentations, I will give you a chance to use these suggestions or ideas to improve your arguments. • If using the gallery walk format, point to the box and tell the students, “If you see a good idea from another group, you can write it down here. Once we are done

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Investigation 5. Electric Currents: How Does Adding More Batteries or Bulbs to a Closed Circuit Affect the Brightness of a Single Bulb Within That Circuit?

reviewing the different arguments, I will give you a chance to use these ideas to improve your own arguments. It is important to share ideas like this.” Ask the students, “Do you have any questions about what you need to do?” 5. Answer any questions that come up. 6. Give the following instructions: • If using the whole-class presentation format, tell the students, “Okay. Let’s get started.” • If using the gallery walk format, tell the students, “Okay, I’m now going to tell you which argument to go to and review. • If using the modified gallery walk format, tell the students, “Okay, I’m now going to assign you to be a presenter or a reviewer.” Assign one or two students from each group to be presenters and one or two students from each group to be reviewers. 7. Begin the review of the arguments. • If using the whole-class presentation format, have four or five groups present their arguments one at a time. Give each group only two to three minutes to present their argument. Then give the class two to three minutes to ask them questions and offer suggestions. Be sure to encourage as much participation from the students as possible. • If using the gallery walk format, tell the students, “Okay. Let’s get started. Each group, move one argument to the left. Don’t move to the next argument until I tell you to move. Once you get there, read the argument and then offer suggestions about how to make it better. I will put some sticky notes next to each argument. You can use the sticky notes to leave your suggestions.” Give each group about three to four minutes to read the arguments, talk, and offer suggestions. a. Tell the students, “Okay. Let’s rotate. Move one group to the left.” b. Again, give each group three or four minutes to read, talk, and offer suggestions. c. Repeat this process for two more rotations. • If using the modified gallery walk format, tell the students, “Okay. Let’s get started. Reviewers, move one group to the left. Don’t move to the next group until I tell you to move. Presenters, go ahead and share your argument with the reviewers when they get there.” Give each group of presenters and reviewers about three to four minutes to talk. a. Tell the students, “Okay. Let’s rotate. Reviewers, move one group to the left.” b. Again, give each group of presenters and reviewers about three or four minutes to talk. c. Repeat this process for two more rotations.

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8. Tell the students to return to their workstations. 9. Give the following instructions about revising the argument: • If using the whole-class presentation format, tell the students, “I’m now going to give you about 10 minutes to revise your argument. Take a few minutes to talk in your groups and determine what you want to change to make your argument better. Once you have decided what to change, go ahead and make the changes to your whiteboard.” • If using the gallery walk format, tell the students, “I’m now going to give you about 10 minutes to revise your argument. Take a few minutes to read the suggestions that were left at your argument. Then talk in your groups and determine what you want to change to make your argument better. Once you have decided what to change, go ahead and make the changes to your whiteboard.” • If using the modified gallery walk format, “I’m now going to give you about 10 minutes to revise your argument. Please return to your original groups.” Wait for the students to move back into their original groups and then tell the students, “Okay, take a few minutes to talk in your groups and determine what you want to change to make your argument better. Once you have decided what to change, go ahead and make the changes to your whiteboard.” Ask the students, “Do you have any questions about what you need to do?” 10. Answer any questions that come up. 11. Tell the students, “Okay. Let’s get started.” 12. Give the students 10 minutes to work in their groups on their arguments. As they work, move from group to group to check in, ask probing questions, and offer a suggestion if a group gets stuck.

Stage 5: Reflective Discussion (15 Minutes) 1. Tell the students, “We are now going take a minute to talk about what we did and what we have learned.” 2. Set up an electric circuit with two batteries and two bulbs in series. Place it on a table so all the students can see it (or use a document camera). 3. Ask the students, “What do you all see going on here?” 4. Allow students to share their ideas. 5. Ask the students, “I have created a closed circuit here. What is happening within this closed circuit?” 6. Allow students to share their ideas. Keep probing until someone says a closed circuit is a path or loop that connects the positive and negative ends of a battery together and the battery creates an electric current.

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Investigation 5. Electric Currents: How Does Adding More Batteries or Bulbs to a Closed Circuit Affect the Brightness of a Single Bulb Within That Circuit?

7. Ask the students, “Why does the bulb produce light?” 8. Allow students to share their ideas. Keep probing until someone says that the electric current heats up the filament in the bulb. 9. Tell the students, “Okay, let’s make sure we are on the same page. An electric current can move energy from place to place. To transfer energy from place to place using an electric current, we must create a closed circuit for the electric current to move through. People can make a closed circuit by linking batteries and bulbs together with pieces of wire. If there is a gap anywhere in the circuit or if the electrical components are not connected in the right way, electricity cannot travel through the circuit. The fact that we can transfer energy by electric currents is a really important core idea in science.” 10. Ask the students, “Does anyone have any questions about this core idea?” 11. Answer any questions that come up. 12. Tell the students, “We also looked at the structure and function of different circuits during this investigation.” Then ask, “Can anyone tell me why it is useful to think about the relationship between structure and function during an investigation?” 13. Allow students to share their ideas. 14. Tell the students, “Examining the relationship between structure and function is useful because it allows us to understand the function of different parts of a system.” 15. Ask the students, “What did we figure out today by examining the function of different parts of a circuit?” 16. Allow students to share their ideas. Keep probing until students describe the relationship between the number of batteries or bulbs in a circuit and the brightness of a bulb in a circuit. 17. Point to one of the bulbs in the circuit that you created earlier. Ask the students, “What can I do to make this bulb brighter?” 18. Allow students to share their ideas. Keep probing until someone suggests adding another battery or removing one of the bulbs (without breaking the circuit). 19. Tell the students, “That is great, and if we know that, we can predict what will happen the next time we want to add a specific part to a circuit.” 20. Tell the students, “We are now going take a minute to talk about what went well and what didn’t go so well during our investigation. We need to talk about this because you are going to be planning and carrying your own investigations like this a lot this year, and I want to help you all get better at it.” 21. Show an image of the question “What made your investigation scientific?” on the screen. Tell the students, “Take a few minutes to talk about how you would

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answer this question with the other people in your group. Be ready to share with the rest of the class.” Give the students two to three minutes to talk in their group. 22. Ask the students, “What do you all think? Who would like to share an idea?” 23. Allow students to share their ideas. Be sure to expand on their ideas about what makes an investigation scientific. 24. Show an image of the question “What made your investigation not so scientific?” on the screen. Tell the students, “Take a few minutes to talk about how you would answer this question with the other people in your group. Be ready to share with the rest of the class.” Give the students two to three minutes to talk in their group. 25. Ask the students, “What do you all think? Who would like to share an idea?” 26. Allow students to share their ideas. Be sure to expand on their ideas about what makes an investigation less scientific. 27. Show an image of the question “What rules can we put into place to help us make sure our next investigation is more scientific?” on the screen. Tell the students, “Take a few minutes to talk about how you would answer this question with the other people in your group. Be ready to share with the rest of the class.” Give the students two to three minutes to talk in their group. 28. Ask the students, “What do you all think? Who would like to share an idea?” 29. Allow students to share their ideas. Once they have shared their ideas, offer a suggestion for a possible class rule. 30. Ask the students, “What do you all think? Should we make this a rule?” 31. If the students agree, write the rule on the board or a class “Rules for Scientific Investigation” chart so you can refer to it during the next investigation. 32. Tell the students, “We are now going take a minute to talk about the types of questions that scientists investigate.” 33. Show an image of the question “What types of questions do scientists investigate?” on the screen. Tell the students, “Take a few minutes to talk about how you would answer this question with the other people in your group. Be ready to share with the rest of the class.” Give the students two to three minutes to talk in their group. 34. Ask the students, “What do you all think? Who would like to share an idea?” 35. Allow students to share their ideas. 36. Tell the students, “Okay, let’s make sure we are all on the same page. Scientists ask questions about how the natural world works. They don’t ask questions about what people like or don’t like or what is good or bad.” 37. Show Figure 5.5 and the question “Is this a beautiful picture?” on the screen.

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Investigation 5. Electric Currents: How Does Adding More Batteries or Bulbs to a Closed Circuit Affect the Brightness of a Single Bulb Within That Circuit?

FIGURE 5.5 A sunset at Ocean Beach in San Francisco, California

Note: A full-color version of this figure is available on the book’s Extras page at www.nsta.org/adi-4th.

38. Ask the students, “Is this a scientific question? Why or why not?” 39. Allow students to share their ideas. 40. Tell the students, “This is not a scientific question because it is asking for a judgment.” 41. Show Figure 5.5 again on the screen along with the question, “Why does the sky turn red at sunset?” on the screen. 42. Ask the students, “Is this a scientific question? Why or why not?” 43. Allow students to share their ideas. 44. Tell the students, “This is a scientific question because it is asking for an explanation about how or why something happens in the natural world.” 45. Ask the students, “Does anyone have any questions about what types of questions scientists do and do not ask?” 46. Answer any questions that come up.

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Stage 6: Write a Draft Report (30 minutes) Your students will use either the Investigation Handout or the investigation log in the student workbook when writing the draft report. When you give the directions shown in quotes in the following steps, substitute “investigation log” (as shown in brackets) for “handout” if they are using the workbook. 1. Tell the students, “You are now going to write an investigation report to share what you have learned. Please take out a pencil and turn to the ‘Draft Report’ section of your handout [investigation log].” 2. If possible, use a document camera to project the “Introduction” section of the draft report from the Investigation Handout (or the investigation log in their workbook) on a screen or board (or take a picture of it and project the picture on a screen or board). 3. Tell the students, “The first part of the report is called the ‘Introduction.’ In this section of the report you want to explain to the reader what you were investigating, why you were investigating it, and what question you were trying to answer. All of this information can be found in the text at the beginning of your handout [investigation log].” Point to the image and say, “There are some sentence starters here to help you begin writing the report.” Ask the students, “Do you have any questions about what you need to do?” 4. Answer any questions that come up. 5. Tell the students, “Okay. Let’s write.” 6. Give the students 10 minutes to write the “Introduction” section of the report. As they work, move from student to student to check in, ask probing questions, and offer a suggestion if a student gets stuck. 7. If possible, use a document camera to project the “Method” section of the draft report from the Investigation Handout (or the investigation log in their workbook) on a screen or board (or take a picture of it and project the picture on a screen or board). 8. Tell the students, “The second part of the report is called the ‘Method.’ In this section of the report you want to explain to the reader what you did during the investigation, what data you collected and why, and how you went about analyzing your data. All of this information can be found in the ‘Plan Your Investigation’ section of your handout [investigation log]. Remember that you all planned and carried out different investigations, so do not assume that the reader will know what you did.” Point to the image and say, “There are some sentence starters here to help you begin writing this part of the report.” Ask the students, “Do you have any questions about what you need to do?” 9. Answer any questions that come up. 10. Tell the students, “Okay. Let’s write.”

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Investigation 5. Electric Currents: How Does Adding More Batteries or Bulbs to a Closed Circuit Affect the Brightness of a Single Bulb Within That Circuit?

11. Give the students 10 minutes to write the “Method” section of the report. As they work, move from student to student to check in, ask probing questions, and offer a suggestion if a student gets stuck. 12. If possible, use a document camera to project the “Argument” section of the draft report from the Investigation Handout (or the investigation log in their workbook) on a screen or board (or take a picture of it and project the picture on a screen or board). 13. Tell the students, “The last part of the report is called the ‘Argument.’ In this section of the report you want to share your claim, evidence, and justification of the evidence with the reader. All of this information can be found on your whiteboard.” Point to the image and say, “There are some sentence starters here to help you begin writing this part of the report.” Ask the students, “Do you have any questions about what you need to do?” 14. Answer any questions that come up. 15. Tell the students, “Okay. Let’s write.” 16. Give the students 10 minutes to write the “Argument” section of the report. As they work, be sure to move from student to student to check in, ask probing questions, and offer a suggestion if a student gets stuck.

Stage 7: Peer Review (30 minutes) Your students will use either the Investigation Handout or the investigation log in the student workbook when doing the peer review. When you give the directions shown in quotes in the following steps, substitute “workbook” (as shown in brackets) for “Investigation Handout” if they are using the workbook. 1. Tell the students, “We are now going to review our reports to find ways to make them better. I’m going to come around and collect your Investigation Handout [workbook]. While I do that, please take out a pencil.” 2. Collect the Investigation Handouts or workbooks from the students. 3. If possible, use a document camera to project the peer-review guide (PRG; see Appendix 4) on a screen or board (or take a picture of it and project the picture on a screen or board). 4. Tell the students, “We are going to use this peer-review guide to give each other feedback.” Point to the image. 5. Give the following instructions: • If using the Investigation Handout, tell the students, “I’m going to ask you to work with a partner to do this. I’m going to give you and your partner a draft report to read and a peer-review guide to fill out. You two will then read the report together. Once you are done reading the report, I want you to answer each of

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the questions on the peer-review guide.” Point to the review questions on the image of the PRG. • If using the workbook, tell the students, “I’m going to ask you to work with a partner to do this. I’m going to give you and your partner a draft report to read. You two will then read the report together. Once you are done reading the report, I want you to answer each of the questions on the peer-review guide that is right after the report in the investigation log.” Point to the review questions on the image of the PRG. 6. Tell the students, “You can check ‘yes,’ ‘almost,’ or ‘no’ after each question.” Point to the checkboxes on the image of the PRG. 7. Tell the students, “This will be your rating for this part of the report. Make sure you agree on the rating you give the author. If you mark ‘almost’ or ‘no,’ then you need to tell the author what he or she needs to do to get a ‘yes.’” Point to the space for the reviewer feedback on the image of the PRG. 8. Tell the students, “It is really important for you to give the authors feedback that is helpful. That means you need to tell them exactly what they need to do to make their report better.” Ask the students, “Do you have any questions about what you need to do?” 9. Answer any questions that come up. 10. Tell the students, “Please sit with a partner who is not in your current group.” Allow the students time to sit with a partner. 11. Give the following instructions: • If using the Investigation Handout, tell the students, “Okay, I am now going to give you one report to read and one peer-review guide to fill out.” Pass out one report to each pair. Make sure that the report you give a pair was not written by one of the students in that pair. Give each pair one PRG to fill out as a team. • If using the workbook, tell the students, “Okay, I am now going to give you one report to read.” Pass out a workbook to each pair. Make sure that the workbook you give a pair is not from one of the students in that pair. 12. Tell the students, “Okay, I’m going to give you 15 minutes to read the report I gave you and to fill out the peer-review guide. Go ahead and get started.” 13. Give the students 15 minutes to work. As they work, move around from pair to pair to check in and see how things are going, answer questions, and offer advice. 14. After 15 minutes pass, tell the students, “Okay, time is up.” If using the Investigation Handout, say, “Please give me the report and the peer-review guide that you filled out.” If using the workbook, say, “Please give me the workbook that you have.”

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Investigation 5. Electric Currents: How Does Adding More Batteries or Bulbs to a Closed Circuit Affect the Brightness of a Single Bulb Within That Circuit?

15. Collect the Investigation Handouts and the PRGs, or collect the workbooks if they are being used. Be sure you keep the handout and the PRG together. 16. Give the following instructions: • If using the Investigation Handout, tell the students, “Okay, I am now going to give you a different report to read and a new peer-review guide to fill out.” Pass out another report to each pair. Make sure that this report was not written by one of the students in that pair. Give each pair a new PRG to fill out as a team. • If using the workbook, tell the students, “Okay, I am now going to give you a different report to read.” Pass out a different workbook to each pair. Make sure that the workbook you give a pair is not from one of the students in that pair. 17. Tell the students, “Okay, I’m going to give you 15 minutes to read this new report and to fill out the peer-review guide. Go ahead and get started.” 18. Give the students 15 minutes to work. As they work, move around from pair to pair to check in and see how things are going, answer questions, and offer advice. 19. After 15 minutes pass, tell the students, “Okay, time is up.” If using the Investigation Handout, say, “Please give me the report and the peer-review guide that you filled out.” If using the workbook, say, “Please give me the workbook that you have.” 20. Collect the Investigation Handouts and the PRGs, or collect the workbooks if they are being used. Be sure you keep the handout and the PRG together.

Stage 8: Revise the Report (30 minutes) Your students will use either the Investigation Handout or the investigation log in the student workbook when revising the report. Except where noted below, the directions are the same whether using the handout or the log. 1. Give the following instructions: • If using the Investigation Handout, tell the students, “You are now going to revise your investigation report based on the feedback you get from your classmates. Please take out a pencil while I hand back your draft report and the peer-review guide.” • If using the investigation log in the student workbook, tell the students, “You are now going to revise your investigation report based on the feedback you get from your classmates. Please take out a pencil while I hand back your investigation logs.” 2. If using the Investigation Handout, pass back the handout and the PRG to each student. If using the investigation log, pass back the log to each student.

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3. Tell the students, “Please take a few minutes to read over the peer-review guide. You should use it to figure out what you need to change in your report and how you will change the report.” 4. Allow the students time to read the PRG. 5. If using the investigation log, if possible use a document camera to project the “Write Your Final Report” section from the investigation log on a screen or board (or take a picture of it and project the picture on a screen or board). 6. Give the following instructions: • If using the Investigation Handout, tell the students, “Okay. Let’s revise our reports. Please take out a piece of paper. I would like you to rewrite your report. You can use your draft report as a starting point, but use the feedback on the peer-review guide to help make it better.” • If using the investigation log, tell the students, “Okay. Let’s revise our reports. I would like you to rewrite your report in the section of the investigation log that says ‘Write Your Final Report.’” Point to the image on the screen and tell the students, “You can use your draft report as a starting point, but use the feedback on the peer-review guide to help make your report better.” Ask the students, “Do you have any questions about what you need to do?” 7. Answer any questions that come up. 8. Tell the students, “Okay. Let’s write.” 9. Give the students 30 minutes to rewrite their report. As they work, move from student to student to check in, ask probing questions, and offer a suggestion if a student gets stuck. 10. Give the following instructions: • If using the Investigation Handout, tell the students, “Okay. Time’s up. I will now come around and collect your Investigation Handout, the peer-review guide, and your final report.” • If using the investigation log, tell the students, “Okay. Time’s up. I will now come around and collect your workbooks.” 11. If using the Investigation Handout, collect all the Investigation Handouts, PRGs, and final reports. If using the investigation log, collect all the workbooks. 12. If using the Investigation Handout, use the “Teacher Score” columns in the PRG to grade the final report. If using the investigation log, use the “Investigation Report Grading Rubric” in the investigation log to grade the final report. Whether you are using the handout or the log, you can give the students feedback about their writing in the “Teacher Comments” section.

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Investigation 5. Electric Currents: How Does Adding More Batteries or Bulbs to a Closed Circuit Affect the Brightness of a Single Bulb Within That Circuit?

How to Use the Checkout Questions The Checkout Questions are an optional assessment. We recommend giving them to students one day after they finish stage 8 of the ADI investigation. Appendix 6 provides an answer guide for the Checkout Questions. The Checkout Questions can be used as a formative or summative assessment of student thinking. If you plan to use them as a formative assessment, we recommend that you look over the student answers to determine if you need to reteach the core idea and/or crosscutting concept from the investigation, but do not grade them. If you plan to use them as a summative assessment, we have included a Teacher Scoring Rubric at the end of the Checkout Questions that you can use to score a student’s ability to apply the core idea in a new scenario and explain their use of a crosscutting concept; see Figure 5.6 for an example of the rubric. The rubric includes a 4-point scale that ranges from 0 (the student cannot apply the core idea correctly in all cases and cannot explain the crosscutting concept) to 3 (the student can apply the core idea correctly in all cases and can fully explain the crosscutting concept).

FIGURE 5.6 Example of a Teacher Scoring Rubric with cause and effect as the crosscutting concept

Level

Description

3

The student can apply the core idea correctly in all cases and can fully explain the causeand-effect relationship.

2

The student can apply the core idea correctly in all cases but cannot fully explain the causeand-effect relationship.

1

The student cannot apply the core idea correctly in all cases but can fully explain the causeand-effect relationship.

0

The student cannot apply the core idea correctly in all cases and cannot explain the causeand-effect relationship.

The Checkout Questions, regardless of how you decide to use them, are a great way to make student thinking visible so you can determine if the students have learned the core idea and the crosscutting concept.

Connections to Standards Table 5.2 (p. 218) highlights how the investigation can be used to address specific performance expectations from the NGSS, Common Core State Standards (CCSS) in English language arts (ELA) and in mathematics, and English Language Proficiency (ELP) Standards.

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217

Teacher Notes

TABLE 5.2 Investigation 5 alignment with standards

NGSS performance expectation

Strong alignment • 4-PS3-2: Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents.

CCSS ELA—Reading: Key ideas and details Informational Text • CCSS.ELA-LITERACY.RI.4.1: Refer to details and examples in a

text when explaining what the text says explicitly and when drawing inferences from the text.

• CCSS.ELA-LITERACY.RI.4.2: Determine the main idea of a text and explain how it is supported by key details; summarize the text. • CCSS.ELA-LITERACY.RI.4.3: Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. Craft and structure • CCSS.ELA-LITERACY.RI.4.4: Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area. • CCSS.ELA-LITERACY.RI.4.5: Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text. • CCSS.ELA-LITERACY.RI.4.6: Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided. Integration of knowledge and ideas • CCSS.ELA-LITERACY.RI.4.7: Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. • CCSS.ELA-LITERACY.RI.4.8: Explain how an author uses reasons and evidence to support particular points in a text. • CCSS.ELA-LITERACY.RI.4.9: Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. Range of reading and level of text complexity • CCSS.ELA-LITERACY.RI.4.10: By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Continued

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Investigation 5. Electric Currents: How Does Adding More Batteries or Bulbs to a Closed Circuit Affect the Brightness of a Single Bulb Within That Circuit?

Table 5.2 (continued)

CCSS ELA—Writing

Text types and purposes • CCSS.ELA-LITERACY.W.4.1: Write opinion pieces on topics or texts, supporting a point of view with reasons and information. ¡¡CCSS.ELA-LITERACY.W.4.1.A: Introduce

a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose.

¡¡CCSS.ELA-LITERACY.W.4.1.B: Provide

supported by facts and details.

reasons that are

¡¡CCSS.ELA-LITERACY.W.4.1.C: Link

opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).

¡¡CCSS.ELA-LITERACY.W.4.1.D: Provide

a concluding statement or section related to the opinion presented.

• CCSS.ELA-LITERACY.W.4.2: Write informative / explanatory texts to examine a topic and convey ideas and information clearly. ¡¡CCSS.ELA-LITERACY.W.4.2.A: Introduce

a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.

¡¡CCSS.ELA-LITERACY.W.4.2.B: Develop

the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

¡¡CCSS.ELA-LITERACY.W.4.2.C: Link

ideas within categories of information using words and phrases (e.g., another, for example, also, because).

¡¡CCSS.ELA-LITERACY.W.4.2.D: Use

precise language and domain-specific vocabulary to inform about or explain the topic.

¡¡CCSS.ELA-LITERACY.W4.2.E: Provide

a concluding statement or section related to the information or explanation presented.

Production and distribution of writing • CCSS.ELA-LITERACY.W.4.4: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.  • CCSS.ELA-LITERACY.W.4.5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.  • CCSS.ELA-LITERACY.W.4.6: With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.

Continued

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Teacher Notes

Table 5.2 (continued)

CCSS ELA—Writing (continued )

Research to build and present knowledge • CCSS.ELA-LITERACY.W.4.7: Conduct short research projects that build knowledge through investigation of different aspects of a topic. • CCSS.ELA-LITERACY.W.4.9: Draw evidence from literary or informational texts to support analysis, reflection, and research. Range of writing • CCSS.ELA-LITERACY.W.4.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of disciplinespecific tasks, purposes, and audiences.

CCSS ELA— Speaking and Listening

Comprehension and collaboration • CCSS.ELA-LITERACY.SL.4.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly. ¡¡CCSS.ELA-LITERACY.SL.4.1.A: Come

to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

¡¡CCSS.ELA-LITERACY.SL.4.1.B: Follow

agreed-upon rules for discussions and carry out assigned roles.

¡¡CCSS.ELA-LITERACY.SL.4.1.C: Pose

and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.

¡¡CCSS.ELA-LITERACY.SL.4.1.D: Review

the key ideas expressed and explain their own ideas and understanding in light of the discussion.

• CCSS.ELA-LITERACY.SL.4.2: Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. • CCSS.ELA-LITERACY.SL.4.3: Identify the reasons and evidence a speaker provides to support particular points. Presentation of knowledge and ideas • CCSS.ELA-LITERACY.SL.4.4: Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. • CCSS.ELA-LITERACY.SL.4.5: Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes. • CCSS.ELA-LITERACY.SL.4.6: Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation.

Continued

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Investigation 5. Electric Currents: How Does Adding More Batteries or Bulbs to a Closed Circuit Affect the Brightness of a Single Bulb Within That Circuit?

Table 5.2 (continued)

CCSS Mathematics— Represent and interpret data. Measurement and • CCSS.MATH.CONTENT.4.MD.B.4: Make a line plot to display a Data data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Solve problems involving addition and subtraction of fractions by using information presented in line plots.

ELP Standards

Receptive modalities • ELP 1: Construct meaning from oral presentations and literary and informational text through grade-appropriate listening, reading, and viewing. • ELP 8: Determine the meaning of words and phrases in oral presentations and literary and informational text. Productive modalities • ELP 3: Speak and write about grade-appropriate complex literary and informational texts and topics. • ELP 4: Construct grade-appropriate oral and written claims and support them with reasoning and evidence. • ELP 7: Adapt language choices to purpose, task, and audience when speaking and writing. Interactive modalities • ELP 2: Participate in grade-appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions. • ELP 5: Conduct research and evaluate and communicate findings to answer questions or solve problems. • ELP 6: Analyze and critique the arguments of others orally and in writing. Linguistic structures of English • ELP 9: Create clear and coherent grade-appropriate speech and text. • ELP 10: Make accurate use of standard English to communicate in grade-appropriate speech and writing.

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Investigation Handout

Investigation 5

Electric Currents: How Does Adding More Batteries or Bulbs to a Closed Circuit Affect the Brightness of a Single Bulb Within That Circuit? Introduction We use lightbulbs to create the light we need to be able to see when it is dark. Take a few minutes to see if you can find four different ways to make a lightbulb light up using only one battery and one piece of wire. As you connect the wire, battery, and bulb together in different ways, keep track of what you observe and what you are wondering about in the boxes below. Things I OBSERVED …

222

Things I WONDER about …

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Investigation 5. Electric Currents: How Does Adding More Batteries or Bulbs to a Closed Circuit Affect the Brightness of a Single Bulb Within That Circuit?

The bulb lights up when you create a closed circuit with the wire and the battery. A closed circuit is a path or loop that connects the positive and negative ends of a battery together. The battery creates an electric current that moves through a closed circuit. The electric current moves in one direction. It moves from the positive terminal of the battery toward the negative terminal of the battery. As the electric current travels through the bulb in the circuit, it must move through a very small wire called the filament. The filament heats up as the electric current flows through it. The filament gets so hot that it gives off visible light. Over time, all of the energy stored in a battery that is used to create the electric current is transformed into heat and light inside the bulb. There are many ways to create a closed circuit. For example, you can make a closed circuit that includes one battery and one or more different bulbs. You can also make a closed circuit with one bulb and one or more different batteries. Your goal in this investigation is to figure out how the addition of more batteries and bulbs to a closed circuit affects the brightness of a bulb in that circuit. You will need to think about how to create a closed circuit with more than one battery or bulb in it. Your teacher will tell you how to measure the brightness of the bulb. As you design your investigation, be sure to keep in mind that electric currents can transfer energy from place to place, electric currents move through a closed circuit, batteries are used to create electric currents, and an electric current moving through a filament of a bulb creates heat and light.

Things we KNOW from what we read …

What we will NEED to figure out …

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Investigation Handout Your Task Use what you know about electric currents, closed circuits, the importance of tracking the movement of energy in a system, and measurement scales to design and carry out an investigation to learn more how the addition of more batteries and bulbs to a closed circuit affects the brightness of a single bulb in that circuit. The guiding question of this investigation is, How does adding more batteries or bulbs to a closed circuit affect the brightness of a single bulb within that circuit?

Materials You may use any of the following materials during your investigation: • Safety goggles (required) • 3 miniature lightbulbs

• 6 double-ended alligator clips test lead wire

• 3 mini bulb holders

• 3 AA batteries

• 20 small pieces of paper

• 3 battery holders

Safety Rules Follow all normal safety rules. In addition, be sure to follow these rules: • Wear sanitized indirectly vented chemical-splash goggles during setup, investigation activity, and cleanup. • Be careful when using sharp tools or materials, because they can cut or puncture skin. • Be careful when handling lightbulbs, which are made of glass and can shatter and cut skin. If they break, do not touch the glass and tell your teacher as soon as you can. Do not touch a lightbulb when it is on or for several minutes after turning it off, because lightbulbs can get very hot and burn skin. • Wash your hands with soap and water when you are done collecting the data.

Plan Your Investigation Prepare a plan for your investigation by filling out the chart that follows; this plan is called an investigation proposal. Before you start developing your plan, be sure to discuss the following questions with the other members of your group: • How might the parts of a circuit be related to or affect how it functions? • How can we track changes by taking measurements, and what scale should we use?

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Investigation 5. Electric Currents: How Does Adding More Batteries or Bulbs to a Closed Circuit Affect the Brightness of a Single Bulb Within That Circuit?

Our guiding question:

This is a picture of how we will set up the equipment:

We will collect the following data:

These are the steps we will follow to collect data:

I approve of this investigation proposal. Teacher’s signature

Date

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Investigation Handout Collect Your Data Keep a record of what you measure or observe during your investigation in the space below.

Analyze Your Data You will need to analyze the data you collected before you can develop an answer to the guiding question. To do this, create two graphs. Each graph should show the relationship between what you changed and what you measured or observed as a result of what you changed.

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Investigation 5. Electric Currents: How Does Adding More Batteries or Bulbs to a Closed Circuit Affect the Brightness of a Single Bulb Within That Circuit?

Draft Argument

The Guiding Question:

Develop an argument on a whiteboard. It should include the following:

Our Claim:

1. A claim: Your answer to the guiding question.

Our Evidence:

Our Justification of the Evidence:

2. Evidence: An analysis of the data and an explanation of what the analysis means. 3. A justification of the evidence: Why your group thinks the evidence is important.

Argumentation Session Share your argument with your classmates. Be sure to ask them how to make your draft argument better. Keep track of their suggestions in the space below. Ways to IMPROVE our argument …

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Investigation Handout Draft Report Prepare an investigation report to share what you have learned. Use the information in this handout and your group’s final argument to write a draft of your investigation report.

Introduction We have been studying _______________________________________________________ in class. Before we started this investigation, we explored ___________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ We noticed ________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ My goal for this investigation was to figure out _____________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ The guiding question was _____________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________

Method To gather the data I needed to answer this question, I _______________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________

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Investigation 5. Electric Currents: How Does Adding More Batteries or Bulbs to a Closed Circuit Affect the Brightness of a Single Bulb Within That Circuit?

I then analyzed the data I collected by ___________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________

Argument My claim is ________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ The graphs below show ______________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________

This analysis of the data I collected suggests ______________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________

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Investigation Handout __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ This evidence is important because of several scientific concepts. The first one is _________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________

Review Your friends need your help! Review the draft of their investigation reports and give them ideas about how to improve. Use the peer-review guide when doing your review.

Submit Your Final Report Once you have received feedback from your friends about your draft report, create your final investigation report and hand it in to your teacher.

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Checkout Questions Investigation 5. Electric Currents 1. The pictures below show three different ways to connect a bulb to a battery using a wire.

A

B

C

Which way would make the bulb light up? a. A only b. B only c. C only d. A and B only e. B and C only f. A and C only g. A, B, and C 2. The pictures below show three different circuits.

Circuit A

Circuit B

Circuit C

In which circuit would bulb 1 be the brightest? a. Circuit A b. Circuit B c. Circuit C d. Bulb 1 will be equally bright in all three circuits.

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Checkout Questions 3. The pictures below show three different circuits.

Circuit A

Circuit B

Circuit C

In which circuit would bulb 1 be the brightest? a. Circuit A b. Circuit B c. Circuit C d. Bulb 1 will be equally bright in all three circuits. 4. Explain your thinking. How does what you know about the relationship between structure and function help you make these predictions? _____________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________

_____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ Teacher Scoring Rubric for the Checkout Questions

Level

232

Description

3

The student can apply the core idea correctly in all cases and can fully explain how structure and function are related.

2

The student can apply the core idea correctly in all cases but cannot fully explain how structure and function are related.

1

The student cannot apply the core idea correctly in all cases but can fully explain how structure and function are related.

0

The student cannot apply the core idea correctly in all cases and cannot explain how structure and function are related.

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Teacher Notes Investigation 6

Energy Transfer by Electric Currents: How Can We Make an Electric Car Move Faster? Purpose The purpose of this investigation is to give students an opportunity to use two disciplinary core ideas (DCIs), two crosscutting concepts (CCs), and seven scientific and engineering practices (SEPs) to figure out how to design a car that is able to convert electrical energy into energy of motion. Students will also learn about the types of questions that scientists investigate during the reflective discussion.

Background Information About This Investigation Energy can be transferred from place to place by electric currents, which can be then be used to produce motion. The first step in this process is to create a closed circuit that includes a battery, one or more wires, and an electric motor. A closed circuit is a path or loop that connects the positive and negative ends of a battery together. The battery creates an electric current that moves through a closed circuit. The electric current moves in one direction, from the positive terminal of the battery toward the negative terminal of the battery. An electric motor is a device that converts an electric current into movement. People often use electric motors to turn wheels, propellers, or winches. Over time, all of the energy stored in a battery that is used to create the electric current is transformed into heat or movement. This transfer of energy from one form to another form is why we need to replace or recharge batteries after using them to make an electric motor run. Adding batteries to a closed circuit that includes a motor will make the motor spin faster, and a faster-spinning motor results in a faster-moving car.

The DCIs, CCs, and SEPs That Students Use During This Investigation DCIs • PS3.A: Definitions of Energy: Energy can be moved from place to place by moving objects or through sound, light, or electric currents. • PS3.B: Conservation of Energy and Energy Transfer: Energy is present whenever there are moving objects, sound, light, or heat. Energy can also be transferred from place to place by electric currents, which can then be used locally to produce motion, sound, heat, or light.

CCs • CC 5: Energy and Matter: Energy can be transferred between objects. Argument-Driven Inquiry in Fourth-Grade Science: Three-Dimensional Investigations Copyright © 2019 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit https://www.nsta.org/store/product_detail.aspx?id=10.2505/9781681405209

233

Teacher Notes

• CC 6: Structure and Function: Substructures have shapes and parts that serve functions.

SEPs • SEP 1: Asking Questions and Defining Problems: Ask questions about what would happen if a variable is changed. Ask questions that can be investigated and predict reasonable outcomes based on patterns such as cause-and-effect relationships. • SEP 3: Planning and Carrying Out Investigations: Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence, using fair tests in which variables are controlled and the number of trials considered. Evaluate appropriate methods and/or tools for collecting data. • SEP 4: Analyzing and Interpreting Data: Represent data in tables and/or various graphical displays (bar graphs, pictographs, and/or pie charts) to reveal patterns that indicate relationships. Analyze and interpret data to make sense of phenomena, using logical reasoning, mathematics, and/or computation. Compare and contrast data collected by different groups in order to discuss similarities and differences in their findings. • SEP 5: Using Mathematics and Computational Thinking: Organize simple data sets to reveal patterns that suggest relationships. Describe, measure, estimate, and/ or graph quantities (e.g., area, volume, weight, time) to address scientific and engineering questions and problems. • SEP 6: Constructing Explanations and Designing Solutions: Construct an explanation of observed relationships. Use evidence to construct or support an explanation. Identify the evidence that supports particular points in an explanation. • SEP 7: Engaging in Argument From Evidence: Compare and refine arguments based on an evaluation of the evidence presented. Distinguish among facts, reasoned judgment based on research findings, and speculation in an explanation. Respectfully provide and receive critiques from peers about a proposed procedure, explanation, or model by citing relevant evidence and posing specific questions. • SEP 8: Obtaining, Evaluating, and Communicating Information: Read and comprehend grade-appropriate complex texts and/or other reliable media to summarize and obtain scientific and technical ideas. Combine information in written text with that contained in corresponding tables, diagrams, and/or charts to support the engagement in other scientific and/or engineering practices. Communicate scientific and/or technical information orally and/or in written formats, including various forms of media as well as tables, diagrams, and charts.

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Investigation 6. Energy Transfer by Electric Currents: How Can We Make an Electric Car Move Faster?

Other Concepts That Students May Use During This Investigation Students might also use the following concepts: • Speed is the distance an object travels in an amount of time. • Speed is calculated using the following formula: S=D÷T where S is speed in centimeters per second, D is distance traveled in centimeters, and T is time to travel the distance in seconds.

What Students Figure Out Adding batteries to a closed circuit that includes a motor will make the motor spin faster, and a faster-spinning motor results in a faster-moving car.

Timeline The time needed to complete this investigation is 270 minutes (4 hours and 30 minutes). The amount of instructional time needed for each stage of the investigation is as follows: • Stage 1. Introduce the task and the guiding question: 35 minutes • Stage 2. Design a method and collect data: 60 minutes • Stage 3. Create a draft argument: 40 minutes • Stage 4. Argumentation session: 30 minutes • Stage 5. Reflective discussion: 15 minutes • Stage 6. Write a draft report: 30 minutes • Stage 7. Peer review: 30 minutes • Stage 8. Revise the report: 30 minutes This investigation can be completed in one day or over eight days (one day for each stage) during your designated science time in the daily schedule.

Materials and Preparation The materials needed for this investigation are listed in Table 6.1 (p. 236). The individual items can be purchased at a big-box retail store such as Wal-Mart or Target or through an online retailer such as Amazon. The materials for this investigation can also be purchased as a complete kit (which includes enough materials for 24 students, or six groups) at www. argumentdriveninquiry.com.

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235

Teacher Notes

TABLE 6.1 Materials for Investigation 6

Item

Quantity

Indirectly vented chemical-splash goggles

1 per student

Wood block, 5.0" × 0.75" × 2.5"

1 per group

Pine car derby wheel

4 per group

Pine car derby axle nails

4 per group

DC 12V 10000 RPM electric motor

1 per group

Propeller

1 per group

Rubber bands

2 per group

AA batteries

37 per class

AA battery holders for one battery

4 per class

AA battery holders for two batteries, with switch

4 per class

AA battery holders for three batteries, with switch

4 per class

AA battery holders for four batteries, with switch

4 per class

Stopwatch

1 per group

Hook-up wire, 3" piece

24 per class

Meterstick

1 per class

Whiteboard, 2' × 3'*

1 per group

Investigation Handout

1 per student

Peer-review guide and teacher scoring rubric

1 per student

Checkout Questions (optional)

1 per student

*As an alternative, students can use computer and presentation software such as Microsoft PowerPoint or Apple Keynote to create their arguments.

The students will need to create a car that can convert electrical energy to energy of motion. To do this they will need to create a closed circuit that contains a miniature DC motor and a battery holder that contains one, two, three, or four AA batteries. They will then (1) attach a propeller to the spinning end of the motor, (2) attach the battery holder and the motor to a small wood block using rubber bands, and (3) attach wheels to the wood block so it is able to roll. See Figure 6.1 for an example of a car that consists of a propeller, miniature DC motor, wires, a battery holder, a wood block, and four wheels.

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Investigation 6. Energy Transfer by Electric Currents: How Can We Make an Electric Car Move Faster?

FIGURE 6.1 Example of a design for an electric car

We recommend making three or four different “racetracks” on a tile floor in your room, the hallway outside your room, or the cafeteria. The start and finish line of each track should be 3 meters apart and can be marked with masking tape. Students can determine the speed of the different cars that they make during the investigation by timing how long it takes for each car to travel 3 meters. Speed can then be calculated using the following equation: speed = distance ÷ time or, more specifically, speed of car = 3 m ÷ seconds to travel 3 m Be sure to use a set routine for distributing and collecting the materials. One option is to organize the materials into kits that you can deliver to each group. A second option is to have all the materials on a table or cart at a central location. You can then assign a member of each group to be the “materials manager.” This individual is responsible for collecting all the materials his or her group needs from the table or cart during class and for returning all the materials at the end of the class.

Safety Precautions Remind students to follow all normal investigation safety rules. In addition, tell the students to take the following safety precautions:

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• Wear sanitized indirectly vented chemical-splash goggles during setup, investigation activity, and cleanup. • Do not touch the propellers while they are moving, because they can move very fast and cause injury. • Keep fingers and toes away from moving objects. • Be careful when handling sharp objects (e.g., nails and wires), because they can cut or puncture skin. • Wash their hands with soap and water when done collecting the data.

Lesson Plan by Stage Stage 1: Introduce the Task and the Guiding Question (35 minutes) 1. Ask the students to sit in six groups, with three or four students in each group. 2. Ask students to clear off their desks except for a pencil (and their Student Workbook for Argument-Driven Inquiry in Fourth-Grade Science if they have one). 3. Pass out an Investigation Handout to each student (or ask students to turn to Investigation Log 6 in their workbook). 4. Read the first paragraph of the “Introduction” aloud to the class. Ask the students to follow along as you read. 5. Pass out a motor, two pieces of wire, and a battery to each group. 6. Remind students of the safety rules and explain the safety precautions for this investigation. Be sure to tell the students that they should not touch the spinning end of the motor because it spins really fast. 7. Tell the students to see if they can find a way to get the motor to start moving. Then ask students to record their observations and questions in the “OBSERVED/ WONDER” chart in the “Introduction” section of their Investigation Handout (or the investigation log in their workbook). 8. Give the students 10 minutes to investigate what happens as they play with the motor, wires, and battery. 9. After the students have recorded their observations and questions, ask students to share what they observed about the motor, wires, and battery. 10. Ask students to share what questions they have about the motor, wires, and battery. 11. Tell the students, “Some of your questions might be answered by reading the rest of the ‘Introduction.’” 12. Ask the students to read the rest of the “Introduction” on their own or ask them to follow along as you read the rest aloud.

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Investigation 6. Energy Transfer by Electric Currents: How Can We Make an Electric Car Move Faster?

13. Once the students have read the rest of the “Introduction,” ask them to fill out the “KNOW/NEED” chart on their Investigation Handout (or in their investigation log) as a group. 14. Ask students to share what they learned from the reading. Add these ideas to a class “know / need to figure out” chart. 15. Ask students to share what they think they will need to figure out based on what they read. Add these ideas to the class “know / need to figure out” chart. 16. Tell the students, “It looks like we have something to figure out. Let’s see what we will need to do during our investigation.” 17. Read the task and the guiding question aloud. 18. Tell the students, “I have lots of materials here that you can use.” 19. Introduce the students to the materials available for them to use during the investigation by either (a) holding each one up and then asking what it might be used for or (b) giving them a kit with all the materials in it and giving them three to four minutes to play with them. If you give the students an opportunity to play with the materials, be sure to give them an opportunity to create a car that will move. It is also important to collect the materials from each group before moving on to stage 2 if you give them an opportunity to play with the materials during this stage.

Stage 2: Design a Method and Collect Data (60 minutes) 1. Tell the students, “I am now going to give you and the other members of your group about 15 minutes to plan your investigation. Before you begin, I want you all to take a couple of minutes to discuss the following questions with the rest of your group.” 2. Show the following questions on the screen or board: • How can we track the transfer of energy within a system? • How might the structure of a car be related to the way the car functions? 3. Tell the students, “Please take a few minutes to come up with an answer to these questions.” Give the students two or three minutes to discuss these two questions. 4. Ask two or three different groups to share their answers. Be sure to highlight or write down any important ideas on the board so students can refer to them later. 5. If possible, use a document camera to project an image of the graphic organizer for this investigation on a screen or board (or take a picture of it and project the picture on a screen or board). Tell the students, “I now want you all to plan out

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your investigation. To do that, you will need to create an investigation proposal by filling out this graphic organizer.” 6. Point to the box labeled “Our guiding question:” and tell the students, “You can put the question we are trying to answer in this box.” Then ask, “Where can we find the guiding question?” 7. Wait for a student to answer where to find the guiding question (the answer is “in the handout”). 8. Point to the box labeled “This is a picture of how we will set up the equipment:” and tell the students, “You can draw a picture in this box of how you will set up the equipment to carry out this investigation.” 9. Point to the box labeled “We will collect the following data:” and tell the students, “You can list the measurements or observations that you will need to collect during the investigation in this box.” 10. Point to the box labeled “These are the steps we will follow to collect data:” and tell the students, “You can list what you are going to do to collect the data you need and what you will do with your data once you have it. Be sure to give enough detail that I could do your investigation for you.” 11. Ask the students, “Do you have any questions about what you need to do?” 12. Answer any questions that come up. 13. Tell the students, “Once you are done, raise your hand and let me know. I’ll then come by and look over your proposal and give you some feedback. You may not begin collecting data until I have approved your proposal by signing it. You need to have your proposal done in the next 15 minutes.” 14. Give the students 15 minutes to work in their groups on their investigation proposal. As they work, move from group to group to check in, ask probing questions, and offer a suggestion if a group gets stuck.

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Investigation 6. Energy Transfer by Electric Currents: How Can We Make an Electric Car Move Faster?

What should a student-designed investigation look like? The students’ investigation proposal should include the following information: • The guiding question is “How can we make an electric car move faster?” • Students can collect data about (1) number of batteries in the circuit and (2) how long it takes a car to travel 3 meters. • The steps that the students will follow to collect the data should reflect the measurements that they decide to examine. However, a procedure might include the following steps: 1. Create a car with a circuit with one battery and one motor, and measure how long it takes the car to travel 3 m. 2. Repeat step 1 two more times. 3. Create a car with a circuit with two batteries and one motor, and measure how long it takes the car to travel 3 m. 4. Repeat step 3 two more times. 5. Create a car with a circuit with three batteries and one motor, and measure how long it takes the car to travel 3 m. 6. Repeat step 5 two more times. 7. Create a car with a circuit with four batteries and one motor, and measure how long it takes the car to travel 3 m. 8. Repeat step 7 two more times. This is just one example of how they can collect the data, and there should be a lot of variation in the student-designed investigations.

15. As each group finishes its investigation proposal, be sure to read it over and determine if it will be productive or not. If you feel the investigation will be productive (not necessarily what you would do or what the other groups are doing), sign your name on the proposal and let the group start collecting data. If the plan needs to be changed, offer some suggestions or ask some probing questions, and have the group make the changes before you approve it. 16. Tell the students to collect their data and record their observations or measurements in the “Collect Your Data” box in their Investigation Handout (or the investigation log in their workbook). 17. Give the students 40 minutes to collect their data. 18. Collect the materials from each group before asking them to analyze their data.

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Stage 3: Create a Draft Argument (40 minutes) 1. Tell the students, “Now that we have all this data, we need to analyze the data so we can figure out an answer to the guiding question.” 2. If possible, project an image of the “Analyze Your Data” section for this investigation on a screen or board using a document camera (or take a picture of it and project the picture on a screen or board). Point to the section and tell the students, “You can create a graph as a way to analyze your data. You can make your graph in this section.” 3. Ask the students, “What information do we need to include in the graph?” 4. Tell the students, “Please take a few minutes to discuss this question with your group, and be ready to share.” 5. Give the students five minutes to discuss. 6. Ask two or three different groups to share their answers. Be sure to highlight or write down any important ideas on the board so students can refer to them later. 7. Tell the students, “I am now going to give you and the other members of your group about 10 minutes to create your graph.” If the students are having trouble making a graph, you can take a few minutes to provide a mini-lesson about how to create a graph from a bunch of observations or measurements (this strategy is called just-in-time instruction because it is offered only when students get stuck).

What should a graph look like for this investigation? There are a number of different ways that students can analyze the observations or measurements they collect during this investigation. One of the most straightforward ways is to create a bar graph with the number of batteries on the horizontal or x-axis and the time it takes the car to travel 3 meters (in seconds or other measurement scale) or the speed of the car (in meters per second) on the vertical or y-axis. An example of a bar graph can be seen in Figure 6.2 (p. 244). There are other options for analyzing the collected data. Students often come up with some unique ways of analyzing their data, so be sure to give them some voice and choice during this stage. 8. Give the students 10 minutes to analyze their data. As they work, move from group to group to check in, ask probing questions, and offer suggestions. 9. Tell the students, “I am now going to give you and the other members of your group 15 minutes to create an argument to share what you have learned and

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Investigation 6. Energy Transfer by Electric Currents: How Can We Make an Electric Car Move Faster?

convince others that they should believe you. Before you do that, we need to take a few minutes to discuss what you need to include in your argument.” 10. If possible, use a document camera to project the “Argument Presentation on a Whiteboard” image from the Investigation Handout (or the investigation log in their workbook) on a screen or board (or take a picture of it and project the picture on a screen or board). 11. Point to the box labeled “The Guiding Question:” and tell the students, “You can put the question we are trying to answer here on your whiteboard.” 12. Point to the box labeled “Our Claim:” and tell the students, “You can put your claim here on your whiteboard. The claim is your answer to the guiding question.” 13. Point to the box labeled “Our Evidence:” and tell the students, “You can put the evidence that you are using to support your claim here on your whiteboard. Your evidence will need to include the analysis you just did and an explanation of what your analysis means or shows. Scientists always need to support their claims with evidence.” 14. Point to the box labeled “Our Justification of the Evidence:” and tell the students, “You can put your justification of your evidence here on your whiteboard. Your justification needs to explain why your evidence is important. Scientists often use core ideas to explain why the evidence they are using matters. Core ideas are important concepts that scientists use to help them make sense of what happens during an investigation.” 15. Ask the students, “What are some core ideas that we read about earlier that might help us explain why the evidence we are using is important?” 16. Ask students to share some of the core ideas from the “Introduction” section of the Investigation Handout (or the investigation log in the workbook). List these core ideas on the board. 17. Tell the students, “That is great. I would like to see everyone try to include these core ideas in your justification of the evidence. Your goal is to use these core ideas to help explain why your evidence matters and why the rest of us should pay attention to it.” 18. Ask the students, “Do you have any questions about what you need to do?” 19. Answer any questions that come up. 20. Tell the students, “Okay, go ahead and start working on your arguments. You need to have your argument done in the next 15 minutes. It doesn’t need to be perfect. We just need something down on the whiteboards so we can share our ideas.” 21. Give the students 15 minutes to work in their groups on their arguments. As they work, move from group to group to check in, ask probing questions, and

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offer a suggestion if a group gets stuck. Figure 6.2 shows an example of an argument for this investigation.

FIGURE 6.2 Example of an argument

Stage 4: Argumentation Session (30 minutes) The argumentation session can be conducted in a whole-class presentation format, a gallery walk format, or a modified gallery walk format. We recommend using a whole-class presentation format for the first investigation, but try to transition to either the gallery walk or modified gallery walk format as soon as possible because that will maximize student voice and choice inside the classroom. The following list shows the steps for the three formats; unless otherwise noted, the steps are the same for all three formats. 1. Begin by introducing the use of the whiteboard. • If using the whole-class presentation format, tell the students, “We are now going to share our arguments. Please set up your whiteboards so everyone can see them.”

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Investigation 6. Energy Transfer by Electric Currents: How Can We Make an Electric Car Move Faster?

• If using the gallery walk or modified gallery walk format, tell the students, “We are now going to share our arguments. Please set up your whiteboards so they are facing the walls.” 2. Allow the students to set up their whiteboards. • If using the whole-class presentation format, the whiteboards should be set up on stands or chairs so they are facing toward the center of the room. • If using the gallery walk or modified gallery walk format, the whiteboards should be set up on stands or chairs so they are facing toward the outside of the room. 3. Give the following instructions to the students: • If using the whole-class presentation format or the modified gallery walk format, tell the students, “Okay, before we get started I want to explain what we are going to do next. I’m going to ask some of you to present your arguments to your classmates. If you are presenting your argument, your job is to share your group’s claim, evidence, and justification of the evidence. The rest of you will be reviewers. If you are a reviewer, your job is to listen to the presenters, ask the presenters questions if you do not understand something, and then offer them some suggestions about ways to make their argument better. After we have a chance to learn from each other, I’m going to give you some time to revise your arguments and make them better.” • If using the gallery walk format, tell the students, “Okay, before we get started I want to explain what we are going to do next. You are going to have an opportunity to read the arguments that were created by other groups. Your group will go to a different group’s argument. I’ll give you a few minutes to read it and review it. Your job is to offer them some suggestions about ways to make their argument better. You can use sticky notes to give them suggestions. Please be specific about what you want to change and how you think they should change it. After we have a chance to learn from each other, I’m going to give you some time to revise your arguments and make them better.” 4. Use a document camera to project the “Ways to IMPROVE our argument …” box from the Investigation Handout (or the investigation log in their workbook) on a screen or board (or take a picture of it and project the picture on a screen or board). • If using the whole-class presentation format or the modified gallery walk format, point to the box and tell the students, “If you are a presenter, you can write down the suggestions you get from the reviewers here. If you are a reviewer and you see a good idea from another group, you can write down that idea here. Once we are done with the presentations, I will give you a chance to use these suggestions or ideas to improve your arguments. • If using the gallery walk format, point to the box and tell the students, “If you see a good idea from another group, you can write it down here. Once we are done

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reviewing the different arguments, I will give you a chance to use these ideas to improve your own arguments. It is important to share ideas like this.” Ask the students, “Do you have any questions about what you need to do?” 5. Answer any questions that come up. 6. Give the following instructions: • If using the whole-class presentation format, tell the students, “Okay. Let’s get started.” • If using the gallery walk format, tell the students, “Okay, I’m now going to tell you which argument to go to and review. • If using the modified gallery walk format, tell the students, “Okay, I’m now going to assign you to be a presenter or a reviewer.” Assign one or two students from each group to be presenters and one or two students from each group to be reviewers. 7. Begin the review of the arguments. • If using the whole-class presentation format, have four or five groups present their arguments one at a time. Give each group only two to three minutes to present their argument. Then give the class two to three minutes to ask them questions and offer suggestions. Be sure to encourage as much participation from the students as possible. • If using the gallery walk format, tell the students, “Okay. Let’s get started. Each group, move one argument to the left. Don’t move to the next argument until I tell you to move. Once you get there, read the argument and then offer suggestions about how to make it better. I will put some sticky notes next to each argument. You can use the sticky notes to leave your suggestions.” Give each group about three to four minutes to read the arguments, talk, and offer suggestions. a. Tell the students, “Okay. Let’s rotate. Move one group to the left.” b. Again, give each group three or four minutes to read, talk, and offer suggestions. c. Repeat this process for two more rotations. • If using the modified gallery walk format, tell the students, “Okay. Let’s get started. Reviewers, move one group to the left. Don’t move to the next group until I tell you to move. Presenters, go ahead and share your argument with the reviewers when they get there.” Give each group of presenters and reviewers about three to four minutes to talk. a. Tell the students, “Okay. Let’s rotate. Reviewers, move one group to the left.” b. Again, give each group of presenters and reviewers about three or four minutes to talk. c. Repeat this process for two more rotations.

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Investigation 6. Energy Transfer by Electric Currents: How Can We Make an Electric Car Move Faster?

8. Tell the students to return to their workstations. 9. Give the following instructions about revising the argument: • If using the whole-class presentation format, tell the students, “I’m now going to give you about 10 minutes to revise your argument. Take a few minutes to talk in your groups and determine what you want to change to make your argument better. Once you have decided what to change, go ahead and make the changes to your whiteboard.” • If using the gallery walk format, tell the students, “I’m now going to give you about 10 minutes to revise your argument. Take a few minutes to read the suggestions that were left at your argument. Then talk in your groups and determine what you want to change to make your argument better. Once you have decided what to change, go ahead and make the changes to your whiteboard.” • If using the modified gallery walk format, “I’m now going to give you about 10 minutes to revise your argument. Please return to your original groups.” Wait for the students to move back into their original groups and then tell the students, “Okay, take a few minutes to talk in your groups and determine what you want to change to make your argument better. Once you have decided what to change, go ahead and make the changes to your whiteboard.” Ask the students, “Do you have any questions about what you need to do?” 10. Answer any questions that come up. 11. Tell the students, “Okay. Let’s get started.” 12. Give the students 10 minutes to work in their groups on their arguments. As they work, move from group to group to check in, ask probing questions, and offer a suggestion if a group gets stuck.

Stage 5: Reflective Discussion (15 minutes) 1. Tell the students, “We are now going take a minute to talk about what we did and what we have learned.” 2. Set up an electric car with one battery, a motor, and a propeller. Place it on a table so all the students can see it (or use a document camera). Put a pencil under the wheels so it won’t move and then turn it on so the propeller starts spinning. 3. Ask the students, “What do you all see going on here?” 4. Allow students to share their ideas. 5. Ask the students, “I have created a closed circuit here. What is happening within this closed circuit?”

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6. Allow students to share their ideas. Keep probing until someone says that a closed circuit is a path or loop that connects the positive and negative ends of a battery together and that the battery creates an electric current. 7. Ask the students, “Why does the car move?” 8. Allow students to share their ideas. Keep probing until someone says that energy can be transferred from place to place by electric currents, which can then be used to produce motion. 9. Tell the students, “Okay, let’s make sure we are on the same page. An electric current can move energy from place to place. To transfer energy from place to place using an electric current, we must create a closed circuit for the electric current to move through. A motor converts electrical energy to motion. The fact that we can transfer energy by electric currents and then use it to produce motion is an important core idea in science.” 10. Ask the students, “Does anyone have any questions about this core idea?” 11. Answer any questions that come up. 12. Tell the students, “We also tracked the transfer of energy during our investigation.” Then ask, “Can anyone tell me why it is useful to track the transfer of energy during an investigation?” 13. Allow students to share their ideas. 14. Tell the students, “Tracking energy is important because it allows us to understand or explain what happens around us.” 15. Ask the students, “What did we figure out today by tracking the transfer of energy?” 16. Allow students to share their ideas. Keep probing until students describe the relationship between the number of batteries in the circuit and the speed of the car. 17. Point to the propeller on the car that you created earlier. Ask the students, “What can I do to make this propeller spin faster?” 18. Allow students to share their ideas. Keep probing until someone suggests adding another battery to the circuit (without breaking the circuit). 19. Tell the students, “That is great, and if we know that, we can predict what will happen the next time we want to use an electric current to transfer energy from place to place.” 20. Tell the students, “We are now going take a minute to talk about what went well and what didn’t go so well during our investigation. We need to talk about this because you are going to be planning and carrying your own investigations like this a lot this year, and I want to help you all get better at it.”

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Investigation 6. Energy Transfer by Electric Currents: How Can We Make an Electric Car Move Faster?

21. Show an image of the question “What made your investigation scientific?” on the screen. Tell the students, “Take a few minutes to talk about how you would answer this question with the other people in your group. Be ready to share with the rest of the class.” Give the students two to three minutes to talk in their group. 22. Ask the students, “What do you all think? Who would like to share an idea?” 23. Allow students to share their ideas. Be sure to expand on their ideas about what makes an investigation scientific. 24. Show an image of the question “What made your investigation not so scientific?” on the screen. Tell the students, “Take a few minutes to talk about how you would answer this question with the other people in your group. Be ready to share with the rest of the class.” Give the students two to three minutes to talk in their group. 25. Ask the students, “What do you all think? Who would like to share an idea?” 26. Allow students to share their ideas. Be sure to expand on their ideas about what makes an investigation less scientific. 27. Show an image of the question “What rules can we put into place to help us make sure our next investigation is more scientific?” on the screen. Tell the students, “Take a few minutes to talk about how you would answer this question with the other people in your group. Be ready to share with the rest of the class.” Give the students two to three minutes to talk in their group. 28. Ask the students, “What do you all think? Who would like to share an idea?” 29. Allow students to share their ideas. Once they have shared their ideas, offer a suggestion for a possible class rule. 30. Ask the students, “What do you all think? Should we make this a rule?” 31. If the students agree, write the rule on the board or a class “Rules for Scientific Investigation” chart so you can refer to it during the next investigation. 32. Tell the students, “We are now going take a minute to talk about the types of questions that scientists investigate.” 33. Show an image of the question “What types of questions do scientists investigate?” on the screen. Tell the students, “Take a few minutes to talk about how you would answer this question with the other people in your group. Be ready to share with the rest of the class.” Give the students two to three minutes to talk in their group. 34. Ask the students, “What do you all think? Who would like to share an idea?” 35. Allow students to share their ideas. 36. Tell the students, “Okay, let’s make sure we are all on the same page. Scientists ask questions about how the natural world works. They don’t ask questions

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about what people like or don’t like or what is good or bad.” 37. Show Figure 6.3 and the question “Is this a beautiful car?” on the screen.

FIGURE 6.3 An electric car

38. Ask the students, “Is this a scientific question? Why or why not?” 39. Allow students to share their ideas. 40. Tell the students, “This is not a scientific question because it is asking for a judgment.” 41. Show Figure 6.3 again on the screen along with the question “Why do electric car batteries need to be recharged sooner when people drive faster?” 42. Ask the students, “Is this a scientific question? Why or why not?” 43. Allow students to share their ideas. 44. Tell the students, “This is a scientific question because it is asking for an explanation about why or how something happens.” 45. Ask the students, “Does anyone have any questions about what types of questions scientists do and do not ask?” 46. Answer any questions that come up.

Stage 6: Write a Draft Report (30 minutes) Your students will use either the Investigation Handout or the investigation log in the student workbook when writing the draft report. When you give the directions shown in quotes in the following steps, substitute “investigation log” (as shown in brackets) for “handout” if they are using the workbook. 1. Tell the students, “You are now going to write an investigation report to share what you have learned. Please take out a pencil and turn to the ‘Draft Report’ section of your handout [investigation log].” 2. If possible, use a document camera to project the “Introduction” section of the draft report from the Investigation Handout (or the investigation log in their workbook) on a screen or board (or take a picture of it and project the picture on a screen or board). 3. Tell the students, “The first part of the report is called the ‘Introduction.’ In this section of the report you want to explain to the reader what you were investigating, why you were investigating it, and what question you were trying to

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Investigation 6. Energy Transfer by Electric Currents: How Can We Make an Electric Car Move Faster?

answer. All of this information can be found in the text at the beginning of your handout [investigation log].” Point to the image and say, “There are some sentence starters here to help you begin writing the report.” Ask the students, “Do you have any questions about what you need to do?” 4. Answer any questions that come up. 5. Tell the students, “Okay. Let’s write.” 6. Give the students 10 minutes to write the “Introduction” section of the report. As they work, move from student to student to check in, ask probing questions, and offer a suggestion if a student gets stuck. 7. If possible, use a document camera to project the “Method” section of the draft report from the Investigation Handout (or the investigation log in their workbook) on a screen or board (or take a picture of it and project the picture on a screen or board). 8. Tell the students, “The second part of the report is called the ‘Method.’ In this section of the report you want to explain to the reader what you did during the investigation, what data you collected and why, and how you went about analyzing your data. All of this information can be found in the ‘Plan Your Investigation’ section of your handout [investigation log]. Remember that you all planned and carried out different investigations, so do not assume that the reader will know what you did.” Point to the image and say, “There are some sentence starters here to help you begin writing this part of the report.” Ask the students, “Do you have any questions about what you need to do?” 9. Answer any questions that come up. 10. Tell the students, “Okay. Let’s write.” 11. Give the students 10 minutes to write the “Method” section of the report. As they work, move from student to student to check in, ask probing questions, and offer a suggestion if a student gets stuck. 12. If possible, use a document camera to project the “Argument” section of the draft report from the Investigation Handout (or the investigation log in their workbook) on a screen or board (or take a picture of it and project the picture on a screen or board). 13. Tell the students, “The last part of the report is called the ‘Argument.’ In this section of the report you want to share your claim, evidence, and justification of the evidence with the reader. All of this information can be found on your whiteboard.” Point to the image and say, “There are some sentence starters here to help you begin writing this part of the report.” Ask the students, “Do you have any questions about what you need to do?” 14. Answer any questions that come up. 15. Tell the students, “Okay. Let’s write.”

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16. Give the students 10 minutes to write the “Argument” section of the report. As they work, be sure to move from student to student to check in, ask probing questions, and offer a suggestion if a student gets stuck.

Stage 7: Peer Review (30 minutes) Your students will use either the Investigation Handout or the investigation log in the student workbook when doing the peer review. When you give the directions shown in quotes in the following steps, substitute “workbook” (as shown in brackets) for “Investigation Handout” if they are using the workbook. 1. Tell the students, “We are now going to review our reports to find ways to make them better. I’m going to come around and collect your Investigation Handout [workbook]. While I do that, please take out a pencil.” 2. Collect the Investigation Handouts or workbooks from the students. 3. If possible, use a document camera to project the peer-review guide (PRG; see Appendix 4) on a screen or board (or take a picture of it and project the picture on a screen or board). 4. Tell the students, “We are going to use this peer-review guide to give each other feedback.” Point to the image. 5. Give the following instructions: • If using the Investigation Handout, tell the students, “I’m going to ask you to work with a partner to do this. I’m going to give you and your partner a draft report to read and a peer-review guide to fill out. You two will then read the report together. Once you are done reading the report, I want you to answer each of the questions on the peer-review guide.” Point to the review questions on the image of the PRG. • If using the workbook, tell the students, “I’m going to ask you to work with a partner to do this. I’m going to give you and your partner a draft report to read. You two will then read the report together. Once you are done reading the report, I want you to answer each of the questions on the peer-review guide that is right after the report in the investigation log.” Point to the review questions on the image of the PRG. 6. Tell the students, “You can check ‘yes,’ ‘almost,’ or ‘no’ after each question.” Point to the checkboxes on the image of the PRG. 7. Tell the students, “This will be your rating for this part of the report. Make sure you agree on the rating you give the author. If you mark ‘almost’ or ‘no,’ then you need to tell the author what he or she needs to do to get a ‘yes.’” Point to the space for the reviewer feedback on the image of the PRG. 8. Tell the students, “It is really important for you to give the authors feedback that is helpful. That means you need to tell them exactly what they need to do to

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Investigation 6. Energy Transfer by Electric Currents: How Can We Make an Electric Car Move Faster?

make their report better.” Ask the students, “Do you have any questions about what you need to do?” 9. Answer any questions that come up. 10. Tell the students, “Please sit with a partner who is not in your current group.” Allow the students time to sit with a partner. 11. Give the following instructions: • If using the Investigation Handout, tell the students, “Okay, I am now going to give you one report to read and one peer-review guide to fill out.” Pass out one report to each pair. Make sure that the report you give a pair was not written by one of the students in that pair. Give each pair one PRG to fill out as a team. • If using the workbook, tell the students, “Okay, I am now going to give you one report to read.” Pass out a workbook to each pair. Make sure that the workbook you give a pair is not from one of the students in that pair. 12. Tell the students, “Okay, I’m going to give you 15 minutes to read the report I gave you and to fill out the peer-review guide. Go ahead and get started.” 13. Give the students 15 minutes to work. As they work, move around from pair to pair to check in and see how things are going, answer questions, and offer advice. 14. After 15 minutes pass, tell the students, “Okay, time is up.” If using the Investigation Handout, say, “Please give me the report and the peer-review guide that you filled out.” If using the workbook, say, “Please give me the workbook that you have.” 15. Collect the Investigation Handouts and the PRGs, or collect the workbooks if they are being used. Be sure you keep the handout and the PRG together. 16. Give the following instructions: • If using the Investigation Handout, tell the students, “Okay, I am now going to give you a different report to read and a new peer-review guide to fill out.” Pass out another report to each pair. Make sure that this report was not written by one of the students in that pair. Give each pair a new PRG to fill out as a team. • If using the workbook, tell the students, “Okay, I am now going to give you a different report to read.” Pass out a different workbook to each pair. Make sure that the workbook you give a pair is not from one of the students in that pair. 17. Tell the students, “Okay, I’m going to give you 15 minutes to read this new report and to fill out the peer-review guide. Go ahead and get started.” 18. Give the students 15 minutes to work. As they work, move around from pair to pair to check in and see how things are going, answer questions, and offer advice.

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19. After 15 minutes pass, tell the students, “Okay, time is up.” If using the Investigation Handout, say, “Please give me the report and the peer-review guide that you filled out.” If using the workbook, say, “Please give me the workbook that you have.” 20. Collect the Investigation Handouts and the PRGs, or collect the workbooks if they are being used. Be sure you keep the handout and the PRG together.

Stage 8: Revise the Report (30 minutes) Your students will use either the Investigation Handout or the investigation log in the student workbook when revising the report. Except where noted below, the directions are the same whether using the handout or the log. 1. Give the following instructions: • If using the Investigation Handout, tell the students, “You are now going to revise your investigation report based on the feedback you get from your classmates. Please take out a pencil while I hand back your draft report and the peer-review guide.” • If using the investigation log in the student workbook, tell the students, “You are now going to revise your investigation report based on the feedback you get from your classmates. Please take out a pencil while I hand back your investigation logs.” 2. If using the Investigation Handout, pass back the handout and the PRG to each student. If using the investigation log, pass back the log to each student. 3. Tell the students, “Please take a few minutes to read over the peer-review guide. You should use it to figure out what you need to change in your report and how you will change the report.” 4. Allow the students time to read the PRG. 5. If using the investigation log, if possible use a document camera to project the “Write Your Final Report” section from the investigation log on a screen or board (or take a picture of it and project the picture on a screen or board). 6. Give the following instructions: • If using the Investigation Handout, tell the students, “Okay. Let’s revise our reports. Please take out a piece of paper. I would like you to rewrite your report. You can use your draft report as a starting point, but use the feedback on the peer-review guide to help make it better.” • If using the investigation log, tell the students, “Okay. Let’s revise our reports. I would like you to rewrite your report in the section of the investigation log that says ‘Write Your Final Report.’” Point to the image on the screen and tell

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Investigation 6. Energy Transfer by Electric Currents: How Can We Make an Electric Car Move Faster?

the students, “You can use your draft report as a starting point, but use the feedback on the peer-review guide to help make your report better.” Ask the students, “Do you have any questions about what you need to do?” 7. Answer any questions that come up. 8. Tell the students, “Okay. Let’s write.” 9. Give the students 30 minutes to rewrite their report. As they work, move from student to student to check in, ask probing questions, and offer a suggestion if a student gets stuck. 10. Give the following instructions: • If using the Investigation Handout, tell the students, “Okay. Time’s up. I will now come around and collect your Investigation Handout, the peer-review guide, and your final report.” 11. If using the investigation log, tell the students, “Okay. Time’s up. I will now come around and collect your workbooks.” If using the Investigation Handout, collect all the Investigation Handouts, PRGs, and final reports. If using the investigation log, collect all the workbooks. 12. If using the Investigation Handout, use the “Teacher Score” columns in the PRG to grade the final report. If using the investigation log, use the “Investigation Report Grading Rubric” in the investigation log to grade the final report. Whether you are using the handout or the log, you can give the students feedback about their writing in the “Teacher Comments” section.

How to Use the Checkout Questions The Checkout Questions are an optional assessment. We recommend giving them to students one day after they finish stage 8 of the ADI investigation. Appendix 6 provides an answer guide for the Checkout Questions. The Checkout Questions can be used as a formative or summative assessment of student thinking. If you plan to use them as a formative assessment, we recommend that you look over the student answers to determine if you need to reteach the core idea and/ or crosscutting concept from the investigation, but do not grade them. If you plan to use them as a summative assessment, we have included a Teacher Scoring Rubric at the end of the Checkout Questions that you can use to score a student’s ability to apply the core idea in a new scenario and explain their use of a crosscutting concept; see Figure 6.4 (p. 256) for an example of the rubric. The rubric includes a 4-point scale that ranges from 0 (the student cannot apply the core idea correctly in all cases and cannot explain the crosscutting concept) to 3 (the student can apply the core idea correctly in all cases and can fully explain the crosscutting concept).

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FIGURE 6.4 Example of a Teacher Scoring Rubric with cause and effect as the crosscutting concept

Level

Description

3

The student can apply the core idea correctly in all cases and can fully explain the cause-andeffect relationship.

2

The student can apply the core idea correctly in all cases but cannot fully explain the causeand-effect relationship.

1

The student cannot apply the core idea correctly in all cases but can fully explain the causeand-effect relationship.

0

The student cannot apply the core idea correctly in all cases and cannot explain the causeand-effect relationship.

The Checkout Questions, regardless of how you decide to use them, are a great way to make student thinking visible so you can determine if the students have learned the core idea and the crosscutting concept.

Connections to Standards Table 6.2 highlights how the investigation can be used to address specific performance expectations from the NGSS, Common Core State Standards (CCSS) in English language arts (ELA) and in mathematics, and English Language Proficiency (ELP) Standards.

TABLE 6.2 Investigation 6 alignment with standards

NGSS performance expectations

Strong alignment • 4-PS3-4: Apply scientific ideas to design, test, and refine a device that converts energy from one form to another. Moderate alignment (this investigation can be used to build toward this performance expectation) • 4-PS3-2: Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents.

CCSS ELA—Reading: Key ideas and details Informational Text • CCSS.ELA-LITERACY.RI.4.1: Refer to details and examples in a

text when explaining what the text says explicitly and when drawing inferences from the text.

• CCSS.ELA-LITERACY.RI.4.2: Determine the main idea of a text and explain how it is supported by key details; summarize the text. • CCSS.ELA-LITERACY.RI.4.3: Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.

Continued

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Investigation 6. Energy Transfer by Electric Currents: How Can We Make an Electric Car Move Faster?

Table 6.2 (continued)

CCSS ELA—Reading: Craft and structure Informational Text • CCSS.ELA-LITERACY.RI.4.4: Determine the meaning of general (continued ) academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.

• CCSS.ELA-LITERACY.RI.4.5: Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text. • CCSS.ELA-LITERACY.RI.4.6: Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided. Integration of knowledge and ideas • CCSS.ELA-LITERACY.RI.4.7: Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. • CCSS.ELA-LITERACY.RI.4.8: Explain how an author uses reasons and evidence to support particular points in a text. • CCSS.ELA-LITERACY.RI.4.9: Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. Range of reading and level of text complexity • CCSS.ELA-LITERACY.RI.4.10: By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.

CCSS ELA—Writing

Text types and purposes • CCSS.ELA-LITERACY.W.4.1: Write opinion pieces on topics or texts, supporting a point of view with reasons and information. ¡¡CCSS.ELA-LITERACY.W.4.1.A: Introduce

a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose.

¡¡CCSS.ELA-LITERACY.W.4.1.B: Provide

supported by facts and details.

reasons that are

¡¡CCSS.ELA-LITERACY.W.4.1.C: Link

opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).

¡¡CCSS.ELA-LITERACY.W.4.1.D: Provide

a concluding statement or section related to the opinion presented.

Continued

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Table 6.2 (continued)

CCSS ELA—Writing (continued )

• CCSS.ELA-LITERACY.W.4.2: Write informative / explanatory texts to examine a topic and convey ideas and information clearly. ¡¡CCSS.ELA-LITERACY.W.4.2.A: Introduce

a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.

¡¡CCSS.ELA-LITERACY.W.4.2.B: Develop

the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

¡¡CCSS.ELA-LITERACY.W.4.2.C: Link

ideas within categories of information using words and phrases (e.g., another, for example, also, because).

¡¡CCSS.ELA-LITERACY.W.4.2.D: Use

precise language and domain-specific vocabulary to inform about or explain the topic.

¡¡CCSS.ELA-LITERACY.W4.2.E: Provide

a concluding statement or section related to the information or explanation presented.

Production and distribution of writing • CCSS.ELA-LITERACY.W.4.4: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.  • CCSS.ELA-LITERACY.W.4.5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.  • CCSS.ELA-LITERACY.W.4.6: With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting. Research to build and present knowledge • CCSS.ELA-LITERACY.W.4.7: Conduct short research projects that build knowledge through investigation of different aspects of a topic. • CCSS.ELA-LITERACY.W.4.9: Draw evidence from literary or informational texts to support analysis, reflection, and research. Range of writing • CCSS.ELA-LITERACY.W.4.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of disciplinespecific tasks, purposes, and audiences.

Continued

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Investigation 6. Energy Transfer by Electric Currents: How Can We Make an Electric Car Move Faster?

Table 6.2 (continued)

CCSS ELA— Speaking and Listening

Comprehension and collaboration • CCSS.ELA-LITERACY.SL.4.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly. ¡¡CCSS.ELA-LITERACY.SL.4.1.A: Come

to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

¡¡CCSS.ELA-LITERACY.SL.4.1.B: Follow

agreed-upon rules for discussions and carry out assigned roles.

¡¡CCSS.ELA-LITERACY.SL.4.1.C: Pose

and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.

¡¡CCSS.ELA-LITERACY.SL.4.1.D: Review

the key ideas expressed and explain their own ideas and understanding in light of the discussion.

• CCSS.ELA-LITERACY.SL.4.2: Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. • CCSS.ELA-LITERACY.SL.4.3: Identify the reasons and evidence a speaker provides to support particular points Presentation of knowledge and ideas • CCSS.ELA-LITERACY.SL.4.4: Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. • CCSS.ELA-LITERACY.SL.4.5: Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes. • CCSS.ELA-LITERACY.SL.4.6: Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation.

CCSS Mathematics— Use place value understanding and properties of operations to perform multi-digit arithmetic. Number and Operations in Base • CCSS.MATH.CONTENT.4.NBT.B.4: Fluently add and subtract Ten multi-digit whole numbers using the standard algorithm. Continued

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Table 6.2 (continued)

CCSS Mathematics— Solve problems involving measurement and conversion of measurements. Measurement and • CCSS.MATH.CONTENT.4.MD.A.1: Know relative sizes of Data measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. 

• CCSS.MATH.CONTENT.4.MD.A.2: Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale. Represent and interpret data. • CCSS.MATH.CONTENT.4.MD.B.4: Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Solve problems involving addition and subtraction of fractions by using information presented in line plots.

ELP Standards

Receptive modalities • ELP 1: Construct meaning from oral presentations and literary and informational text through grade-appropriate listening, reading, and viewing. • ELP 8: Determine the meaning of words and phrases in oral presentations and literary and informational text. Productive modalities • ELP 3: Speak and write about grade-appropriate complex literary and informational texts and topics. • ELP 4: Construct grade-appropriate oral and written claims and support them with reasoning and evidence. • ELP 7: Adapt language choices to purpose, task, and audience when speaking and writing. Interactive modalities • ELP 2: Participate in grade-appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions. • ELP 5: Conduct research and evaluate and communicate findings to answer questions or solve problems. • ELP 6: Analyze and critique the arguments of others orally and in writing. Linguistic structures of English • ELP 9: Create clear and coherent grade-appropriate speech and text. • ELP 10: Make accurate use of standard English to communicate in grade-appropriate speech and writing.

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Investigation Handout

Investigation 6

Energy Transfer by Electric Currents: How Can We Make an Electric Car Move Faster? Introduction People can convert electrical energy into motion by adding a motor to a closed circuit. Take a few minutes to see if you can make a motor start to move using a battery and two wires. Be sure to keep track of what you observe and what you are wondering about in the boxes below.

Things I OBSERVED …

Things I WONDER about …

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Investigation Handout The motor started to move when you created a closed circuit with the wire and the battery. A closed circuit is a path or loop that connects the positive and negative ends of a battery. The battery creates an electric current that moves through a closed circuit. The electric current moves in one direction. It moves from the positive terminal of the battery toward the negative terminal of the battery. An electric motor is a device that converts an electric current into physical movement. People often use electric motors to turn wheels, propellers, or winches. Over time, all of the energy stored in a battery that is used to create the electric current is transformed into heat or movement. This transfer of energy from one form to another form is why we need to replace or recharge batteries after using them to make an electric motor run. Your goal in this investigation is to apply what you know about electric currents, closed circuits, and the transfer of energy to create an electric car. You then need to figure out how to make the car move faster by changing the number of batteries that you use to make the electric motor run. You can measure the speed of your electric car by timing how long it takes for your car to travel a track that is 3 meters long. You can then divide the distance the car traveled (3 meters) by how long it took the car to travel that distance (in seconds). The quotient of this division problem is the speed of your car in meters per second (m/s). As you design your investigation, be sure to keep in mind that batteries store energy, an electric current is movement of electrical energy from one place to another, and a motor converts electrical energy into motion.

Things we KNOW from what we read …

262

What we will NEED to do and figure out …

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Investigation 6. Energy Transfer by Electric Currents: How Can We Make an Electric Car Move Faster?

Your Task Use what you know about electric currents, closed circuits, the relationship between structure and function, and the importance of tracking the movement of energy in a system to design, test, and refine a car that is able to convert electrical energy into motion. The guiding question of this investigation is, How can we make an electric car move faster?

Materials You may use any of the following materials during your investigation: • Safety goggles (required) • Car frame • Electric motor with propeller • Rubber bands • AA batteries • AA battery holder for one battery

• AA battery holder for two batteries, with switch • AA battery holder for three batteries, with switch • AA battery holder for four batteries, with switch • Stopwatch

Safety Rules Follow all normal safety rules. In addition, be sure to follow these rules: • Wear sanitized indirectly vented chemical-splash goggles during setup, investigation activity, and cleanup. • Do not touch the propellers while they are moving, because they can move very fast and cause injury. • Keep fingers and toes away from moving objects. • Be careful when handling sharp objects such as nails and wires, because they can cut or puncture skin. • Wash your hands with soap and water when you are done collecting the data.

Plan Your Investigation Prepare a plan for your investigation by filling out the chart that follows; this plan is called an investigation proposal. Before you start developing your plan, be sure to discuss the following questions with the other members of your group: • How can we track the transfer of energy within a system? • How might the structure of a car be related to the way the car functions?

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Investigation Handout Our guiding question:

This is a picture of how we will set up the equipment:

We will collect the following data:

These are the steps we will follow to collect data:

I approve of this investigation proposal. Teacher’s signature

264

Date National Science Teachers Association

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Investigation 6. Energy Transfer by Electric Currents: How Can We Make an Electric Car Move Faster?

Collect Your Data Keep a record of what you measure or observe during your investigation in the space below.

Analyze Your Data You will need to analyze the data you collected before you can develop an answer to the guiding question. To do this, create a graph that shows the relationship between what you changed and what you measured during your investigation.

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Investigation Handout Draft Argument

The Guiding Question:

Develop an argument on a whiteboard. It should include the following:

Our Claim:

1. A claim: Your answer to the guiding question.

Our Evidence:

Our Justification of the Evidence:

2. Evidence: An analysis of the data and an explanation of what the analysis means. 3. A justification of the evidence: Why your group thinks the evidence is important.

Argumentation Session Share your argument with your classmates. Be sure to ask them how to make your draft argument better. Keep track of their suggestions in the space below.

Ways to IMPROVE our argument …

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Investigation 6. Energy Transfer by Electric Currents: How Can We Make an Electric Car Move Faster?

Draft Report Prepare an investigation report to share what you have learned. Use the information in this handout and your group’s final argument to write a draft of your investigation report.

Introduction We have been studying ________________________________________________________ in class. Before we started this investigation, we explored ___________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ We noticed ________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ My goal for this investigation was to figure out _____________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ The guiding question was _____________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________

Method To gather the data I needed to answer this question, I _______________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ Argument-Driven Inquiry in Fourth-Grade Science: Three-Dimensional Investigations Copyright © 2019 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit https://www.nsta.org/store/product_detail.aspx?id=10.2505/9781681405209

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Investigation Handout I then analyzed the data I collected by ___________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________

Argument My claim is ________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ The graph below shows ______________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________

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Investigation 6. Energy Transfer by Electric Currents: How Can We Make an Electric Car Move Faster?

This analysis of the data I collected suggests ______________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ This evidence is important because of several scientific concepts. The first one is _________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________

Review Your friends need your help! Review the draft of their investigation reports and give them ideas about how to improve. Use the peer-review guide when doing your review.

Submit Your Final Report Once you have received feedback from your friends about your draft report, create your final investigation report and hand it in to your teacher.

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Checkout Questions Investigation 6. Energy Transfer by Electric Currents 1. The pictures below show three different propeller cars.

Car A

Car B

Car C

Which car would likely move the fastest? a. Car A b. Car B c. Car C 2. The pictures below show three different propeller cars.

Car D

Car E

Car F

Which car would likely move the fastest? a. Car D b. Car E c. Car F 3. Explain your thinking. How does what you know about the transfer of energy by electric currents help you make these predictions? _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________

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Investigation 6. Energy Transfer by Electric Currents: How Can We Make an Electric Car Move Faster?

_____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ Teacher Scoring Rubric for the Checkout Questions

Level

Description

3

The student can apply the core idea correctly in all cases and can fully explain the transfer of energy.

2

The student can apply the core idea correctly in all cases but cannot fully explain the transfer of energy.

1

The student cannot apply the core idea correctly in all cases but can fully explain the transfer of energy.

0

The student cannot apply the core idea correctly in all cases and cannot explain the transfer of energy.

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Section 3

Waves and Their Application in Technologies for Information Transfer

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Teacher Notes Investigation 7

Production of Waves: How Does Changing the Mass of an Object That Is Dropped Into Water Affect the Height of the Resulting Wave and the Position of a Floating Toy Boat? Purpose The purpose of this investigation is to give students an opportunity to use two disciplinary core ideas (DCIs), two crosscutting concepts (CCs), and seven scientific and engineering practices (SEPs) to figure out how the mass of an object that creates a disturbance in water affects the amplitude of the resulting wave and the position of a toy boat that is floating in the water. Students will also learn how models are used as tools for reasoning about natural phenomena during the reflective discussion.

Background Information About This Investigation A wave is just another name for a disturbance that travels through a substance or material from one place to another. All waves have several characteristics in common. Scientists can use these characteristics to describe the properties of different waves. A water wave, for example, has a high point and a low point (see Figure 7.1). The high point of a wave is called the crest, and the low point of a wave is called the trough. The distance between the surface of the water and the top of the crest or the distance between the surface of the water and the bottom of the trough is called the amplitude. When people describe one wave as being higher or taller than another wave, they are really talking about the difference in the amplitudes of two different waves. Water waves also have several crests and troughs. The crests and troughs follow an alternating pattern: a trough always follows a crest, and a crest always follows a trough. Scientists call the distance between two crests or two troughs the wavelength of a wave. Some waves have a short wavelength, and some waves have a long wavelength. Scientists can measure the amplitude and wavelength of a wave and then share this information with other people as a way to describe a specific wave. Waves of the same type can differ in amplitude (height of the wave peak) and wavelength (spacing between wave peaks). Dropping more mass in water increases the amplitude of the resulting water wave. When waves move across the surface of water, the water goes up and down in place but does not move in the direction of the wave.

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Investigation 7. Production of Waves: How Does Changing the Mass of an Object That Is Dropped Into Water Affect the Height of the Resulting Wave and the Position of a Floating Toy Boat?

FIGURE 7.1 Properties of a simple water wave

The DCIs, CCs, and SEPs That Students Use During This Investigation DCIs • PS3.A: Definitions of Energy: Energy can be moved from place to place by moving objects or through sound, light, or electric currents. • PS4.A: Wave Properties: Waves, which are regular patterns of motion, can be made in water by disturbing the surface. Waves of the same type can differ in amplitude and wavelength.

CCs • CC 1: Patterns: Similarities and differences in patterns can be used to sort, classify, communicate, and analyze simple rates of change for natural phenomena and designed products. Patterns of change can be used to make predictions. Patterns can be used as evidence to support an explanation. • CC 2: Cause and Effect: Cause-and-effect relationships are routinely identified, tested, and used to explain change. Events that occur together with regularity might or might not be a cause-and-effect relationship.

SEPs • SEP 1: Asking Questions and Defining Problems: Ask questions about what would happen if a variable is changed. Ask questions that can be investigated and predict reasonable outcomes based on patterns such as cause-and-effect relationships. • SEP 3: Planning and Carrying Out Investigations: Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence, using fair tests in which variables are controlled and the number of trials considered. Evaluate appropriate methods and/or tools for collecting data. • SEP 4: Analyzing and Interpreting Data: Represent data in tables and/or various graphical displays (bar graphs, pictographs, and/or pie charts) to reveal

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patterns that indicate relationships. Analyze and interpret data to make sense of phenomena, using logical reasoning, mathematics, and/or computation. Compare and contrast data collected by different groups in order to discuss similarities and differences in their findings. • SEP 5: Using Mathematics and Computational Thinking: Organize simple data sets to reveal patterns that suggest relationships. Describe, measure, estimate, and/ or graph quantities (e.g., area, volume, weight, time) to address scientific and engineering questions and problems. • SEP 6: Constructing Explanations and Designing Solutions: Construct an explanation of observed relationships. Use evidence to construct or support an explanation. Identify the evidence that supports particular points in an explanation. • SEP 7: Engaging in Argument From Evidence: Compare and refine arguments based on an evaluation of the evidence presented. Distinguish among facts, reasoned judgment based on research findings, and speculation in an explanation. Respectfully provide and receive critiques from peers about a proposed procedure, explanation, or model by citing relevant evidence and posing specific questions. • SEP 8: Obtaining, Evaluating, and Communicating Information: Read and comprehend grade-appropriate complex texts and/or other reliable media to summarize and obtain scientific and technical ideas. Combine information in written text with that contained in corresponding tables, diagrams, and/or charts to support the engagement in other scientific and/or engineering practices. Communicate scientific and/or technical information orally and/or in written formats, including various forms of media as well as tables, diagrams, and charts.

Other Concepts That Students May Use During This Investigation Students might also use the following concepts: • The energy of a moving object depends on its mass and speed. • When a falling object collides with water, energy is transferred from the falling object to the water, thereby changing the motion of the object and creating a disturbance that travels through the water (a wave).

What Students Figure Out Dropping more mass in water increases the amplitude of the resulting water wave. When waves move across the surface of water, the water goes up and down in place but does not move in the direction of the wave.

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Investigation 7. Production of Waves: How Does Changing the Mass of an Object That Is Dropped Into Water Affect the Height of the Resulting Wave and the Position of a Floating Toy Boat?

Timeline The time needed to complete this investigation is 255 minutes (4 hours and 15 minutes). The amount of instructional time needed for each stage of the investigation is as follows: • Stage 1. Introduce the task and the guiding question: 35 minutes • Stage 2. Design a method and collect data: 45 minutes • Stage 3. Create a draft argument: 40 minutes • Stage 4. Argumentation session: 30 minutes • Stage 5. Reflective discussion: 15 minutes • Stage 6. Write a draft report: 30 minutes • Stage 7. Peer review: 30 minutes • Stage 8. Revise the report: 30 minutes This investigation can be completed in one day or over eight days (one day for each stage) during your designated science time in the daily schedule.

Materials and Preparation The materials needed for this investigation are listed in Table 7.1 (p. 278). The individual items can be purchased at a big-box retail store such as Wal-Mart or Target or through an online retailer such as Amazon. The materials for this investigation can also be purchased as a complete kit (which includes enough materials for 24 students, or six groups) at www. argumentdriveninquiry.com.

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TABLE 7.1 Materials for Investigation 7

Item Safety glasses or goggles

Quantity 1 per student

Marble

1 per group

Large plastic bowl

1 per group

Electronic scale

1 per group

Plastic freezer bag, quart size

1 per group

Sand

500 g per group

Toy boat

1 per group

Plastic rulers (flat)

2 per group

Clear plastic container, 30" or longer

1 per group

Clear tape

As needed

Tablet or smartphone video camera (optional)

1 per group

Whiteboard, 2' × 3'*

1 per group

Investigation Handout

1 per student

Peer-review guide and teacher scoring rubric

1 per student

Checkout Questions (optional)

1 per student

As an alternative, students can use computer and presentation software such as Microsoft PowerPoint or Apple Keynote to create their arguments.

The students will need to set up water tanks to investigate the properties of water waves. Students can use a long (at least 30 inches), narrow, clear plastic container as a water tank. Rulers can be taped to the side of the container so students can measure the properties of water waves and track the movement of a floating toy boat (see Figure 7.2). Students can fill a 1-quart plastic bag with sand and then drop the bag into the water to create water waves. Students can change the mass of the bag by adding more sand. We recommend having students use a tablet or smartphone video camera to record the water waves they create. The videos make it easier for the students to measure the amplitude of the waves as they travel through the water. Be sure to use a set routine for distributing and collecting the materials. One option is to organize the materials into kits that you can deliver to each group. A second option is to have all the materials on a table or cart at a central location. You can then assign a member of each group to be the “materials manager.” This individual is responsible for collecting all the materials his or her group needs from the table or cart during class and for returning all the materials at the end of the class.

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Investigation 7. Production of Waves: How Does Changing the Mass of an Object That Is Dropped Into Water Affect the Height of the Resulting Wave and the Position of a Floating Toy Boat?

FIGURE 7.2 How to set up the materials for this investigation

Safety Precautions Remind students to follow all normal investigation safety rules. In addition, tell the students to take the following safety precautions: • Wear sanitized safety glasses or goggles during setup, investigation activity, and cleanup. • To avoid a slip or fall hazard, immediately wipe up spills and pick up any items dropped on the floor. • Wash their hands with soap and water when done collecting the data.

Lesson Plan by Stage Stage 1: Introduce the Task and the Guiding Question (35 minutes) 1. Ask the students to sit in six groups, with three or four students in each group. 2. Ask students to clear off their desks except for a pencil (and their Student Workbook for Argument-Driven Inquiry in Fourth-Grade Science if they have one). 3. Pass out an Investigation Handout to each student (or ask students to turn to Investigation Log 7 in their workbook). 4. Read the first paragraph of the “Introduction” aloud to the class. Ask the students to follow along as you read. 5. Pass out a marble and large bowl that is half filled with water to each group. 6. Remind students of the safety rules and explain the safety precautions for this investigation.

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7. Tell the students to drop the marble in the water and then to record their observations and questions in the “OBSERVED/WONDER” chart in the “Introduction” section of their Investigation Handout (or the investigation log in their workbook). 8. Give the students 10 minutes to investigate what happens when they drop a marble into a large bowl of water. 9. After the students have recorded their observations and questions, ask students to share what they observed about the water waves. 10. Ask students to share what questions they have about the water waves. 11. Tell the students, “Some of your questions might be answered by reading the rest of the Introduction.’” 12. Ask the students to read the rest of the “Introduction” on their own or ask them to follow along as you read the rest aloud. 13. Once the students have read the rest of the “Introduction,” ask them to fill out the “KNOW/NEED” chart on their Investigation Handout (or in their investigation log) as a group. 14. Ask students to share what they learned from the reading. Add these ideas to a class “know / need to figure out” chart. 15. Ask students to share what they think they will need to figure out based on what they read. Add these ideas to the class “know / need to figure out” chart. 16. Tell the students, “It looks like we have something to figure out. Let’s see what we will need to do during our investigation.” 17. Read the task and the guiding question aloud. 18. Tell the students, “I have lots of materials here that you can use.” 19. Introduce the students to the materials available for them to use during the investigation by either (a) holding each one up and then asking what it might be used for or (b) giving them a kit with all the materials in it and then allowing them to play with them for three to four minutes. It is also important to collect the materials from each group before moving on the stage 2 if you give them an opportunity to play with the materials during this stage.

Stage 2: Design a Method and Collect Data (45 minutes) 1. Tell the students, “I am now going to give you and the other members of your group about 15 minutes to plan your investigation. Before you begin, I want you all to take a couple of minutes to discuss the following questions with the rest of your group.” 2. Show the following questions on the screen or board:

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Investigation 7. Production of Waves: How Does Changing the Mass of an Object That Is Dropped Into Water Affect the Height of the Resulting Wave and the Position of a Floating Toy Boat?

• What types of patterns might we look for to help answer the guiding question? • What information do we need to find a relationship between a cause and an effect? 3. Tell the students, “Please take a few minutes to come up with an answer to these questions.” Give the students two or three minutes to discuss these two questions. 4. Ask two or three different groups to share their answers. Be sure to highlight or write down any important ideas on the board so students can refer to them later. 5. If possible, use a document camera to project an image of the graphic organizer for this investigation on a screen or board (or take a picture of it and project the picture on a screen or board). Tell the students, “I now want you all to plan out your investigation. To do that, you will need to create an investigation proposal by filling out this graphic organizer.” 6. Point to the box labeled “Our guiding question:” and tell the students, “You can put the question we are trying to answer in this box.” Then ask, “Where can we find the guiding question?” 7. Wait for a student to answer where to find the guiding question (the answer is “in the handout”). 8. Point to the box labeled “This is a picture of how we will set up the equipment:” and tell the students, “You can draw a picture in this box of how you will set up the equipment to carry out this investigation.” 9. Point to the box labeled “We will collect the following data:” and tell the students, “You can list the measurements or observations that you will need to collect during the investigation in this box.” 10. Point to the box labeled “These are the steps we will follow to collect data:” and tell the students, “You can list what you are going to do to collect the data you need and what you will do with your data once you have it. Be sure to give enough detail that I could do your investigation for you.” 11. Ask the students, “Do you have any questions about what you need to do?” 12. Answer any questions that come up. 13. Tell the students, “Once you are done, raise your hand and let me know. I’ll then come by and look over your proposal and give you some feedback. You may not begin collecting data until I have approved your proposal by signing it. You need to have your proposal done in the next 15 minutes.” 14. Give the students 15 minutes to work in their groups on their investigation proposal. As they work, move from group to group to check in, ask probing questions, and offer a suggestion if a group gets stuck.

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281

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What should a student-designed investigation look like? The students’ investigation proposal should include the following information: • The guiding question is “How does changing the mass of an object that is dropped into water affect the height of the resulting water wave and the position of a floating toy boat?” • Students can collect data about (1) the mass of the object dropped into the water (or amount of sand added to the bag), (2) the amplitude of the resulting water wave, and (3) the change in location of the floating toy boat. • The steps that the students will follow to collect the data should reflect the measurements that they decide to examine. However, a procedure might include the following steps: 1. Put 200 g of sand into a plastic bag, and seal the bag. 2. Measure the location of the floating toy boat. 3. Drop the bag into the water. 4. Measure the amplitude of the resulting wave (using a video camera if possible). 5. Measure the new position of the floating toy boat. 6. Repeat steps 1–5 four times. 7. Repeat the entire procedure (through step 6) three times but change the mass of sand in step 1 first to 300 g, then to 400 g, and finally to 500 g. • This is just one example of how they can collect the data, and there should be a lot of variation in the student-designed investigations.

15. As each group finishes its investigation proposal, be sure to read it over and determine if it will be productive or not. If you feel the investigation will be productive (not necessarily what you would do or what the other groups are doing), sign your name on the proposal and let the group start collecting data. If the plan needs to be changed, offer some suggestions or ask some probing questions, and have the group make the changes before you approve it. 16. Tell the students to collect their data and record their observations or measurements in the “Collect Your Data” box in their Investigation Handout (or the investigation log in their workbook). 17. Give the students 30 minutes to collect their data. 18. Collect the materials from each group before asking them to analyze their data.

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Investigation 7. Production of Waves: How Does Changing the Mass of an Object That Is Dropped Into Water Affect the Height of the Resulting Wave and the Position of a Floating Toy Boat?

Stage 3: Create a Draft Argument (40 minutes) 1. Tell the students, “Now that we have all this data, we need to analyze the data so we can figure out an answer to the guiding question.” 2. If possible, project an image of the “Analyze Your Data” section for this investigation on a screen or board using a document camera (or take a picture of it and project the picture on a screen or board). Point to the section and tell the students, “You can create two graphs as a way to analyze your data. You can make your graphs in this section.” 3. Ask the students, “What information do we need to include in these graphs?” 4. Tell the students, “Please take a few minutes to discuss this question with your group, and be ready to share.” 5. Give the students five minutes to discuss. 6. Ask two or three different groups to share their answers. Be sure to highlight or write down any important ideas on the board so students can refer to them later. 7. Tell the students, “I am now going to give you and the other members of your group about 10 minutes to create your graphs.” If the students are having trouble making a graph, you can take a few minutes to provide a mini-lesson about how to create a graph from a bunch of observations or measurements (this strategy is called just-in-time instruction because it is offered only when students get stuck).

What should a graph look like for this investigation? There are a number of different ways that students can analyze the observations or measurements they collect during this investigation. One of the most straightforward ways is to create two bar graphs. The first bar graph should have the mass of the bag on the horizontal or x-axis and the amplitude (in centimeters) of the resulting wave on the vertical or y-axis. The second bar graph should have the mass of the bag on the horizontal or x-axis and the change in position of the toy boat (in centimeters) on the vertical or y-axis. There are other options for analyzing the collected data. An example of two bar graphs can be seen in Figure 7.3 (p. 285). Students often come up with some unique ways of analyzing their data, so be sure to give them some voice and choice during this stage. 8. Give the students 10 minutes to analyze their data. As they work, move from group to group to check in, ask probing questions, and offer suggestions. 9. Tell the students, “I am now going to give you and the other members of your group 15 minutes to create an argument to share what you have learned and

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283

Teacher Notes

convince others that they should believe you. Before you do that, we need to take a few minutes to discuss what you need to include in your argument.” 10. If possible, use a document camera to project the “Argument Presentation on a Whiteboard” image from the Investigation Handout (or the investigation log in their workbook) on a screen or board (or take a picture of it and project the picture on a screen or board). 11. Point to the box labeled “The Guiding Question:” and tell the students, “You can put the question we are trying to answer here on your whiteboard.” 12. Point to the box labeled “Our Claim:” and tell the students, “You can put your claim here on your whiteboard. The claim is your answer to the guiding question.” 13. Point to the box labeled “Our Evidence:” and tell the students, “You can put the evidence that you are using to support your claim here on your whiteboard. Your evidence will need to include the analysis you just did and an explanation of what your analysis means or shows. Scientists always need to support their claims with evidence.” 14. Point to the box labeled “Our Justification of the Evidence:” and tell the students, “You can put your justification of your evidence here on your whiteboard. Your justification needs to explain why your evidence is important. Scientists often use core ideas to explain why the evidence they are using matters. Core ideas are important concepts that scientists use to help them make sense of what happens during an investigation.” 15. Ask the students, “What are some core ideas that we read about earlier that might help us explain why the evidence we are using is important?” 16. Ask students to share some of the core ideas from the “Introduction” section of the Investigation Handout (or the investigation log in the workbook). List these core ideas on the board. 17. Tell the students, “That is great. I would like to see everyone try to include these core ideas in your justification of the evidence. Your goal is to use these core ideas to help explain why your evidence matters and why the rest of us should pay attention to it.” 18. Ask the students, “Do you have any questions about what you need to do?” 19. Answer any questions that come up. 20. Tell the students, “Okay, go ahead and start working on your arguments. You need to have your argument done in the next 15 minutes. It doesn’t need to be perfect. We just need something down on the whiteboards so we can share our ideas.” 21. Give the students 15 minutes to work in their groups on their arguments. As they work, move from group to group to check in, ask probing questions, and

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Investigation 7. Production of Waves: How Does Changing the Mass of an Object That Is Dropped Into Water Affect the Height of the Resulting Wave and the Position of a Floating Toy Boat?

offer a suggestion if a group gets stuck. Figure 7.3 shows an example of an argument for this investigation.

FIGURE 7.3 Example of an argument

Stage 4: Argumentation Session (30 minutes) The argumentation session can be conducted in a whole-class presentation format, a gallery walk format, or a modified gallery walk format. We recommend using a whole-class presentation format for the first investigation, but try to transition to either the gallery walk or modified gallery walk format as soon as possible because that will maximize student voice and choice inside the classroom. The following list shows the steps for the three formats; unless otherwise noted, the steps are the same for all three formats. 1. Begin by introducing the use of the whiteboard. • If using the whole-class presentation format, tell the students, “We are now going to share our arguments. Please set up your whiteboards so everyone can see them.”

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Teacher Notes

• If using the gallery walk or modified gallery walk format, tell the students, “We are now going to share our arguments. Please set up your whiteboards so they are facing the walls.” 2. Allow the students to set up their whiteboards. • If using the whole-class presentation format, the whiteboards should be set up on stands or chairs so they are facing toward the center of the room. • If using the gallery walk or modified gallery walk format, the whiteboards should be set up on stands or chairs so they are facing toward the outside of the room. 3. Give the following instructions to the students: • If using the whole-class presentation format or the modified gallery walk format, tell the students, “Okay, before we get started I want to explain what we are going to do next. I’m going to ask some of you to present your arguments to your classmates. If you are presenting your argument, your job is to share your group’s claim, evidence, and justification of the evidence. The rest of you will be reviewers. If you are a reviewer, your job is to listen to the presenters, ask the presenters questions if you do not understand something, and then offer them some suggestions about ways to make their argument better. After we have a chance to learn from each other, I’m going to give you some time to revise your arguments and make them better.” • If using the gallery walk format, tell the students, “Okay, before we get started I want to explain what we are going to do next. You are going to have an opportunity to read the arguments that were created by other groups. Your group will go to a different group’s argument. I’ll give you a few minutes to read it and review it. Your job is to offer them some suggestions about ways to make their argument better. You can use sticky notes to give them suggestions. Please be specific about what you want to change and how you think they should change it. After we have a chance to learn from each other, I’m going to give you some time to revise your arguments and make them better.” 4. Use a document camera to project the “Ways to IMPROVE our argument …” box from the Investigation Handout (or the investigation log in their workbook) on a screen or board (or take a picture of it and project the picture on a screen or board). • If using the whole-class presentation format or the modified gallery walk format, point to the box and tell the students, “If you are a presenter, you can write down the suggestions you get from the reviewers here. If you are a reviewer and you see a good idea from another group, you can write down that idea here. Once we are done with the presentations, I will give you a chance to use these suggestions or ideas to improve your arguments. • If using the gallery walk format, point to the box and tell the students, “If you see a good idea from another group, you can write it down here. Once we are done

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Investigation 7. Production of Waves: How Does Changing the Mass of an Object That Is Dropped Into Water Affect the Height of the Resulting Wave and the Position of a Floating Toy Boat?

reviewing the different arguments, I will give you a chance to use these ideas to improve your own arguments. It is important to share ideas like this.” Ask the students, “Do you have any questions about what you need to do?” 5. Answer any questions that come up. 6. Give the following instructions: • If using the whole-class presentation format, tell the students, “Okay. Let’s get started.” • If using the gallery walk format, tell the students, “Okay, I’m now going to tell you which argument to go to and review. • If using the modified gallery walk format, tell the students, “Okay, I’m now going to assign you to be a presenter or a reviewer.” Assign one or two students from each group to be presenters and one or two students from each group to be reviewers. 7. Begin the review of the arguments. • If using the whole-class presentation format, have four or five groups present their arguments one at a time. Give each group only two to three minutes to present their argument. Then give the class two to three minutes to ask them questions and offer suggestions. Be sure to encourage as much participation from the students as possible. • If using the gallery walk format, tell the students, “Okay. Let’s get started. Each group, move one argument to the left. Don’t move to the next argument until I tell you to move. Once you get there, read the argument and then offer suggestions about how to make it better. I will put some sticky notes next to each argument. You can use the sticky notes to leave your suggestions.” Give each group about three to four minutes to read the arguments, talk, and offer suggestions. a. Tell the students, “Okay. Let’s rotate. Move one group to the left.” b. Again, give each group three or four minutes to read, talk, and offer suggestions. c. Repeat this process for two more rotations. • If using the modified gallery walk format, tell the students, “Okay. Let’s get started. Reviewers, move one group to the left. Don’t move to the next group until I tell you to move. Presenters, go ahead and share your argument with the reviewers when they get there.” Give each group of presenters and reviewers about three to four minutes to talk. a. Tell the students, “Okay. Let’s rotate. Reviewers, move one group to the left.” b. Again, give each group of presenters and reviewers about three or four minutes to talk. c. Repeat this process for two more rotations.

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8. Tell the students to return to their workstations. 9. Give the following instructions about revising the argument: • If using the whole-class presentation format, tell the students, “I’m now going to give you about 10 minutes to revise your argument. Take a few minutes to talk in your groups and determine what you want to change to make your argument better. Once you have decided what to change, go ahead and make the changes to your whiteboard.” • If using the gallery walk format, tell the students, “I’m now going to give you about 10 minutes to revise your argument. Take a few minutes to read the suggestions that were left at your argument. Then talk in your groups and determine what you want to change to make your argument better. Once you have decided what to change, go ahead and make the changes to your whiteboard.” • If using the modified gallery walk format, “I’m now going to give you about 10 minutes to revise your argument. Please return to your original groups.” Wait for the students to move back into their original groups and then tell the students, “Okay, take a few minutes to talk in your groups and determine what you want to change to make your argument better. Once you have decided what to change, go ahead and make the changes to your whiteboard.” Ask the students, “Do you have any questions about what you need to do?” 10. Answer any questions that come up. 11. Tell the students, “Okay. Let’s get started.” 12. Give the students 10 minutes to work in their groups on their arguments. As they work, move from group to group to check in, ask probing questions, and offer a suggestion if a group gets stuck.

Stage 5: Reflective Discussion (15 minutes) 1. Tell the students, “We are now going take a minute to talk about what we did and what we have learned.” 2. Show the image in Figure 7.4 on a screen. 3. Ask the students, “What do you all see going on here?” 4. Allow students to share their ideas. 5. Show the image in Figure 7.5 on a screen. 6. Ask the students, “What do we call part A of a wave?” 7. Allow students to share their ideas. Keep probing until someone says that it is the crest of the wave. 8. Ask the students, “What do we call part B of a wave?”

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Investigation 7. Production of Waves: How Does Changing the Mass of an Object That Is Dropped Into Water Affect the Height of the Resulting Wave and the Position of a Floating Toy Boat?

FIGURE 7.4 Water waves

FIGURE 7.5 Water waves with labels

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9. Allow students to share their ideas. Keep probing until someone says that it is the trough of the wave. 10. Ask the students, “What do we call part C of a wave?” 11. Allow students to share their ideas. Keep probing until someone says that it is the amplitude of the wave. 12. Ask the students, “What do we call part D of a wave?” 13. Allow students to share their ideas. Keep probing until someone says that it is the wavelength of the wave. 14. Tell the students, “Okay, let’s make sure we are on the same page. Waves of the same type can differ in amplitude, which is the height of the wave peak, and wavelength, which is the spacing between wave peaks. If we measure the amplitude and wavelength of a wave, we can describe its motion to other people. The fact that waves have the same properties and that we can use these properties to describe different waves is a really important core idea in science.” 15. Ask the students, “Does anyone have any questions about this core idea?” 16. Answer any questions that come up. 17. Tell the students, “We looked for patterns and cause-and-effect relationships during our investigation.” Then ask, “Can anyone tell me why it is useful to look for patterns and cause-and-effect relationships during an investigation?” 18. Allow students to share their ideas. 19. Tell the students, “Looking for patterns and cause-and-effect relationships helps us explain how things work or predict what will happen in the future.” 20. Ask the students, “What did we figure out today by looking for patterns and cause-and-effect relationships?” 21. Allow students to share their ideas. Keep probing until students agree that dropping more mass in water increases the amplitude of the resulting water wave. When waves move across the surface of water, the water goes up and down in place but it does not move in the direction of the wave. 22. Ask the students, “What can I do to make the amplitude of a wave bigger?” 23. Allow students to share their ideas. Keep probing until someone suggests dropping more mass into the water. 24. Ask the students, “What happens to a floating object when a wave reaches it?” 25. Allow students to share their ideas. Keep probing until someone says that it will move up and down but it will not travel in the direction of the wave. 26. Tell the students, “That is great, and if we know that, we can predict what will happen the next time we see waves.”

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Investigation 7. Production of Waves: How Does Changing the Mass of an Object That Is Dropped Into Water Affect the Height of the Resulting Wave and the Position of a Floating Toy Boat?

27. Tell the students, “We are now going take a minute to talk about what went well and what didn’t go so well during our investigation. We need to talk about this because you are going to be planning and carrying your own investigations like this a lot this year, and I want to help you all get better at it.” 28. Show an image of the question “What made your investigation scientific?” on the screen. Tell the students, “Take a few minutes to talk about how you would answer this question with the other people in your group. Be ready to share with the rest of the class.” Give the students two to three minutes to talk in their group. 29. Ask the students, “What do you all think? Who would like to share an idea?” 30. Allow students to share their ideas. Be sure to expand on their ideas about what makes an investigation scientific. 31. Show an image of the question “What made your investigation not so scientific?” on the screen. Tell the students, “Take a few minutes to talk about how you would answer this question with the other people in your group. Be ready to share with the rest of the class.” Give the students two to three minutes to talk in their group. 32. Ask the students, “What do you all think? Who would like to share an idea?” 33. Allow students to share their ideas. Be sure to expand on their ideas about what makes an investigation less scientific. 34. Show an image of the question “What rules can we put into place to help us make sure our next investigation is more scientific?” on the screen. Tell the students, “Take a few minutes to talk about how you would answer this question with the other people in your group. Be ready to share with the rest of the class.” Give the students two to three minutes to talk in their group. 35. Ask the students, “What do you all think? Who would like to share an idea?” 36. Allow students to share their ideas. Once they have shared their ideas, offer a suggestion for a possible class rule. 37. Ask the students, “What do you all think? Should we make this a rule?” 38. If the students agree, write the rule on the board or a class “Rules for Scientific Investigation” chart so you can refer to it during the next investigation. 39. Tell the students, “We are now going take a minute to talk about how models are used in science.” 40. Show an image of the question “Why are models important in science?” on the screen. Tell the students, “Take a few minutes to talk about how you would answer this question with the other people in your group. Be ready to share with the rest of the class.” Give the students two to three minutes to talk in their group.

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41. Ask the students, “What do you all think? Who would like to share an idea?” 42. Allow students to share their ideas. 43. Tell the students, “Okay, let’s make sure we are all thinking about models in the same way. People develop and use models in science to help think about how or why things happen over time.” 44. Show Figure 7.6 on the screen. Ask the students, “Is this an example of how people use models in science? Why or why not?”

FIGURE 7.6 A picture of waves in a tank

45. Allow students to share their ideas. 46. Tell the students, “This is not how scientists use models because it does not help us think about how or why things happen over time.” 47. Show the image found at http://www.acs.psu.edu/drussell/Demos/waves/Water-2016. gif. Ask the students, “Is this an example of how people use models in science? Why or why not?” 48. Tell the students, “This is an example of how scientists use models because it helps us think about how or why things happen over time.” 49. Ask the students, “Does anyone have any questions about why models are important in science?” 50. Answer any questions that come up.

Stage 6: Write a Draft Report (30 minutes) Your students will use either the Investigation Handout or the investigation log in the student workbook when writing the draft report. When you give the directions shown in quotes in the following steps, substitute “investigation log” (as shown in brackets) for “handout” if they are using the workbook.

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Investigation 7. Production of Waves: How Does Changing the Mass of an Object That Is Dropped Into Water Affect the Height of the Resulting Wave and the Position of a Floating Toy Boat?

1. Tell the students, “You are now going to write an investigation report to share what you have learned. Please take out a pencil and turn to the Draft Report’ section of your handout [investigation log].” 2. If possible, use a document camera to project the “Introduction” section of the draft report from the Investigation Handout (or the investigation log in their workbook) on a screen or board (or take a picture of it and project the picture on a screen or board). 3. Tell the students, “The first part of the report is called the Introduction.’ In this section of the report you want to explain to the reader what you were investigating, why you were investigating it, and what question you were trying to answer. All of this information can be found in the text at the beginning of your handout [investigation log].” Point to the image and say, “There are some sentence starters here to help you begin writing the report.” Ask the students, “Do you have any questions about what you need to do?” 4. Answer any questions that come up. 5. Tell the students, “Okay. Let’s write.” 6. Give the students 10 minutes to write the “Introduction” section of the report. As they work, move from student to student to check in, ask probing questions, and offer a suggestion if a student gets stuck. 7. If possible, use a document camera to project the “Method” section of the draft report from the Investigation Handout (or the investigation log in their workbook) on a screen or board (or take a picture of it and project the picture on a screen or board). 8. Tell the students, “The second part of the report is called the Method.’ In this section of the report you want to explain to the reader what you did during the investigation, what data you collected and why, and how you went about analyzing your data. All of this information can be found in the Plan Your Investigation’ section of your handout [investigation log]. Remember that you all planned and carried out different investigations, so do not assume that the reader will know what you did.” Point to the image and say, “There are some sentence starters here to help you begin writing this part of the report.” Ask the students, “Do you have any questions about what you need to do?” 9. Answer any questions that come up. 10. Tell the students, “Okay. Let’s write.” 11. Give the students 10 minutes to write the “Method” section of the report. As they work, move from student to student to check in, ask probing questions, and offer a suggestion if a student gets stuck. 12. If possible, use a document camera to project the “Argument” section of the draft report from the Investigation Handout (or the investigation log in their

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workbook) on a screen or board (or take a picture of it and project the picture on a screen or board). 13. Tell the students, “The last part of the report is called the Argument.’ In this section of the report you want to share your claim, evidence, and justification of the evidence with the reader. All of this information can be found on your whiteboard.” Point to the image and say, “There are some sentence starters here to help you begin writing this part of the report.” Ask the students, “Do you have any questions about what you need to do?” 14. Answer any questions that come up. 15. Tell the students, “Okay. Let’s write.” 16. Give the students 10 minutes to write the “Argument” section of the report. As they work, be sure to move from student to student to check in, ask probing questions, and offer a suggestion if a student gets stuck.

Stage 7: Peer Review (30 minutes) Your students will use either the Investigation Handout or the investigation log in the student workbook when doing the peer review. When you give the directions shown in quotes in the following steps, substitute “workbook” (as shown in brackets) for “Investigation Handout” if they are using the workbook. 1. Tell the students, “We are now going to review our reports to find ways to make them better. I’m going to come around and collect your Investigation Handout [workbook]. While I do that, please take out a pencil.” 2. Collect the Investigation Handouts or workbooks from the students. 3. If possible, use a document camera to project the peer-review guide (PRG; see Appendix 4) on a screen or board (or take a picture of it and project the picture on a screen or board). 4. Tell the students, “We are going to use this peer-review guide to give each other feedback.” Point to the image. 5. Give the following instructions: • If using the Investigation Handout, tell the students, “I’m going to ask you to work with a partner to do this. I’m going to give you and your partner a draft report to read and a peer-review guide to fill out. You two will then read the report together. Once you are done reading the report, I want you to answer each of the questions on the peer-review guide.” Point to the review questions on the image of the PRG. • If using the workbook, tell the students, “I’m going to ask you to work with a partner to do this. I’m going to give you and your partner a draft report to read. You two will then read the report together. Once you are done reading

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Investigation 7. Production of Waves: How Does Changing the Mass of an Object That Is Dropped Into Water Affect the Height of the Resulting Wave and the Position of a Floating Toy Boat?

the report, I want you to answer each of the questions on the peer-review guide that is right after the report in the investigation log.” Point to the review questions on the image of the PRG. 6. Tell the students, “You can check yes,’ almost,’ or no’ after each question.” Point to the checkboxes on the image of the PRG. 7. Tell the students, “This will be your rating for this part of the report. Make sure you agree on the rating you give the author. If you mark almost’ or no,’ then you need to tell the author what he or she needs to do to get a yes.’” Point to the space for the reviewer feedback on the image of the PRG. 8. Tell the students, “It is really important for you to give the authors feedback that is helpful. That means you need to tell them exactly what they need to do to make their report better.” Ask the students, “Do you have any questions about what you need to do?” 9. Answer any questions that come up. 10. Tell the students, “Please sit with a partner who is not in your current group.” Allow the students time to sit with a partner. 11. Give the following instructions: • If using the Investigation Handout, tell the students, “Okay, I am now going to give you one report to read and one peer-review guide to fill out.” Pass out one report to each pair. Make sure that the report you give a pair was not written by one of the students in that pair. Give each pair one PRG to fill out as a team. • If using the workbook, tell the students, “Okay, I am now going to give you one report to read.” Pass out a workbook to each pair. Make sure that the workbook you give a pair is not from one of the students in that pair. 12. Tell the students, “Okay, I’m going to give you 15 minutes to read the report I gave you and to fill out the peer-review guide. Go ahead and get started.” 13. Give the students 15 minutes to work. As they work, move around from pair to pair to check in and see how things are going, answer questions, and offer advice. 14. After 15 minutes pass, tell the students, “Okay, time is up.” If using the Investigation Handout, say, “Please give me the report and the peer-review guide that you filled out.” If using the workbook, say, “Please give me the workbook that you have.” 15. Collect the Investigation Handouts and the PRGs, or collect the workbooks if they are being used. Be sure you keep the handout and the PRG together. 16. Give the following instructions: • If using the Investigation Handout, tell the students, “Okay, I am now going to give you a different report to read and a new peer-review guide to fill out.” Pass out

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another report to each pair. Make sure that this report was not written by one of the students in that pair. Give each pair a new PRG to fill out as a team. • If using the workbook, tell the students, “Okay, I am now going to give you a different report to read.” Pass out a different workbook to each pair. Make sure that the workbook you give a pair is not from one of the students in that pair. 17. Tell the students, “Okay, I’m going to give you 15 minutes to read this new report and to fill out the peer-review guide. Go ahead and get started.” 18. Give the students 15 minutes to work. As they work, move around from pair to pair to check in and see how things are going, answer questions, and offer advice. 19. After 15 minutes pass, tell the students, “Okay, time is up.” If using the Investigation Handout, say, “Please give me the report and the peer-review guide that you filled out.” If using the workbook, say, “Please give me the workbook that you have.” 20. Collect the Investigation Handouts and the PRGs, or collect the workbooks if they are being used. Be sure you keep the handout and the PRG together.

Stage 8: Revise the Report (30 minutes) Your students will use either the Investigation Handout or the investigation log in the student workbook when revising the report. Except where noted below, the directions are the same whether using the handout or the log. 1. Give the following instructions: • If using the Investigation Handout, tell the students, “You are now going to revise your investigation report based on the feedback you get from your classmates. Please take out a pencil while I hand back your draft report and the peer-review guide.” • If using the investigation log in the student workbook, tell the students, “You are now going to revise your investigation report based on the feedback you get from your classmates. Please take out a pencil while I hand back your investigation logs.” 2. If using the Investigation Handout, pass back the handout and the PRG to each student. If using the investigation log, pass back the log to each student. 3. Tell the students, “Please take a few minutes to read over the peer-review guide. You should use it to figure out what you need to change in your report and how you will change the report.” 4. Allow the students time to read the PRG. 5. If using the investigation log, if possible use a document camera to project the “Write Your Final Report” section from the investigation log on a screen or board (or take a picture of it and project the picture on a screen or board).

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Investigation 7. Production of Waves: How Does Changing the Mass of an Object That Is Dropped Into Water Affect the Height of the Resulting Wave and the Position of a Floating Toy Boat?

6. Give the following instructions: • If using the Investigation Handout, tell the students, “Okay. Let’s revise our reports. Please take out a piece of paper. I would like you to rewrite your report. You can use your draft report as a starting point, but use the feedback on the peer-review guide to help make it better.” • If using the investigation log, tell the students, “Okay. Let’s revise our reports. I would like you to rewrite your report in the section of the investigation log that says Write Your Final Report.’” Point to the image on the screen and tell the students, “You can use your draft report as a starting point, but use the feedback on the peer-review guide to help make your report better.” Ask the students, “Do you have any questions about what you need to do?” 7. Answer any questions that come up. 8. Tell the students, “Okay. Let’s write.” 9. Give the students 30 minutes to rewrite their report. As they work, move from student to student to check in, ask probing questions, and offer a suggestion if a student gets stuck. 10. Give the following instructions: • If using the Investigation Handout, tell the students, “Okay. Time’s up. I will now come around and collect your Investigation Handout, the peer-review guide, and your final report.” • If using the investigation log, tell the students, “Okay. Time’s up. I will now come around and collect your workbooks.” 11. If using the Investigation Handout, collect all the Investigation Handouts, PRGs, and final reports. If using the investigation log, collect all the workbooks. 12. If using the Investigation Handout, use the “Teacher Score” columns in the PRG to grade the final report. If using the investigation log, use the “Investigation Report Grading Rubric” in the investigation log to grade the final report. Whether you are using the handout or the log, you can give the students feedback about their writing in the “Teacher Comments” section.

How to Use the Checkout Questions The Checkout Questions are an optional assessment. We recommend giving them to students one day after they finish stage 8 of the ADI investigation. Appendix 6 provides an answer guide for the Checkout Questions. The Checkout Questions can be used as a formative or summative assessment of student thinking. If you plan to use them as a formative assessment, we recommend that you look over the student answers to determine if you need to reteach the core idea and/or crosscutting concept from the investigation, but do not grade them. If you plan to use them

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as a summative assessment, we have included a Teacher Scoring Rubric at the end of the Checkout Questions that you can use to score a student’s ability to apply the core idea in a new scenario and explain their use of a crosscutting concept; see Figure 7.7 for an example of the rubric. The rubric includes a 4-point scale that ranges from 0 (the student cannot apply the core idea correctly in all cases and cannot explain the crosscutting concept) to 3 (the student can apply the core idea correctly in all cases and can fully explain the crosscutting concept).

FIGURE 7.7 Example of a Teacher Scoring Rubric with cause and effect as the crosscutting concept

Level

Description

3

The student can apply the core idea correctly in all cases and can fully explain the causeand-effect relationship.

2

The student can apply the core idea correctly in all cases but cannot fully explain the causeand-effect relationship.

1

The student cannot apply the core idea correctly in all cases but can fully explain the causeand-effect relationship.

0

The student cannot apply the core idea correctly in all cases and cannot explain the causeand-effect relationship.

The Checkout Questions, regardless of how you decide to use them, are a great way to make student thinking visible so you can determine if the students have learned the core idea and the crosscutting concept.

Connections to Standards Table 7.2 highlights how the investigation can be used to address specific performance expectations from the NGSS, Common Core State Standards (CCSS) in English language arts (ELA) and in mathematics, and English Language Proficiency (ELP) Standards.

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Investigation 7. Production of Waves: How Does Changing the Mass of an Object That Is Dropped Into Water Affect the Height of the Resulting Wave and the Position of a Floating Toy Boat?

TABLE 7.2 Investigation 7 alignment with standards

NGSS performance expectation

Strong alignment • 4-PS4-1: Develop a model of waves to describe patterns in terms of amplitude and wavelength and that waves can cause objects to move.

CCSS ELA—Reading: Key ideas and details Informational Text • CCSS.ELA-LITERACY.RI.4.1: Refer to details and examples in a

text when explaining what the text says explicitly and when drawing inferences from the text.

• CCSS.ELA-LITERACY.RI.4.2: Determine the main idea of a text and explain how it is supported by key details; summarize the text. • CCSS.ELA-LITERACY.RI.4.3: Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. Craft and structure • CCSS.ELA-LITERACY.RI.4.4: Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area. • CCSS.ELA-LITERACY.RI.4.5: Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text. • CCSS.ELA-LITERACY.RI.4.6: Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided. Integration of knowledge and ideas • CCSS.ELA-LITERACY.RI.4.7: Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. • CCSS.ELA-LITERACY.RI.4.8: Explain how an author uses reasons and evidence to support particular points in a text. • CCSS.ELA-LITERACY.RI.4.9: Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. Range of reading and level of text complexity • CCSS.ELA-LITERACY.RI.4.10: By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Continued

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Teacher Notes

Table 7.2 (continued)

CCSS ELA—Writing

Text types and purposes • CCSS.ELA-LITERACY.W.4.1: Write opinion pieces on topics or texts, supporting a point of view with reasons and information. ¡¡CCSS.ELA-LITERACY.W.4.1.A: Introduce

a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose.

¡¡CCSS.ELA-LITERACY.W.4.1.B: Provide

supported by facts and details.

reasons that are

¡¡CCSS.ELA-LITERACY.W.4.1.C: Link

opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).

¡¡CCSS.ELA-LITERACY.W.4.1.D: Provide

a concluding statement or section related to the opinion presented.

• CCSS.ELA-LITERACY.W.4.2: Write informative / explanatory texts to examine a topic and convey ideas and information clearly. ¡¡CCSS.ELA-LITERACY.W.4.2.A: Introduce

a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.

¡¡CCSS.ELA-LITERACY.W.4.2.B: Develop

the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

¡¡CCSS.ELA-LITERACY.W.4.2.C: Link

ideas within categories of information using words and phrases (e.g., another, for example, also, because).

¡¡CCSS.ELA-LITERACY.W.4.2.D: Use

precise language and domain-specific vocabulary to inform about or explain the topic.

¡¡CCSS.ELA-LITERACY.W4.2.E: Provide

a concluding statement or section related to the information or explanation presented.

Production and distribution of writing • CCSS.ELA-LITERACY.W.4.4: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.  • CCSS.ELA-LITERACY.W.4.5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.  • CCSS.ELA-LITERACY.W.4.6: With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting. Research to build and present knowledge • CCSS.ELA-LITERACY.W.4.7: Conduct short research projects that build knowledge through investigation of different aspects of a topic. • CCSS.ELA-LITERACY.W.4.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.

Continued

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Investigation 7. Production of Waves: How Does Changing the Mass of an Object That Is Dropped Into Water Affect the Height of the Resulting Wave and the Position of a Floating Toy Boat?

Table 7.2 (continued)

CCSS ELA—Writing (continued )

Range of writing

CCSS ELA— Speaking and Listening

Comprehension and collaboration

• CCSS.ELA-LITERACY.W.4.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of disciplinespecific tasks, purposes, and audiences. • CCSS.ELA-LITERACY.SL.4.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly. ¡¡CCSS.ELA-LITERACY.SL.4.1.A: Come

to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

¡¡CCSS.ELA-LITERACY.SL.4.1.B: Follow

agreed-upon rules for discussions and carry out assigned roles.

¡¡CCSS.ELA-LITERACY.SL.4.1.C: Pose

and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.

¡¡CCSS.ELA-LITERACY.SL.4.1.D: Review

the key ideas expressed and explain their own ideas and understanding in light of the discussion.

• CCSS.ELA-LITERACY.SL.4.2: Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. • CCSS.ELA-LITERACY.SL.4.3: Identify the reasons and evidence a speaker provides to support particular points Presentation of knowledge and ideas • CCSS.ELA-LITERACY.SL.4.4: Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. • CCSS.ELA-LITERACY.SL.4.5: Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes. • CCSS.ELA-LITERACY.SL.4.6: Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation.

CCSS Mathematics— Use place value understanding and properties of operations to perform multi-digit arithmetic. Number and Operations in • CCSS.MATH.CONTENT.4.NBT.B.4: Fluently add and subtract Base Ten multi-digit whole numbers using the standard algorithm. Continued

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Teacher Notes

Table 7.2 (continued)

CCSS Mathematics— Solve problems involving measurement and conversion of measurements. Measurement • CCSS.MATH.CONTENT.4.MD.A.1: Know relative sizes of and Data measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. 

• CCSS.MATH.CONTENT.4.MD.A.2: Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale. Represent and interpret data. • CCSS.MATH.CONTENT.4.MD.B.4: Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Solve problems involving addition and subtraction of fractions by using information presented in line plots.

ELP Standards

Receptive modalities • ELP 1: Construct meaning from oral presentations and literary and informational text through grade-appropriate listening, reading, and viewing. • ELP 8: Determine the meaning of words and phrases in oral presentations and literary and informational text. Productive modalities • ELP 3: Speak and write about grade-appropriate complex literary and informational texts and topics. • ELP 4: Construct grade-appropriate oral and written claims and support them with reasoning and evidence. • ELP 7: Adapt language choices to purpose, task, and audience when speaking and writing. Interactive modalities • ELP 2: Participate in grade-appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions. • ELP 5: Conduct research and evaluate and communicate findings to answer questions or solve problems. • ELP 6: Analyze and critique the arguments of others orally and in writing. Linguistic structures of English • ELP 9: Create clear and coherent grade-appropriate speech and text. • ELP 10: Make accurate use of standard English to communicate in grade-appropriate speech and writing.

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Investigation Handout

Investigation 7

Production of Waves: How Does Changing the Mass of an Object That Is Dropped Into Water Affect the Height of the Resulting Wave and the Position of a Floating Toy Boat? Introduction Waves are everywhere. One example of a wave is what we see when we drop an object into water. Take a few minutes to explore what happens when you drop a marble into a large round plastic container that is filled with water. As you explore what happens after the marble hits the water, keep track of what you observe and what you are wondering about in the boxes below.

Things I OBSERVED …

Things I WONDER about …

A wave, such as the water wave you just observed, is just another name for a disturbance that travels through a substance or material from one place to another. In this case, you created a disturbance in water, which is a substance, by dropping a marble into it. The disturbance that you created in the water Argument-Driven Inquiry in Fourth-Grade Science: Three-Dimensional Investigations Copyright © 2019 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit https://www.nsta.org/store/product_detail.aspx?id=10.2505/9781681405209

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Investigation Handout with the marble then moved through the rest of the water in all directions. All water waves have several characteristics in common. Scientists can use these characteristics to describe the properties of different water waves that they see. A water wave always has a high point and a low point. The high point of a wave is called the crest, and the low point of a wave is called the trough. The distance between the surface of the water and the top of the crest or the distance between the surface of the water and the bottom of the trough is called the amplitude of a wave. When people describe one wave as being higher or taller than another wave, they are really talking about the difference in the amplitudes of two different waves. Water waves also have several crests and troughs. The crests and troughs always follow an alternating pattern. A trough always follows a crest, and a crest always follows a trough. Scientists call the distance between two crests or two troughs the wavelength of a wave. Some waves have a short wavelength, and some waves have a long wavelength. Scientists can measure the amplitude and wavelength of a wave and then share this information with other people as a way to describe a specific wave. For example, a scientist might describe the water waves you observed earlier by saying, “That wave had an amplitude of 2 centimeters and a wavelength of 1 centimeter.” Your goal in this investigation is to figure out how the mass of a falling object that creates a disturbance in water affects the amplitude of the resulting wave and the position of a toy boat that is floating in the water. You can create water waves in a clear plastic container filled with water. The object that you will use to create a disturbance in the water is a plastic bag filled with sand. You can change the mass of the plastic bag by adding more sand. You can measure the amplitude, or height, of a water wave and how the toy boat changes position with two different rulers. You may need to tape the rulers to the side of the plastic container to keep them from moving. You may also need to video record the wave as it moves by the ruler so you can measure its amplitude. As you design and carry out your investigation, be sure to keep in mind that a falling object has energy because it is moving, energy can be transferred between objects when there is a collision, and waves have regular patterns of motion that we can use to describe them.

Things we KNOW from what we read …

304

What we will NEED to figure out …

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Investigation 7. Production of Waves: How Does Changing the Mass of an Object That Is Dropped Into Water Affect the Height of the Resulting Wave and the Position of a Floating Toy Boat?

Your Task Use what you know about patterns, cause and effect, and wave properties to design and carry out an investigation to learn more about how dropping objects with different masses into water changes the amplitude of a water wave and the position of a floating toy boat. The guiding question of this investigation is, How does changing the mass of an object that is dropped into water affect the height of the resulting wave and the position of a oating toy boat?

Materials You may use any of the following materials during your investigation: • Safety glasses or goggles (required)

• 2 rulers

• Plastic bag • Sand

• Long narrow plastic container filled with water

• Scale

• Video camera (if available)

• Toy boat

Safety Rules Follow all normal safety rules. In addition, be sure to follow these rules: • Wear sanitized safety glasses or goggles during setup, investigation activity, and cleanup. • To avoid a slip or fall hazard, immediately wipe up spills and pick up any items dropped on the floor. • Wash your hands with soap and water when you are done collecting the data.

Plan Your Investigation Prepare a plan for your investigation by filling out the chart that follows; this plan is called an investigation proposal. Before you start developing your plan, be sure to discuss the following questions with the other members of your group: • What types of patterns might we look for to help answer the guiding question? • What information do we need to find a relationship between a cause and an effect?

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Investigation Handout Our guiding question:

This is a picture of how we will set up the equipment:

We will collect the following data:

These are the steps we will follow to collect data:

I approve of this investigation proposal. Teacher’s signature

306

Date National Science Teachers Association

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Investigation 7. Production of Waves: How Does Changing the Mass of an Object That Is Dropped Into Water Affect the Height of the Resulting Wave and the Position of a Floating Toy Boat?

Collect Your Data Keep a record of what you measure or observe during your investigation in the space below.

Analyze Your Data You will need to analyze the data you collected before you can develop an answer to the guiding question. To do this, create two graphs. Each graph should show the relationship between the cause and the effect.

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Investigation Handout Draft Argument

The Guiding Question:

Develop an argument on a whiteboard. It should include the following:

Our Claim:

1. A claim: Your answer to the guiding question.

Our Evidence:

Our Justification of the Evidence:

2. Evidence: An analysis of the data and an explanation of what the analysis means. 3. A justification of the evidence: Why your group thinks the evidence is important.

Argumentation Session Share your argument with your classmates. Be sure to ask them how to make your draft argument better. Keep track of their suggestions in the space below.

Ways to IMPROVE our argument …

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Investigation 7. Production of Waves: How Does Changing the Mass of an Object That Is Dropped Into Water Affect the Height of the Resulting Wave and the Position of a Floating Toy Boat?

Draft Report Prepare an investigation report to share what you have learned. Use the information in this handout and your group’s final argument to write a draft of your investigation report.

Introduction We have been studying _______________________________________________________ in class. Before we started this investigation, we explored ___________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ We noticed ________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ My goal for this investigation was to figure out _____________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ The guiding question was _____________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________

Method To gather the data I needed to answer this question, I _______________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________

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Investigation Handout I then analyzed the data I collected by ___________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________

Argument My claim is ________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ The graphs below show ______________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________

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Investigation 7. Production of Waves: How Does Changing the Mass of an Object That Is Dropped Into Water Affect the Height of the Resulting Wave and the Position of a Floating Toy Boat?

These analyses of the data I collected suggest ____________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ This evidence is important because of several scientific concepts. The first one is _________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________

Review Your friends need your help Review the draft of their investigation reports and give them ideas about how to improve. Use the peer-review guide when doing your review.

Submit Your Final Report Once you have received feedback from your friends about your draft report, create your final investigation report and hand it in to your teacher.

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Checkout Questions Investigation 7. Production of Waves Use the following information to answer questions 1–5. The picture below shows toy boat floating in a tank of water. There are three balls next to the tank. The balls are the same size, but each one is a different mass.

1. Which ball should you drop into the left side of the tank to make a wave with the largest amplitude on the right side of the tank? a. The 10 g ball. b. The 30 g ball. c. The 50 g ball. d. The mass of the ball doesn’t matter. 2. Which ball should you drop into the left side of the tank to make a wave with the smallest amplitude on the right side of the tank? a. The 10 g ball. b. The 30 g ball. c. The 50 g ball. d. The mass of the ball doesn’t matter. 3. Which ball should you drop into the left side of the tank to make the toy boat move to the right the most? a. The 10 g ball. b. The 30 g ball. c. The 50 g ball. d. The mass of the ball doesn’t matter. 4. Which ball should you drop into the left side of the tank to make the toy boat move to the right the least? a. The 10 g ball. b. The 30 g ball. The 50 g ball. c. The mass of the ball doesn’t matter.

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Investigation 7. Production of Waves: How Does Changing the Mass of an Object That Is Dropped Into Water Affect the Height of the Resulting Wave and the Position of a Floating Toy Boat?

5. Explain your thinking. How did you use what know about wave properties and patterns to answer these questions?

__________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________

Teacher Scoring Rubric for the Checkout Questions

Level

Description

3

The student can apply the core idea correctly in all cases and can fully explain the pattern.

2

The student can apply the core idea correctly in all cases but cannot fully explain the pattern.

1

The student cannot apply the core idea correctly in all cases but can fully explain the pattern.

0

The student cannot apply the core idea correctly in all cases and cannot explain the pattern.

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313

Teacher Notes Investigation 8

Characteristics of Sound Waves: How Can We Use the Properties of Waves to Explain Different Sounds? Purpose The purpose of this investigation is to give students an opportunity to use two disciplinary core ideas (DCIs), two crosscutting concepts (CCs), and eight scientific and engineering practices (SEPs) to figure out how to explain differences in sounds based on the characteristics of sound waves when viewed on an oscilloscope. Students will also learn about models as tools for reasoning about natural phenomena during the reflective discussion.

Background Information About This Investigation Sound waves, like all waves, are created when a disturbance travels through a substance or material from one place to another. In this investigation, students will create a disturbance in the air by striking a tuning fork and making the tines of the tuning fork vibrate. As the tines move back and forth, they disturb the surrounding air. The disturbance in the air then moves out away from the tuning fork in all directions. We are able to hear sound because our ears are able to detect a disturbance as it moves through air. Different sounds create disturbances with different patterns. We are able to tell the difference between different sounds because our brains are able to identify these patterns. We can use a tool called an oscilloscope to see sound waves. An oscilloscope measures changes in air pressure and then uses this information to create a model of a sound wave. A sound wave has some specific properties when we view it on the screen of an oscilloscope. These models of sound waves will have a high point and a low point (see Figure 8.1). The high point of the sound wave is called the crest, and the low point of the wave is called the trough. The point between the high point and the low point of the wave is called the resting point. The line on the oscilloscope that we see when there is no sound runs through the resting point. The distance between the resting point and the top of the crest or the distance between the resting point and the bottom of the trough is called the amplitude of a wave. The distance between two crests separated by a trough or between two troughs Properties of a sound wave when viewed on an oscilloscope separated by a crest is called the wavelength of a wave. We can use these properties of waves to describe any sound wave that we see on an oscilloscope.

FIGURE 8.1

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Investigation 8. Characteristics of Sound Waves: How Can We Use the Properties of Waves to Explain Different Sounds?

Sound waves can differ in amplitude (height of the wave peak), wavelength (spacing between wave peaks), and frequency (number of wave peaks per second) when they are viewed on an oscilloscope. The wave that is produced on the screen of an oscilloscope for a sound with a high pitch will have a shorter wavelength and a greater frequency than the wave of a sound with a lower pitch. Changing the volume of a sound changes the amplitude of the wave on the screen of the oscilloscope but not the wavelength or frequency of that wave.

The DCIs, CCs, and SEPs That Students Use During This Investigation DCIs • PS3.A: Definitions of Energy: Energy can be moved from place to place by moving objects or through sound, light, or electric currents. • PS4.A: Wave Properties: Waves of the same type can differ in amplitude and wavelength.

CCs • CC 1: Patterns: Similarities and differences in patterns can be used to sort, classify, communicate, and analyze simple rates of change for natural phenomena and designed products. Patterns of change can be used to make predictions. Patterns can be used as evidence to support an explanation. • CC 3: Scale, Proportion, and Quantity: Natural objects and/or observable phenomena exist from the very small to the immensely large or from very short to very long time periods. Standard units are used to measure and describe physical quantities such as weight, time, temperature, and volume.

SEPs • SEP 1: Asking Questions and Defining Problems: Ask questions about what would happen if a variable is changed. Ask questions that can be investigated and predict reasonable outcomes based on patterns such as cause-and-effect relationships. • SEP 2: Developing and Using Models: Identify limitations of models. Collaboratively develop and/or revise a model based on evidence that shows the relationships among variables for frequent and regular occurring events. Develop a model using an analogy, example, or abstract representation to describe a scientific principle or design solution. Develop and/or use models to describe and/or predict phenomena. • SEP 3: Planning and Carrying Out Investigations: Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence, using fair tests

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Teacher Notes

in which variables are controlled and the number of trials considered. Evaluate appropriate methods and/or tools for collecting data. • SEP 4: Analyzing and Interpreting Data: Represent data in tables and/or various graphical displays (bar graphs, pictographs, and/or pie charts) to reveal patterns that indicate relationships. Analyze and interpret data to make sense of phenomena, using logical reasoning, mathematics, and/or computation. Compare and contrast data collected by different groups in order to discuss similarities and differences in their findings. • SEP 5: Using Mathematics and Computational Thinking: Organize simple data sets to reveal patterns that suggest relationships. Describe, measure, estimate, and/ or graph quantities (e.g., area, volume, weight, time) to address scientific and engineering questions and problems. • SEP 6: Constructing Explanations and Designing Solutions: Construct an explanation of observed relationships. Use evidence to construct or support an explanation. Identify the evidence that supports particular points in an explanation. • SEP 7: Engaging in Argument From Evidence: Compare and refine arguments based on an evaluation of the evidence presented. Distinguish among facts, reasoned judgment based on research findings, and speculation in an explanation. Respectfully provide and receive critiques from peers about a proposed procedure, explanation, or model by citing relevant evidence and posing specific questions. • SEP 8: Obtaining, Evaluating, and Communicating Information: Read and comprehend grade-appropriate complex texts and/or other reliable media to summarize and obtain scientific and technical ideas. Combine information in written text with that contained in corresponding tables, diagrams, and/or charts to support the engagement in other scientific and/or engineering practices. Communicate scientific and/or technical information orally and/or in written formats, including various forms of media as well as tables, diagrams, and charts.

Other Concepts That Students May Use During This Investigation Students might also use some of the following concepts: • Sound waves are a disturbance in the air that travels from one place to another. • Vibrating objects create disturbances in the air. • Pitch is the highness or lowness of a tone. • Volume is the loudness of a sound.

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Investigation 8. Characteristics of Sound Waves: How Can We Use the Properties of Waves to Explain Different Sounds?

What Students Figure Out The wave that is produced on the screen of an oscilloscope for sounds with a higher pitch will have shorter wavelengths than the waves of sounds that have a lower pitch. Changing the volume of a sound changes the amplitude of the wave on the screen of the oscilloscope but not the wavelength of that wave.

Timeline The time needed to complete this investigation is 255 minutes (4 hours and 15 minutes). The amount of instructional time needed for each stage of the investigation is as follows: • Stage 1. Introduce the task and the guiding question: 35 minutes • Stage 2. Design a method and collect data: 45 minutes • Stage 3. Create a draft argument: 40 minutes • Stage 4. Argumentation session: 30 minutes • Stage 5. Reflective discussion: 15 minutes • Stage 6. Write a draft report: 30 minutes • Stage 7. Peer review: 30 minutes • Stage 8. Revise the report: 30 minutes This investigation can be completed in one day or over eight days (one day for each stage) during your designated science time in the daily schedule.

Materials and Preparation The materials needed for this investigation are listed in Table 8.1 (p. 318). The individual items can be purchased at a big-box retail store such as Wal-Mart or Target or through an online retailer such as Amazon. The materials for this investigation can also be purchased as a complete kit (which includes enough materials for 24 students, or six groups) at www. argumentdriveninquiry.com.

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TABLE 8.1 Materials for Investigation 8

Item

Quantity

Safety glasses or goggles

1 per student

Set of 8 tuning forks (256–512 Hz)

1 per class

Computer microphone with 3.5 mm jack 

1 per group

Ruler

1 per group

Computer with Chrome internet browser (and internet access)

1 per group

Whiteboard, 2' × 3'*

1 per group

Investigation Handout

1 per student

Peer-review guide and teacher scoring rubric

1 per student

Checkout Questions (optional)

1 per student

As an alternative, students can use computer and presentation software such as Microsoft PowerPoint or Apple Keynote to create their arguments.

The students will need to use an oscilloscope to measure the properties of different sounds. Students can use a free online version of an oscilloscope, called Virtual Oscilloscope (see Figure 8.2), at https://academo.org/demos/virtual-oscilloscope. Students must access this online oscilloscope using the Google Chrome internet browser (it does not work with Safari, Explorer, or Firefox). Be sure to access the online oscilloscope before you begin the investigation so you can learn how to use it. Students can use tuning forks to create pure tones at different pitches. They can make sounds louder by hitting the tuning fork harder or by simply moving the tuning fork closer to the computer microphone. We recommend that you have your students plug in a 3.5 mm jack computer microphone into the computer they are using to make it easier for them to capture a sound. Make sure that the input on Virtual Oscilloscope is set to live input so it will be able to take data using the microphone connected to the computer and then display the live audio data. If you do not have access to tuning forks, you can also have your students use an online tone generator to create sounds at different pitches and at different volumes. A free online tone generator is available at http://onlinetonegenerator.com. Students will need to open a second tab in the Google Chrome internet browser to use Online Tone Generator and Virtual Oscilloscope at the same time. Be sure to use a set routine for distributing and collecting the materials. One option is to organize the materials into kits that you can deliver to each group. A second option is to have all the materials on a table or cart at a central location. You can then assign a member of each group to be the “materials manager.” This individual is responsible for collecting all the materials his or her group needs from the table or cart during class and for returning all the materials at the end of the class.

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Investigation 8. Characteristics of Sound Waves: How Can We Use the Properties of Waves to Explain Different Sounds?

FIGURE 8.2 Virtual Oscilloscope

Safety Precautions Remind students to follow all normal investigation safety rules. In addition, tell the students to take the following safety precautions: • Wear sanitized safety glasses or goggles during setup, investigation activity, and cleanup. • Do not hit other people with the tuning forks. • Wash their hands with soap and water when done collecting the data.

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Lesson Plan by Stage Stage 1: Introduce the Task and the Guiding Question (35 minutes) 1. Ask the students to sit in six groups, with three or four students in each group. 2. Ask students to clear off their desks except for a pencil (and their Student Workbook for Argument-Driven Inquiry in Fourth-Grade Science if they have one). 3. Pass out an Investigation Handout to each student (or ask students to turn to Investigation Log 8 in their workbook). 4. Read the first paragraph of the “Introduction” aloud to the class. Ask the students to follow along as you read. 5. Pass out a tuning fork to each group and give the students a few minutes to play with it. Remind students of the safety rules and explain the safety precautions for this investigation. 6. Tell the students to record their observations and questions in the “OBSERVED/ WONDER” chart in the “Introduction” section of their Investigation Handout (or the investigation log in their workbook). 7. After the students have recorded their observations and questions, ask students to share what they observed about the tuning fork. 8. Ask students to share what questions they have about what they observed. 9. Tell the students, “Some of your questions might be answered by reading the rest of the Introduction.’” 10. Ask the students to read the rest of the “Introduction” on their own or ask them to follow along as you read the rest aloud. 11. Once the students have read the rest of the “Introduction,” ask them to fill out the “KNOW/NEED” chart on their Investigation Handout (or in their investigation log) as a group. 12. Ask students to share what they learned from the reading. Add these ideas to a class “know / need to figure out” chart. 13. Ask students to share what they think they will need to figure out based on what they read. Add these ideas to the class “know / need to figure out” chart. 14. Tell the students, “It looks like we have something to figure out. Let’s see what we will need to do during our investigation.” 15. Read the task and the guiding question aloud. 16. Introduce the students to the materials available for them to use during the investigation and show them how to use the online oscilloscope (see “Materials and Preparation” section). Be sure to explain to them how they can create sounds with different pitches and volumes. Then give them a moment to play

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Investigation 8. Characteristics of Sound Waves: How Can We Use the Properties of Waves to Explain Different Sounds?

with Virtual Oscilloscope and a tuning fork. Be sure to collect the tuning forks from them before you move on to the next stage.

Stage 2: Design a Method and Collect Data (45 minutes) 1. Tell the students, “I am now going to give you and the other members of your group about 15 minutes to plan your investigation. Before you begin, I want you all to take a couple of minutes to discuss the following questions with the rest of your group.” 2. Show the following questions on the screen or board: • What types of patterns might we look for to help answer the guiding question? • How can we find patterns by taking measurements, and what scale should we use? 3. Tell the students, “Please take a few minutes to come up with an answer to these questions.” Give the students two or three minutes to discuss these two questions. 4. Ask two or three different groups to share their answers. Be sure to highlight or write down any important ideas on the board so students can refer to them later. 5. If possible, use a document camera to project an image of the graphic organizer for this investigation on a screen or board (or take a picture of it and project the picture on a screen or board). Tell the students, “I now want you all to plan out your investigation. To do that, you will need to create an investigation proposal by filling out this graphic organizer.” 6. Point to the box labeled “Our guiding question:” and tell the students, “You can put the question we are trying to answer in this box.” Then ask, “Where can we find the guiding question?” 7. Wait for a student to answer where to find the guiding question (the answer is “in the handout”). 8. Point to the box labeled “We will collect the following data:” and tell the students, “You can list the measurements or observations that you will need to collect during the investigation in this box.” 9. Point to the box labeled “These are the steps we will follow to collect data:” and tell the students, “You can list what you are going to do to collect the data you need and what you will do with your data once you have it. Be sure to give enough detail that I could do your investigation for you.” 10. Ask the students, “Do you have any questions about what you need to do?” 11. Answer any questions that come up.

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12. Tell the students, “Once you are done, raise your hand and let me know. I’ll then come by and look over your proposal and give you some feedback. You may not begin collecting data until I have approved your proposal by signing it. You need to have your proposal done in the next 15 minutes.” 13. Give the students 15 minutes to work in their groups on their investigation proposal. As they work, move from group to group to check in, ask probing questions, and offer a suggestion if a group gets stuck.

What should a student-designed investigation look like? The students’ investigation proposal should include the following information: • The guiding question is “How can we use the properties of waves to explain different sounds?” • Students can collect data about (1) the pitch of sound, (2) the volume of sound, (3) the amplitude of the sound wave, and (4) the wavelength of the sound wave. • The steps that the students will follow to collect the data should reflect the measurements that they decide to examine. However, students might conduct a series of tests in which they create a variety of sounds (soft, low pitch; loud, low pitch; soft, medium pitch; loud, medium pitch; soft, high pitch; and loud, high pitch), capture the sound wave with Virtual Oscilloscope, measure the amplitude of the sound wave, and measure the wavelength of the sound. This is just one example of how they can collect the data, and there should be a lot of variation in the student-designed investigations. 14. As each group finishes its investigation proposal, be sure to read it over and determine if it will be productive or not. If you feel the investigation will be productive (not necessarily what you would do or what the other groups are doing), sign your name on the proposal and let the group start collecting data. If the plan needs to be changed, offer some suggestions or ask some probing questions, and have the group make the changes before you approve it. 15. Tell the students to collect their data and record their observations or measurements in the “Collect Your Data” box in their Investigation Handout (or the investigation log in their workbook). 16. Give the students 30 minutes to collect their data. 17. Collect the materials from each group before asking them to analyze their data.

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Investigation 8. Characteristics of Sound Waves: How Can We Use the Properties of Waves to Explain Different Sounds?

Stage 3: Create a Draft Argument (40 minutes) 1. Tell the students, “Now that we have all this data, we need to analyze the data so we can figure out an answer to the guiding question.” 2. If possible, project an image of the “Analyze Your Data” section for this investigation on a screen or board using a document camera (or take a picture of it and project the picture on a screen or board). Point to the section and tell the students, “You can create two graphs as a way to analyze your data. You can make your graphs in this section.” 3. Ask the students, “What information do we need to include in these graphs?” 4. Tell the students, “Please take a few minutes to discuss this question with your group, and be ready to share.” 5. Give the students five minutes to discuss. 6. Ask two or three different groups to share their answers. Be sure to highlight or write down any important ideas on the board so students can refer to them later. 7. Tell the students, “I am now going to give you and the other members of your group about 10 minutes to create your graphs.” If the students are having trouble making a graph, you can take a few minutes to provide a mini-lesson about how to create a graph from a bunch of observations or measurements (this strategy is called just-in-time instruction because it is offered only when students get stuck).

What should a graph look like for this investigation? There are a number of different ways that students can analyze the observations or measurements they collect during this investigation. One of the most straightforward ways is to create line graphs. A line graph should have wavelength on the horizontal or x-axis and amplitude on the vertical or y-axis. Students can create one graph with multiple sound waves on it to show the difference between loud and soft sounds and another graph with multiple sound waves on it to show the difference between higher- and lower-pitch sounds. Students can use differentcolor lines to show different sound waves. An example of a line graph can be seen in Figure 8.3 (p. 325). There are other options for analyzing the collected data. Students often come up with some unique ways of analyzing their data, so be sure to give them some voice and choice during this stage. 8. Give the students 10 minutes to analyze their data. As they work, move from group to group to check in, ask probing questions, and offer suggestions.

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9. Tell the students, “I am now going to give you and the other members of your group 15 minutes to create an argument to share what you have learned and convince others that they should believe you. Before you do that, we need to take a few minutes to discuss what you need to include in your argument.” 10. If possible, use a document camera to project the “Argument Presentation on a Whiteboard” image from the Investigation Handout (or the investigation log in their workbook) on a screen or board (or take a picture of it and project the picture on a screen or board). 11. Point to the box labeled “The Guiding Question:” and tell the students, “You can put the question we are trying to answer here on your whiteboard.” 12. Point to the box labeled “Our Claim:” and tell the students, “You can put your claim here on your whiteboard. The claim is your answer to the guiding question.” 13. Point to the box labeled “Our Evidence:” and tell the students, “You can put the evidence that you are using to support your claim here on your whiteboard. Your evidence will need to include the analysis you just did and an explanation of what your analysis means or shows. Scientists always need to support their claims with evidence.” 14. Point to the box labeled “Our Justification of the Evidence:” and tell the students, “You can put your justification of your evidence here on your whiteboard. Your justification needs to explain why your evidence is important. Scientists often use core ideas to explain why the evidence they are using matters. Core ideas are important concepts that scientists use to help them make sense of what happens during an investigation.” 15. Ask the students, “What are some core ideas that we read about earlier that might help us explain why the evidence we are using is important?” 16. Ask students to share some of the core ideas from the “Introduction” section of the Investigation Handout (or the investigation log in the workbook). List these core ideas on the board. 17. Tell the students, “That is great. I would like to see everyone try to include these core ideas in your justification of the evidence. Your goal is to use these core ideas to help explain why your evidence matters and why the rest of us should pay attention to it.” 18. Ask the students, “Do you have any questions about what you need to do?” 19. Answer any questions that come up. 20. Tell the students, “Okay, go ahead and start working on your arguments. You need to have your argument done in the next 15 minutes. It doesn’t need to be perfect. We just need something down on the whiteboards so we can share our ideas.”

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Investigation 8. Characteristics of Sound Waves: How Can We Use the Properties of Waves to Explain Different Sounds?

21. Give the students 15 minutes to work in their groups on their arguments. As they work, move from group to group to check in, ask probing questions, and offer a suggestion if a group gets stuck. Figure 8.3 shows an example of an argument for this investigation.

FIGURE 8.3 Example of an argument

Stage 4: Argumentation Session (30 minutes) The argumentation session can be conducted in a whole-class presentation format, a gallery walk format, or a modified gallery walk format. We recommend using a whole-class presentation format for the first investigation, but try to transition to either the gallery walk or modified gallery walk format as soon as possible because that will maximize student voice and choice inside the classroom. The following list shows the steps for the three formats; unless otherwise noted, the steps are the same for all three formats. 1. Begin by introducing the use of the whiteboard. • If using the whole-class presentation format, tell the students, “We are now going to share our arguments. Please set up your whiteboards so everyone can see them.” • If using the gallery walk or modified gallery walk format, tell the students, “We are now going to share our arguments. Please set up your whiteboards so they are facing the walls.”

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2. Allow the students to set up their whiteboards. • If using the whole-class presentation format, the whiteboards should be set up on stands or chairs so they are facing toward the center of the room. • If using the gallery walk or modified gallery walk format, the whiteboards should be set up on stands or chairs so they are facing toward the outside of the room. 3. Give the following instructions to the students: • If using the whole-class presentation format or the modified gallery walk format, tell the students, “Okay, before we get started I want to explain what we are going to do next. I’m going to ask some of you to present your arguments to your classmates. If you are presenting your argument, your job is to share your group’s claim, evidence, and justification of the evidence. The rest of you will be reviewers. If you are a reviewer, your job is to listen to the presenters, ask the presenters questions if you do not understand something, and then offer them some suggestions about ways to make their argument better. After we have a chance to learn from each other, I’m going to give you some time to revise your arguments and make them better.” • If using the gallery walk format, tell the students, “Okay, before we get started I want to explain what we are going to do next. You are going to have an opportunity to read the arguments that were created by other groups. Your group will go to a different group’s argument. I’ll give you a few minutes to read it and review it. Your job is to offer them some suggestions about ways to make their argument better. You can use sticky notes to give them suggestions. Please be specific about what you want to change and how you think they should change it. After we have a chance to learn from each other, I’m going to give you some time to revise your arguments and make them better.” 4. Use a document camera to project the “Ways to IMPROVE our argument…” box from the Investigation Handout (or the investigation log in their workbook) on a screen or board (or take a picture of it and project the picture on a screen or board). • If using the whole-class presentation format or the modified gallery walk format, point to the box and tell the students, “If you are a presenter, you can write down the suggestions you get from the reviewers here. If you are a reviewer and you see a good idea from another group, you can write down that idea here. Once we are done with the presentations, I will give you a chance to use these suggestions or ideas to improve your arguments. • If using the gallery walk format, point to the box and tell the students, “If you see a good idea from another group, you can write it down here. Once we are done reviewing the different arguments, I will give you a chance to use these ideas to improve your own arguments. It is important to share ideas like this.” Ask the students, “Do you have any questions about what you need to do?”

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Investigation 8. Characteristics of Sound Waves: How Can We Use the Properties of Waves to Explain Different Sounds?

5. Answer any questions that come up. 6. Give the following instructions: • If using the whole-class presentation format, tell the students, “Okay. Let’s get started.” • If using the gallery walk format, tell the students, “Okay, I’m now going to tell you which argument to go to and review. • If using the modified gallery walk format, tell the students, “Okay, I’m now going to assign you to be a presenter or a reviewer.” Assign one or two students from each group to be presenters and one or two students from each group to be reviewers. 7. Begin the review of the arguments. • If using the whole-class presentation format, have four or five groups present their arguments one at a time. Give each group only two to three minutes to present their argument. Then give the class two to three minutes to ask them questions and offer suggestions. Be sure to encourage as much participation from the students as possible. • If using the gallery walk format, tell the students, “Okay. Let’s get started. Each group, move one argument to the left. Don’t move to the next argument until I tell you to move. Once you get there, read the argument and then offer suggestions about how to make it better. I will put some sticky notes next to each argument. You can use the sticky notes to leave your suggestions.” Give each group about three to four minutes to read the arguments, talk, and offer suggestions. a. Tell the students, “Okay. Let’s rotate. Move one group to the left.” b. Again, give each group three or four minutes to read, talk, and offer suggestions. c. Repeat this process for two more rotations. • If using the modified gallery walk format, tell the students, “Okay. Let’s get started. Reviewers, move one group to the left. Don’t move to the next group until I tell you to move. Presenters, go ahead and share your argument with the reviewers when they get there.” Give each group of presenters and reviewers about three to four minutes to talk. a. Tell the students, “Okay. Let’s rotate. Reviewers, move one group to the left.” b. Again, give each group of presenters and reviewers about three or four minutes to talk. c. Repeat this process for two more rotations. 8. Tell the students to return to their workstations. 9. Give the following instructions about revising the argument:

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• If using the whole-class presentation format, tell the students, “I’m now going to give you about 10 minutes to revise your argument. Take a few minutes to talk in your groups and determine what you want to change to make your argument better. Once you have decided what to change, go ahead and make the changes to your whiteboard.” • If using the gallery walk format, tell the students, “I’m now going to give you about 10 minutes to revise your argument. Take a few minutes to read the suggestions that were left at your argument. Then talk in your groups and determine what you want to change to make your argument better. Once you have decided what to change, go ahead and make the changes to your whiteboard.” • If using the modified gallery walk format, “I’m now going to give you about 10 minutes to revise your argument. Please return to your original groups.” Wait for the students to move back into their original groups and then tell the students, “Okay, take a few minutes to talk in your groups and determine what you want to change to make your argument better. Once you have decided what to change, go ahead and make the changes to your whiteboard.” Ask the students, “Do you have any questions about what you need to do?” 10. Answer any questions that come up. 11. Tell the students, “Okay. Let’s get started.” 12. Give the students 10 minutes to work in their groups on their arguments. As they work, move from group to group to check in, ask probing questions, and offer a suggestion if a group gets stuck.

Stage 5: Reflective Discussion (15 minutes) 1. Tell the students, “We are now going take a minute to talk about what we did and what we have learned.” 2. Show the image in Figure 8.4 on the screen. 3. Ask the students, “What do you all see going on here?” 4. Allow students to share their ideas. 5. Ask the students, “How can we describe this wave?” 6. Allow students to share their ideas. Keep probing until someone suggests measuring the amplitude and the wavelength of the wave. 7. Ask the students, “What is the amplitude of this wave?” 8. Allow students to share their ideas. Keep probing until someone says that that it is two units. 9. Ask the students, “What is the wavelength of this wave?”

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Investigation 8. Characteristics of Sound Waves: How Can We Use the Properties of Waves to Explain Different Sounds?

FIGURE 8.4 A sound wave when viewed using an oscilloscope

10. Allow students to share their ideas. Keep probing until someone says that that it is three units. 11. Ask the students, “How are waves like this created?” 12. Allow students to share their ideas. Keep probing until someone says that vibrating objects can create sounds. 13. Tell the students, “Okay, let’s make sure we are on the same page. Vibrating objects, like tuning forks, create sound waves that travel through the air. When we look at models of sound waves using an oscilloscope, they can differ in amplitude, which is the height of the wave peak, and wavelength, which is the spacing between wave peaks. The fact that waves have properties that we can use to describe them is a really important core idea in science.” 14. Ask the students, “Does anyone have any questions about this core idea?” 15. Answer any questions that come up. 16. Tell the students, “We looked for patterns during our investigation.” Then ask, “Can anyone tell me why it is useful to look for patterns during an investigation?” 17. Allow students to share their ideas. 18. Tell the students, “Looking for patterns helps us explain how things work or predict what will happen in the future.” 19. Ask the students, “What did we figure out today by looking for patterns?” 20. Allow students to share their ideas. Keep probing until students agree that the sound waves of higher-pitch sounds have shorter wavelengths than the sound waves of lower-pitch sounds when viewed on an oscilloscope. Changing the volume of a sound changes the amplitude of the sound wave but not the wavelength of that sound wave.

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21. Point to the sound wave in Figure 8.4 on the screen. Ask the students, “What can I do to make the amplitude of this sound wave smaller?” 22. Allow students to share their ideas. Keep probing until someone suggests decreasing the volume of the sound. 23. Point to the sound wave in Figure 8.4 on the screen. Ask the students, “What can I do to make the wavelength of the sound wave longer?” 24. Allow students to share their ideas. Keep probing until someone suggests changing the pitch of the sound so it is lower. 25. Tell the students, “That is great, and if we know that, we can predict what will happen to a sound wave when the pitch or volume of sound changes.” 26. Tell the students, “We are now going take a minute to talk about what went well and what didn’t go so well during our investigation. We need to talk about this because you are going to be planning and carrying your own investigations like this a lot this year, and I want to help you all get better at it.” 27. Show an image of the question “What made your investigation scientific?” on the screen. Tell the students, “Take a few minutes to talk about how you would answer this question with the other people in your group. Be ready to share with the rest of the class.” Give the students two to three minutes to talk in their group. 28. Ask the students, “What do you all think? Who would like to share an idea?” 29. Allow students to share their ideas. Be sure to expand on their ideas about what makes an investigation scientific. 30. Show an image of the question “What made your investigation not so scientific?” on the screen. Tell the students, “Take a few minutes to talk about how you would answer this question with the other people in your group. Be ready to share with the rest of the class.” Give the students two to three minutes to talk in their group. 31. Ask the students, “What do you all think? Who would like to share an idea?” 32. Allow students to share their ideas. Be sure to expand on their ideas about what makes an investigation less scientific. 33. Show an image of the question “What rules can we put into place to help us make sure our next investigation is more scientific?” on the screen. Tell the students, “Take a few minutes to talk about how you would answer this question with the other people in your group. Be ready to share with the rest of the class.” Give the students two to three minutes to talk in their group. 34. Ask the students, “What do you all think? Who would like to share an idea?” 35. Allow students to share their ideas. Once they have shared their ideas, offer a suggestion for a possible class rule.

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Investigation 8. Characteristics of Sound Waves: How Can We Use the Properties of Waves to Explain Different Sounds?

36. Ask the students, “What do you all think? Should we make this a rule?”

FIGURE 8.5 Drawing of a person singing

37. If the students agree, write the rule on the board or a class “Rules for Scientific Investigation” chart so you can refer to it during the next investigation. 38. Tell the students, “We are now going take a minute to talk about how models are used in science.” 39. Show an image of the question “Why are models important in science?” on the screen. Tell the students, “Take a few minutes to talk about how you would answer this question with the other people in your group. Be ready to share with the rest of the class.” Give the students two to three minutes to talk in their group. 40. Ask the students, “What do you all think? Who would like to share an idea?” 41. Allow students to share their ideas. 42. Tell the students, “Okay, let’s make sure we are all thinking about models in the same way. People develop and use models in science to help think about how or why things happen over time.” 43. Show Figure 8.5 and the statement “Here is our model of a soft sound and a loud sound” on the screen. 44. Ask the students, “Is this an example of how people use models in science? Why or why not?” 45. Allow students to share their ideas. 46. Tell the students, “This is not how scientists use models because it does not help us think about how or why things happen over time.”

FIGURE 8.6 A model of two sound waves when viewed using an oscilloscope

47. Show Figure 8.6 and the statement “Here is another model of a soft sound and a loud sound” on the screen. 48. Ask the students, “Is this an example of how people use models in science? Why or why not?” 49. Tell the students, “This is an example of how scientists

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use models because it helps us think about how or why things happen over time.” 50. Ask the students, “Does anyone have any questions about why models are important in science?” 51. Answer any questions that come up.

Stage 6: Write a Draft Report (30 minutes) Your students will use either the Investigation Handout or the investigation log in the student workbook when writing the draft report. When you give the directions shown in quotes in the following steps, substitute “investigation log” (as shown in brackets) for “handout” if they are using the workbook. 1. Tell the students, “You are now going to write an investigation report to share what you have learned. Please take out a pencil and turn to the Draft Report’ section of your handout [investigation log].” 2. If possible, use a document camera to project the “Introduction” section of the draft report from the Investigation Handout (or the investigation log in their workbook) on a screen or board (or take a picture of it and project the picture on a screen or board). 3. Tell the students, “The first part of the report is called the Introduction.’ In this section of the report you want to explain to the reader what you were investigating, why you were investigating it, and what question you were trying to answer. All of this information can be found in the text at the beginning of your handout [investigation log].” Point to the image and say, “There are some sentence starters here to help you begin writing the report.” Ask the students, “Do you have any questions about what you need to do?” 4. Answer any questions that come up. 5. Tell the students, “Okay. Let’s write.” 6. Give the students 10 minutes to write the “Introduction” section of the report. As they work, move from student to student to check in, ask probing questions, and offer a suggestion if a student gets stuck. 7. If possible, use a document camera to project the “Method” section of the draft report from the Investigation Handout (or the investigation log in their workbook) on a screen or board (or take a picture of it and project the picture on a screen or board). 8. Tell the students, “The second part of the report is called the Method.’ In this section of the report you want to explain to the reader what you did during the investigation, what data you collected and why, and how you went about analyzing your data. All of this information can be found in the Plan Your Investigation’ section of your handout [investigation log]. Remember that you

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Investigation 8. Characteristics of Sound Waves: How Can We Use the Properties of Waves to Explain Different Sounds?

all planned and carried out different investigations, so do not assume that the reader will know what you did.” Point to the image and say, “There are some sentence starters here to help you begin writing this part of the report.” Ask the students, “Do you have any questions about what you need to do?” 9. Answer any questions that come up. 10. Tell the students, “Okay. Let’s write.” 11. Give the students 10 minutes to write the “Method” section of the report. As they work, move from student to student to check in, ask probing questions, and offer a suggestion if a student gets stuck. 12. If possible, use a document camera to project the “Argument” section of the draft report from the Investigation Handout (or the investigation log in their workbook) on a screen or board (or take a picture of it and project the picture on a screen or board). 13. Tell the students, “The last part of the report is called the Argument.’ In this section of the report you want to share your claim, evidence, and justification of the evidence with the reader. All of this information can be found on your whiteboard.” Point to the image and say, “There are some sentence starters here to help you begin writing this part of the report.” Ask the students, “Do you have any questions about what you need to do?” 14. Answer any questions that come up. 15. Tell the students, “Okay. Let’s write.” 16. Give the students 10 minutes to write the “Argument” section of the report. As they work, be sure to move from student to student to check in, ask probing questions, and offer a suggestion if a student gets stuck.

Stage 7: Peer Review (30 minutes) Your students will use either the Investigation Handout or the investigation log in the student workbook when doing the peer review. When you give the directions shown in quotes in the following steps, substitute “workbook” (as shown in brackets) for “Investigation Handout” if they are using the workbook. 1. Tell the students, “We are now going to review our reports to find ways to make them better. I’m going to come around and collect your Investigation Handout [workbook]. While I do that, please take out a pencil.” 2. Collect the Investigation Handouts or workbooks from the students. 3. If possible, use a document camera to project the peer-review guide (PRG; see Appendix 4) on a screen or board (or take a picture of it and project the picture on a screen or board).

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4. Tell the students, “We are going to use this peer-review guide to give each other feedback.” Point to the image. 5. Give the following instructions: • If using the Investigation Handout, tell the students, “I’m going to ask you to work with a partner to do this. I’m going to give you and your partner a draft report to read and a peer-review guide to fill out. You two will then read the report together. Once you are done reading the report, I want you to answer each of the questions on the peer-review guide.” Point to the review questions on the image of the PRG. • If using the workbook, tell the students, “I’m going to ask you to work with a partner to do this. I’m going to give you and your partner a draft report to read. You two will then read the report together. Once you are done reading the report, I want you to answer each of the questions on the peer-review guide that is right after the report in the investigation log.” Point to the review questions on the image of the PRG. 6. Tell the students, “You can check yes,’ almost,’ or no’ after each question.” Point to the checkboxes on the image of the PRG. 7. Tell the students, “This will be your rating for this part of the report. Make sure you agree on the rating you give the author. If you mark almost’ or no,’ then you need to tell the author what he or she needs to do to get a yes.’” Point to the space for the reviewer feedback on the image of the PRG. 8. Tell the students, “It is really important for you to give the authors feedback that is helpful. That means you need to tell them exactly what they need to do to make their report better.” Ask the students, “Do you have any questions about what you need to do?” 9. Answer any questions that come up. 10. Tell the students, “Please sit with a partner who is not in your current group.” Allow the students time to sit with a partner. 11. Give the following instructions: • If using the Investigation Handout, tell the students, “Okay, I am now going to give you one report to read and one peer-review guide to fill out.” Pass out one report to each pair. Make sure that the report you give a pair was not written by one of the students in that pair. Give each pair one PRG to fill out as a team. • If using the workbook, tell the students, “Okay, I am now going to give you one report to read.” Pass out a workbook to each pair. Make sure that the workbook you give a pair is not from one of the students in that pair. 12. Tell the students, “Okay, I’m going to give you 15 minutes to read the report I gave you and to fill out the peer-review guide. Go ahead and get started.”

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Investigation 8. Characteristics of Sound Waves: How Can We Use the Properties of Waves to Explain Different Sounds?

13. Give the students 15 minutes to work. As they work, move around from pair to pair to check in and see how things are going, answer questions, and offer advice. 14. After 15 minutes pass, tell the students, “Okay, time is up.” If using the Investigation Handout, say, “Please give me the report and the peer-review guide that you filled out.” If using the workbook, say, “Please give me the workbook that you have.” 15. Collect the Investigation Handouts and the PRGs, or collect the workbooks if they are being used. Be sure you keep the handout and the PRG together. 16. Give the following instructions: • If using the Investigation Handout, tell the students, “Okay, I am now going to give you a different report to read and a new peer-review guide to fill out.” Pass out another report to each pair. Make sure that this report was not written by one of the students in that pair. Give each pair a new PRG to fill out as a team. • If using the workbook, tell the students, “Okay, I am now going to give you a different report to read.” Pass out a different workbook to each pair. Make sure that the workbook you give a pair is not from one of the students in that pair. 17. Tell the students, “Okay, I’m going to give you 15 minutes to read this new report and to fill out the peer-review guide. Go ahead and get started.” 18. Give the students 15 minutes to work. As they work, move around from pair to pair to check in and see how things are going, answer questions, and offer advice. 19. After 15 minutes pass, tell the students, “Okay, time is up.” If using the Investigation Handout, say, “Please give me the report and the peer-review guide that you filled out.” If using the workbook, say, “Please give me the workbook that you have.” 20. Collect the Investigation Handouts and the PRGs, or collect the workbooks if they are being used. Be sure you keep the handout and the PRG together.

Stage 8: Revise the Report (30 minutes) Your students will use either the Investigation Handout or the investigation log in the student workbook when revising the report. Except where noted below, the directions are the same whether using the handout or the log. 1. Give the following instructions: • If using the Investigation Handout, tell the students, “You are now going to revise your investigation report based on the feedback you get from your classmates.

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Please take out a pencil while I hand back your draft report and the peer-review guide.” • If using the investigation log in the student workbook, tell the students, “You are now going to revise your investigation report based on the feedback you get from your classmates. Please take out a pencil while I hand back your investigation logs.” 2. If using the Investigation Handout, pass back the handout and the PRG to each student. If using the investigation log, pass back the log to each student. 3. Tell the students, “Please take a few minutes to read over the peer-review guide. You should use it to figure out what you need to change in your report and how you will change the report.” 4. Allow the students time to read the PRG. 5. If using the investigation log, if possible use a document camera to project the “Write Your Final Report” section from the investigation log on a screen or board (or take a picture of it and project the picture on a screen or board). 6. Give the following instructions: • If using the Investigation Handout, tell the students, “Okay. Let’s revise our reports. Please take out a piece of paper. I would like you to rewrite your report. You can use your draft report as a starting point, but use the feedback on the peer-review guide to help make it better.” • If using the investigation log, tell the students, “Okay. Let’s revise our reports. I would like you to rewrite your report in the section of the investigation log that says Write Your Final Report.’” Point to the image on the screen and tell the students, “You can use your draft report as a starting point, but use the feedback on the peer-review guide to help make your report better.” Ask the students, “Do you have any questions about what you need to do?” 7. Answer any questions that come up. 8. Tell the students, “Okay. Let’s write.” 9. Give the students 30 minutes to rewrite their report. As they work, move from student to student to check in, ask probing questions, and offer a suggestion if a student gets stuck. 10. Give the following instructions: • If using the Investigation Handout, tell the students, “Okay. Time’s up. I will now come around and collect your Investigation Handout, the peer-review guide, and your final report.” • If using the investigation log, tell the students, “Okay. Time’s up. I will now come around and collect your workbooks.”

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Investigation 8. Characteristics of Sound Waves: How Can We Use the Properties of Waves to Explain Different Sounds?

11. If using the Investigation Handout, collect all the Investigation Handouts, PRGs, and final reports. If using the investigation log, collect all the workbooks. 12. If using the Investigation Handout, use the “Teacher Score” columns in the PRG to grade the final report. If using the investigation log, use the “Investigation Report Grading Rubric” in the investigation log to grade the final report. Whether you are using the handout or the log, you can give the students feedback about their writing in the “Teacher Comments” section.

How to Use the Checkout Questions The Checkout Questions are an optional assessment. We recommend giving them to students one day after they finish stage 8 of the ADI investigation. Appendix 6 provides an answer guide for the Checkout Questions. The Checkout Questions can be used as a formative or summative assessment of student thinking. If you plan to use them as a formative assessment, we recommend that you look over the student answers to determine if you need to reteach the core idea and/or crosscutting concept from the investigation, but do not grade them. If you plan to use them as a summative assessment, we have included a Teacher Scoring Rubric at the end of the Checkout Questions that you can use to score a student’s ability to apply the core idea in a new scenario and explain their use of a crosscutting concept; see Figure 8.7 for an example of the rubric. The rubric includes a 4-point scale that ranges from 0 (the student cannot apply the core idea correctly in all cases and cannot explain the crosscutting concept) to 3 (the student can apply the core idea correctly in all cases and can fully explain the crosscutting concept).

FIGURE 8.7 Example of a Teacher Scoring Rubric with cause and effect as the crosscutting concept

Level

Description

3

The student can apply the core idea correctly in all cases and can fully explain the cause-andeffect relationship.

2

The student can apply the core idea correctly in all cases but cannot fully explain the causeand-effect relationship.

1

The student cannot apply the core idea correctly in all cases but can fully explain the causeand-effect relationship.

0

The student cannot apply the core idea correctly in all cases and cannot explain the causeand-effect relationship.

The Checkout Questions, regardless of how you decide to use them, are a great way to make student thinking visible so you can determine if the students have learned the core idea and the crosscutting concept.

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Connections to Standards Table 8.2 highlights how the investigation can be used to address specific performance expectations from the NGSS, Common Core State Standards (CCSS) in English language arts (ELA) and in mathematics, and English Language Proficiency (ELP) Standards.

TABLE 8.2 Investigation 8 alignment with standards

NGSS performance expectation

Strong alignment • 4-PS4-1: Develop a model of waves to describe patterns in terms of amplitude and wavelength and that waves can cause objects to move.

CCSS ELA—Reading: Key ideas and details Informational Text • CCSS.ELA-LITERACY.RI.4.1: Refer to details and examples in a

text when explaining what the text says explicitly and when drawing inferences from the text.

• CCSS.ELA-LITERACY.RI.4.2: Determine the main idea of a text and explain how it is supported by key details; summarize the text. • CCSS.ELA-LITERACY.RI.4.3: Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. Craft and structure • CCSS.ELA-LITERACY.RI.4.4: Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area. • CCSS.ELA-LITERACY.RI.4.5: Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text. • CCSS.ELA-LITERACY.RI.4.6: Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided. Integration of knowledge and ideas • CCSS.ELA-LITERACY.RI.4.7: Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. • CCSS.ELA-LITERACY.RI.4.8: Explain how an author uses reasons and evidence to support particular points in a text. • CCSS.ELA-LITERACY.RI.4.9: Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. Range of reading and level of text complexity • CCSS.ELA-LITERACY.RI.4.10: By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.

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Investigation 8. Characteristics of Sound Waves: How Can We Use the Properties of Waves to Explain Different Sounds?

Table 8.2 (continued )

CCSS ELA—Writing

Text types and purposes • CCSS.ELA-LITERACY.W.4.1: Write opinion pieces on topics or texts, supporting a point of view with reasons and information. ¡¡CCSS.ELA-LITERACY.W.4.1.A: Introduce

a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose.

¡¡CCSS.ELA-LITERACY.W.4.1.B: Provide

supported by facts and details.

reasons that are

¡¡CCSS.ELA-LITERACY.W.4.1.C: Link

opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).

¡¡CCSS.ELA-LITERACY.W.4.1.D: Provide

a concluding statement or section related to the opinion presented.

• CCSS.ELA-LITERACY.W.4.2: Write informative / explanatory texts to examine a topic and convey ideas and information clearly. ¡¡CCSS.ELA-LITERACY.W.4.2.A: Introduce

a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.

¡¡CCSS.ELA-LITERACY.W.4.2.B: Develop

the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

¡¡CCSS.ELA-LITERACY.W.4.2.C: Link

ideas within categories of information using words and phrases (e.g., another, for example, also, because).

¡¡CCSS.ELA-LITERACY.W.4.2.D: Use

precise language and domain-specific vocabulary to inform about or explain the topic.

¡¡CCSS.ELA-LITERACY.W4.2.E: Provide

a concluding statement or section related to the information or explanation presented.

Production and distribution of writing • CCSS.ELA-LITERACY.W.4.4: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.  • CCSS.ELA-LITERACY.W.4.5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.  • CCSS.ELA-LITERACY.W.4.6: With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.

Continued

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Table 8.2 (continued )

CCSS ELA—Writing (continued )

Research to build and present knowledge • CCSS.ELA-LITERACY.W.4.7: Conduct short research projects that build knowledge through investigation of different aspects of a topic. • CCSS.ELA-LITERACY.W.4.9: Draw evidence from literary or informational texts to support analysis, reflection, and research. Range of writing • CCSS.ELA-LITERACY.W.4.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of disciplinespecific tasks, purposes, and audiences.

CCSS ELA— Speaking and Listening

Comprehension and collaboration • CCSS.ELA-LITERACY.SL.4.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly. ¡¡CCSS.ELA-LITERACY.SL.4.1.A: Come

to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

¡¡CCSS.ELA-LITERACY.SL.4.1.B: Follow

agreed-upon rules for discussions and carry out assigned roles.

¡¡CCSS.ELA-LITERACY.SL.4.1.C: Pose

and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.

¡¡CCSS.ELA-LITERACY.SL.4.1.D: Review

the key ideas expressed and explain their own ideas and understanding in light of the discussion.

• CCSS.ELA-LITERACY.SL.4.2: Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. • CCSS.ELA-LITERACY.SL.4.3: Identify the reasons and evidence a speaker provides to support particular points Presentation of knowledge and ideas • CCSS.ELA-LITERACY.SL.4.4: Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. • CCSS.ELA-LITERACY.SL.4.5: Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes. • CCSS.ELA-LITERACY.SL.4.6: Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation.

Continued

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Investigation 8. Characteristics of Sound Waves: How Can We Use the Properties of Waves to Explain Different Sounds?

Table 8.2 (continued )

CCSS Mathematics— Solve problems involving measurement and conversion of measurements. Measurement • CCSS.MATH.CONTENT.4.MD.A.1: Know relative sizes of and Data measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. 

Represent and interpret data. • CCSS.MATH.CONTENT.4.MD.B.4: Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Solve problems involving addition and subtraction of fractions by using information presented in line plots.

ELP Standards

Receptive modalities • ELP 1: Construct meaning from oral presentations and literary and informational text through grade-appropriate listening, reading, and viewing. • ELP 8: Determine the meaning of words and phrases in oral presentations and literary and informational text. Productive modalities • ELP 3: Speak and write about grade-appropriate complex literary and informational texts and topics. • ELP 4: Construct grade-appropriate oral and written claims and support them with reasoning and evidence. • ELP 7: Adapt language choices to purpose, task, and audience when speaking and writing. Interactive modalities • ELP 2: Participate in grade-appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions. • ELP 5: Conduct research and evaluate and communicate findings to answer questions or solve problems. • ELP 6: Analyze and critique the arguments of others orally and in writing. Linguistic structures of English • ELP 9: Create clear and coherent grade-appropriate speech and text. • ELP 10: Make accurate use of standard English to communicate in grade-appropriate speech and writing.

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Investigation Handout

Investigation 8

Characteristics of Sound Waves: How Can We Use the Properties of Waves to Explain Different Sounds? Introduction When you hit a solid object, it will often bend a little bit and then move back and forth. This back-and-forth motion is called a vibration. An object that is vibrating can produce a sound. Take a few minutes to explore what happens when you hit the end of a tuning fork on a table. As you explore what happens over time, keep track of what you observe and what you are wondering about in the boxes below.

Things I OBSERVED …

Things I WONDER about …

Sound is a wave. Sound waves, like all waves, are created when a disturbance travels through a substance or material from one place to another. In this case, you created a sound wave by making a disturbance in the air. You created a disturbance in the air by striking a tuning fork and making the tines vibrate. As the tines moved back and forth, they disturbed the surrounding air. The disturbance in the air then moved out away from the tuning fork in all directions. You are able to hear sound because your ears are able to detect a disturbance as it moves through air.

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Investigation 8. Characteristics of Sound Waves: How Can We Use the Properties of Waves to Explain Different Sounds?

We can use a tool called an oscilloscope to see sound waves. An oscilloscope measures changes in air pressure and then uses this information to create a model of a sound wave. A sound wave has some specific properties when we see it on the screen of an oscilloscope. The model of the sound wave will always have a high point and a low point. The high point of the wave is called the crest, and the low point of the wave is called the trough. The point between the high point and the low point of the wave is called the resting point. The line you see on the oscilloscope when there is no sound runs through the resting point. The distance between the resting point and the top of the crest or the distance between the resting point and bottom of the trough is called the amplitude of a wave. The distance between two crests separated by a trough or two troughs separated by a crest is called the wavelength of a wave. We can use these properties of waves to describe any sound wave that we see on an oscilloscope. Your goal in this investigation is to figure out how the characteristics of the sounds that we are able to hear are related to the properties of a sound wave that we see on an oscilloscope. You will focus on two characteristics of a sound during this investigation: (1) pitch and (2) volume. You can make sounds at different pitches by using different tuning forks. Some tuning forks produce a high-pitched sound, and some produce a low-pitched sound. You can increase the volume of a sound by striking a tuning force with different amounts of force. When you strike a tuning fork with a small force you will produce a soft sound, and when you strike a tuning fork with a large force you will produce a loud sound. You can also make a sound louder or softer by moving the tuning fork closer to or farther away from the oscilloscope microphone. Your teacher will show you how to use an oscilloscope before you begin designing your investigation. As you design and carry out your investigation, be sure to keep in mind that sound waves are a disturbance in the air that travels from one place to another, vibrating objects create disturbances in the air, and waves have specific properties that we can use to describe them.

Things we KNOW from what we read …

What we will NEED to figure out …

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Investigation Handout Your Task Use what you know about waves, patterns, and measurement scales to design and carry out an investigation to learn more about how the pitch and volume of a sound are related to the amplitude and wavelength of a sound wave that is seen on an oscilloscope. The guiding question of this investigation is, How can we use the properties of waves to e plain different sounds?

Materials You may use any of the following materials during your investigation: • Safety glasses or goggles (required)

• Microphone

• Set of 8 tuning forks

• Computer

• Ruler

In addition, you will use an online version of an oscilloscope, called Virtual Oscilloscope, in your investigation; it can be accessed at https://academo.org/demos/ virtual-oscilloscope.

Safety Rules Follow all normal safety rules. In addition, be sure to follow these rules: • Wear sanitized safety glasses or goggles during setup, investigation activity, and cleanup. • Do not hit other people with the tuning forks. • Wash your hands with soap and water when you are done collecting the data.

Plan Your Investigation Prepare a plan for your investigation by filling out the chart that follows; this plan is called an investigation proposal. Before you start developing your plan, be sure to discuss the following questions with the other members of your group: • What types of patterns might we look for to help answer the guiding question? • How can we find patterns by taking measurements, and what scale should we use?

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Investigation 8. Characteristics of Sound Waves: How Can We Use the Properties of Waves to Explain Different Sounds?

Our guiding question:

We will collect the following data:

These are the steps we will follow to collect data:

I approve of this investigation proposal. Teacher’s signature

Date

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Investigation Handout Collect Your Data Keep a record of what you measure or observe during your investigation in the space below.

Analyze Your Data You will need to analyze the data you collected before you can develop an answer to the guiding question. To do this, create two graphs. Each graph should show a relationship between something you changed and what you measured or observed as a result of what you changed.

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Investigation 8. Characteristics of Sound Waves: How Can We Use the Properties of Waves to Explain Different Sounds?

Draft Argument

The Guiding Question:

Develop an argument on a whiteboard. It should include the following:

Our Claim:

1. A claim: Your answer to the guiding question.

Our Evidence:

2. Evidence: An analysis of the data and an explanation of what the analysis means.

Our Justification of the Evidence:

3. A justification of the evidence: Why your group thinks the evidence is important.

Argumentation Session Share your argument with your classmates. Be sure to ask them how to make your draft argument better. Keep track of their suggestions in the space below.

Ways to IMPROVE our argument …

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Investigation Handout Draft Report Prepare an investigation report to share what you have learned. Use the information in this handout and your group’s final argument to write a draft of your investigation report.

Introduction We have been studying _______________________________________________________ in class. Before we started this investigation, we explored ___________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ We noticed ________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ My goal for this investigation was to figure out _____________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ The guiding question was _____________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________

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Investigation 8. Characteristics of Sound Waves: How Can We Use the Properties of Waves to Explain Different Sounds?

Method To gather the data I needed to answer this question, I _______________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ I then analyzed the data I collected by ___________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________

Argument My claim is ________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ The graphs that follow show ___________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________

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Investigation Handout __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________

These analyses of the data I collected suggest ____________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ This evidence is important because of several scientific concepts. The first one is _________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________

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Investigation 8. Characteristics of Sound Waves: How Can We Use the Properties of Waves to Explain Different Sounds?

Review Your friends need your help Review the draft of their investigation reports and give them ideas about how to improve. Use the peer-review guide when doing your review.

Submit Your Final Report Once you have received feedback from your friends about your draft report, create your final investigation report and hand it in to your teacher.

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Checkout Questions Investigation 8. Characteristics of Sound Waves 1. The image below shows a sound wave when viewed using an oscilloscope. Draw how the properties of this sound wave would change if someone made the sound louder.

2. The image below shows another sound wave when viewed using an oscilloscope. Draw how the properties of this sound wave would change if someone made the pitch higher.

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Investigation 8. Characteristics of Sound Waves: How Can We Use the Properties of Waves to Explain Different Sounds?

3. The image below shows another sound wave when viewed using an oscilloscope. Draw how the properties of this sound wave would change if someone made the pitch lower.

4. Explain your thinking. How did you use what know about wave properties and patterns to answer these questions? __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________

Teacher Scoring Rubric for the Checkout Questions

Level

Description

3

The student can apply the core idea correctly in all cases and can fully explain the pattern.

2

The student can apply the core idea correctly in all cases but cannot fully explain the pattern.

1

The student cannot apply the core idea correctly in all cases but can fully explain the pattern.

0

The student cannot apply the core idea correctly in all cases and cannot explain the pattern.

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353

Teacher Notes Investigation 9

Light and Reflection: What Is the Relationship Between the Location of an Object and the Location of Its Image in a Mirror? Purpose The purpose of this investigation is to give students an opportunity to use one disciplinary core idea (DCI), two crosscutting concepts (CCs), and eight scientific and engineering practices (SEPs) to figure out how to predict the location of an image that is formed in a mirror. Students will also learn about the difference between theories and laws in science during the reflective discussion.

Background Information About This Investigation We can only see objects when light is available to illuminate them. Very hot objects, such as the filament in a lightbulb or the Sun, give off light. This light travels to different objects. Some objects are made of materials that allow all light to pass through them, other materials allow only some light through, and some materials block all the light and create a dark shadow on any surface beyond them (i.e., on the other side from the light source), where the light cannot reach. We can see an object when light reflected from its surface enters our eyes. Once light reaches our eyes, signals are sent to our brain, and our brain interprets the light that hits our eyes in a way that allows us to see the appearance, location, and movement of the object that we are looking at. Therefore, for an object to be visible to us, the object must either produce its own light or reflect light that was produced by something else. We also must have a line of sight (an unobstructed imaginary line that stretches between two objects) between that object and our eyes to see an object. When we have a line of sight, light is able to travel from that object to our eyes. When there is no line of sight, light is unable to travel from an object to our eyes (e.g., when an object is behind another object). We can use mirrors to redirect light and create a line of sight when there is no line of sight. When we see an image of an object in a plane (flat) mirror, the image of the object is the same size as the actual object and is the same distance behind the mirror as the actual object is in front of the mirror.

The DCI, CCs, and SEPs That Students Use During This Investigation DCI • PS4.B: Electromagnetic Radiation: An object can be seen when light reflected from its surface enters the eye.

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Investigation 9. Light and Reflection: What Is the Relationship Between the Location of an Object and the Location of Its Image in a Mirror?

CCs • CC 1: Patterns: Similarities and differences in patterns can be used to sort, classify, communicate, and analyze simple rates of change for natural phenomena and designed products. Patterns of change can be used to make predictions. Patterns can be used as evidence to support an explanation. • CC 2: Cause and Effect: Cause-and-effect relationships are routinely identified, tested, and used to explain change. Events that occur together with regularity might or might not be a cause-and-effect relationship.

SEPs • SEP 1: Asking Questions and Defining Problems: Ask questions about what would happen if a variable is changed. Ask questions that can be investigated and predict reasonable outcomes based on patterns such as cause-and-effect relationships. • SEP 2: Developing and Using Models: Identify limitations of models. Collaboratively develop and/or revise a model based on evidence that shows the relationships among variables for frequent and regular occurring events. Develop a model using an analogy, example, or abstract representation to describe a scientific principle or design solution. Develop and/or use models to describe and/or predict phenomena. • SEP 3: Planning and Carrying Out Investigations: Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence, using fair tests in which variables are controlled and the number of trials considered. Evaluate appropriate methods and/or tools for collecting data. • SEP 4: Analyzing and Interpreting Data: Represent data in tables and/or various graphical displays (bar graphs, pictographs, and/or pie charts) to reveal patterns that indicate relationships. Analyze and interpret data to make sense of phenomena, using logical reasoning, mathematics, and/or computation. Compare and contrast data collected by different groups in order to discuss similarities and differences in their findings. • SEP 5: Using Mathematics and Computational Thinking: Organize simple data sets to reveal patterns that suggest relationships. Describe, measure, estimate, and/ or graph quantities (e.g., area, volume, weight, time) to address scientific and engineering questions and problems. • SEP 6: Constructing Explanations and Designing Solutions: Construct an explanation of observed relationships. Use evidence to construct or support an explanation. Identify the evidence that supports particular points in an explanation. • SEP 7: Engaging in Argument From Evidence: Compare and refine arguments based on an evaluation of the evidence presented. Distinguish among facts,

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Teacher Notes

reasoned judgment based on research findings, and speculation in an explanation. Respectfully provide and receive critiques from peers about a proposed procedure, explanation, or model by citing relevant evidence and posing specific questions. • SEP 8: Obtaining, Evaluating, and Communicating Information: Read and comprehend grade-appropriate complex texts and/or other reliable media to summarize and obtain scientific and technical ideas. Combine information in written text with that contained in corresponding tables, diagrams, and/or charts to support the engagement in other scientific and/or engineering practices. Communicate scientific and/or technical information orally and/or in written formats, including various forms of media as well as tables, diagrams, and charts.

Other Concepts That Students May Use During This Investigation Students might also use some of the following concepts: • Very hot objects, such as the filament in a lightbulb or the Sun, give off light. • Some objects are made of materials that allow all light to pass through them, other materials allow only some light through, and some materials block all the light and create a dark shadow on any surface beyond them (i.e., on the other side from the light source), where the light cannot reach. • Once light reaches our eyes, signals are sent to our brain, and our brain interprets the light that hits our eyes in a way that allows us to see the appearance, location, and movement of the object that we are looking at. • We must have a line of sight between our eyes and an object to see that object. When we have a line of sight, light is able to travel from that object to our eyes; if we do not have a line of sight, light is unable to travel from the object to our eyes.

What Students Figure Out The image of an object that we see in a flat mirror is the same size as the actual object and is the same distance behind the mirror as the actual object is in front of the mirror.

Timeline The time needed to complete this investigation is 250 minutes (4 hours and 10 minutes). The amount of instructional time needed for each stage of the investigation is as follows: • Stage 1. Introduce the task and the guiding question: 35 minutes • Stage 2. Design a method and collect data: 40 minutes • Stage 3. Create a draft argument: 40 minutes • Stage 4. Argumentation session: 30 minutes

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Investigation 9. Light and Reflection: What Is the Relationship Between the Location of an Object and the Location of Its Image in a Mirror?

• Stage 5. Reflective discussion: 15 minutes • Stage 6. Write a draft report: 30 minutes • Stage 7. Peer review: 30 minutes • Stage 8. Revise the report: 30 minutes This investigation can be completed in one day or over eight days (one day for each stage) during your designated science time in the daily schedule.

Materials and Preparation The materials needed for this investigation are listed in Table 9.1. The individual items can be purchased from a science education supply company such as Ward’s Science (www. wardsci.com), Flinn Scientific (www.flinnsci.com), or Carolina (www.carolina.com); at a bigbox retail store such as Wal-Mart or Target; or through an online retailer such as Amazon. The coordinate paper and grid paper can be downloaded from the book’s Extras page at www.nsta.org/adi-4th. The materials for this investigation can also be purchased as a complete kit (which includes enough materials for 24 students, or six groups) at www. argumentdriveninquiry.com.

TABLE 9.1 Materials for Investigation 9

Item

Quantity

Safety glasses or goggles

1 per student

Plastic plane mirror, 4" × 6"

1 per group

Folder, 8½" × 11"

1 per group

Small plastic toy

1 per group

Pencils

2 per group

One-hole rubber stoppers, size 9

2 per group

Mirror stands

2 per group

Grid or coordinate paper (1 cm)

2 or more per group

Protractor

1 per group

Ruler

1 per group

Whiteboard, 2' × 3'*

1 per group

Investigation Handout

1 per student

Peer-review guide and teacher scoring rubric

1 per student

Checkout Questions (optional)

1 per student

*As an alternative, students can use computer and presentation software such as Microsoft PowerPoint or Apple Keynote to create their arguments.

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Teacher Notes

To determine the location of an image of a pencil in a mirror, start by placing a piece of grid or coordinate paper on a table. Then place two mirror stands on the mirror so it will stand perpendicular to the table. Place the mirror in the middle of the grid or coordinate paper (see Figure 9.1). Insert two pencils into two different rubber stoppers so they can stand upright. Place one of these pencils in front of the mirror; this is pencil A. Look at the image of pencil A in the mirror. Place the second pencil (pencil B) behind the mirror so the portion of pencil B that you can see is aligned with the image of pencil A (see Figure 9.1). From there, change your eye position and see if the image of pencil A is aligned with the location of pencil B. If it is not, move pencil B so it is aligned with the image of pencil A that you see. Once you are able to change your eye position without having to move pencil B to align it with the image of pencil A, you have found the image location of pencil A. You can then record where the pencil and the image of the pencil are located in relationship to each other and the mirror based on where pencils A and B are located on the grid or coordinate paper. From there, you can change the location of pencil A and repeat this process.

FIGURE 9.1 How to determine the location of the image of a pencil in a mirror

We recommend that you practice this method for finding the location of an object in a mirror before you have your students start this investigation. It is important that you understand how to do it so you can demonstrate it for your students and help them when they get stuck. Be sure to use a set routine for distributing and collecting the materials. One option is to organize the materials into kits that you can deliver to each group. A second option is to have all the materials on a table or cart at a central location. You can then assign a member

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Investigation 9. Light and Reflection: What Is the Relationship Between the Location of an Object and the Location of Its Image in a Mirror?

of each group to be the “materials manager.” This individual is responsible for collecting all the materials his or her group needs from the table or cart during class and for returning all the materials at the end of the class.

Safety Precautions Remind students to follow all normal investigation safety rules. In addition, tell the students to take the following safety precautions: • Wear sanitized safety glasses or goggles during setup, investigation activity, and cleanup. • Wash their hands with soap and water when done collecting the data.

Lesson Plan by Stage Stage 1: Introduce the Task and the Guiding Question (35 minutes) 1. Ask the students to sit in six groups, with three or four students in each group. 2. Ask students to clear off their desks except for a pencil (and their Student Workbook for Argument-Driven Inquiry in Fourth-Grade Science if they have one). 3. Pass out an Investigation Handout to each student (or ask students to turn to Investigation Log 9 in their workbook). 4. Read the first paragraph of the “Introduction” aloud to the class. Ask the students to follow along as you read. 5. Pass out a mirror, a small plastic toy, and a folder to each group. Tell the students to see if they can find a way to be able to see the plastic toy when it is behind the folder by only using the mirror (and without moving the folder). 6. Tell the students to record their observations and questions in the “OBSERVED/ WONDER” chart in the “Introduction” section of their Investigation Handout (or the investigation log in their workbook). 7. After students have recorded their observations and questions, ask students to share what they observed about the reflection in the mirror. 8. Ask students to share what questions they have about what they observed. 9. Tell the students, “Some of your questions might be answered by reading the rest of the Introduction.’” 10. Ask the students to read the rest of the “Introduction” on their own or ask them to follow along as you read the rest aloud. 11. Once the students have read the rest of the “Introduction,” ask them to fill out the “KNOW/NEED” chart on their Investigation Handout (or in their investigation log) as a group.

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Teacher Notes

12. Ask students to share what they learned from the reading. Add these ideas to a class “know / need to figure out” chart. 13. Ask students to share what they think they will need to figure out based on what they read. Add these ideas to the class “know / need to figure out” chart. 14. Tell the students, “It looks like we have something to figure out. Let’s see what we will need to do during our investigation.” 15. Read the task and the guiding question aloud. 16. Tell the students, “I have lots of materials here that you can use”. 17. Introduce the students to the materials available for them to use during the investigation by showing them how to find the location of an image in a mirror (see “Materials and Preparation” section). Then give them an opportunity to try out the method. Be sure to collect the materials from them before you move on to the next stage.

Stage 2: Design a Method and Collect Data (40 minutes) 1. Tell the students, “I am now going to give you and the other members of your group about 15 minutes to plan your investigation. Before you begin, I want you all to take a couple of minutes to discuss the following questions with the rest of your group.” 2. Show the following questions on the screen or board: • What types of patterns might we look for to help answer the guiding question? • What information do we need to find a relationship between a cause and an effect? 3. Tell the students, “Please take a few minutes to come up with an answer to these questions.” Give the students two or three minutes to discuss these two questions. 4. Ask two or three different groups to share their answers. Be sure to highlight or write down any important ideas on the board so students can refer to them later. 5. If possible, use a document camera to project an image of the graphic organizer for this investigation on a screen or board (or take a picture of it and project the picture on a screen or board). Tell the students, “I now want you all to plan out your investigation. To do that, you will need to create an investigation proposal by filling out this graphic organizer.” 6. Point to the box labeled “Our guiding question:” and tell the students, “You can put the question we are trying to answer in this box.” Then ask, “Where can we find the guiding question?”

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Investigation 9. Light and Reflection: What Is the Relationship Between the Location of an Object and the Location of Its Image in a Mirror?

7. Wait for a student to answer where to find the guiding question (the answer is “in the handout”). 8. Point to the box labeled “This is a picture of how we will set up the equipment:” and tell the students, “You can draw a picture in this box of how you will set up the equipment to carry out this investigation.” 9. Point to the box labeled “We will collect the following data:” and tell the students, “You can list the measurements or observations that you will need to collect during the investigation in this box.” 10. Point to the box labeled “These are the steps we will follow to collect data:” and tell the students, “You can list what you are going to do to collect the data you need and what you will do with your data once you have it. Be sure to give enough detail that I could do your investigation for you.” 11. Ask the students, “Do you have any questions about what you need to do?” 12. Answer any questions that come up. 13. Tell the students, “Once you are done, raise your hand and let me know. I’ll then come by and look over your proposal and give you some feedback. You may not begin collecting data until I have approved your proposal by signing it. You need to have your proposal done in the next 15 minutes.” 14. Give the students 15 minutes to work in their groups on their investigation proposal. As they work, move from group to group to check in, ask probing questions, and offer a suggestion if a group gets stuck. 15. As each group finishes its investigation proposal, be sure to read it over and determine if it will be productive or not. If you feel the investigation will be productive (not necessarily what you would do or what the other groups are doing), sign your name on the proposal and let the group start collecting data. If the plan needs to be changed, offer some suggestions or ask some probing questions, and have the group make the changes before you approve it. 16. Tell the students to collect their data and record their observations or measurements in the “Collect Your Data” box in their Investigation Handout (or the investigation log in their workbook). 17. Give the students 20 minutes to collect their data. 18. Collect the materials from each group before asking them to analyze their data.

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Teacher Notes

What should a student-designed investigation look like? The students’ investigation proposal should include the following information: • The guiding question is “What is the relationship between the location of an object and the location of its image in a mirror?” • Students should collect data about (1) the relative location of pencil A and the mirror and (2) the relative location of pencil B and the mirror. • The steps that the students will follow to collect the data should reflect the measurements that they decide to examine. However, a procedure might include the following steps: 1. Place a pencil in front of the mirror. 2. Record the relative location of the pencil using a ruler and 1 cm grid paper (or 1 cm coordinate paper). 3. Find the location of the image in the mirror by moving the second pencil around until it matches the image of the pencil in front of the mirror. 4. Record the relative location of the second pencil using a ruler and 1 cm grid paper (or 1 cm coordinate paper). 5. Repeat steps 1–4 at least five times using a different location for the first pencil each time. This is just one example of how they can collect the data, and there should be a lot of variation in the student-designed investigations.

Stage 3: Create a Draft Argument (40 minutes) 1. Tell the students, “Now that we have all this data, we need to analyze the data so we can figure out an answer to the guiding question.” 2. If possible, project an image of the “Analyze Your Data” section for this investigation on a screen or board using a document camera (or take a picture of it and project the picture on a screen or board). Point to the section and tell the students, “You can create a table or graph as a way to analyze your data. You can make it in this section.” 3. Ask the students, “What information do we need to include in this table or graph?” 4. Tell the students, “Please take a few minutes to discuss this question with your group, and be ready to share.” 5. Give the students five minutes to discuss.

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Investigation 9. Light and Reflection: What Is the Relationship Between the Location of an Object and the Location of Its Image in a Mirror?

6. Ask two or three different groups to share their answers. Be sure to highlight or write down any important ideas on the board so students can refer to them later. 7. Tell the students, “I am now going to give you and the other members of your group about 10 minutes to create your table or graph.” If the students are having trouble making a table or graph, you can take a few minutes to provide a mini-lesson about how to create a table or graph from a bunch of observations or measurements (this strategy is called just-in-time instruction because it is offered only when students get stuck).

What should a table or graph look like for this investigation? There are a number of different ways that students can analyze the observations or measurements they collect during this investigation. One of the most straightforward ways is to create a line graph. A line graph should have the distance between the first pencil and the mirror on the horizontal or x-axis and the distance between the mirror and the pencil on the vertical or y-axis. Each pencil location will be a different point on the graph. An example of this type of graph can be seen in Figure 9.2 (p. 364). There are other options for analyzing the collected data. Students often come up with unique ways of analyzing their data, so be sure to give them some voice and choice during this stage. 8. Give the students 10 minutes to analyze their data. As they work, move from group to group to check in, ask probing questions, and offer suggestions. 9. Tell the students, “I am now going to give you and the other members of your group 15 minutes to create an argument to share what you have learned and convince others that they should believe you. Before you do that, we need to take a few minutes to discuss what you need to include in your argument.” 10. If possible, use a document camera to project the “Argument Presentation on a Whiteboard” image from the Investigation Handout (or the investigation log in their workbook) on a screen or board (or take a picture of it and project the picture on a screen or board). 11. Point to the box labeled “The Guiding Question:” and tell the students, “You can put the question we are trying to answer here on your whiteboard.” 12. Point to the box labeled “Our Claim:” and tell the students, “You can put your claim here on your whiteboard. The claim is your answer to the guiding question.”

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363

Teacher Notes

FIGURE 9.2 Example of an argument

13. Point to the box labeled “Our Evidence:” and tell the students, “You can put the evidence that you are using to support your claim here on your whiteboard. Your evidence will need to include the analysis you just did and an explanation of what your analysis means or shows. Scientists always need to support their claims with evidence.” 14. Point to the box labeled “Our Justification of the Evidence:” and tell the students, “You can put your justification of your evidence here on your whiteboard. Your justification needs to explain why your evidence is important. Scientists often use core ideas to explain why the evidence they are using matters. Core ideas are important concepts that scientists use to help them make sense of what happens during an investigation.” 15. Ask the students, “What are some core ideas that we read about earlier that might help us explain why the evidence we are using is important?” 16. Ask students to share some of the core ideas from the “Introduction” section of the Investigation Handout (or the investigation log in the workbook). List these core ideas on the board.

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Investigation 9. Light and Reflection: What Is the Relationship Between the Location of an Object and the Location of Its Image in a Mirror?

17. Tell the students, “That is great. I would like to see everyone try to include these core ideas in your justification of the evidence. Your goal is to use these core ideas to help explain why your evidence matters and why the rest of us should pay attention to it.” 18. Ask the students, “Do you have any questions about what you need to do?” 19. Answer any questions that come up. 20. Tell the students, “Okay, go ahead and start working on your arguments. You need to have your argument done in the next 15 minutes. It doesn’t need to be perfect. We just need something down on the whiteboards so we can share our ideas.” 21. Give the students 15 minutes to work in their groups on their arguments. As they work, move from group to group to check in, ask probing questions, and offer a suggestion if a group gets stuck. Figure 9.2 shows an example of an argument for this investigation.

Stage 4: Argumentation Session (30 minutes) The argumentation session can be conducted in a whole-class presentation format, a gallery walk format, or a modified gallery walk format. We recommend using a whole-class presentation format for the first investigation, but try to transition to either the gallery walk or modified gallery walk format as soon as possible because that will maximize student voice and choice inside the classroom. The following list shows the steps for the three formats; unless otherwise noted, the steps are the same for all three formats. 1. Begin by introducing the use of the whiteboard. • If using the whole-class presentation format, tell the students, “We are now going to share our arguments. Please set up your whiteboards so everyone can see them.” • If using the gallery walk or modified gallery walk format, tell the students, “We are now going to share our arguments. Please set up your whiteboards so they are facing the walls.” 2. Allow the students to set up their whiteboards. • If using the whole-class presentation format, the whiteboards should be set up on stands or chairs so they are facing toward the center of the room. • If using the gallery walk or modified gallery walk format, the whiteboards should be set up on stands or chairs so they are facing toward the outside of the room. 3. Give the following instructions to the students: • If using the whole-class presentation format or the modified gallery walk format, tell the students, “Okay, before we get started I want to explain what we are going to do next. I’m going to ask some of you to present your arguments to your

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classmates. If you are presenting your argument, your job is to share your group’s claim, evidence, and justification of the evidence. The rest of you will be reviewers. If you are a reviewer, your job is to listen to the presenters, ask the presenters questions if you do not understand something, and then offer them some suggestions about ways to make their argument better. After we have a chance to learn from each other, I’m going to give you some time to revise your arguments and make them better.” • If using the gallery walk format, tell the students, “Okay, before we get started I want to explain what we are going to do next. You are going to have an opportunity to read the arguments that were created by other groups. Your group will go to a different group’s argument. I’ll give you a few minutes to read it and review it. Your job is to offer them some suggestions about ways to make their argument better. You can use sticky notes to give them suggestions. Please be specific about what you want to change and how you think they should change it. After we have a chance to learn from each other, I’m going to give you some time to revise your arguments and make them better.” 4. Use a document camera to project the “Ways to IMPROVE our argument …” box from the Investigation Handout (or the investigation log in their workbook) on a screen or board (or take a picture of it and project the picture on a screen or board). • If using the whole-class presentation format or the modified gallery walk format, point to the box and tell the students, “If you are a presenter, you can write down the suggestions you get from the reviewers here. If you are a reviewer and you see a good idea from another group, you can write down that idea here. Once we are done with the presentations, I will give you a chance to use these suggestions or ideas to improve your arguments. • If using the gallery walk format, point to the box and tell the students, “If you see a good idea from another group, you can write it down here. Once we are done reviewing the different arguments, I will give you a chance to use these ideas to improve your own arguments. It is important to share ideas like this.” Ask the students, “Do you have any questions about what you need to do?” 5. Answer any questions that come up. 6. Give the following instructions: • If using the whole-class presentation format, tell the students, “Okay. Let’s get started.” • If using the gallery walk format, tell the students, “Okay, I’m now going to tell you which argument to go to and review. • If using the modified gallery walk format, tell the students, “Okay, I’m now going to assign you to be a presenter or a reviewer.” Assign one or two students from

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Investigation 9. Light and Reflection: What Is the Relationship Between the Location of an Object and the Location of Its Image in a Mirror?

each group to be presenters and one or two students from each group to be reviewers. 7. Begin the review of the arguments. • If using the whole-class presentation format, have four or five groups present their arguments one at a time. Give each group only two to three minutes to present their argument. Then give the class two to three minutes to ask them questions and offer suggestions. Be sure to encourage as much participation from the students as possible. • If using the gallery walk format, tell the students, “Okay. Let’s get started. Each group, move one argument to the left. Don’t move to the next argument until I tell you to move. Once you get there, read the argument and then offer suggestions about how to make it better. I will put some sticky notes next to each argument. You can use the sticky notes to leave your suggestions.” Give each group about three to four minutes to read the arguments, talk, and offer suggestions. a. Tell the students, “Okay. Let’s rotate. Move one group to the left.” b. Again, give each group three or four minutes to read, talk, and offer suggestions. c. Repeat this process for two more rotations. • If using the modified gallery walk format, tell the students, “Okay. Let’s get started. Reviewers, move one group to the left. Don’t move to the next group until I tell you to move. Presenters, go ahead and share your argument with the reviewers when they get there.” Give each group of presenters and reviewers about three to four minutes to talk. a. Tell the students, “Okay. Let’s rotate. Reviewers, move one group to the left.” b. Again, give each group of presenters and reviewers about three or four minutes to talk. c. Repeat this process for two more rotations. 8. Tell the students to return to their workstations. 9. Give the following instructions about revising the argument: • If using the whole-class presentation format, tell the students, “I’m now going to give you about 10 minutes to revise your argument. Take a few minutes to talk in your groups and determine what you want to change to make your argument better. Once you have decided what to change, go ahead and make the changes to your whiteboard.” • If using the gallery walk format, tell the students, “I’m now going to give you about 10 minutes to revise your argument. Take a few minutes to read the suggestions that were left at your argument. Then talk in your groups and determine what you want to change to make your argument better. Once

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you have decided what to change, go ahead and make the changes to your whiteboard.” • If using the modified gallery walk format, “I’m now going to give you about 10 minutes to revise your argument. Please return to your original groups.” Wait for the students to move back into their original groups and then tell the students, “Okay, take a few minutes to talk in your groups and determine what you want to change to make your argument better. Once you have decided what to change, go ahead and make the changes to your whiteboard.” Ask the students, “Do you have any questions about what you need to do?” 10. Answer any questions that come up. 11. Tell the students, “Okay. Let’s get started.” 12. Give the students 10 minutes to work in their groups on their arguments. As they work, move from group to group to check in, ask probing questions, and offer a suggestion if a group gets stuck.

Stage 5: Reflective Discussion (15 minutes) 1. Tell the students, “We are now going take a minute to talk about what we did and what we have learned.”

FIGURE 9.3 How we see

2. Show the image in Figure 9.3 on a screen. 3. Ask the students, “What do you all see going on here?” 4. Allow students to share their ideas. Keep probing until someone says that light from the Sun is reflecting off a plant and traveling to the person’s eyes. 5. Tell the students, “Okay, let’s make sure we are on the same page. An object can be seen when light reflected from its surface enters the eyes. The fact that we can see because light is reflected off objects and then enters our eyes is an important core idea in science.” 6. Ask the students, “Does anyone have any questions about this core idea?” 7. Answer any questions that come up. 8. Tell the students, “We looked for patterns and cause-and-effect relationships during our investigation.” Then ask, “Can anyone tell me why it is useful to look for patterns and cause-and-effect relationships during an investigation?”

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Investigation 9. Light and Reflection: What Is the Relationship Between the Location of an Object and the Location of Its Image in a Mirror?

9. Allow students to share their ideas. 10. Tell the students, “Looking for patterns and cause-and-effect relationships helps us explain how things work or predict what will happen in the future.” 11. Ask the students, “What did we figure out today by looking for patterns and cause-and-effect relationships?” 12. Allow students to share their ideas. Keep probing until students agree that the image of an object in a plane mirror is the same size as the actual object in front of the mirror and is the same distance behind the mirror as the actual object is in front of the mirror. 13. Place a pencil (in a rubber stopper) 10 cm in front of a mirror. Ask the students, “If I put this pencil 10 cm in front of a mirror, what is the location of its image?” 14. Allow students to share their ideas. Keep probing until students agree that the image will be 10 cm behind the mirror. 15. Tell the students, “That is great, and if we know that, we can predict what will happen the next time we see images in a mirror.” 16. Tell the students, “We are now going take a minute to talk about what went well and what didn’t go so well during our investigation. We need to talk about this because you are going to be planning and carrying your own investigations like this a lot this year, and I want to help you all get better at it.” 17. Show an image of the question “What made your investigation scientific?” on the screen. Tell the students, “Take a few minutes to talk about how you would answer this question with the other people in your group. Be ready to share with the rest of the class.” Give the students two to three minutes to talk in their group. 18. Ask the students, “What do you all think? Who would like to share an idea?” 19. Allow students to share their ideas. Be sure to expand on their ideas about what makes an investigation scientific. 20. Show an image of the question “What made your investigation not so scientific?” on the screen. Tell the students, “Take a few minutes to talk about how you would answer this question with the other people in your group. Be ready to share with the rest of the class.” Give the students two to three minutes to talk in their group. 21. Ask the students, “What do you all think? Who would like to share an idea?” 22. Allow students to share their ideas. Be sure to expand on their ideas about what makes an investigation less scientific. 23. Show an image of the question “What rules can we put into place to help us make sure our next investigation is more scientific?” on the screen. Tell the students, “Take a few minutes to talk about how you would answer this question

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with the other people in your group. Be ready to share with the rest of the class.” Give the students two to three minutes to talk in their group. 24. Ask the students, “What do you all think? Who would like to share an idea?” 25. Allow students to share their ideas. Once they have shared their ideas, offer a suggestion for a possible class rule. 26. Ask the students, “What do you all think? Should we make this a rule?” 27. If the students agree, write the rule on the board or a class “Rules for Scientific Investigation” chart so you can refer to it during the next investigation. 28. Tell the students, “We are now going take a minute to talk about different types of scientific knowledge.” 29. Show an image of the question “What is the difference between a theory and a law?” on the screen. Tell the students, “Take a few minutes to talk about how you would answer this question with the other people in your group. Be ready to share with the rest of the class.” Give the students two to three minutes to talk in their group. 30. Ask the students, “What do you all think? Who would like to share an idea?” 31. Allow students to share their ideas. 32. Tell the students, “Okay, let’s make sure we are all using the same definitions. Scientists develop or use laws to describe what happens in the world. Scientists develop or use theories to explain why things happen.” 33. Show an image of Figure 9.4 along with the statement “The image of an object in a plane mirror is the same distance behind the mirror as the object is in front of the mirror” on the screen. 34. Ask the students, “Is this statement a law or a theory, and why?”

FIGURE 9.4

Former President Obama looking in a mirror

35. Allow students to share their ideas. 36. Tell the students, “That statement is a law because it describes what will happen but does not explain why.” 37. Show an image of Figure 9.4 again along with the statement “To see an object in a mirror, light must be able to come from that object, reflect off the mirror, and enter your eye” on the screen. 38. Ask the students, “Is this statement a law or a theory, and why?”

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Investigation 9. Light and Reflection: What Is the Relationship Between the Location of an Object and the Location of Its Image in a Mirror?

39. Allow students to share their ideas. 40. Tell the students, “That statement is a theory because it explains why we can see an image in a mirror.” 41. Ask the students, “Does anyone have any questions about the difference between a law and a theory in science?” 42. Answer any questions that come up.

Stage 6: Write a Draft Report (30 minutes) Your students will use either the Investigation Handout or the investigation log in the student workbook when writing the draft report. When you give the directions shown in quotes in the following steps, substitute “investigation log” (as shown in brackets) for “handout” if they are using the workbook. 1. Tell the students, “You are now going to write an investigation report to share what you have learned. Please take out a pencil and turn to the Draft Report’ section of your handout [investigation log].” 2. If possible, use a document camera to project the “Introduction” section of the draft report from the Investigation Handout (or the investigation log in their workbook) on a screen or board (or take a picture of it and project the picture on a screen or board). 3. Tell the students, “The first part of the report is called the Introduction.’ In this section of the report you want to explain to the reader what you were investigating, why you were investigating it, and what question you were trying to answer. All of this information can be found in the text at the beginning of your handout [investigation log].” Point to the image and say, “There are some sentence starters here to help you begin writing the report.” Ask the students, “Do you have any questions about what you need to do?” 4. Answer any questions that come up. 5. Tell the students, “Okay. Let’s write.” 6. Give the students 10 minutes to write the “Introduction” section of the report. As they work, move from student to student to check in, ask probing questions, and offer a suggestion if a student gets stuck. 7. If possible, use a document camera to project the “Method” section of the draft report from the Investigation Handout (or the investigation log in their workbook) on a screen or board (or take a picture of it and project the picture on a screen or board). 8. Tell the students, “The second part of the report is called the Method.’ In this section of the report you want to explain to the reader what you did during the investigation, what data you collected and why, and how you went about

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analyzing your data. All of this information can be found in the Plan Your Investigation’ section of your handout [investigation log]. Remember that you all planned and carried out different investigations, so do not assume that the reader will know what you did.” Point to the image and say, “There are some sentence starters here to help you begin writing this part of the report.” Ask the students, “Do you have any questions about what you need to do?” 9. Answer any questions that come up. 10. Tell the students, “Okay. Let’s write.” 11. Give the students 10 minutes to write the “Method” section of the report. As they work, move from student to student to check in, ask probing questions, and offer a suggestion if a student gets stuck. 12. If possible, use a document camera to project the “Argument” section of the draft report from the Investigation Handout (or the investigation log in their workbook) on a screen or board (or take a picture of it and project the picture on a screen or board). 13. Tell the students, “The last part of the report is called the Argument.’ In this section of the report you want to share your claim, evidence, and justification of the evidence with the reader. All of this information can be found on your whiteboard.” Point to the image and say, “There are some sentence starters here to help you begin writing this part of the report.” Ask the students, “Do you have any questions about what you need to do?” 14. Answer any questions that come up. 15. Tell the students, “Okay. Let’s write.” 16. Give the students 10 minutes to write the “Argument” section of the report. As they work, be sure to move from student to student to check in, ask probing questions, and offer a suggestion if a student gets stuck.

Stage 7: Peer Review (30 minutes) Your students will use either the Investigation Handout or the investigation log in the student workbook when doing the peer review. When you give the directions shown in quotes in the following steps, substitute “workbook” (as shown in brackets) for “Investigation Handout” if they are using the workbook. 1. Tell the students, “We are now going to review our reports to find ways to make them better. I’m going to come around and collect your Investigation Handout [workbook]. While I do that, please take out a pencil.” 2. Collect the Investigation Handouts or workbooks from the students.

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Investigation 9. Light and Reflection: What Is the Relationship Between the Location of an Object and the Location of Its Image in a Mirror?

3. If possible, use a document camera to project the peer-review guide (PRG; see Appendix 4) on a screen or board (or take a picture of it and project the picture on a screen or board). 4. Tell the students, “We are going to use this peer-review guide to give each other feedback.” Point to the image. 5. Give the following instructions: • If using the Investigation Handout, tell the students, “I’m going to ask you to work with a partner to do this. I’m going to give you and your partner a draft report to read and a peer-review guide to fill out. You two will then read the report together. Once you are done reading the report, I want you to answer each of the questions on the peer-review guide.” Point to the review questions on the image of the PRG. • If using the workbook, tell the students, “I’m going to ask you to work with a partner to do this. I’m going to give you and your partner a draft report to read. You two will then read the report together. Once you are done reading the report, I want you to answer each of the questions on the peer-review guide that is right after the report in the investigation log.” Point to the review questions on the image of the PRG. 6. Tell the students, “You can check yes,’ almost,’ or no’ after each question.” Point to the checkboxes on the image of the PRG. 7. Tell the students, “This will be your rating for this part of the report. Make sure you agree on the rating you give the author. If you mark almost’ or no,’ then you need to tell the author what he or she needs to do to get a yes.’” Point to the space for the reviewer feedback on the image of the PRG. 8. Tell the students, “It is really important for you to give the authors feedback that is helpful. That means you need to tell them exactly what they need to do to make their report better.” Ask the students, “Do you have any questions about what you need to do?” 9. Answer any questions that come up. 10. Tell the students, “Please sit with a partner who is not in your current group.” Allow the students time to sit with a partner. 11. Give the following instructions: • If using the Investigation Handout, tell the students, “Okay, I am now going to give you one report to read and one peer-review guide to fill out.” Pass out one report to each pair. Make sure that the report you give a pair was not written by one of the students in that pair. Give each pair one PRG to fill out as a team. • If using the workbook, tell the students, “Okay, I am now going to give you one report to read.” Pass out a workbook to each pair. Make sure that the workbook you give a pair is not from one of the students in that pair.

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12. Tell the students, “Okay, I’m going to give you 15 minutes to read the report I gave you and to fill out the peer-review guide. Go ahead and get started.” 13. Give the students 15 minutes to work. As they work, move around from pair to pair to check in and see how things are going, answer questions, and offer advice. 14. After 15 minutes pass, tell the students, “Okay, time is up.” If using the Investigation Handout, say, “Please give me the report and the peer-review guide that you filled out.” If using the workbook, say, “Please give me the workbook that you have.” 15. Collect the Investigation Handouts and the PRGs, or collect the workbooks if they are being used. Be sure you keep the handout and the PRG together. 16. Give the following instructions: • If using the Investigation Handout, tell the students, “Okay, I am now going to give you a different report to read and a new peer-review guide to fill out.” Pass out another report to each pair. Make sure that this report was not written by one of the students in that pair. Give each pair a new PRG to fill out as a team. • If using the workbook, tell the students, “Okay, I am now going to give you a different report to read.” Pass out a different workbook to each pair. Make sure that the workbook you give a pair is not from one of the students in that pair. 17. Tell the students, “Okay, I’m going to give you 15 minutes to read this new report and to fill out the peer-review guide. Go ahead and get started.” 18. Give the students 15 minutes to work. As they work, move around from pair to pair to check in and see how things are going, answer questions, and offer advice. 19. After 15 minutes pass, tell the students, “Okay, time is up.” If using the Investigation Handout, say, “Please give me the report and the peer-review guide that you filled out.” If using the workbook, say, “Please give me the workbook that you have.” 20. Collect the Investigation Handouts and the PRGs, or collect the workbooks if they are being used. Be sure you keep the handout and the PRG together.

Stage 8: Revise the Report (30 minutes) Your students will use either the Investigation Handout or the investigation log in the student workbook when revising the report. Except where noted below, the directions are the same whether using the handout or the log. 1. Give the following instructions: • If using the Investigation Handout, tell the students, “You are now going to revise your investigation report based on the feedback you get from your classmates.

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Investigation 9. Light and Reflection: What Is the Relationship Between the Location of an Object and the Location of Its Image in a Mirror?

Please take out a pencil while I hand back your draft report and the peer-review guide.” • If using the investigation log in the student workbook, tell the students, “You are now going to revise your investigation report based on the feedback you get from your classmates. Please take out a pencil while I hand back your investigation logs.” 2. If using the Investigation Handout, pass back the handout and the PRG to each student. If using the investigation log, pass back the log to each student. 3. Tell the students, “Please take a few minutes to read over the peer-review guide. You should use it to figure out what you need to change in your report and how you will change the report.” 4. Allow the students time to read the PRG. 5. If using the investigation log, if possible use a document camera to project the “Write Your Final Report” section from the investigation log on a screen or board (or take a picture of it and project the picture on a screen or board). 6. Give the following instructions: • If using the Investigation Handout, tell the students, “Okay. Let’s revise our reports. Please take out a piece of paper. I would like you to rewrite your report. You can use your draft report as a starting point, but use the feedback on the peer-review guide to help make it better.” • If using the investigation log, tell the students, “Okay. Let’s revise our reports. I would like you to rewrite your report in the section of the investigation log that says Write Your Final Report.’” Point to the image on the screen and tell the students, “You can use your draft report as a starting point, but use the feedback on the peer-review guide to help make your report better.” Ask the students, “Do you have any questions about what you need to do?” 7. Answer any questions that come up. 8. Tell the students, “Okay. Let’s write.” 9. Give the students 30 minutes to rewrite their report. As they work, move from student to student to check in, ask probing questions, and offer a suggestion if a student gets stuck. 10. Give the following instructions: • If using the Investigation Handout, tell the students, “Okay. Time’s up. I will now come around and collect your Investigation Handout, the peer-review guide, and your final report.” • If using the investigation log, tell the students, “Okay. Time’s up. I will now come around and collect your workbooks.”

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11. If using the Investigation Handout, collect all the Investigation Handouts, PRGs, and final reports. If using the investigation log, collect all the workbooks. 12. If using the Investigation Handout, use the “Teacher Score” columns in the PRG to grade the final report. If using the investigation log, use the “Investigation Report Grading Rubric” in the investigation log to grade the final report. Whether you are using the handout or the log, you can give the students feedback about their writing in the “Teacher Comments” section.

How to Use the Checkout Questions The Checkout Questions are an optional assessment. We recommend giving them to students one day after they finish stage 8 of the ADI investigation. Appendix 6 provides an answer guide for the Checkout Questions. The Checkout Questions can be used as a formative or summative assessment of student thinking. If you plan to use them as a formative assessment, we recommend that you look over the student answers to determine if you need to reteach the core idea and/or crosscutting concept from the investigation, but do not grade them. If you plan to use them as a summative assessment, we have included a Teacher Scoring Rubric at the end of the Checkout Questions that you can use to score a student’s ability to apply the core idea in a new scenario and explain their use of a crosscutting concept; see Figure 9.5 for an example of the rubric. The rubric includes a 4-point scale that ranges from 0 (the student cannot apply the core idea correctly in all cases and cannot explain the crosscutting concept) to 3 (the student can apply the core idea correctly in all cases and can fully explain the crosscutting concept).

FIGURE 9.5 Example of a Teacher Scoring Rubric with cause and effect as the crosscutting concept

Level

Description

3

The student can apply the core idea correctly in all cases and can fully explain the cause-andeffect relationship.

2

The student can apply the core idea correctly in all cases but cannot fully explain the causeand-effect relationship.

1

The student cannot apply the core idea correctly in all cases but can fully explain the causeand-effect relationship.

0

The student cannot apply the core idea correctly in all cases and cannot explain the causeand-effect relationship.

The Checkout Questions, regardless of how you decide to use them, are a great way to make student thinking visible so you can determine if the students have learned the core idea and the crosscutting concept.

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Investigation 9. Light and Reflection: What Is the Relationship Between the Location of an Object and the Location of Its Image in a Mirror?

Connections to Standards Table 9.2 highlights how the investigation can be used to address specific performance expectations from the NGSS, Common Core State Standards (CCSS) in English language arts (ELA) and in mathematics, and English Language Proficiency (ELP) Standards.

TABLE 9.2 Investigation 9 alignment with standards

NGSS performance expectation

Strong alignment • 4-PS4-2: Develop a model to describe that light reflecting from objects and entering the eyes allows objects to be seen.

CCSS ELA—Reading: Key ideas and details Informational Text • CCSS.ELA-LITERACY.RI.4.1: Refer to details and examples in a

text when explaining what the text says explicitly and when drawing inferences from the text.

• CCSS.ELA-LITERACY.RI.4.2: Determine the main idea of a text and explain how it is supported by key details; summarize the text. • CCSS.ELA-LITERACY.RI.4.3: Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. Craft and structure • CCSS.ELA-LITERACY.RI.4.4: Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area. • CCSS.ELA-LITERACY.RI.4.5: Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text. • CCSS.ELA-LITERACY.RI.4.6: Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided. Integration of knowledge and ideas • CCSS.ELA-LITERACY.RI.4.7: Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. • CCSS.ELA-LITERACY.RI.4.8: Explain how an author uses reasons and evidence to support particular points in a text. • CCSS.ELA-LITERACY.RI.4.9: Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.

Continued

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Teacher Notes

Table 9.2 (continued )

CCSS ELA—Reading: Range of reading and level of text complexity Informational • CCSS.ELA-LITERACY.RI.4.10: By the end of the year, read and Text (continued ) comprehend informational texts, including history/social studies,

science, and technical texts, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.

CCSS ELA—Writing

Text types and purposes • CCSS.ELA-LITERACY.W.4.1: Write opinion pieces on topics or texts, supporting a point of view with reasons and information. ¡¡CCSS.ELA-LITERACY.W.4.1.A: Introduce

a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose.

¡¡CCSS.ELA-LITERACY.W.4.1.B: Provide

supported by facts and details.

reasons that are

¡¡CCSS.ELA-LITERACY.W.4.1.C: Link

opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).

¡¡CCSS.ELA-LITERACY.W.4.1.D: Provide

a concluding statement or section related to the opinion presented.

• CCSS.ELA-LITERACY.W.4.2: Write informative / explanatory texts to examine a topic and convey ideas and information clearly. ¡¡CCSS.ELA-LITERACY.W.4.2.A: Introduce

a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.

¡¡CCSS.ELA-LITERACY.W.4.2.B: Develop

the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

¡¡CCSS.ELA-LITERACY.W.4.2.C: Link

ideas within categories of information using words and phrases (e.g., another, for example, also, because).

¡¡CCSS.ELA-LITERACY.W.4.2.D: Use

precise language and domain-specific vocabulary to inform about or explain the topic.

¡¡CCSS.ELA-LITERACY.W4.2.E: Provide

a concluding statement or section related to the information or explanation presented.

Production and distribution of writing • CCSS.ELA-LITERACY.W.4.4: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.  • CCSS.ELA-LITERACY.W.4.5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.  • CCSS.ELA-LITERACY.W.4.6: With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.

Continued

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Investigation 9. Light and Reflection: What Is the Relationship Between the Location of an Object and the Location of Its Image in a Mirror?

Table 9.2 (continued )

CCSS ELA—Writing (continued )

Research to build and present knowledge • CCSS.ELA-LITERACY.W.4.7: Conduct short research projects that build knowledge through investigation of different aspects of a topic. • CCSS.ELA-LITERACY.W.4.9: Draw evidence from literary or informational texts to support analysis, reflection, and research. Range of writing • CCSS.ELA-LITERACY.W.4.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of disciplinespecific tasks, purposes, and audiences.

CCSS ELA— Speaking and Listening

Comprehension and collaboration • CCSS.ELA-LITERACY.SL.4.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly. ¡¡CCSS.ELA-LITERACY.SL.4.1.A: Come

to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

¡¡CCSS.ELA-LITERACY.SL.4.1.B: Follow

agreed-upon rules for discussions and carry out assigned roles.

¡¡CCSS.ELA-LITERACY.SL.4.1.C: Pose

and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.

¡¡CCSS.ELA-LITERACY.SL.4.1.D: Review

the key ideas expressed and explain their own ideas and understanding in light of the discussion.

• CCSS.ELA-LITERACY.SL.4.2: Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. • CCSS.ELA-LITERACY.SL.4.3: Identify the reasons and evidence a speaker provides to support particular points Presentation of knowledge and ideas • CCSS.ELA-LITERACY.SL.4.4: Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. • CCSS.ELA-LITERACY.SL.4.5: Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes. • CCSS.ELA-LITERACY.SL.4.6: Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation.

Continued

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Teacher Notes

Table 9.2 (continued )

CCSS Mathematics— Solve problems involving measurement and conversion of measurements. Measurement • CCSS.MATH.CONTENT.4.MD.A.1: Know relative sizes of and Data measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. 

Represent and interpret data. • CCSS.MATH.CONTENT.4.MD.B.4: Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Solve problems involving addition and subtraction of fractions by using information presented in line plots.

ELP Standards

Receptive modalities • ELP 1: Construct meaning from oral presentations and literary and informational text through grade-appropriate listening, reading, and viewing. • ELP 8: Determine the meaning of words and phrases in oral presentations and literary and informational text. Productive modalities • ELP 3: Speak and write about grade-appropriate complex literary and informational texts and topics. • ELP 4: Construct grade-appropriate oral and written claims and support them with reasoning and evidence. • ELP 7: Adapt language choices to purpose, task, and audience when speaking and writing. Interactive modalities • ELP 2: Participate in grade-appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions. • ELP 5: Conduct research and evaluate and communicate findings to answer questions or solve problems. • ELP 6: Analyze and critique the arguments of others orally and in writing. Linguistic structures of English • ELP 9: Create clear and coherent grade-appropriate speech and text. • ELP 10: Make accurate use of standard English to communicate in grade-appropriate speech and writing.

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Investigation Handout

Investigation 9

Light and Reflection: What Is the Relationship Between the Location of an Object and the Location of Its Image in a Mirror? Introduction Mirrors can be found in our homes and in the places we shop, and sometimes they are even mounted on a pole so people can use them to see around a corner. Take a few minutes to see what you have to do to be able to use a mirror to see behind a folder. Be sure to keep track of what you observe and what you are wondering about as you use the mirror in the boxes below.

Things I OBSERVED …

Things I WONDER about …

We can only see an object that we are looking at when light from that object travels to our eyes. Once light reaches our eyes, signals are sent to our brain, and our brain interprets the light that hits our eyes in a way that allows us to see the appearance, location, and movement of the object that we are looking at. Therefore, for you to be able to see an object, the object must either produce its own light or reflect light that was produced by something else. You are able to see your friends because light is hitting them, bouncing off them, and then traveling to your eye. Argument-Driven Inquiry in Fourth-Grade Science: Three-Dimensional Investigations Copyright © 2019 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit https://www.nsta.org/store/product_detail.aspx?id=10.2505/9781681405209

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Investigation Handout Pick a person in your class. Now take a moment to look at that person. To see that person, you must move your head so your eyes are pointed toward that person. The direction you are looking is called the line of sight. If you wish to view the top of a person’s head, then you must move your head so there is a line of sight between your eyes and the top of that person’s head. If you wish to see your classmate’s feet, then you must move your head so there is a line of sight between your eyes and his or her feet. And if you wish to see an image of a friend in a mirror, then you must move your head until there is a line of sight between your eyes and the location of your friend’s image. To be able to see any object, you must have a line of sight between your eyes and that object. When you have a line of sight, light is able to travel from that object to your eye; if you do not have a line of sight, light is unable to travel from the object to your eye. Your goal in this investigation is to figure out how to predict where an image of a pencil in a mirror will be given the location of the pencil and your line of sight. To determine the location of the pencil image, you will need to use two pencils that are inserted into two different rubber stoppers (so the pencils can stand upright on their own). Place one of these pencils (we will call it pencil A) in front of a mirror. Look at the image of pencil A in the mirror. Place the second pencil (pencil B) behind the mirror so the portion of pencil B that you can see is aligned with the image of pencil A. From there, change your eye position and see if the image of pencil A is aligned with the location of pencil B. If it is not, move pencil B so it is aligned with the image of pencil A that you see. Once you are able to change your eye position without having to move pencil B to align it with the image of pencil A, you have found the image location of pencil A. You can then record where the image is located in relationship to the mirror. From there, you can change the location of pencil A and repeat this process. Your teacher will show you how to do this before you begin designing your investigation. As you carry out your investigation, be sure to keep in mind that we can only see objects that produce or reflect light and we can only see an object when there is a direct line of sight between our eyes and that object.

Things we KNOW from what we read …

382

That we will NEED to figure out …

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Investigation 9. Light and Reflection: What Is the Relationship Between the Location of an Object and the Location of Its Image in a Mirror?

Your Task Use what you know about light, cause and effect, and patterns to design and carry out an investigation to figure out how to predict where the image of an object will be located in a mirror. The guiding question of this investigation is, hat is the relationship between the location of an object and the location of its image in a mirror?

Materials You may use any of the following materials during your investigation: • Safety glasses or goggles (required)

• 2 mirror stands

• Plane mirror

• Ruler

• Protractor

• 2 pencils (each inserted into a different rubber stopper) • 1-centimeter grid paper or coordinate paper

Safety Rules Follow all normal safety rules. In addition, be sure to follow these rules: • Wear sanitized safety glasses or goggles during setup, investigation activity, and cleanup. • Wash your hands with soap and water when you are done collecting the data.

Plan Your Investigation Prepare a plan for your investigation by filling out the chart that follows; this plan is called an investigation proposal. Before you start developing your plan, be sure to discuss the following questions with the other members of your group: • What types of patterns might we look for to help answer the guiding question? • What information do we need to find a relationship between a cause and an effect?

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Investigation Handout Our guiding question:

This is a picture of how we will set up the equipment:

We will collect the following data:

These are the steps we will follow to collect data:

I approve of this investigation proposal. Teacher’s signature

384

Date National Science Teachers Association

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Investigation 9. Light and Reflection: What Is the Relationship Between the Location of an Object and the Location of Its Image in a Mirror?

Collect Your Data Keep a record of what you measure or observe during your investigation in the space below.

Analyze Your Data You will need to analyze the data you collected before you can develop an answer to the guiding question. To do this, create a table or graph that shows the relationship between what you changed and what you measured or observed as a result of what you changed.

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Investigation Handout Draft Argument Develop an argument on a whiteboard. It should include the following:

The Guiding Question:

1. A claim: Your answer to the guiding question.

Our Claim:

2. Evidence: An analysis of the data and an explanation of what the analysis means.

Our Evidence:

Our Justification of the Evidence:

3. A justification of the evidence: Why your group thinks the evidence is important.

Argumentation Session Share your argument with your classmates. Be sure to ask them how to make your draft argument better. Keep track of their suggestions in the space below.

Ways to IMPROVE our argument …

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Investigation 9. Light and Reflection: What Is the Relationship Between the Location of an Object and the Location of Its Image in a Mirror?

Draft Report Prepare an investigation report to share what you have learned. Use the information in this handout and your group’s final argument to write a draft of your investigation report.

Introduction We have been studying ______________________________________________ in class. Before we started this investigation, we explored ___________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ We noticed ________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ My goal for this investigation was to figure out _____________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ The guiding question was _____________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________

Method To gather the data I needed to answer this question, I _______________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________

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Investigation Handout I then analyzed the data I collected by ___________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________

Argument My claim is ________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ The ___________________________________________________ below includes information about __________________________________________________________________________________ __________________________________________________________________________________

This analysis of the data I collected suggests ______________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________

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Investigation 9. Light and Reflection: What Is the Relationship Between the Location of an Object and the Location of Its Image in a Mirror?

This evidence is based on several important scientific concepts. The first one is ___________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________

Review Your friends need your help Review the draft of their investigation reports and give them ideas about how to improve. Use the peer-review guide when doing your review.

Submit Your Final Report Once you have received feedback from your friends about your draft report, create your final investigation report and hand it in to your teacher.

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Checkout Questions Investigation 9. Light and Reflection 1. The picture below shows a person standing in a room from above. That person cannot see object A from where she is standing but can see an image of it in the mirror. Create a model that explains how that person is able to see the image of object A.

2. Explain your thinking. What cause-and-effect relationship allows people to see images of objects in mirrors? _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ Teacher Scoring Rubric for Checkout Questions 1 and 2

390

Level

Description

3

The student can apply the core idea correctly in all cases and can fully explain the cause-and-effect relationship.

2

The student can apply the core idea correctly in all cases but cannot fully explain the cause-and-effect relationship.

1

The student cannot apply the core idea correctly in all cases but can fully explain the cause-and-effect relationship.

0

The student cannot apply the core idea correctly in all cases and cannot explain the cause-and-effect relationship.

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Investigation 9. Light and Reflection: What Is the Relationship Between the Location of an Object and the Location of Its Image in a Mirror?

3. The picture below shows a person standing in front of a mirror from above. That person can see images of object A, object B, and object C in the mirror. Draw where you think the images A, B, and C are located on the picture below.

4. Explain your thinking. What pattern from your investigation allows you to predict the location of an image in a mirror? _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ Teacher Scoring Rubric for Checkout Questions 3 and 4

Level

Description

3

The student can apply the core idea correctly in all cases and can fully explain the pattern.

2

The student can apply the core idea correctly in all cases but cannot fully explain the pattern.

1

The student cannot apply the core idea correctly in all cases but can fully explain the pattern.

0

The student cannot apply the core idea correctly in all cases and cannot explain the pattern.

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391

Teacher Notes Investigation 10

Patterns and the Transfer of Information: How Can We Use an Electric Circuit to Accurately Transfer Information About the Content of a Picture? Purpose The purpose of this investigation is to give students an opportunity to use one disciplinary core idea (DCI), two crosscutting concepts (CCs), and seven scientific and engineering practices (SEPs) to figure out how to use an electric circuit to transfer information about the content of a picture. Students will also learn about how scientific knowledge can change over time during the reflective discussion.

Background Information About This Investigation We often need to be able to send information over long distances. Engineers have created phones and computers that can convert our voices or pictures into digital information (e.g., the pixels of a picture) and send it to other people. These same devices can also receive digital information and convert it back into a voice or an image. For this process to work, the devices we use to send digital information must use the same code. Computers and cell phones use a code based on a specific pattern. An example of a pattern-based code is binary code. Binary code uses the digits 0 and 1 to represent a letter, number, or other character. Most of our current communications systems use light waves or radio waves to transfer digital information as coded signals (i.e., wave pulses) over long distances. Humans cannot sense these signals directly, but appropriately designed devices (e.g., radios, cell phones, wired or wireless computers) can detect them. When in digitized form, information can be recorded, stored for future recovery, and transmitted over long distances without significant degradation. We can also use an electric current to send digital information from one location to another. An electric current needs a path or loop to travel from place to place. This path or loop is called a closed circuit. People can make a closed circuit by linking batteries, switches, and bulbs together with pieces of copper wire or copper tape. If there is a gap anywhere in the circuit or if the electrical components are not connected in the right way, an electric current cannot travel through the circuit. This is how switches work. When a switch is in the “on” position, the circuit is closed and electricity can travel through the circuit and the bulb will produce light. When the switch is in the “off” position, however, the circuit is broken and no electricity can flow through the circuit, so the bulb does not

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Investigation 10. Patterns and the Transfer of Information: How Can We Use an Electric Circuit to Accurately Transfer Information About the Content of a Picture?

produce light. A person can send a message to someone else by simply turning a switch on or off to start or stop the flow of electricity in a circuit if the circuit includes a switch at one location and a bulb at the other location and if the people at both locations use the same code.

The DCI, CCs, and SEPs That Students Use During This Investigation DCI • PS4.C: Information Technologies and Instrumentation: Digitized information can be transmitted over long distances without significant degradation. High-tech devices, such as computers or cell phones, can receive and decode information convert it from digitized form to voice, and vice versa.

CCs • CC 1: Patterns: Similarities and differences in patterns can be used to sort, classify, communicate, and analyze simple rates of change for natural phenomena and designed products. Patterns of change can be used to make predictions. Patterns can be used as evidence to support an explanation. • CC 4: Systems and System Models: A system can be described in terms of its components and their interactions. A system is a group of related parts that make up a whole and can carry out functions its individual parts cannot.

SEPs • SEP 1: Asking Questions and Defining Problems: Ask questions about what would happen if a variable is changed. Ask questions that can be investigated and predict reasonable outcomes based on patterns such as cause-and-effect relationships. • SEP 3: Planning and Carrying Out Investigations: Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence, using fair tests in which variables are controlled and the number of trials considered. Evaluate appropriate methods and/or tools for collecting data. • SEP 4: Analyzing and Interpreting Data: Represent data in tables and/or various graphical displays (bar graphs, pictographs, and/or pie charts) to reveal patterns that indicate relationships. Analyze and interpret data to make sense of phenomena, using logical reasoning, mathematics, and/or computation. Compare and contrast data collected by different groups in order to discuss similarities and differences in their findings. • SEP 5: Using Mathematics and Computational Thinking: Organize simple data sets to reveal patterns that suggest relationships. Describe, measure, estimate, and/

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393

Teacher Notes

or graph quantities (e.g., area, volume, weight, time) to address scientific and engineering questions and problems. • SEP 6: Constructing Explanations and Designing Solutions: Construct an explanation of observed relationships. Use evidence to construct or support an explanation. Identify the evidence that supports particular points in an explanation. • SEP 7: Engaging in Argument From Evidence: Compare and refine arguments based on an evaluation of the evidence presented. Distinguish among facts, reasoned judgment based on research findings, and speculation in an explanation. Respectfully provide and receive critiques from peers about a proposed procedure, explanation, or model by citing relevant evidence and posing specific questions. • SEP 8: Obtaining, Evaluating, and Communicating Information: Read and comprehend grade-appropriate complex texts and/or other reliable media to summarize and obtain scientific and technical ideas. Combine information in written text with that contained in corresponding tables, diagrams, and/or charts to support the engagement in other scientific and/or engineering practices. Communicate scientific and/or technical information orally and/or in written formats, including various forms of media as well as tables, diagrams, and charts.

Other Concepts That Students May Use During This Investigation Students might also use the following concepts: • A closed circuit is a path or loop that connects the positive and negative ends of a battery together. • When a switch is in the “on” position, the circuit is closed and electricity can travel through the circuit. When the switch is in the “off” position, however, the circuit is broken and no electricity can flow through the circuit.

What Students Figure Out Codes can be used to transmit information about the content of a picture. The code for a picture can be sent over long distances by simply opening and closing an electric circuit.

Timeline The time needed to complete this investigation is 285 minutes (4 hours and 45 minutes). The amount of instructional time needed for each stage of the investigation is as follows: • Stage 1. Introduce the task and the guiding question: 50 minutes • Stage 2. Design a method and collect data: 60 minutes • Stage 3. Create a draft argument: 40 minutes

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Investigation 10. Patterns and the Transfer of Information: How Can We Use an Electric Circuit to Accurately Transfer Information About the Content of a Picture?

• Stage 4. Argumentation session: 30 minutes • Stage 5. Reflective discussion: 15 minutes • Stage 6. Write a draft report: 30 minutes • Stage 7. Peer review: 30 minutes • Stage 8. Revise the report: 30 minutes This investigation can be completed in one day or over eight days (one day for each stage) during your designated science time in the daily schedule.

Materials and Preparation The materials needed for this investigation are listed in Table 10.1. The individual items can be purchased at a big-box retail store such as Wal-Mart or Target or through an online retailer such as Amazon. The circuit pattern paper and extra image grids can be downloaded from the book’s Extras page at www.nsta.org/adi-4th. The materials for this investigation can also be purchased as a complete kit (which includes enough materials for 24 students, or six groups) at www.argumentdriveninquiry.com.

TABLE 10.1 Materials for Investigation 10

Item Safety glasses or goggles

Quantity 1 per student

Copper tape, 40"

1 per group

3V coin batteries

2 per group

LED lights (2 different colors)

2 per group

Scissors

1 per group

Folder, letter size

1 per group

Circuit pattern paper

1 per group

Paper with 5 × 5 grid (optional)

As needed

Whiteboard, 2' × 3'*

1 per group

Investigation Handout

1 per student

Peer-review guide and teacher scoring rubric

1 per student

Checkout Questions (optional)

1 per student

*As an alternative, students can use computer and presentation software such as Microsoft PowerPoint or Apple Keynote to create their arguments.

The students will need to create two electric circuits on a piece of paper during this investigation. Figure 10.1 (p. 396) shows an example of what these two circuits might look like once they are made. These circuits are made out of four 9-inch pieces of copper tape,

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FIGURE 10.1 Two open electric circuits on a piece of paper

two coin batteries, and two LED lights. The copper tape functions as wire. Switches can be added to the circuit by using a conductive material, such as a paper clip, or by folding a corner of the paper (see Figures 10.2 and 10.3). We recommend that you practice making electric circuits on a piece of paper before you have your students start this investigation. It is important that you understand how to make them so you can demonstrate how to do it for your students and help them when they get stuck during the investigation.

FIGURE 10.2

FIGURE 10.3

Circuit 1 closed and circuit 2 open

Circuit 1 open and circuit 2 closed

Be sure to use a set routine for distributing and collecting the materials. One option is to organize the materials into kits that you can deliver to each group. A second option is to have all the materials on a table or cart at a central location. You can then assign a member of each group to be the “materials manager.” This individual is responsible for collecting all the materials his or her group needs from the table or cart during class and for returning all the materials at the end of the class.

Safety Precautions Remind students to follow all normal investigation safety rules. In addition, tell the students to take the following safety precautions:

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Investigation 10. Patterns and the Transfer of Information: How Can We Use an Electric Circuit to Accurately Transfer Information About the Content of a Picture?

• Wear sanitized safety glasses or goggles during setup, investigation activity, and cleanup. • Be careful when handling sharp tools and materials, because they can cut or puncture skin. • Wash their hands with soap and water when done collecting the data.

Lesson Plan by Stage Stage 1: Introduce the Task and the Guiding Question (50 minutes) 1. Ask the students to sit in six groups, with three or four students in each group. 2. Ask students to clear off their desks except for a pencil (and their Student Workbook for Argument-Driven Inquiry in Fourth-Grade Science if they have one). 3. Pass out an Investigation Handout to each student (or ask students to turn to Investigation Log 10 in their workbook). 4. Read the first paragraph of the “Introduction” aloud to the class. Ask the students to follow along as you read. 5. Point to the image on the handout and tell the students to record their code and questions in the “CODE/WONDER” chart in the “Introduction” section of their Investigation Handout (or the investigation log in their workbook). 6. Ask students to share their code. 7. Ask students to share what questions they have about creating a code. 8. Tell the students, “Some of your questions might be answered by reading the rest of the Introduction.’” 9. Ask the students to read the rest of the “Introduction” on their own or ask them to follow along as you read the rest aloud. 10. Once the students have read the rest of the “Introduction,” ask them to fill out the “KNOW/NEED” chart on their Investigation Handout (or in their investigation log) as a group. 11. Ask students to share what they learned from the reading. Add these ideas to a class “know / need to figure out” chart. 12. Ask students to share what they think they will need to figure out based on what they read. Add these ideas to the class “know / need to figure out” chart. 13. Tell the students, “It looks like we have something to figure out. Let’s see what we will need to do during our investigation.” 14. Read the task and the guiding question aloud. 15. Tell the students, “I have lots of materials here that you can use.”

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16. Introduce the students to the materials available for them to use during the investigation. Give the students about 25 minutes to create two working circuits that they can use to turn on and off two different LED bulbs. They can create these circuits on the circuit pattern using (a) four 9-inch pieces of copper tape, (b) two coin batteries, and (c) two LED lights (see Figure 10.1). They can make a switch by folding over the corner of the piece of paper so that the copper tape touches both sides of the coin battery. Students need to have two working circuits before they can start thinking about the method they will use to answer the guiding question.

Stage 2: Design a Method and Collect Data (60 minutes) 1. Tell the students, “I am now going to give you and the other members of your group about 15 minutes to plan your investigation. Before you begin, I want you all to take a couple of minutes to discuss the following questions with the rest of your group.” 2. Show the following questions on the screen or board: • How can we use patterns to transfer information accurately between people? • What are the parts of a closed-circuit system and how do they interact with each other? 3. Tell the students, “Please take a few minutes to come up with an answer to these questions.” Give the students two or three minutes to discuss these two questions. 4. Ask two or three different groups to share their answers. Be sure to highlight or write down any important ideas on the board so students can refer to them later. 5. If possible, use a document camera to project an image of the graphic organizer for this investigation on a screen or board (or take a picture of it and project the picture on a screen or board). Tell the students, “I now want you all to plan out your investigation. To do that, you will need to create an investigation proposal by filling out this graphic organizer.” 6. Point to the box labeled “Our guiding question:” and tell the students, “You can put the question we are trying to answer in this box.” Then ask, “Where can we find the guiding question?” 7. Wait for a student to answer where to find the guiding question (the answer is “in the handout”). 8. Point to the box labeled “This is a picture of how we will set up the equipment:” and tell the students, “You can draw a picture in this box of how you will set up the equipment to carry out this investigation.” 9. Point to the box labeled “We will collect the following data:” and tell the students, “You can list the measurements or observations that you will need to collect during the investigation in this box.”

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Investigation 10. Patterns and the Transfer of Information: How Can We Use an Electric Circuit to Accurately Transfer Information About the Content of a Picture?

10. Point to the box labeled “These are the steps we will follow to collect data:” and tell the students, “You can list what you are going to do to collect the data you need and what you will do with your data once you have it. Be sure to give enough detail that I could do your investigation for you.” 11. Ask the students, “Do you have any questions about what you need to do?” 12. Answer any questions that come up. 13. Tell the students, “Once you are done, raise your hand and let me know. I’ll then come by and look over your proposal and give you some feedback. You may not begin collecting data until I have approved your proposal by signing it. You need to have your proposal done in the next 15 minutes.” 14. Give the students 15 minutes to work in their groups on their investigation proposal. As they work, move from group to group to check in, ask probing questions, and offer a suggestion if a group gets stuck.

What should a student-designed investigation look like? The students’ investigation proposal should include the following information: • The guiding question is “How can we use an electric circuit to accurately transfer information about the content of a picture?” • Students should collect the following data: (1) the message sent and (2) the message received. • A procedure might include the following steps: 1. Create a code. 2. Create a picture on a grid. 3. Use the electric circuit to send information about the picture using the code to another student (be sure that the student receiving the code does not know the content of the picture). 4. Have the student receiving the code decode the information and re-create the picture. 5. Compare the original picture with the new picture to see how much is correct and how much is incorrect. 6. Repeat steps 1–5 at least three times, using a different picture each time. 7. Change the code and repeat steps 1–6 if necessary to improve accuracy. This is just one example of how they can collect the data, and there should be a lot of variation in the student-designed investigations.

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15. As each group finishes its investigation proposal, be sure to read it over and determine if it will be productive or not. If you feel the investigation will be productive (not necessarily what you would do or what the other groups are doing), sign your name on the proposal and let the group start collecting data. If the plan needs to be changed, offer some suggestions or ask some probing questions, and have the group make the changes before you approve it. 16. Tell the students to collect their data and record their observations or measurements in the “Collect Your Data” box in their Investigation Handout (or the investigation log in their workbook). 17. Give the students 40 minutes to create their codes, try them out, collect their data, and modify their codes or circuits as needed. 18. Collect the materials from each group before asking them to analyze their data.

Stage 3: Create a Draft Argument (40 minutes) 1. Tell the students, “Now that we have all this data, we need to analyze the data so we can figure out an answer to the guiding question.” 2. If possible, project an image of the “Analyze Your Data” section for this investigation on a screen or board using a document camera (or take a picture of it and project the picture on a screen or board). Point to the section and tell the students, “You can create a table or graph as a way to analyze your data. You can also use pictures. You can make your table, graph, or pictures in this section.” 3. Ask the students, “What information do we need to include in a table, graph, or pictures?” 4. Tell the students, “Please take a few minutes to discuss this question with your group, and be ready to share.” 5. Give the students five minutes to discuss. 6. Ask two or three different groups to share their answers. Be sure to highlight or write down any important ideas on the board so students can refer to them later. 7. Tell the students, “I am now going to give you and the other members of your group about 10 minutes to create your table, graph, or pictures.” If the students are having trouble making a table or graph, you can take a few minutes to provide a mini-lesson about how to create a table or graph from a bunch of observations or measurements (this strategy is called just-in-time instruction because it is offered only when students get stuck). 8. Give the students 10 minutes to analyze their data. As they work, move from group to group to check in, ask probing questions, and offer suggestions.

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Investigation 10. Patterns and the Transfer of Information: How Can We Use an Electric Circuit to Accurately Transfer Information About the Content of a Picture?

What should a table or graph look like for this investigation? There are a number of different ways that students can analyze the observations or measurements they collect during this investigation. One of the most straightforward ways is to create a bar graph. If students decided to make a bar graph, it should have the name (or version) of the code on the horizontal or x-axis and the number of incorrect or correct grid boxes in the received message (or the percentage incorrect or correct) on the y-axis. There are other options for analyzing the collected data, such as creating a table or drawing pictures to show differences in sent and received messages (see Figure 10.4 on p. 402 for an example). Students often come up with some unique ways of analyzing their data, so be sure to give them some voice and choice during this stage.

9. Tell the students, “I am now going to give you and the other members of your group 15 minutes to create an argument to share what you have learned and convince others that they should believe you. Before you do that, we need to take a few minutes to discuss what you need to include in your argument.” 10. If possible, use a document camera to project the “Argument Presentation on a Whiteboard” image from the Investigation Handout (or the investigation log in their workbook) on a screen or board (or take a picture of it and project the picture on a screen or board). 11. Point to the box labeled “The Guiding Question:” and tell the students, “You can put the question we are trying to answer here on your whiteboard.” 12. Point to the box labeled “Our Claim:” and tell the students, “You can put your claim here on your whiteboard. The claim is your answer to the guiding question.” 13. Point to the box labeled “Our Evidence:” and tell the students, “You can put the evidence that you are using to support your claim here on your whiteboard. Your evidence will need to include the analysis you just did and an explanation of what your analysis means or shows. Scientists always need to support their claims with evidence.” 14. Point to the box labeled “Our Justification of the Evidence:” and tell the students, “You can put your justification of your evidence here on your whiteboard. Your justification needs to explain why your evidence is important. Scientists often use core ideas to explain why the evidence they are using matters. Core ideas are important concepts that scientists use to help them make sense of what happens during an investigation.”

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15. Ask the students, “What are some core ideas that we read about earlier that might help us explain why the evidence we are using is important?” 16. Ask students to share some of the core ideas from the “Introduction” section of the Investigation Handout (or the investigation log in the workbook). List these core ideas on the board. 17. Tell the students, “That is great. I would like to see everyone try to include these core ideas in your justification of the evidence. Your goal is to use these core ideas to help explain why your evidence matters and why the rest of us should pay attention to it.” 18. Ask the students, “Do you have any questions about what you need to do?” 19. Answer any questions that come up. 20. Tell the students, “Okay, go ahead and start working on your arguments. You need to have your argument done in the next 15 minutes. It doesn’t need to be perfect. We just need something down on the whiteboards so we can share our ideas.” 21. Give the students 15 minutes to work in their groups on their arguments. As they work, move from group to group to check in, ask probing questions, and offer a suggestion if a group gets stuck. Figure 10.4 shows an example of an argument for this investigation.

FIGURE 10.4 Example of an argument

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Investigation 10. Patterns and the Transfer of Information: How Can We Use an Electric Circuit to Accurately Transfer Information About the Content of a Picture?

Stage 4: Argumentation Session (30 minutes) The argumentation session can be conducted in a whole-class presentation format, a gallery walk format, or a modified gallery walk format. We recommend using a whole-class presentation format for the first investigation, but try to transition to either the gallery walk or modified gallery walk format as soon as possible because that will maximize student voice and choice inside the classroom. The following list shows the steps for the three formats; unless otherwise noted, the steps are the same for all three formats. 1. Begin by introducing the use of the whiteboard. • If using the whole-class presentation format, tell the students, “We are now going to share our arguments. Please set up your whiteboards so everyone can see them.” • If using the gallery walk or modified gallery walk format, tell the students, “We are now going to share our arguments. Please set up your whiteboards so they are facing the walls.” 2. Allow the students to set up their whiteboards. • If using the whole-class presentation format, the whiteboards should be set up on stands or chairs so they are facing toward the center of the room. • If using the gallery walk or modified gallery walk format, the whiteboards should be set up on stands or chairs so they are facing toward the outside of the room. 3. Give the following instructions to the students: • If using the whole-class presentation format or the modified gallery walk format, tell the students, “Okay, before we get started I want to explain what we are going to do next. I’m going to ask some of you to present your arguments to your classmates. If you are presenting your argument, your job is to share your group’s claim, evidence, and justification of the evidence. The rest of you will be reviewers. If you are a reviewer, your job is to listen to the presenters, ask the presenters questions if you do not understand something, and then offer them some suggestions about ways to make their argument better. After we have a chance to learn from each other, I’m going to give you some time to revise your arguments and make them better.” • If using the gallery walk format, tell the students, “Okay, before we get started I want to explain what we are going to do next. You are going to have an opportunity to read the arguments that were created by other groups. Your group will go to a different group’s argument. I’ll give you a few minutes to read it and review it. Your job is to offer them some suggestions about ways to make their argument better. You can use sticky notes to give them suggestions. Please be specific about what you want to change and how you think they should change it. After we have a chance to learn from each other, I’m going to give you some time to revise your arguments and make them better.”

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4. Use a document camera to project the “Ways to IMPROVE our argument …” box from the Investigation Handout (or the investigation log in their workbook) on a screen or board (or take a picture of it and project the picture on a screen or board). • If using the whole-class presentation format or the modified gallery walk format, point to the box and tell the students, “If you are a presenter, you can write down the suggestions you get from the reviewers here. If you are a reviewer and you see a good idea from another group, you can write down that idea here. Once we are done with the presentations, I will give you a chance to use these suggestions or ideas to improve your arguments. • If using the gallery walk format, point to the box and tell the students, “If you see a good idea from another group, you can write it down here. Once we are done reviewing the different arguments, I will give you a chance to use these ideas to improve your own arguments. It is important to share ideas like this.” Ask the students, “Do you have any questions about what you need to do?” 5. Answer any questions that come up. 6. Give the following instructions: • If using the whole-class presentation format, tell the students, “Okay. Let’s get started.” • If using the gallery walk format, tell the students, “Okay, I’m now going to tell you which argument to go to and review. • If using the modified gallery walk format, tell the students, “Okay, I’m now going to assign you to be a presenter or a reviewer.” Assign one or two students from each group to be presenters and one or two students from each group to be reviewers. 7. Begin the review of the arguments. • If using the whole-class presentation format, have four or five groups present their arguments one at a time. Give each group only two to three minutes to present their argument. Then give the class two to three minutes to ask them questions and offer suggestions. Be sure to encourage as much participation from the students as possible. • If using the gallery walk format, tell the students, “Okay. Let’s get started. Each group, move one argument to the left. Don’t move to the next argument until I tell you to move. Once you get there, read the argument and then offer suggestions about how to make it better. I will put some sticky notes next to each argument. You can use the sticky notes to leave your suggestions.” Give each group about three to four minutes to read the arguments, talk, and offer suggestions. a. Tell the students, “Okay. Let’s rotate. Move one group to the left.”

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Investigation 10. Patterns and the Transfer of Information: How Can We Use an Electric Circuit to Accurately Transfer Information About the Content of a Picture?

b. Again, give each group three or four minutes to read, talk, and offer suggestions. c. Repeat this process for two more rotations. • If using the modified gallery walk format, tell the students, “Okay. Let’s get started. Reviewers, move one group to the left. Don’t move to the next group until I tell you to move. Presenters, go ahead and share your argument with the reviewers when they get there.” Give each group of presenters and reviewers about three to four minutes to talk. a. Tell the students, “Okay. Let’s rotate. Reviewers, move one group to the left.” b. Again, give each group of presenters and reviewers about three or four minutes to talk. c. Repeat this process for two more rotations. 8. Tell the students to return to their workstations. 9. Give the following instructions about revising the argument: • If using the whole-class presentation format, tell the students, “I’m now going to give you about 10 minutes to revise your argument. Take a few minutes to talk in your groups and determine what you want to change to make your argument better. Once you have decided what to change, go ahead and make the changes to your whiteboard.” • If using the gallery walk format, tell the students, “I’m now going to give you about 10 minutes to revise your argument. Take a few minutes to read the suggestions that were left at your argument. Then talk in your groups and determine what you want to change to make your argument better. Once you have decided what to change, go ahead and make the changes to your whiteboard.” • If using the modified gallery walk format, “I’m now going to give you about 10 minutes to revise your argument. Please return to your original groups.” Wait for the students to move back into their original groups and then tell the students, “Okay, take a few minutes to talk in your groups and determine what you want to change to make your argument better. Once you have decided what to change, go ahead and make the changes to your whiteboard.” Ask the students, “Do you have any questions about what you need to do?” 10. Answer any questions that come up. 11. Tell the students, “Okay. Let’s get started.” 12. Give the students 10 minutes to work in their groups on their arguments. As they work, move from group to group to check in, ask probing questions, and offer a suggestion if a group gets stuck.

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Stage 5: Reflective Discussion (15 minutes) 1. Tell the students, “We are now going take a minute to talk about what we did and what we have learned.” 2. Show the image in Figure 10.5 on a screen.

FIGURE 10.5 An electric circuit

3. Ask the students, “What do you all see going on here?” 4. Allow students to share their ideas. Keep probing until someone says that it is an electric circuit. 5. Ask the students, “What needs to happen for the bulbs to light up?” 6. Allow students to share their ideas. Keep probing until someone says that electric current must be able to flow through the circuit. 7. Show the image in Figure 10.6 on a screen. 8. Ask the students, “What do you all see going on here?” 9. Allow students to share their ideas. Keep probing until someone says that it is code that can be used to transmit information. 10. Tell the students, “Okay, let’s make sure we are on the same page. Energy can be transferred from place to place by electric currents, which can then be used to produce light. We can also use codes to transmit information by simply opening and closing an electric circuit. The fact that we can send digital information over long distances using codes is a really important core idea in science.” 11. Ask the students, “Does anyone have any questions about this core idea?” 12. Answer any questions that come up. 13. Tell the students, “We needed to think about patterns a lot during our investigation.” Then ask, “Can anyone tell me why it is useful to think about patterns?”

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Investigation 10. Patterns and the Transfer of Information: How Can We Use an Electric Circuit to Accurately Transfer Information About the Content of a Picture?

FIGURE 10.6 Morse code

14. Allow students to share their ideas. 15. Tell the students, “We can use patterns to create codes that we can use to transmit information to other people.” 16. Ask the students, “What did we figure out today about using patterns to code information?” 17. Allow students to share their ideas. Keep probing until students agree that people who send and receive the information must know and use the same code. 18. Tell the students, “That is great, and if we know that, we can create different ways to transmit information over long distances.” 19. Tell the students, “We are now going take a minute to talk about what went well and what didn’t go so well during our investigation. We need to talk about this because you are going to be planning and carrying your own investigations like this a lot this year, and I want to help you all get better at it.” 20. Show an image of the question “What made your investigation scientific?” on the screen. Tell the students, “Take a few minutes to talk about how you would answer this question with the other people in your group. Be ready to share with the rest of the class.” Give the students two to three minutes to talk in their group.

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21. Ask the students, “What do you all think? Who would like to share an idea?” 22. Allow students to share their ideas. Be sure to expand on their ideas about what makes an investigation scientific. 23. Show an image of the question “What made your investigation not so scientific?” on the screen. Tell the students, “Take a few minutes to talk about how you would answer this question with the other people in your group. Be ready to share with the rest of the class.” Give the students two to three minutes to talk in their group. 24. Ask the students, “What do you all think? Who would like to share an idea?” 25. Allow students to share their ideas. Be sure to expand on their ideas about what makes an investigation less scientific. 26. Show an image of the question “What rules can we put into place to help us make sure our next investigation is more scientific?” on the screen. Tell the students, “Take a few minutes to talk about how you would answer this question with the other people in your group. Be ready to share with the rest of the class.” Give the students two to three minutes to talk in their group. 27. Ask the students, “What do you all think? Who would like to share an idea?” 28. Allow students to share their ideas. Once they have shared their ideas, offer a suggestion for a possible class rule. 29. Ask the students, “What do you all think? Should we make this a rule?” 30. If the students agree, write the rule on the board or a class “Rules for Scientific Investigation” chart so you can refer to it during the next investigation. 31. Tell the students, “We are now going take a minute to talk about the nature of scientific knowledge.” 32. Show an image of the question “Does scientific knowledge ever change?” on the screen. Tell the students, “Take a few minutes to talk about how you would answer this question with the other people in your group. Be ready to share with the rest of the class.” Give the students two to three minutes to talk in their group. 33. Ask the students, “What do you all think? Who would like to share an idea?” 34. Allow students to share their ideas. Write these ideas on the board. 35. Tell the students, “Okay, these are all great ideas. Always remember that scientific knowledge can change as scientists collect and analyze more data. For example, the way we think about the best way to transmit information over long distances can change as we test different ways over time. That is another characteristic of scientific knowledge it is based on evidence. So if what scientists currently know about something is no longer supported by what they observe or measure, then scientists change what they know.

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Investigation 10. Patterns and the Transfer of Information: How Can We Use an Electric Circuit to Accurately Transfer Information About the Content of a Picture?

36. Ask the students, “Does anyone have any questions about the way scientific knowledge can change over time?” 37. Answer any questions that come up.

Stage 6: Write a Draft Report (30 minutes) Your students will use either the Investigation Handout or the investigation log in the student workbook when writing the draft report. When you give the directions shown in quotes in the following steps, substitute “investigation log” (as shown in brackets) for “handout” if they are using the workbook. 1. Tell the students, “You are now going to write an investigation report to share what you have learned. Please take out a pencil and turn to the Draft Report’ section of your handout [investigation log].” 2. If possible, use a document camera to project the “Introduction” section of the draft report from the Investigation Handout (or the investigation log in their workbook) on a screen or board (or take a picture of it and project the picture on a screen or board). 3. Tell the students, “The first part of the report is called the Introduction.’ In this section of the report you want to explain to the reader what you were investigating, why you were investigating it, and what question you were trying to answer. All of this information can be found in the text at the beginning of your handout [investigation log].” Point to the image and say, “There are some sentence starters here to help you begin writing the report.” Ask the students, “Do you have any questions about what you need to do?” 4. Answer any questions that come up. 5. Tell the students, “Okay. Let’s write.” 6. Give the students 10 minutes to write the “Introduction” section of the report. As they work, move from student to student to check in, ask probing questions, and offer a suggestion if a student gets stuck. 7. If possible, use a document camera to project the “Method” section of the draft report from the Investigation Handout (or the investigation log in their workbook) on a screen or board (or take a picture of it and project the picture on a screen or board). 8. Tell the students, “The second part of the report is called the Method.’ In this section of the report you want to explain to the reader what you did during the investigation, what data you collected and why, and how you went about analyzing your data. All of this information can be found in the Plan Your Investigation’ section of your handout [investigation log]. Remember that you all planned and carried out different investigations, so do not assume that the reader will know what you did.” Point to the image and say, “There are some

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Teacher Notes

sentence starters here to help you begin writing this part of the report.” Ask the students, “Do you have any questions about what you need to do?” 9. Answer any questions that come up. 10. Tell the students, “Okay. Let’s write.” 11. Give the students 10 minutes to write the “Method” section of the report. As they work, move from student to student to check in, ask probing questions, and offer a suggestion if a student gets stuck. 12. If possible, use a document camera to project the “Argument” section of the draft report from the Investigation Handout (or the investigation log in their workbook) on a screen or board (or take a picture of it and project the picture on a screen or board). 13. Tell the students, “The last part of the report is called the Argument.’ In this section of the report you want to share your claim, evidence, and justification of the evidence with the reader. All of this information can be found on your whiteboard.” Point to the image and say, “There are some sentence starters here to help you begin writing this part of the report.” Ask the students, “Do you have any questions about what you need to do?” 14. Answer any questions that come up. 15. Tell the students, “Okay. Let’s write.” 16. Give the students 10 minutes to write the “Argument” section of the report. As they work, be sure to move from student to student to check in, ask probing questions, and offer a suggestion if a student gets stuck.

Stage 7: Peer Review (30 minutes) Your students will use either the Investigation Handout or the investigation log in the student workbook when doing the peer review. When you give the directions shown in quotes in the following steps, substitute “workbook” (as shown in brackets) for “Investigation Handout” if they are using the workbook. 1. Tell the students, “We are now going to review our reports to find ways to make them better. I’m going to come around and collect your Investigation Handout [workbook]. While I do that, please take out a pencil.” 2. Collect the Investigation Handouts or workbooks from the students. 3. If possible, use a document camera to project the peer-review guide (PRG; see Appendix 4) on a screen or board (or take a picture of it and project the picture on a screen or board). 4. Tell the students, “We are going to use this peer-review guide to give each other feedback.” Point to the image. 5. Give the following instructions:

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• If using the Investigation Handout, tell the students, “I’m going to ask you to work with a partner to do this. I’m going to give you and your partner a draft report to read and a peer-review guide to fill out. You two will then read the report together. Once you are done reading the report, I want you to answer each of the questions on the peer-review guide.” Point to the review questions on the image of the PRG. • If using the workbook, tell the students, “I’m going to ask you to work with a partner to do this. I’m going to give you and your partner a draft report to read. You two will then read the report together. Once you are done reading the report, I want you to answer each of the questions on the peer-review guide that is right after the report in the investigation log.” Point to the review questions on the image of the PRG. 6. Tell the students, “You can check yes,’ almost,’ or no’ after each question.” Point to the checkboxes on the image of the PRG. 7. Tell the students, “This will be your rating for this part of the report. Make sure you agree on the rating you give the author. If you mark almost’ or no,’ then you need to tell the author what he or she needs to do to get a yes.’” Point to the space for the reviewer feedback on the image of the PRG. 8. Tell the students, “It is really important for you to give the authors feedback that is helpful. That means you need to tell them exactly what they need to do to make their report better.” Ask the students, “Do you have any questions about what you need to do?” 9. Answer any questions that come up. 10. Tell the students, “Please sit with a partner who is not in your current group.” Allow the students time to sit with a partner. 11. Give the following instructions: • If using the Investigation Handout, tell the students, “Okay, I am now going to give you one report to read and one peer-review guide to fill out.” Pass out one report to each pair. Make sure that the report you give a pair was not written by one of the students in that pair. Give each pair one PRG to fill out as a team. • If using the workbook, tell the students, “Okay, I am now going to give you one report to read.” Pass out a workbook to each pair. Make sure that the workbook you give a pair is not from one of the students in that pair. 12. Tell the students, “Okay, I’m going to give you 15 minutes to read the report I gave you and to fill out the peer-review guide. Go ahead and get started.” 13. Give the students 15 minutes to work. As they work, move around from pair to pair to check in and see how things are going, answer questions, and offer advice.

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14. After 15 minutes pass, tell the students, “Okay, time is up.” If using the Investigation Handout, say, “Please give me the report and the peer-review guide that you filled out.” If using the workbook, say, “Please give me the workbook that you have.” 15. Collect the Investigation Handouts and the PRGs, or collect the workbooks if they are being used. Be sure you keep the handout and the PRG together. 16. Give the following instructions: • If using the Investigation Handout, tell the students, “Okay, I am now going to give you a different report to read and a new peer-review guide to fill out.” Pass out another report to each pair. Make sure that this report was not written by one of the students in that pair. Give each pair a new PRG to fill out as a team. • If using the workbook, tell the students, “Okay, I am now going to give you a different report to read.” Pass out a different workbook to each pair. Make sure that the workbook you give a pair is not from one of the students in that pair. 17. Tell the students, “Okay, I’m going to give you 15 minutes to read this new report and to fill out the peer-review guide. Go ahead and get started.” 18. Give the students 15 minutes to work. As they work, move around from pair to pair to check in and see how things are going, answer questions, and offer advice. 19. After 15 minutes pass, tell the students, “Okay, time is up.” If using the Investigation Handout, say, “Please give me the report and the peer-review guide that you filled out.” If using the workbook, say, “Please give me the workbook that you have.” 20. Collect the Investigation Handouts and the PRGs, or collect the workbooks if they are being used. Be sure you keep the handout and the PRG together.

Stage 8: Revise the Report (30 minutes) Your students will use either the Investigation Handout or the investigation log in the student workbook when revising the report. Except where noted below, the directions are the same whether using the handout or the log. 1. Give the following instructions: • If using the Investigation Handout, tell the students, “You are now going to revise your investigation report based on the feedback you get from your classmates. Please take out a pencil while I hand back your draft report and the peer-review guide.” • If using the investigation log in the student workbook, tell the students, “You are now going to revise your investigation report based on the feedback you

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Investigation 10. Patterns and the Transfer of Information: How Can We Use an Electric Circuit to Accurately Transfer Information About the Content of a Picture?

get from your classmates. Please take out a pencil while I hand back your investigation logs.” 2. If using the Investigation Handout, pass back the handout and the PRG to each student. If using the investigation log, pass back the log to each student. 3. Tell the students, “Please take a few minutes to read over the peer-review guide. You should use it to figure out what you need to change in your report and how you will change the report.” 4. Allow the students time to read the PRG. 5. If using the investigation log, if possible use a document camera to project the “Write Your Final Report” section from the investigation log on a screen or board (or take a picture of it and project the picture on a screen or board). 6. Give the following instructions: • If using the Investigation Handout, tell the students, “Okay. Let’s revise our reports. Please take out a piece of paper. I would like you to rewrite your report. You can use your draft report as a starting point, but use the feedback on the peer-review guide to help make it better.” • If using the investigation log, tell the students, “Okay. Let’s revise our reports. I would like you to rewrite your report in the section of the investigation log that says Write Your Final Report.’” Point to the image on the screen and tell the students, “You can use your draft report as a starting point, but use the feedback on the peer-review guide to help make your report better.” Ask the students, “Do you have any questions about what you need to do?” 7. Answer any questions that come up. 8. Tell the students, “Okay. Let’s write.” 9. Give the students 30 minutes to rewrite their report. As they work, move from student to student to check in, ask probing questions, and offer a suggestion if a student gets stuck. 10. Give the following instructions: • If using the Investigation Handout, tell the students, “Okay. Time’s up. I will now come around and collect your Investigation Handout, the peer-review guide, and your final report.” • If using the investigation log, tell the students, “Okay. Time’s up. I will now come around and collect your workbooks.” 11. If using the Investigation Handout, collect all the Investigation Handouts, PRGs, and final reports. If using the investigation log, collect all the workbooks. 12. If using the Investigation Handout, use the “Teacher Score” columns in the PRG to grade the final report. If using the investigation log, use the “Investigation Report Grading Rubric” in the investigation log to grade the final report. Whether you

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are using the handout or the log, you can give the students feedback about their writing in the “Teacher Comments” section.

How to Use the Checkout Questions The Checkout Questions are an optional assessment. We recommend giving them to students one day after they finish stage 8 of the ADI investigation. Appendix 6 provides an answer guide for the Checkout Questions. The Checkout Questions can be used as a formative or summative assessment of student thinking. If you plan to use them as a formative assessment, we recommend that you look over the student answers to determine if you need to reteach the core idea and/ or crosscutting concept from the investigation, but do not grade them. If you plan to use them as a summative assessment, we have included a Teacher Scoring Rubric at the end of the Checkout Questions that you can use to score a student’s ability to apply the core idea in a new scenario and explain their use of a crosscutting concept; see Figure 10.7 for an example of the rubric. The rubric includes a 4-point scale that ranges from 0 (the student cannot apply the core idea correctly in all cases and cannot explain the crosscutting concept) to 3 (the student can apply the core idea correctly in all cases and can fully explain the crosscutting concept).

FIGURE 10.7 Example of a Teacher Scoring Rubric with cause and effect as the crosscutting concept

Level

Description

3

The student can apply the core idea correctly in all cases and can fully explain the cause-andeffect relationship.

2

The student can apply the core idea correctly in all cases but cannot fully explain the causeand-effect relationship.

1

The student cannot apply the core idea correctly in all cases but can fully explain the causeand-effect relationship.

0

The student cannot apply the core idea correctly in all cases and cannot explain the causeand-effect relationship.

The Checkout Questions, regardless of how you decide to use them, are a great way to make student thinking visible so you can determine if the students have learned the core idea and the crosscutting concept.

Connections to Standards Table 10.2 highlights how the investigation can be used to address specific performance expectations from the NGSS, Common Core State Standards (CCSS) in English language arts (ELA) and in mathematics, and English Language Proficiency (ELP) Standards.

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Investigation 10. Patterns and the Transfer of Information: How Can We Use an Electric Circuit to Accurately Transfer Information About the Content of a Picture?

TABLE 10.2 Investigation 10 alignment with standards

NGSS performance expectation

Strong alignment • 4-PS4-3: Generate and compare multiple solutions that use patterns to transfer information.

CCSS ELA—Reading: Key ideas and details Informational Text • CCSS.ELA-LITERACY.RI.4.1: Refer to details and examples in a

text when explaining what the text says explicitly and when drawing inferences from the text.

• CCSS.ELA-LITERACY.RI.4.2: Determine the main idea of a text and explain how it is supported by key details; summarize the text. • CCSS.ELA-LITERACY.RI.4.3: Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. Craft and structure • CCSS.ELA-LITERACY.RI.4.4: Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area. • CCSS.ELA-LITERACY.RI.4.5: Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text. • CCSS.ELA-LITERACY.RI.4.6: Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided. Integration of knowledge and ideas • CCSS.ELA-LITERACY.RI.4.7: Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. • CCSS.ELA-LITERACY.RI.4.8: Explain how an author uses reasons and evidence to support particular points in a text. • CCSS.ELA-LITERACY.RI.4.9: Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. Range of reading and level of text complexity • CCSS.ELA-LITERACY.RI.4.10: By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Continued

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Table 10.2 (continued )

CCSS ELA—Writing

Text types and purposes • CCSS.ELA-LITERACY.W.4.1: Write opinion pieces on topics or texts, supporting a point of view with reasons and information. ¡¡CCSS.ELA-LITERACY.W.4.1.A: Introduce

a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose.

¡¡CCSS.ELA-LITERACY.W.4.1.B: Provide

supported by facts and details.

reasons that are

¡¡CCSS.ELA-LITERACY.W.4.1.C: Link

opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).

¡¡CCSS.ELA-LITERACY.W.4.1.D: Provide

a concluding statement or section related to the opinion presented.

• CCSS.ELA-LITERACY.W.4.2: Write informative / explanatory texts to examine a topic and convey ideas and information clearly. ¡¡CCSS.ELA-LITERACY.W.4.2.A: Introduce

a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.

¡¡CCSS.ELA-LITERACY.W.4.2.B: Develop

the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

¡¡CCSS.ELA-LITERACY.W.4.2.C: Link

ideas within categories of information using words and phrases (e.g., another, for example, also, because).

¡¡CCSS.ELA-LITERACY.W.4.2.D: Use

precise language and domain-specific vocabulary to inform about or explain the topic.

¡¡CCSS.ELA-LITERACY.W4.2.E: Provide

a concluding statement or section related to the information or explanation presented.

Production and distribution of writing • CCSS.ELA-LITERACY.W.4.4: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. • CCSS.ELA-LITERACY.W.4.5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. • CCSS.ELA-LITERACY.W.4.6: With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting. Research to build and present knowledge • CCSS.ELA-LITERACY.W.4.7: Conduct short research projects that build knowledge through investigation of different aspects of a topic. • CCSS.ELA-LITERACY.W.4.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.

Continued

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Investigation 10. Patterns and the Transfer of Information: How Can We Use an Electric Circuit to Accurately Transfer Information About the Content of a Picture?

Table 10.2 (continued )

CCSS ELA—Writing (continued)

Range of writing

CCSS ELA— Speaking and Listening

Comprehension and collaboration

• CCSS.ELA-LITERACY.W.4.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of disciplinespecific tasks, purposes, and audiences. • CCSS.ELA-LITERACY.SL.4.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly. ¡¡CCSS.ELA-LITERACY.SL.4.1.A: Come

to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

¡¡CCSS.ELA-LITERACY.SL.4.1.B: Follow

agreed-upon rules for discussions and carry out assigned roles.

¡¡CCSS.ELA-LITERACY.SL.4.1.C: Pose

and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.

¡¡CCSS.ELA-LITERACY.SL.4.1.D: Review

the key ideas expressed and explain their own ideas and understanding in light of the discussion.

• CCSS.ELA-LITERACY.SL.4.2: Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. • CCSS.ELA-LITERACY.SL.4.3: Identify the reasons and evidence a speaker provides to support particular points Presentation of knowledge and ideas • CCSS.ELA-LITERACY.SL.4.4: Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. • CCSS.ELA-LITERACY.SL.4.5: Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes. • CCSS.ELA-LITERACY.SL.4.6: Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation.

CCSS Mathematics— Use place value understanding and properties of operations to perform multi-digit arithmetic. Number and Operations in • CCSS.MATH.CONTENT.4.NBT.B.4: Fluently add and subtract Base Ten multi-digit whole numbers using the standard algorithm. Continued

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Table 10.2 (continued )

CCSS Mathematics— Understand decimal notation for fractions, and compare decimal fractions. Number and • CCSS.MATH.CONTENT.4.NF.C.6: Use decimal notation for fractions Operations— with denominators 10 or 100.  Fractions • CCSS.MATH.CONTENT.4.NF.C.7: Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole.

CCSS Mathematics— Solve problems involving measurement and conversion of measurements. Measurement • CCSS.MATH.CONTENT.4.MD.A.2: Use the four operations to solve and Data word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale.

Represent and interpret data. • CCSS.MATH.CONTENT.4.MD.B.4: Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Solve problems involving addition and subtraction of fractions by using information presented in line plots.

ELP Standards

Receptive modalities • ELP 1: Construct meaning from oral presentations and literary and informational text through grade-appropriate listening, reading, and viewing. • ELP 8: Determine the meaning of words and phrases in oral presentations and literary and informational text. Productive modalities • ELP 3: Speak and write about grade-appropriate complex literary and informational texts and topics. • ELP 4: Construct grade-appropriate oral and written claims and support them with reasoning and evidence. • ELP 7: Adapt language choices to purpose, task, and audience when speaking and writing. Interactive modalities • ELP 2: Participate in grade-appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions. • ELP 5: Conduct research and evaluate and communicate findings to answer questions or solve problems. • ELP 6: Analyze and critique the arguments of others orally and in writing. Linguistic structures of English • ELP 9: Create clear and coherent grade-appropriate speech and text. • ELP 10: Make accurate use of standard English to communicate in grade-appropriate speech and writing.

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Investigation Handout

Investigation 10

A

Patterns and the Transfer of Information: How Can We Use an Electric Circuit to Accurately Transfer Information About the Content of a Picture?

B C D E F G H I J 1

2

3

4

5

6

7

8

9

Introduction We often need to be able to send information over long distances. Engineers have invented phones and computers that can convert our voices or pictures into digital information using a code and then send it to other people. These same devices can also receive digital information, decode it, and convert it back into a voice or an image. For this process to work, the devices we use to send information must use the same code. Take a few minutes to see if you can develop a code that you could use to send a friend the image pictured above. As you create your code, keep track of what it is and what you are wondering about in the boxes below.

My CODE …

Things I WONDER about …

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Investigation Handout Computers and cell phones use a code based on a pattern to transfer information. An example of a code that is based on a pattern is called Morse code. This code uses a pattern of dots and dashes to represent each letter in the alphabet. For example, the pattern – means B, the pattern means A, and the pattern – means T. The word, BAT, is therefore represented as . A message that includes several words, as a result, can be sent between two people using long ( ) and short ( ) signals of light or sound if both people know Morse code. Another example of a code that uses a pattern is called binary code. Binary code is a coding system that uses the digits 0 and 1 to represent a letter, number, or other character in a computer or other electronic device. An electric current needs a path or loop to travel from place to place. This path or loop is called a closed circuit. People can make a closed circuit by linking batteries, switches, and bulbs together with pieces of copper wire or copper tape. If there is a gap anywhere in the circuit or if the electrical components are not connected in the right way, electricity cannot travel through the circuit. This is how switches work. When a switch is in the “on” position, the circuit is closed and electricity can travel through the circuit and the bulb will produce light. When the switch is in the “off” position, however, the circuit is broken and no electricity can flow through the circuit, so the bulb does not produce light. A person can send a message to someone else by simply turning a switch on or off to start or stop the flow of electricity in a circuit if the circuit includes a switch at one location and a bulb at the other location and if the people at both locations use the same code. Your goal in this investigation is to figure out how to transfer information about the content of a picture that you create from one person to another using an electric circuit. You will have access to copper tape, two different colors of LED lights, and two coin batteries. Your teacher will show you how to make a basic closed circuit on a piece of paper using these materials. You will need to generate and compare multiple solutions for using patterns to transfer information to determine which solution is best. As you design your investigation, keep in mind that batteries store electrical energy, an electric current is movement of electrical energy from one place to another, and patterns can be used to transfer information.

Things we KNOW from what we read …

420

What we will NEED to figure out …

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Investigation 10. Patterns and the Transfer of Information: How Can We Use an Electric Circuit to Accurately Transfer Information About the Content of a Picture?

Your Task Use what you know about electric currents and patterns to generate and compare multiple solutions for transferring information accurately between people using an electric circuit. The guiding question of this investigation is, How can we use an electric circuit to accurately transfer information about the content of a picture?

Materials You may use any of the following materials during your investigation: • Safety glasses or goggles (required)

• Circuit pattern paper

• 2 coin batteries

• Folder

• 2 LED lights

• Scissors

• Copper tape, 40"

• Paper with 5 x 5 grids (if needed)

Safety Rules Follow all normal safety rules. In addition, be sure to follow these rules: • Wear sanitized safety glasses or goggles during setup, investigation activity, and cleanup. • Be careful when handling sharp tools and materials, because they can cut or puncture skin. • Wash your hands with soap and water when you are done collecting the data.

Plan Your Investigation Prepare a plan for your investigation by filling out the chart that follows; this plan is called an investigation proposal. Before you start developing your plan, be sure to discuss the following questions with the other members of your group: • How can we use patterns to transfer information accurately between people? • What are the parts of a closed-circuit system, and how do they interact with each other?

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Investigation Handout Our guiding question:

This is a picture of how we will set up the equipment:

We will collect the following data:

These are the steps we will follow to collect data:

I approve of this investigation proposal. Teacher’s signature

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Investigation 10. Patterns and the Transfer of Information: How Can We Use an Electric Circuit to Accurately Transfer Information About the Content of a Picture?

Collect Your Data Keep a record of each picture you sent and received during your investigation in the space below. Be sure to include information about the number of errors you made. Picture Sent

Picture Received

A

A

B

B

C

C

D

D

E

E 1

2

3

4

5

1

Picture Sent A

B

B

C

C

D

D

E

E 2

3

4

5

1

Picture Sent A

B

B

C

C

D

D

E

E 2

3

4

5

1

Picture Sent A

B

B

C

C

D

D

E

E 2

3

4

5

1

Picture Sent A

B

B

C

C

D

D

E

E 2

3

4

2

3

4

5

2

3

4

5

2

3

4

5

Picture Received

A

1

5

Picture Received

A

1

4

Picture Received

A

1

3

Picture Received

A

1

2

5

1

2

3

4

5

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Investigation Handout Analyze Your Data You will need to analyze the data you collected before you can develop an answer to the guiding question. To do this, create a table or graph that allows you to compare the accuracy of your different solutions. You can also draw pictures.

Draft Argument Develop an argument on a whiteboard. It should include the following: 1. A claim: Your answer to the guiding question. 2. Evidence: An analysis of the data and an explanation of what the analysis means.

The Guiding Question: Our Claim: Our Evidence:

Our Justification of the Evidence:

3. A justification of the evidence: Why your group thinks the evidence is important.

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Investigation 10. Patterns and the Transfer of Information: How Can We Use an Electric Circuit to Accurately Transfer Information About the Content of a Picture?

Argumentation Session Share your argument with your classmates. Be sure to ask them how to make your draft argument better. Keep track of their suggestions in the space below.

Ways to IMPROVE our argument …

Draft Report Prepare an investigation report to share what you have learned. Use the information in this handout and your group’s final argument to write a draft of your investigation report.

Introduction We have been studying _______________________________________________________ in class. Before we started this investigation, we explored ___________________________________________ __________________________________________________________________________________

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Investigation Handout __________________________________________________________________________________ __________________________________________________________________________________ We noticed ________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ My goal for this investigation was to figure out _____________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ The guiding question was _____________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________

Method To gather the data I needed to answer this question, I _______________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ I then analyzed the data I collected by ___________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________

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Investigation 10. Patterns and the Transfer of Information: How Can We Use an Electric Circuit to Accurately Transfer Information About the Content of a Picture?

__________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________

Argument My claim is ________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ The ___________________________________________________ below includes information about __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________

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427

Investigation Handout This analysis of the data I collected suggests ______________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ This evidence is based on several important scientific concepts. The first one is ___________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________

Review Your friends need your help Review the draft of their investigation reports and give them ideas about how to improve. Use the peer-review guide when doing your review.

Submit Your Final Report Once you have received feedback from your friends about your draft report, create your final investigation report and hand it in to your teacher.

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Checkout Questions Investigation 10. Patterns and the Transfer of Information Draw a picture in the grid below by shading in some boxes and leaving some boxes blank.

A B C D E 1 2 3 4 5 1. Imagine that a friend wants to see your picture but he or she lives far away. How would you code your picture so you could send it to your friend digitally? A1:

B1:

C1:

D1:

E1:

A2:

B2:

C2:

D2:

E2:

A3:

B3:

C3:

D3:

E3:

A4:

B4:

C4:

D3:

E4:

A5:

B5:

C5:

D4:

E5:

2. Explain your thinking. How can you use patterns to send people information? _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ Teacher Scoring Rubric for the Checkout Questions

Level

Description

3

The student can apply the core idea correctly in all cases and can fully explain the pattern.

2

The student can apply the core idea correctly in all cases but cannot fully explain the pattern.

1

The student cannot apply the core idea correctly in all cases but can fully explain the pattern.

0

The student cannot apply the core idea correctly in all cases and cannot explain the pattern.

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Section 4

From Molecules to Organisms: Structures and Processes

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Teacher Notes Investigation 11

Structures of Plants: How Does Water Move From the Roots to the Leaves of a Plant? Purpose The purpose of this investigation is to give students an opportunity to use one disciplinary core idea (DCI), two crosscutting concepts (CCs), and eight scientific and engineering practices (SEPs) to figure out how water moves into, within, and out of a plant. Students will also learn about the difference between observations and inferences during the reflective discussion.

Background Information About This Investigation The external structures of a plant, which include such things as leaves, roots, stems, and flowers, have specific functions. Roots enable a plant to absorb minerals and water from the soil. They also keep the plant in one place so it does not blow away in the wind. The stem of a plant provides support for the leaves. Leaves absorb sunlight and carbon dioxide. Leaves are also where plants turn carbon dioxide and water into sugar by a process called photosynthesis. Plants use the sugar they make as a source of energy. The flowers of a plant are used for reproduction. All of these structures are important because they enable a plant to survive, grow, and reproduce. There are also several structures found inside some plants (internal structures) that are important. One such structure found in flowering plants and trees is called the xylem. The function of the xylem is to transport water and minerals from the roots up the plant stem and into the leaves. Most of the cells that make up the xylem are specialized cells called vessels. The xylem vessels are long tubes formed by the end-to-end union of many short dead cells in which the end walls have been broken. Another structure that is found inside flowering plants and trees is called the phloem. The function of the phloem is to move sugar that the plant has produced by photosynthesis in the leaves to other parts of the plant where it is used for growth or to produce flowers, seeds, or sugar storage organs such as bulbs and tubers. Without these internal structures, a flowering plant or tree would quickly die.

The DCI, CCs, and SEPs That Students Use During This Investigation DCI • LS1.A: Structure and Function: Plants and animals have both internal and external structures that serve various functions in growth, survival, behavior, and reproduction.

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Investigation 11. Structures of Plants: How Does Water Move From the Roots to the Leaves of a Plant?

CCs • CC 4: Systems and System Models: A system can be described in terms of its components and their interactions. A system is a group of related parts that make up a whole and can carry out functions its individual parts cannot. • CC 5: Energy and Matter: Energy can be transferred in various ways and between objects. Matter is made of particles. Matter flows and cycles can be tracked in terms of the weight of the substances before and after a process occurs. The total weight of the substances does not change. This is what is meant by conservation of matter. Matter is transported into, out of, and within systems.

SEPs • SEP 1: Asking Questions and Defining Problems: Ask questions about what would happen if a variable is changed. Ask questions that can be investigated and predict reasonable outcomes based on patterns such as cause-and-effect relationships. • SEP 2: Developing and Using Models: Identify limitations of models. Collaboratively develop and/or revise a model based on evidence that shows the relationships among variables for frequent and regular occurring events. Develop a model using an analogy, example, or abstract representation to describe a scientific principle or design solution. Develop and/or use models to describe and/or predict phenomena. • SEP 3: Planning and Carrying Out Investigations: Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence, using fair tests in which variables are controlled and the number of trials considered. Evaluate appropriate methods and/or tools for collecting data. • SEP 4: Analyzing and Interpreting Data: Represent data in tables and/or various graphical displays (bar graphs, pictographs, and/or pie charts) to reveal patterns that indicate relationships. Analyze and interpret data to make sense of phenomena, using logical reasoning, mathematics, and/or computation. Compare and contrast data collected by different groups in order to discuss similarities and differences in their findings. • SEP 6: Constructing Explanations and Designing Solutions: Construct an explanation of observed relationships. Use evidence to construct or support an explanation. Identify the evidence that supports particular points in an explanation. • SEP 7: Engaging in Argument From Evidence: Compare and refine arguments based on an evaluation of the evidence presented. Distinguish among facts, reasoned judgment based on research findings, and speculation in an explanation. Respectfully provide and receive critiques from peers about a proposed

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433

Teacher Notes

procedure, explanation, or model by citing relevant evidence and posing specific questions. • SEP 8: Obtaining, Evaluating, and Communicating Information: Read and comprehend grade-appropriate complex texts and/or other reliable media to summarize and obtain scientific and technical ideas. Combine information in written text with that contained in corresponding tables, diagrams, and/or charts to support the engagement in other scientific and/or engineering practices. Communicate scientific and/or technical information orally and/or in written formats, including various forms of media as well as tables, diagrams, and charts.

Other Concepts That Students May Use During This Investigation Students might also use some of the following concepts: • Roots enable a plant to absorb minerals and water from the soil. They also keep the plant in one place so it does not blow away in the wind. The stem of a plant provides support for the leaves. • Leaves absorb sunlight and carbon dioxide. Leaves are also where plants turn carbon dioxide and water into sugar. • Plants use the sugar they make as a source of energy. • The flowers of a plant are used for reproduction.

What Students Figure Out Some plants have tube-like structures that enable water to flow within the plant from the roots to the leaves.

Timeline The time needed to complete this investigation is 270 minutes (4 hours and 30 minutes). The amount of instructional time needed for each stage of the investigation is as follows: • Stage 1. Introduce the task and the guiding question: 50 minutes • Stage 2. Design a method (and set up materials): 30 minutes Collect data (on the following day): 15 minutes • Stage 3. Create a draft argument: 40 minutes • Stage 4. Argumentation session: 30 minutes • Stage 5. Reflective discussion: 15 minutes • Stage 6. Write a draft report: 30 minutes • Stage 7. Peer review: 30 minutes • Stage 8. Revise the report: 30 minutes

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Investigation 11. Structures of Plants: How Does Water Move From the Roots to the Leaves of a Plant?

This investigation can be completed in two days (because it takes 24 hours for enough water to move through the plants) or over nine days (one day for each stage except stage 2, which requires two days to complete) during your designated science time in the daily schedule.

Materials and Preparation The materials needed for this investigation are listed in Table 11.1. The celery, bok choy, carnations, and food coloring can be purchased at a local supermarket or grocery store. The other items can be purchased at a big-box retail store such as Wal-Mart or Target or through an online retailer such as Amazon. The nonperishable materials (except food coloring) for this investigation can also be purchased as a complete kit (which includes enough materials for 24 students, or six groups) at www.argumentdriveninquiry.com.

TABLE 11.1 Materials for Investigation 11

Item

Quantity

Safety glasses or goggles

1 per student

Apron

1 per student

Celery bunch with leaves

1 per group

Bok choy bunch (Chinese cabbage)

1 per group

White carnations

4 per group

Plastic cups, 9 oz

6 per group

Hand lens Food coloring, 0.25 oz bottle each of blue, green, red, and yellow

1 per group 1 of each color per class

Ruler

1 per class

Knife for cutting plants

1 per class

Whiteboard, 2' × 3'*

1 per group

Investigation Handout

1 per student

Peer-review guide and teacher scoring rubric

1 per student

Checkout Questions (optional)

1 per student

As an alternative, students can use computer and presentation software such as Microsoft PowerPoint or Apple Keynote to create their arguments.

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435

Teacher Notes

Students will need to soak plants in colored water to track how water flows into, within, and out of a plant over time. Students can use celery, bok choy, white carnations, or some combination of these three types of plants during their investigations. Students can soak different plants in different cups of colored water (see Figure 11.1) or they can split the stem of a plant lengthwise so the same plant can soak in two different colors of water at the same time (see Figure 11.2). We recommend that they soak their plants in the colored water for at least 24 hours because it takes a long time for the colored water to move through a plant. Be sure to cut off about a half-inch of the base from each plant (but none of the leaves or petals) before students use them. If the students use celery, they will be able to easily see the xylem (the small tube-like structures) that water travels through as it moves through the plant (see Figure 11.3).

FIGURE 11.1 Different plants can be soaked in different colors of water during the investigation

FIGURE 11.2 The same plant can be soaked in two different colors of water during the investigation (left) by splitting the stem lengthwise (right)

Note: Full-color versions of these figures are available on the book’s Extras page at www.nsta.org/adi-4th.

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Investigation 11. Structures of Plants: How Does Water Move From the Roots to the Leaves of a Plant?

We recommend that you practice this method for tracking the movement of water through a plant before you have your students start this investigation. It is important that you understand how to do it so you can demonstrate it for your students and help them when they get stuck. Be sure to use a set routine for distributing and collecting the materials. One option is to organize the materials into kits that you can deliver to each group. A second option is to have all the materials on a table or cart at a central location. You can then assign a member of each group to be the “materials manager.” This individual is responsible for collecting all the materials his or her group needs from the table or cart during class and for returning all the materials at the end of the class.

FIGURE 11.3 The xylem in celery after it has been soaked in water with blue food dye

Note: A full-color version of this figure is available on the book’s Extras page at www.nsta.org/adi-4th.

Safety Precautions Before the investigation begins, contact parents or guardians to find out if any students have allergies to any of the plants or food colorings. If a child does have an allergy to a specific plant or food dye, do not provide that plant or food dye for the students to use during the investigation. Remind students to follow all normal investigation safety rules. In addition, tell the students to take the following safety precautions: • Wear sanitized safety glasses or goggles and a nonlatex apron during setup, investigation activity, and cleanup. • Immediately clean up any spills to avoid a slip or fall hazard. • Do not eat or drink any food items used in an investigation activity. • Ask you to cut the plants when they need them cut. • Wash their hands with soap and water when done collecting the data.

Lesson Plan by Stage Stage 1: Introduce the Task and the Guiding Question (50 minutes) 1. Ask the students to sit in six groups, with three or four students in each group. 2. Ask students to clear off their desks except for a pencil (and their Student Workbook for Argument-Driven Inquiry in Fourth-Grade Science if they have one).

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437

Teacher Notes

3. Pass out an Investigation Handout to each student (or ask students to turn to Investigation Log 11 in their workbook). 4. Read the first paragraph of the “Introduction” aloud to the class. Ask the students to follow along as you read. 5. Pass out a celery stalk, a whole bok choy leaf, and a white carnation to each group. 6. Tell the students to record their observations about the structures of the plants and their questions in the “OBSERVED/WONDER” chart in the “Introduction” section of their Investigation Handout (or the investigation log in their workbook). 7. After students have recorded their observations and questions, ask students to share what they observed about the plants. 8. Ask students to share what questions they have about the plants. 9. Tell the students, “Some of your questions might be answered by reading the rest of the Introduction.’” 10. Ask the students to read the rest of the “Introduction” on their own or ask them to follow along as you read the rest aloud. 11. Once the students have read the rest of the “Introduction,” ask them to fill out the “KNOW/NEED” chart on their Investigation Handout (or in their investigation log) as a group. 12. Ask students to share what they learned from the reading. Add these ideas to a class “know / need to figure out” chart. 13. Ask students to share what they think they will need to figure out based on what they read. Add these ideas to the class “know / need to figure out” chart. 14. Tell the students, “It looks like we have something to figure out. Let’s see what we will need to do during our investigation.” 15. Read the task and the guiding question aloud. 16. Tell the students, “I have lots of materials here that you can use”. 17. Introduce the students to the materials available for them to use during the investigation by showing them how they can soak plants in colored water to track how water moves into, within, and out of a plant. Then give them an opportunity to ask questions about the method. Be sure to collect the plants from each group before moving on to the next stage.

Stage 2: Design a Method and Collect Data (45 minutes over two days) 1. Tell the students, “I am now going to give you and the other members of your group about 15 minutes to plan your investigation. Before you begin, I want

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Investigation 11. Structures of Plants: How Does Water Move From the Roots to the Leaves of a Plant?

you all to take a couple of minutes to discuss the following questions with the rest of your group.” 2. Show the following questions on the screen or board: • What parts of the system are you studying? • How can we track the movement of matter within this system? 3. Tell the students, “Please take a few minutes to come up with an answer to these questions.” Give the students two or three minutes to discuss these two questions. 4. Ask two or three different groups to share their answers. Be sure to highlight or write down any important ideas on the board so students can refer to them later. 5. If possible, use a document camera to project an image of the graphic organizer for this investigation on a screen or board (or take a picture of it and project the picture on a screen or board). Tell the students, “I now want you all to plan out your investigation. To do that, you will need to create an investigation proposal by filling out this graphic organizer.” 6. Point to the box labeled “Our guiding question:” and tell the students, “You can put the question we are trying to answer in this box.” Then ask, “Where can we find the guiding question?” 7. Wait for a student to answer where to find the guiding question (the answer is “in the handout”). 8. Point to the box labeled “This is a picture of how we will set up the equipment:” and tell the students, “You can draw a picture in this box of how you will set up the equipment to carry out this investigation.” 9. Point to the box labeled “We will collect the following data:” and tell the students, “You can list the measurements or observations that you will need to collect during the investigation in this box.” 10. Point to the box labeled “These are the steps we will follow to collect data:” and tell the students, “You can list what you are going to do to collect the data you need and what you will do with your data once you have it. Be sure to give enough detail that I could do your investigation for you.” 11. Ask the students, “Do you have any questions about what you need to do?” 12. Answer any questions that come up. 13. Tell the students, “Once you are done, raise your hand and let me know. I’ll then come by and look over your proposal and give you some feedback. You may not begin collecting data until I have approved your proposal by signing it. You need to have your proposal done in the next 15 minutes.”

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439

Teacher Notes

What should a student-designed investigation look like? • The guiding question is “How does water move from the roots to the leaves of a plant?” • Students should collect data about the part of the plant that changes color over time. • A procedure might include the following steps (students may substitute bok choy or a white carnation for celery): 1. Place a celery stalk with leaves in a cup filled with red water, a cup filled with blue water, and cup filled yellow water or split a piece of celery lengthwise and place one side in red water and the other side in blue water. 2. Let the plants soak in the colored water for 24 hours. 3. Record the parts of the plant that changed color. This is just one example of how they can collect the data, and there should be a lot of variation in the student-designed investigations.

14. Give the students 15 minutes to work in their groups on their investigation proposal. As they work, move from group to group to check in, ask probing questions, and offer a suggestion if a group gets stuck. 15. As each group finishes its investigation proposal, be sure to read it over and determine if it will be productive or not. If you feel the investigation will be productive (not necessarily what you would do or what the other groups are doing), sign your name on the proposal and let the group start collecting data. If the plan needs to be changed, offer some suggestions or ask some probing questions, and have the group make the changes before you approve it. 16. Give the students about 15 minutes to set up their plants. 17. Leave the plants to soak for 24 hours. 18. The next day, tell the students to collect their data and record their observations or measurements in the “Collect Your Data” box in their Investigation Handout (or the investigation log in their workbook). 19. Give the students 15 minutes to collect their data. 20. Be sure to collect the materials and have the students clean up before asking them to analyze their data.

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Investigation 11. Structures of Plants: How Does Water Move From the Roots to the Leaves of a Plant?

Stage 3: Create a Draft Argument (40 minutes) 1. Tell the students, “Now that we have all this data, we need to analyze the data so we can figure out an answer to the guiding question.” 2. If possible, project an image of the “Analyze Your Data” section for this investigation on a screen or board using a document camera (or take a picture of it and project the picture on a screen or board). Point to the section and tell the students, “You can create a table, graph, or pictures as a way to analyze your data. You can make your table, graph, or pictures in this section.” 3. Ask the students, “What is the best way to analyze the data we collected?” 4. Tell the students, “Please take a few minutes to discuss this question with your group, and be ready to share.” 5. Give the students five minutes to discuss. 6. Ask two or three different groups to share their answers. Be sure to highlight or write down any important ideas on the board so students can refer to them later. 7. Tell the students, “I am now going to give you and the other members of your group about 10 minutes to analyze your data.”

What should a table, graph, or picture look like for this investigation? There are a number of different ways that students can analyze the observations they collect during this investigation. Possibilities include a table, a graph, or several pictures. One of the most straightforward ways is to create pictures that show what different parts of the plant looked like before and after it was soaked in water with food coloring. An example of students using pictures as part of their evidence can be seen in Figure 11.4 (p. 443). There are other options for analyzing the collected data. Students often come up with some unique ways of analyzing their data, so be sure to give them some voice or choice during this stage.

8. Give the students 10 minutes to analyze their data. As they work, move from group to group to check in, ask probing questions, and offer suggestions. 9. Tell the students, “I am now going to give you and the other members of your group 15 minutes to create an argument to share what you have learned and convince others that they should believe you. Before you do that, we need to take a few minutes to discuss what you need to include in your argument.”

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441

Teacher Notes

10. If possible, use a document camera to project the “Argument Presentation on a Whiteboard” image from the Investigation Handout (or the investigation log in their workbook) on a screen or board (or take a picture of it and project the picture on a screen or board). 11. Point to the box labeled “The Guiding Question:” and tell the students, “You can put the question we are trying to answer here on your whiteboard.” 12. Point to the box labeled “Our Claim:” and tell the students, “You can put your claim here on your whiteboard. The claim is your answer to the guiding question.” 13. Point to the box labeled “Our Evidence:” and tell the students, “You can put the evidence that you are using to support your claim here on your whiteboard. Your evidence will need to include the analysis you just did and an explanation of what your analysis means or shows. Scientists always need to support their claims with evidence.” 14. Point to the box labeled “Our Justification of the Evidence:” and tell the students, “You can put your justification of your evidence here on your whiteboard. Your justification needs to explain why your evidence is important. Scientists often use core ideas to explain why the evidence they are using matters. Core ideas are important concepts that scientists use to help them make sense of what happens during an investigation.” 15. Ask the students, “What are some core ideas that we read about earlier that might help us explain why the evidence we are using is important?” 16. Ask students to share some of the core ideas from the “Introduction” section of the Investigation Handout (or the investigation log in the workbook). List these core ideas on the board. 17. Tell the students, “That is great. I would like to see everyone try to include these core ideas in your justification of the evidence. Your goal is to use these core ideas to help explain why your evidence matters and why the rest of us should pay attention to it.” 18. Ask the students, “Do you have any questions about what you need to do?” 19. Answer any questions that come up. 20. Tell the students, “Okay, go ahead and start working on your arguments. You need to have your argument done in the next 15 minutes. It doesn’t need to be perfect. We just need something down on the whiteboards so we can share our ideas.” 21. Give the students 15 minutes to work in their groups on their arguments. As they work, move from group to group to check in, ask probing questions, and offer a suggestion if a group gets stuck. Figure 11.4 shows an example of an argument for this investigation.

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Investigation 11. Structures of Plants: How Does Water Move From the Roots to the Leaves of a Plant?

FIGURE 11.4 Example of an argument

Stage 4: Argumentation Session (30 minutes) The argumentation session can be conducted in a whole-class presentation format, a gallery walk format, or a modified gallery walk format. We recommend using a whole-class presentation format for the first investigation, but try to transition to either the gallery walk or modified gallery walk format as soon as possible because that will maximize student voice and choice inside the classroom. The following list shows the steps for the three formats; unless otherwise noted, the steps are the same for all three formats. 1. Begin by introducing the use of the whiteboard. • If using the whole-class presentation format, tell the students, “We are now going to share our arguments. Please set up your whiteboards so everyone can see them.” • If using the gallery walk or modified gallery walk format, tell the students, “We are now going to share our arguments. Please set up your whiteboards so they are facing the walls.”

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2. Allow the students to set up their whiteboards. • If using the whole-class presentation format, the whiteboards should be set up on stands or chairs so they are facing toward the center of the room. • If using the gallery walk or modified gallery walk format, the whiteboards should be set up on stands or chairs so they are facing toward the outside of the room. 3. Give the following instructions to the students: • If using the whole-class presentation format or the modified gallery walk format, tell the students, “Okay, before we get started I want to explain what we are going to do next. I’m going to ask some of you to present your arguments to your classmates. If you are presenting your argument, your job is to share your group’s claim, evidence, and justification of the evidence. The rest of you will be reviewers. If you are a reviewer, your job is to listen to the presenters, ask the presenters questions if you do not understand something, and then offer them some suggestions about ways to make their argument better. After we have a chance to learn from each other, I’m going to give you some time to revise your arguments and make them better.” • If using the gallery walk format, tell the students, “Okay, before we get started I want to explain what we are going to do next. You are going to have an opportunity to read the arguments that were created by other groups. Your group will go to a different group’s argument. I’ll give you a few minutes to read it and review it. Your job is to offer them some suggestions about ways to make their argument better. You can use sticky notes to give them suggestions. Please be specific about what you want to change and how you think they should change it. After we have a chance to learn from each other, I’m going to give you some time to revise your arguments and make them better.” 4. Use a document camera to project the “Ways to IMPROVE our argument …” box from the Investigation Handout (or the investigation log in their workbook) on a screen or board (or take a picture of it and project the picture on a screen or board). • If using the whole-class presentation format or the modified gallery walk format, point to the box and tell the students, “If you are a presenter, you can write down the suggestions you get from the reviewers here. If you are a reviewer and you see a good idea from another group, you can write down that idea here. Once we are done with the presentations, I will give you a chance to use these suggestions or ideas to improve your arguments. • If using the gallery walk format, point to the box and tell the students, “If you see a good idea from another group, you can write it down here. Once we are done reviewing the different arguments, I will give you a chance to use these ideas to improve your own arguments. It is important to share ideas like this.” Ask the students, “Do you have any questions about what you need to do?”

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Investigation 11. Structures of Plants: How Does Water Move From the Roots to the Leaves of a Plant?

5. Answer any questions that come up. 6. Give the following instructions: • If using the whole-class presentation format, tell the students, “Okay. Let’s get started.” • If using the gallery walk format, tell the students, “Okay, I’m now going to tell you which argument to go to and review. • If using the modified gallery walk format, tell the students, “Okay, I’m now going to assign you to be a presenter or a reviewer.” Assign one or two students from each group to be presenters and one or two students from each group to be reviewers. 7. Begin the review of the arguments. • If using the whole-class presentation format, have four or five groups present their arguments one at a time. Give each group only two to three minutes to present their argument. Then give the class two to three minutes to ask them questions and offer suggestions. Be sure to encourage as much participation from the students as possible. • If using the gallery walk format, tell the students, “Okay. Let’s get started. Each group, move one argument to the left. Don’t move to the next argument until I tell you to move. Once you get there, read the argument and then offer suggestions about how to make it better. I will put some sticky notes next to each argument. You can use the sticky notes to leave your suggestions.” Give each group about three to four minutes to read the arguments, talk, and offer suggestions. a. Tell the students, “Okay. Let’s rotate. Move one group to the left.” b. Again, give each group three or four minutes to read, talk, and offer suggestions. c. Repeat this process for two more rotations. • If using the modified gallery walk format, tell the students, “Okay. Let’s get started. Reviewers, move one group to the left. Don’t move to the next group until I tell you to move. Presenters, go ahead and share your argument with the reviewers when they get there.” Give each group of presenters and reviewers about three to four minutes to talk. a. Tell the students, “Okay. Let’s rotate. Reviewers, move one group to the left.” b. Again, give each group of presenters and reviewers about three or four minutes to talk. c. Repeat this process for two more rotations. 8. Tell the students to return to their workstations. 9. Give the following instructions about revising the argument:

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• If using the whole-class presentation format, tell the students, “I’m now going to give you about 10 minutes to revise your argument. Take a few minutes to talk in your groups and determine what you want to change to make your argument better. Once you have decided what to change, go ahead and make the changes to your whiteboard.” • If using the gallery walk format, tell the students, “I’m now going to give you about 10 minutes to revise your argument. Take a few minutes to read the suggestions that were left at your argument. Then talk in your groups and determine what you want to change to make your argument better. Once you have decided what to change, go ahead and make the changes to your whiteboard.” • If using the modified gallery walk format, “I’m now going to give you about 10 minutes to revise your argument. Please return to your original groups.” Wait for the students to move back into their original groups and then tell the students, “Okay, take a few minutes to talk in your groups and determine what you want to change to make your argument better. Once you have decided what to change, go ahead and make the changes to your whiteboard.” Ask the students, “Do you have any questions about what you need to do?” 10. Answer any questions that come up. 11. Tell the students, “Okay. Let’s get started.” 12. Give the students 10 minutes to work in their groups on their arguments. As they work, move from group to group to check in, ask probing questions, and offer a suggestion if a group gets stuck.

FIGURE 11.5

Stage 5: Reflective Discussion (15 minutes) 1. Tell the students, “We are now going take a minute to talk about what we did and what we have learned.”

A strawberry plant

2. Show the image in Figure 11.5 on a screen. 3. Ask the students, “What do you all see going on here?” 4. Allow students to share their ideas. Keep probing until someone says that it is a plant. 5. Ask the students, “What parts of this plant help it survive?” 6. Allow students to share their ideas. Keep probing until students say that roots, stems, and leaves help it survive. 7. Ask the students, “What parts of this plant help it grow?” 8. Allow students to share their ideas. Keep probing until students say that roots, stems, and leaves help it grow.

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Investigation 11. Structures of Plants: How Does Water Move From the Roots to the Leaves of a Plant?

9. Tell the students, “Okay, let’s make sure we are on the same page. Plants have different parts such as roots, stems, and leaves that help them survive and grow. These also have parts such as flowers and fruits that help them produce more plants. The fact that plants have different structures that have different functions is a really important core idea in science.” 10. Ask the students, “Does anyone have any questions about this core idea?” 11. Answer any questions that come up. 12. Tell the students, “We tracked how matter moved into, within, and out of a system during our investigation.” Then ask, “Can anyone tell me why it is useful to track the movement of matter during an investigation?” 13. Allow students to share their ideas. 14. Tell the students, “Tracking how matter moves into, within, and out of a system is a useful tool for figuring out how a system works.” 15. Ask the students, “What did we figure out today by tracking how matter moves through a plant?” 16. Allow students to share their ideas. Keep probing until students agree that plants have tube-like structures that enable water to flow within the plant from the roots to the leaves. 17. Tell the students, “That is great, and if we know that plants have tube-like structures that enable water to flow within the plant from the roots to the leaves, we can take better care of the plants inside and outside our homes.” 18. Tell the students, “We are now going take a minute to talk about what went well and what didn’t go so well during our investigation. We need to talk about this because you are going to be planning and carrying your own investigations like this a lot this year, and I want to help you all get better at it.” 19. Show an image of the question “What made your investigation scientific?” on the screen. Tell the students, “Take a few minutes to talk about how you would answer this question with the other people in your group. Be ready to share with the rest of the class.” Give the students two to three minutes to talk in their group. 20. Ask the students, “What do you all think? Who would like to share an idea?” 21. Allow students to share their ideas. Be sure to expand on their ideas about what makes an investigation scientific. 22. Show an image of the question “What made your investigation not so scientific?” on the screen. Tell the students, “Take a few minutes to talk about how you would answer this question with the other people in your group. Be ready to share with the rest of the class.” Give the students two to three minutes to talk in their group.

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23. Ask the students, “What do you all think? Who would like to share an idea?” 24. Allow students to share their ideas. Be sure to expand on their ideas about what makes an investigation less scientific. 25. Show an image of the question “What rules can we put into place to help us make sure our next investigation is more scientific?” on the screen. Tell the students, “Take a few minutes to talk about how you would answer this question with the other people in your group. Be ready to share with the rest of the class.” Give the students two to three minutes to talk in their group. 26. Ask the students, “What do you all think? Who would like to share an idea?” 27. Allow students to share their ideas. Once they have shared their ideas, offer a suggestion for a possible class rule. 28. Ask the students, “What do you all think? Should we make this a rule?” 29. If the students agree, write the rule on the board or a class “Rules for Scientific Investigation” chart so you can refer to it during the next investigation. 30. Tell the students, “We are now going take a minute to talk about different types of information in science.” 31. Show an image of the question “What is the difference between an observation and an inference?” on the screen. Tell the students, “Take a few minutes to talk about how you would answer this question with the other people in your group. Be ready to share with the rest of the class.” Give the students two to three minutes to talk in their group. 32. Ask the students, “What do you all think? Who would like to share an idea?” 33. Allow students to share their ideas. 34. Tell the students, “Okay, let’s make sure we are all using the same definition. An observation is a description or record of something. An inference is an interpretation of an observation.” 35. Show the image in Figure 11.6. 36. Ask the students, “What do you observe in this image?” 37. Allow students to share their ideas. If a student shares an inference, ask the class, “Is that an observation or an inference?” Let students discuss. 38. Ask the students, “What can you infer from this image?” 39. Allow students to share their ideas. If a student shares an observation, ask the class, “Is that an observation or an inference?” Let students discuss. 40. Ask the students, “Does anyone have any questions about the difference between observations and inferences?” 41. Answer any questions that come up.

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Investigation 11. Structures of Plants: How Does Water Move From the Roots to the Leaves of a Plant?

FIGURE 11.6 Celery with red leaves

Note: A full-color version of this figure is available on the book’s Extras page at www.nsta.org/adi-4th.

Stage 6: Write a Draft Report (30 minutes) Your students will use either the Investigation Handout or the investigation log in the student workbook when writing the draft report. When you give the directions shown in quotes in the following steps, substitute “investigation log” (as shown in brackets) for “handout” if they are using the workbook. 1. Tell the students, “You are now going to write an investigation report to share what you have learned. Please take out a pencil and turn to the Draft Report’ section of your handout [investigation log].” 2. If possible, use a document camera to project the “Introduction” section of the draft report from the Investigation Handout (or the investigation log in their workbook) on a screen or board (or take a picture of it and project the picture on a screen or board). 3. Tell the students, “The first part of the report is called the Introduction.’ In this section of the report you want to explain to the reader what you were investigating, why you were investigating it, and what question you were trying to answer. All of this information can be found in the text at the beginning of your handout [investigation log].” Point to the image and say, “There are some sentence starters here to help you begin writing the report.” Ask the students, “Do you have any questions about what you need to do?” 4. Answer any questions that come up.

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5. Tell the students, “Okay. Let’s write.” 6. Give the students 10 minutes to write the “Introduction” section of the report. As they work, move from student to student to check in, ask probing questions, and offer a suggestion if a student gets stuck. 7. If possible, use a document camera to project the “Method” section of the draft report from the Investigation Handout (or the investigation log in their workbook) on a screen or board (or take a picture of it and project the picture on a screen or board). 8. Tell the students, “The second part of the report is called the Method.’ In this section of the report you want to explain to the reader what you did during the investigation, what data you collected and why, and how you went about analyzing your data. All of this information can be found in the Plan Your Investigation’ section of your handout [investigation log]. Remember that you all planned and carried out different investigations, so do not assume that the reader will know what you did.” Point to the image and say, “There are some sentence starters here to help you begin writing this part of the report.” Ask the students, “Do you have any questions about what you need to do?” 9. Answer any questions that come up. 10. Tell the students, “Okay. Let’s write.” 11. Give the students 10 minutes to write the “Method” section of the report. As they work, move from student to student to check in, ask probing questions, and offer a suggestion if a student gets stuck. 12. If possible, use a document camera to project the “Argument” section of the draft report from the Investigation Handout (or the investigation log in their workbook) on a screen or board (or take a picture of it and project the picture on a screen or board). 13. Tell the students, “The last part of the report is called the Argument.’ In this section of the report you want to share your claim, evidence, and justification of the evidence with the reader. All of this information can be found on your whiteboard.” Point to the image and say, “There are some sentence starters here to help you begin writing this part of the report.” Ask the students, “Do you have any questions about what you need to do?” 14. Answer any questions that come up. 15. Tell the students, “Okay. Let’s write.” 16. Give the students 10 minutes to write the “Argument” section of the report. As they work, be sure to move from student to student to check in, ask probing questions, and offer a suggestion if a student gets stuck.

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Investigation 11. Structures of Plants: How Does Water Move From the Roots to the Leaves of a Plant?

Stage 7: Peer Review (30 minutes) Your students will use either the Investigation Handout or the investigation log in the student workbook when doing the peer review. When you give the directions shown in quotes in the following steps, substitute “workbook” (as shown in brackets) for “Investigation Handout” if they are using the workbook. 1. Tell the students, “We are now going to review our reports to find ways to make them better. I’m going to come around and collect your Investigation Handout [workbook]. While I do that, please take out a pencil.” 2. Collect the Investigation Handouts or workbooks from the students. 3. If possible, use a document camera to project the peer-review guide (PRG; see Appendix 4) on a screen or board (or take a picture of it and project the picture on a screen or board). 4. Tell the students, “We are going to use this peer-review guide to give each other feedback.” Point to the image. 5. Give the following instructions: • If using the Investigation Handout, tell the students, “I’m going to ask you to work with a partner to do this. I’m going to give you and your partner a draft report to read and a peer-review guide to fill out. You two will then read the report together. Once you are done reading the report, I want you to answer each of the questions on the peer-review guide.” Point to the review questions on the image of the PRG. • If using the workbook, tell the students, “I’m going to ask you to work with a partner to do this. I’m going to give you and your partner a draft report to read. You two will then read the report together. Once you are done reading the report, I want you to answer each of the questions on the peer-review guide that is right after the report in the investigation log.” Point to the review questions on the image of the PRG. 6. Tell the students, “You can check yes,’ almost,’ or no’ after each question.” Point to the checkboxes on the image of the PRG. 7. Tell the students, “This will be your rating for this part of the report. Make sure you agree on the rating you give the author. If you mark almost’ or no,’ then you need to tell the author what he or she needs to do to get a yes.’” Point to the space for the reviewer feedback on the image of the PRG. 8. Tell the students, “It is really important for you to give the authors feedback that is helpful. That means you need to tell them exactly what they need to do to make their report better.” Ask the students, “Do you have any questions about what you need to do?” 9. Answer any questions that come up.

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10. Tell the students, “Please sit with a partner who is not in your current group.” Allow the students time to sit with a partner. 11. Give the following instructions: • If using the Investigation Handout, tell the students, “Okay, I am now going to give you one report to read and one peer-review guide to fill out.” Pass out one report to each pair. Make sure that the report you give a pair was not written by one of the students in that pair. Give each pair one PRG to fill out as a team. • If using the workbook, tell the students, “Okay, I am now going to give you one report to read.” Pass out a workbook to each pair. Make sure that the workbook you give a pair is not from one of the students in that pair. 12. Tell the students, “Okay, I’m going to give you 15 minutes to read the report I gave you and to fill out the peer-review guide. Go ahead and get started.” 13. Give the students 15 minutes to work. As they work, move around from pair to pair to check in and see how things are going, answer questions, and offer advice. 14. After 15 minutes pass, tell the students, “Okay, time is up.” If using the Investigation Handout, say, “Please give me the report and the peer-review guide that you filled out.” If using the workbook, say, “Please give me the workbook that you have.” 15. Collect the Investigation Handouts and the PRGs, or collect the workbooks if they are being used. Be sure you keep the handout and the PRG together. 16. Give the following instructions: • If using the Investigation Handout, tell the students, “Okay, I am now going to give you a different report to read and a new peer-review guide to fill out.” Pass out another report to each pair. Make sure that this report was not written by one of the students in that pair. Give each pair a new PRG to fill out as a team. • If using the workbook, tell the students, “Okay, I am now going to give you a different report to read.” Pass out a different workbook to each pair. Make sure that the workbook you give a pair is not from one of the students in that pair. 17. Tell the students, “Okay, I’m going to give you 15 minutes to read this new report and to fill out the peer-review guide. Go ahead and get started.” 18. Give the students 15 minutes to work. As they work, move around from pair to pair to check in and see how things are going, answer questions, and offer advice. 19. After 15 minutes pass, tell the students, “Okay, time is up.” If using the Investigation Handout, say, “Please give me the report and the peer-review guide that you filled out.” If using the workbook, say, “Please give me the workbook that you have.”

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Investigation 11. Structures of Plants: How Does Water Move From the Roots to the Leaves of a Plant?

20. Collect the Investigation Handouts and the PRGs, or collect the workbooks if they are being used. Be sure you keep the handout and the PRG together.

Stage 8: Revise the Report (30 minutes) Your students will use either the Investigation Handout or the investigation log in the student workbook when revising the report. Except where noted below, the directions are the same whether using the handout or the log. 1. Give the following instructions: • If using the Investigation Handout, tell the students, “You are now going to revise your investigation report based on the feedback you get from your classmates. Please take out a pencil while I hand back your draft report and the peer-review guide.” • If using the investigation log in the student workbook, tell the students, “You are now going to revise your investigation report based on the feedback you get from your classmates. Please take out a pencil while I hand back your investigation logs.” 2. If using the Investigation Handout, pass back the handout and the PRG to each student. If using the investigation log, pass back the log to each student. 3. Tell the students, “Please take a few minutes to read over the peer-review guide. You should use it to figure out what you need to change in your report and how you will change the report.” 4. Allow the students time to read the PRG. 5. If using the investigation log, if possible use a document camera to project the “Write Your Final Report” section from the investigation log on a screen or board (or take a picture of it and project the picture on a screen or board). 6. Give the following instructions: • If using the Investigation Handout, tell the students, “Okay. Let’s revise our reports. Please take out a piece of paper. I would like you to rewrite your report. You can use your draft report as a starting point, but use the feedback on the peer-review guide to help make it better.” • If using the investigation log, tell the students, “Okay. Let’s revise our reports. I would like you to rewrite your report in the section of the investigation log that says Write Your Final Report.’” Point to the image on the screen and tell the students, “You can use your draft report as a starting point, but use the feedback on the peer-review guide to help make your report better.” Ask the students, “Do you have any questions about what you need to do?” 7. Answer any questions that come up. 8. Tell the students, “Okay. Let’s write.” Argument-Driven Inquiry in Fourth-Grade Science: Three-Dimensional Investigations Copyright © 2019 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit https://www.nsta.org/store/product_detail.aspx?id=10.2505/9781681405209

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9. Give the students 30 minutes to rewrite their report. As they work, move from student to student to check in, ask probing questions, and offer a suggestion if a student gets stuck. 10. Give the following instructions: • If using the Investigation Handout, tell the students, “Okay. Time’s up. I will now come around and collect your Investigation Handout, the peer-review guide, and your final report.” • If using the investigation log, tell the students, “Okay. Time’s up. I will now come around and collect your workbooks.” 11. If using the Investigation Handout, collect all the Investigation Handouts, PRGs, and final reports. If using the investigation log, collect all the workbooks. 12. If using the Investigation Handout, use the “Teacher Score” columns in the PRG to grade the final report. If using the investigation log, use the “Investigation Report Grading Rubric” in the investigation log to grade the final report. Whether you are using the handout or the log, you can give the students feedback about their writing in the “Teacher Comments” section.

How to Use the Checkout Questions The Checkout Questions are an optional assessment. We recommend giving them to students one day after they finish stage 8 of the ADI investigation. Appendix 6 provides an answer guide for the Checkout Questions. The Checkout Questions can be used as a formative or summative assessment of student thinking. If you plan to use them as a formative assessment, we recommend that you look over the student answers to determine if you need to reteach the core idea and/ or crosscutting concept from the investigation, but do not grade them. If you plan to use them as a summative assessment, we have included a Teacher Scoring Rubric at the end of the Checkout Questions that you can use to score a student’s ability to apply the core idea in a new scenario and explain their use of a crosscutting concept; see Figure 11.7 for an example of the rubric. The rubric includes a 4-point scale that ranges from 0 (the student cannot apply the core idea correctly in all cases and cannot explain the crosscutting concept) to 3 (the student can apply the core idea correctly in all cases and can fully explain the crosscutting concept).

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Investigation 11. Structures of Plants: How Does Water Move From the Roots to the Leaves of a Plant?

FIGURE 11.7 Example of a Teacher Scoring Rubric with cause and effect as the crosscutting concept

Level

Description

3

The student can apply the core idea correctly in all cases and can fully explain the cause-andeffect relationship.

2

The student can apply the core idea correctly in all cases but cannot fully explain the causeand-effect relationship.

1

The student cannot apply the core idea correctly in all cases but can fully explain the causeand-effect relationship.

0

The student cannot apply the core idea correctly in all cases and cannot explain the causeand-effect relationship.

The Checkout Questions, regardless of how you decide to use them, are a great way to make student thinking visible so you can determine if the students have learned the core idea and the crosscutting concept.

Connections to Standards Table 11.2 highlights how the investigation can be used to address specific performance expectations from the NGSS, Common Core State Standards (CCSS) in English language arts (ELA) and in mathematics, and English Language Proficiency (ELP) Standards.

TABLE 11.2 Investigation 11 alignment with standards

NGSS performance expectation

Strong alignment • 4-LS1-1: Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.

CCSS ELA—Reading: Key ideas and details Informational Text • CCSS.ELA-LITERACY.RI.4.1: Refer to details and examples in a

text when explaining what the text says explicitly and when drawing inferences from the text.

• CCSS.ELA-LITERACY.RI.4.2: Determine the main idea of a text and explain how it is supported by key details; summarize the text. • CCSS.ELA-LITERACY.RI.4.3: Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.

Continued

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Table 11.2 (continued )

CCSS ELA—Reading: Craft and structure Informational • CCSS.ELA-LITERACY.RI.4.4: Determine the meaning of general Text (continued ) academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.

• CCSS.ELA-LITERACY.RI.4.5: Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text. • CCSS.ELA-LITERACY.RI.4.6: Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided. Integration of knowledge and ideas • CCSS.ELA-LITERACY.RI.4.7: Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. • CCSS.ELA-LITERACY.RI.4.8: Explain how an author uses reasons and evidence to support particular points in a text. • CCSS.ELA-LITERACY.RI.4.9: Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. Range of reading and level of text complexity • CCSS.ELA-LITERACY.RI.4.10: By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.

CCSS ELA—Writing

Text types and purposes • CCSS.ELA-LITERACY.W.4.1: Write opinion pieces on topics or texts, supporting a point of view with reasons and information. ¡¡CCSS.ELA-LITERACY.W.4.1.A: Introduce

a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose.

¡¡CCSS.ELA-LITERACY.W.4.1.B: Provide

supported by facts and details.

reasons that are

¡¡CCSS.ELA-LITERACY.W.4.1.C: Link

opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).

¡¡CCSS.ELA-LITERACY.W.4.1.D: Provide

a concluding statement or section related to the opinion presented.

Continued

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Investigation 11. Structures of Plants: How Does Water Move From the Roots to the Leaves of a Plant?

Table 11.2 (continued )

CCSS ELA—Writing (continued )

• CCSS.ELA-LITERACY.W.4.2: Write informative / explanatory texts to examine a topic and convey ideas and information clearly. ¡¡CCSS.ELA-LITERACY.W.4.2.A: Introduce

a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.

¡¡CCSS.ELA-LITERACY.W.4.2.B: Develop

the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

¡¡CCSS.ELA-LITERACY.W.4.2.C: Link

ideas within categories of information using words and phrases (e.g., another, for example, also, because).

¡¡CCSS.ELA-LITERACY.W.4.2.D: Use

precise language and domain-specific vocabulary to inform about or explain the topic.

¡¡CCSS.ELA-LITERACY.W4.2.E: Provide

a concluding statement or section related to the information or explanation presented.

Production and distribution of writing • CCSS.ELA-LITERACY.W.4.4: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.  • CCSS.ELA-LITERACY.W.4.5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.  • CCSS.ELA-LITERACY.W.4.6: With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting. Research to build and present knowledge • CCSS.ELA-LITERACY.W.4.7: Conduct short research projects that build knowledge through investigation of different aspects of a topic. • CCSS.ELA-LITERACY.W.4.9: Draw evidence from literary or informational texts to support analysis, reflection, and research. Range of writing • CCSS.ELA-LITERACY.W.4.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of disciplinespecific tasks, purposes, and audiences.

Continued

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Teacher Notes

Table 11.2 (continued )

CCSS ELA— Speaking and Listening

Comprehension and collaboration • CCSS.ELA-LITERACY.SL.4.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly. ¡¡CCSS.ELA-LITERACY.SL.4.1.A: Come

to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

¡¡CCSS.ELA-LITERACY.SL.4.1.B: Follow

agreed-upon rules for discussions and carry out assigned roles.

¡¡CCSS.ELA-LITERACY.SL.4.1.C: Pose

and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.

¡¡CCSS.ELA-LITERACY.SL.4.1.D: Review

the key ideas expressed and explain their own ideas and understanding in light of the discussion.

• CCSS.ELA-LITERACY.SL.4.2: Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. • CCSS.ELA-LITERACY.SL.4.3: Identify the reasons and evidence a speaker provides to support particular points Presentation of knowledge and ideas • CCSS.ELA-LITERACY.SL.4.4: Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. • CCSS.ELA-LITERACY.SL.4.5: Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes. • CCSS.ELA-LITERACY.SL.4.6: Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation.

ELP Standards

Receptive modalities • ELP 1: Construct meaning from oral presentations and literary and informational text through grade-appropriate listening, reading, and viewing. • ELP 8: Determine the meaning of words and phrases in oral presentations and literary and informational text.

Continued

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Investigation 11. Structures of Plants: How Does Water Move From the Roots to the Leaves of a Plant?

Table 11.2 (continued )

ELP Standards (continued )

Productive modalities • ELP 3: Speak and write about grade-appropriate complex literary and informational texts and topics. • ELP 4: Construct grade-appropriate oral and written claims and support them with reasoning and evidence. • ELP 7: Adapt language choices to purpose, task, and audience when speaking and writing. Interactive modalities • ELP 2: Participate in grade-appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions. • ELP 5: Conduct research and evaluate and communicate findings to answer questions or solve problems. • ELP 6: Analyze and critique the arguments of others orally and in writing. Linguistic structures of English • ELP 9: Create clear and coherent grade-appropriate speech and text. • ELP 10: Make accurate use of standard English to communicate in grade-appropriate speech and writing.

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Investigation Handout

Investigation 11

Structures of Plants: How Does Water Move From the Roots to the Leaves of a Plant? Introduction When you look at all the plants outside your home or school, you will probably notice a few things. First, there are many different kinds of plants. Second, many different types of plants share a lot of the same structures. Take a moment to examine a few different plants. Be sure to keep track of what you observe about the structures of these plants and what you are wondering about as you examine them in the boxes below.

Things I OBSERVED …

Things I WONDER about …

The external structures of a plant, which include such things as leaves, roots, stems, and flowers, have specific functions. Roots enable a plant to absorb minerals and water from the soil. They also keep the plant in one place so it does not blow away in the wind. The stem of a plant provides support for the leaves. Leaves absorb sunlight and carbon dioxide. Leaves are also where plants turn carbon dioxide

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Investigation 11. Structures of Plants: How Does Water Move From the Roots to the Leaves of a Plant?

and water into sugar. Plants use the sugar they make as a source of energy. The flowers of a plant are used for reproduction. All of these structures are important because they enable a plant to survive, grow, and reproduce. There are also several structures found inside plants that are important. One such structure is used to transport water from the roots of the plant, through the stem, and up to the leaves. Without this internal structure, a plant would quickly die because it would not be able to make the sugar it needs. Your goal in this investigation is to figure out how water travels from the roots of a plant to its leaves. To accomplish this goal, you will need to think of a plant as a system and then track the movement of water through that system over time. You will also need to be able to identify the internal structures that move water from the roots to the leaves. You can track the movement of water through a plant by placing the stem of a plant in water that is mixed with food coloring. The food coloring will move through the plant with the water and stain the parts of the plants that it touches (just like food coloring stains your skin when you touch it). You can also cut the stem of a plant lengthwise and place each half of the stem in a different cup of colored water and see what happens. You will also be able to cut open the plant after the food coloring has traveled through the plant so you can take a closer look at the inside of a stem. Once you learn more about the structures of the plant, and how these structures work together as a system, you can develop a model to explain how water travels from the roots, through the stem, and into the leaves of a plant.

Things we KNOW from what we read …

What we will NEED to figure out …

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Investigation Handout Your Task Use what you know about plants, structure and function, and the importance of tracking the movement of matter in a system to develop a model that explains how water moves through a plant. The guiding question of this investigation is, How does water move from the roots to the leaves of a plant?

Materials You may use any of the following materials during your investigation: • Safety glasses or goggles (required)

• White carnations

• Apron (required)

• Food coloring (four different colors)

• Celery

• Plastic cups

• Bok choy (Chinese cabbage)

• Hand lens

Safety Rules Follow all normal lab safety rules. In addition, be sure to follow these rules: • Wear sanitized safety glasses or goggles and a nonlatex apron during setup, investigation activity, and cleanup. • Immediately clean up any spills to avoid a slip or fall hazard. • Do not eat or drink any food items used in an investigation activity. • Ask your teacher to cut the plants when you need them cut. • Wash your hands with soap and water when you are done collecting the data.

Plan Your Investigation Prepare a plan for your investigation by filling out the chart that follows; this plan is called an investigation proposal. Before you start developing your plan, be sure to discuss the following questions with the other members of your group: • What parts of the system are you studying? • How can we track the movement of matter within this system?

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Investigation 11. Structures of Plants: How Does Water Move From the Roots to the Leaves of a Plant?

Our guiding question:

This is a picture of how we will set up the equipment:

We will collect the following data:

These are the steps we will follow to collect data:

I approve of this investigation proposal. Teacher’s signature

Date

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Investigation Handout Collect Your Data Keep a record of what you measure or observe during your investigation in the space below.

Analyze Your Data You will need to analyze the data you collected before you can develop an answer to the guiding question. In the space below, create a table, graph, or one or more pictures.

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Investigation 11. Structures of Plants: How Does Water Move From the Roots to the Leaves of a Plant?

Draft Argument

The Guiding Question:

Develop an argument on a whiteboard. It should include the following:

Our Claim:

• A claim: Your answer to the guiding question.

Our Evidence:

• Evidence: An analysis of the data and an explanation of what the analysis means.

Our Justification of the Evidence:

• A justification of the evidence: Why your group thinks the evidence is important.

Argumentation Session Share your argument with your classmates. Be sure to ask them how to make your draft argument better. Keep track of their suggestions in the space below.

Ways to IMPROVE our argument …

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Investigation Handout Draft Report Prepare an investigation report to share what you have learned. Use the information in this handout and your group’s final argument to write a draft of your investigation report.

Introduction We have been studying ______________________________________________ in class. Before we started this investigation, we explored ___________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ We noticed ________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ My goal for this investigation was to figure out _____________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ The guiding question was _____________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________

Method To gather the data I needed to answer this question, I _______________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________

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Investigation 11. Structures of Plants: How Does Water Move From the Roots to the Leaves of a Plant?

I then analyzed the data I collected by ___________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________

Argument My claim is ________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ The information below shows __________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________

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Investigation Handout This analysis of the data I collected suggests ______________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ This evidence is based on several important scientific concepts. The first one is ___________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________

Review Your friends need your help Review the draft of their investigation reports and give them ideas about how to improve. Use the peer-review guide when doing your review.

Submit Your Final Report Once you have received feedback from your friends about your draft report, create your final investigation report and hand it in to your teacher.

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Checkout Questions Investigation 11. Structures of Plants 1. We can think of a plant as a system that includes several different structures. Create a model that shows how water moves into, out of, and within this system. Your model should include (1) the internal structures of the plant and how they function, (2) where the water comes from, (3) where the water goes, and (4) labels that describe what is happening in the model.

2. Explain your thinking. How the do the internal structures of a plant enable it to function? _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ Teacher Scoring Rubric for the Checkout Questions

Level

Description

3

The student can apply the core idea correctly in all cases and can fully explain how structure and function are related.

2

The student can apply the core idea correctly in all cases but cannot fully explain structure and function are related.

1

The student cannot apply the core idea correctly in all cases but can fully explain how structure and function are related.

0

The student cannot apply the core idea correctly in all cases and cannot explain how structure and function are related.

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469

Teacher Notes Investigation 12

Structures of Animals: How Should We Classify the Unknown Organisms? Purpose The purpose of this investigation is to give students an opportunity to use one disciplinary core idea (DCI), two crosscutting concepts (CCs), and seven scientific and engineering practices (SEPs) to figure out how the structure of an animal’s skull is related to the type of food it eats. Students will also learn about how scientists use different methods to answer different types of questions during the reflective discussion.

Background Information About This Investigation Animals have both internal and external structures that serve various functions in growth, survival, behavior, and reproduction. Mammals, for example, have a skull and tooth structure that reflects their diet. Mammals that only eat plants (herbivores) have flat molars and premolars (back teeth) for grinding plants and a large diastema (gap) between their molars and incisors (front teeth). Their incisors are long and flat and are used for snipping leaves and blades off of plants. Herbivores do not usually have canine teeth. Mammals that only eat meat (carnivores), in contrast, have molars and premolars that are sharp and jagged. They also have canine teeth between their molars and incisors instead of a diastema. The molars and premolars of carnivores fit together and work together like scissors to tear and shred food, and their canines and incisors are used for grabbing and slicing. Animals that eat both plants and animals (omnivores) have a mixture of the two types of teeth. They have canines and sharp incisors but also have molars that allow them to grind food. Herbivores usually have eye sockets on the sides of their heads; omnivores and carnivores usually have forward-facing eye sockets.

The DCI, CCs, and SEPs That Students Use During This Investigation DCI • LS1.A: Structure and Function: Plants and animals have both internal and external structures that serve various functions in growth, survival, behavior, and reproduction.

CCs • CC 1: Patterns: Similarities and differences in patterns can be used to sort, classify, communicate, and analyze simple rates of change for natural phenomena and designed products. Patterns of change can be used to make predictions. Patterns can be used as evidence to support an explanation.

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Investigation 12. Structures of Animals: How Should We Classify the Unknown Organisms?

• CC 6: Structure and Function: Different materials have different substructures, which can sometimes be observed. Substructures have shapes and parts that serve functions.

SEPs • SEP 1: Asking Questions and Defining Problems: Ask questions about what would happen if a variable is changed. Ask questions that can be investigated and predict reasonable outcomes based on patterns such as cause-and-effect relationships. • SEP 3: Planning and Carrying Out Investigations: Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence, using fair tests in which variables are controlled and the number of trials considered. Evaluate appropriate methods and/or tools for collecting data. • SEP 4: Analyzing and Interpreting Data: Represent data in tables and/or various graphical displays (bar graphs, pictographs, and/or pie charts) to reveal patterns that indicate relationships. Analyze and interpret data to make sense of phenomena, using logical reasoning, mathematics, and/or computation. Compare and contrast data collected by different groups in order to discuss similarities and differences in their findings. • SEP 5: Using Mathematics and Computational Thinking: Organize simple data sets to reveal patterns that suggest relationships. Describe, measure, estimate, and/ or graph quantities (e.g., area, volume, weight, time) to address scientific and engineering questions and problems. • SEP 6: Constructing Explanations and Designing Solutions: Construct an explanation of observed relationships. Use evidence to construct or support an explanation. Identify the evidence that supports particular points in an explanation. • SEP 7: Engaging in Argument From Evidence: Compare and refine arguments based on an evaluation of the evidence presented. Distinguish among facts, reasoned judgment based on research findings, and speculation in an explanation. Respectfully provide and receive critiques from peers about a proposed procedure, explanation, or model by citing relevant evidence and posing specific questions. • SEP 8: Obtaining, Evaluating, and Communicating Information: Read and comprehend grade-appropriate complex texts and/or other reliable media to summarize and obtain scientific and technical ideas. Combine information in written text with that contained in corresponding tables, diagrams, and/or charts to support the engagement in other scientific and/or engineering practices. Communicate scientific and/or technical information orally and/or in written formats, including various forms of media as well as tables, diagrams, and charts.

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471

Teacher Notes

Other Concepts That Students May Use During This Investigation Students might also use some of the following concepts: • Animals that only eat plants are called herbivores. .

• Animals that only eat meat are called carnivores. • Animals that eat both plants and animals are called omnivores. • Carnivores hunt and eat other animals. • Herbivores need to be able to see and avoid carnivores.

What Students Figure Out Mammals that only eat plants (herbivores) have flat molars and premolars (back teeth) for grinding plants and a large diastema (gap) between their molars and incisors (front teeth). Herbivores do not usually have canine teeth. Mammals that only eat meat (carnivores), in contrast, have molars and premolars that are sharp and jagged, canine teeth, and incisors, and they do not have a diastema. Their molars and premolars fit together. Animals that eat both plants and animals (omnivores) have a mixture of the two types of teeth. They have canines and sharp incisors but also have molars that allow them to grind food. Herbivores usually have eye sockets on the sides of their heads; omnivores and carnivores usually have forward-facing eye sockets.

Timeline The time needed to complete this investigation is 270 minutes (4 hours and 30 minutes). The amount of instructional time needed for each stage of the investigation is as follows: • Stage 1. Introduce the task and the guiding question: 50 minutes • Stage 2. Design a method and collect data: 45 minutes • Stage 3. Create a draft argument: 40 minutes • Stage 4. Argumentation session: 30 minutes • Stage 5. Reflective discussion: 15 minutes • Stage 6. Write a draft report: 30 minutes • Stage 7. Peer review: 30 minutes • Stage 8. Revise the report: 30 minutes This investigation can be completed in one day or over eight days (one day for each stage) during your designated science time in the daily schedule.

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Investigation 12. Structures of Animals: How Should We Classify the Unknown Organisms?

Materials and Preparation The materials needed for this investigation are listed in Table 12.1. Replica skulls should be from eight different species, with two known skulls from each dietary group and two unknown skulls from any dietary group. The replica skulls can be purchased from a science education supply company such as Skulls Unlimited (www.skullsunlimited.com) or Bone Clones (www.boneclones.com). The other items can be purchased at a big-box retail store such as Wal-Mart or Target or through an online retailer such as Amazon. The materials necessary for this investigation can be purchased as a complete kit (which includes enough materials for 24 students, or six groups) at www.argumentdriveninquiry.com.

TABLE 12.1 Materials for Investigation 12

Item

Quantity

Replica herbivore skull A

1 per class

Replica herbivore skull B

1 per class

Replica carnivore skull C

1 per class

Replica carnivore skull D

1 per class

Replica omnivore skull E

1 per class

Replica omnivore skull F

1 per class

Unknown skull G

1 per class

Unknown skull H

1 per class

Ruler

1 per group

Protractor

1 per group

String, 24" (or tape measure)

1 per group

Whiteboard, 2' × 3'*

1 per group

Investigation Handout

1 per student

Peer-review guide and teacher scoring rubric

1 per student

Checkout Questions (optional)

1 per student

As an alternative, students can use computer and presentation software such as Microsoft PowerPoint or Apple Keynote to create their arguments.

Students will need to make observations about the structures of the skulls of organisms in different dietary groups to determine the dietary group(s) of the unknown organisms. Students can make qualitative observations about the skulls, such as the shape of teeth, the placement of eye sockets, or the presence or absence of certain features. They can also make quantitative observations, such as the circumference of teeth or skulls, the length of a jaw, the angle of a jawbone at its joint, the ratio of jaw length to teeth size, and the number and placement of teeth.

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Teacher Notes

We recommend that you familiarize yourself with the skulls and with the different methods for measuring and observing the skulls. Because there are not enough skulls for each group to have its own skull of each sample, we recommend either giving each group a predetermined initial amount of time with each skull to make their observations or developing a different organizational scheme for observations that works best for your class. You should decide on this method before beginning the investigation to ensure that each group of students has enough time to make observations about each skull. Whichever organizational scheme you use, tell students that they should not take a new skull until you instruct them to do so. Be sure to use a set routine for distributing and collecting the materials. One option is to organize the materials into kits that you can deliver to each group. A second option is to have all the materials on a table or cart at a central location. You can then assign a member of each group to be the “materials manager.” This individual is responsible for collecting all the materials his or her group needs from the table or cart during class and for returning all the materials at the end of the class.

Safety Precautions Remind students to follow all normal investigation safety rules. In addition, tell the students to take the following safety precautions: • Be careful when handling the replica skulls sharp.

they are fragile, and the teeth can be

• Wash their hands with soap and water when done collecting the data.

Lesson Plan by Stage Stage 1: Introduce the Task and the Guiding Question (50 minutes) 1. Ask the students to sit in six groups, with three or four students in each group. 2. Ask students to clear off their desks except for a pencil (and their Student Workbook for Argument-Driven Inquiry in Fourth-Grade Science if they have one). 3. Pass out an Investigation Handout to each student (or ask students to turn to Investigation Log 12 in their workbook). 4. Read the first paragraph of the “Introduction” aloud to the class. Ask the students to follow along as you read. 5. Pass out a replica skull to each group. 6. Remind students of the safety rules and explain the safety precautions for this investigation. 7. Tell the students to record their observations about the structures of the skulls and any questions they have about them in the “OBSERVED/WONDER” chart

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Investigation 12. Structures of Animals: How Should We Classify the Unknown Organisms?

in the “Introduction” section of their Investigation Handout (or the investigation log in their workbook). 8. After students have recorded their observations and questions, ask students to share what they observed about the skulls. 9. Ask students to share what questions they have about the skulls. 10. Tell the students, “Some of your questions might be answered by reading the rest of the Introduction.’” 11. Ask the students to read the rest of the “Introduction” on their own or ask them to follow along as you read the rest aloud. 12. Once the students have read the rest of the “Introduction,” ask them to fill out the “KNOW/NEED” chart on their Investigation Handout (or in their investigation log) as a group. 13. Ask students to share what they learned from the reading. Add these ideas to a class “know / need to figure out” chart. 14. Ask students to share what they think they will need to figure out based on what they read. Add these ideas to the class “know / need to figure out” chart. 15. Tell the students, “It looks like we have something to figure out. Let’s see what we will need to do during our investigation.” 16. Read the task and the guiding question aloud. 17. Tell the students, “I have lots of materials here that you can use.” 18. Introduce the students to the materials available for them to use during the investigation by showing them how they can make observations about the structure of skulls to make inferences about the function of the skull. Remind students to be careful handling the skulls because they are fragile. Then give students an opportunity to ask questions about the ways they might take measurements or make observations. Be sure to collect the skulls from each group before moving on to the next stage.

Stage 2: Design a Method and Collect Data (45 minutes) 1. Tell the students, “I am now going to give you and the other members of your group about 15 minutes to plan your investigation. Before you begin, I want you all to take a couple of minutes to discuss the following questions with the rest of your group.” 2. Show the following questions on the screen or board: • What types of patterns might we look for to help answer the guiding question? • How might the structure of a skull be related to what an animal eats?

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3. Tell the students, “Please take a few minutes to come up with an answer to these questions.” Give the students two or three minutes to discuss these two questions. 4. Ask two or three different groups to share their answers. Be sure to highlight or write down any important ideas on the board so students can refer to them later. 5. If possible, use a document camera to project an image of the graphic organizer for this investigation on a screen or board (or take a picture of it and project the picture on a screen or board). Tell the students, “I now want you all to plan out your investigation. To do that, you will need to create an investigation proposal by filling out this graphic organizer.” 6. Point to the box labeled “Our guiding question:” and tell the students, “You can put the question we are trying to answer in this box.” Then ask, “Where can we find the guiding question?” 7. Wait for a student to answer where to find the guiding question (the answer is “in the handout”). 8. Point to the box labeled “We will collect the following data:” and tell the students, “You can list the measurements or observations that you will need to collect during the investigation in this box.” 9. Point to the box labeled “These are the steps we will follow to collect data:” and tell the students, “You can list what you are going to do to collect the data you need and what you will do with your data once you have it. Be sure to give enough detail that I could do your investigation for you.” 10. Ask the students, “Do you have any questions about what you need to do?” 11. Answer any questions that come up. 12. Tell the students, “Once you are done, raise your hand and let me know. I’ll then come by and look over your proposal and give you some feedback. You may not begin collecting data until I have approved your proposal by signing it. You need to have your proposal done in the next 15 minutes.” 13. Give the students 15 minutes to work in their groups on their investigation proposal. As they work, move from group to group to check in, ask probing questions, and offer a suggestion if a group gets stuck. 14. As each group finishes its investigation proposal, be sure to read it over and determine if it will be productive or not. If you feel the investigation will be productive (not necessarily what you would do or what the other groups are doing), sign your name on the proposal and let the group start collecting data. If the plan needs to be changed, offer some suggestions or ask some probing questions, and have the group make the changes before you approve it.

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Investigation 12. Structures of Animals: How Should We Classify the Unknown Organisms?

What should a student-designed investigation look like? The students’ investigation proposal should include the following information: • The guiding question is “How should we classify the unknown organisms?” • Students should collect data about the characteristics of herbivore, carnivore, and omnivore skulls, as well as those of the unknown skulls. • The steps that the students will follow to collect the data should reflect the measurements that they decide to examine. However, a procedure might include the following steps: 1. Place a skull on the table. 2. Draw a picture of the skull. 3. Measure the distance between the front and back teeth of the skull. 4. Compare the length of the skull to the length of its jaw. 5. Record the location of the eye sockets. 6. Repeat steps 1–5 for each skull. 7. Compare and contrast the structure of herbivore, carnivore, and omnivore skulls. 8. Identify the dietary group to which the unknown skulls belong based on shared characteristics. This is just one example of how they can collect the data, and there should be a lot of variation in the student-designed investigations.

15. Pass out the materials or have one student from each group collect the materials they need from a central supply table or cart for the groups that have an approved proposal. 16. Be sure to remind students of the safety rules and the safety precautions for this investigation. 17. Give the students 15 minutes to collect their data. 18. Be sure to collect the materials and have the students clean up before asking them to analyze their data.

Stage 3: Create a Draft Argument (40 minutes) 1. Tell the students, “Now that we have all this data, we need to analyze the data so we can figure out an answer to the guiding question.”

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2. If possible, project an image of the “Analyze Your Data” section for this investigation on a screen or board using a document camera (or take a picture of it and project the picture on a screen or board). Point to the section and tell the students, “You can create a table, a graph, or pictures as a way to analyze your data. You can make your table, graph, or pictures in this section.” 3. Ask the students, “What information do we need to include in a table, a graph, or pictures?” 4. Tell the students, “Please take a few minutes to discuss this question with your group, and be ready to share.” 5. Give the students five minutes to discuss. 6. Ask two or three different groups to share their answers. Be sure to highlight or write down any important ideas on the board so students can refer to them later. 7. Tell the students, “I am now going to give you and the other members of your group about 10 minutes to create your table, graph, or pictures.” If the students are having trouble making a table or graph, you can take a few minutes to provide a mini-lesson about how to create a table or graph from a bunch of observations or measurements (this strategy is called just-in-time instruction because it is offered only when students get stuck).

What should a table, graph, or picture look like for this investigation? There are a number of different ways that students can analyze the observations they collect during this investigation. Possibilities include a table, a graph, or a picture. One of the most straightforward ways to analyze the data is to create a table that includes three columns. The first column can be labeled “traits” and can include four rows labeled “herbivores,” “carnivores,” “unknown skull A,” and “unknown skull B.” The other two columns can be labeled by skull trait (e.g., “Teeth” and “Eyes”), and each cell should provide information about that trait. An example of this type of table can be seen in Figure 12.1 (p. 480). There are other options for analyzing the collected data. Students often come up with some unique ways of analyzing their data, so be sure to give them some voice or choice during this stage. 8. Give the students 10 minutes to analyze their data. As they work, move from group to group to check in, ask probing questions, and offer suggestions. 9. Tell the students, “I am now going to give you and the other members of your group 15 minutes to create an argument to share what you have learned and

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Investigation 12. Structures of Animals: How Should We Classify the Unknown Organisms?

convince others that they should believe you. Before you do that, we need to take a few minutes to discuss what you need to include in your argument.” 10. If possible, use a document camera to project the “Argument Presentation on a Whiteboard” image from the Investigation Handout (or the investigation log in their workbook) on a screen or board (or take a picture of it and project the picture on a screen or board). 11. Point to the box labeled “The Guiding Question:” and tell the students, “You can put the question we are trying to answer here on your whiteboard.” 12. Point to the box labeled “Our Claim:” and tell the students, “You can put your claim here on your whiteboard. The claim is your answer to the guiding question.” 13. Point to the box labeled “Our Evidence:” and tell the students, “You can put the evidence that you are using to support your claim here on your whiteboard. Your evidence will need to include the analysis you just did and an explanation of what your analysis means or shows. Scientists always need to support their claims with evidence.” 14. Point to the box labeled “Our Justification of the Evidence:” and tell the students, “You can put your justification of your evidence here on your whiteboard. Your justification needs to explain why your evidence is important. Scientists often use core ideas to explain why the evidence they are using matters. Core ideas are important concepts that scientists use to help them make sense of what happens during an investigation.” 15. Ask the students, “What are some core ideas that we read about earlier that might help us explain why the evidence we are using is important?” 16. Ask students to share some of the core ideas from the “Introduction” section of the Investigation Handout (or the investigation log in the workbook). List these core ideas on the board. 17. Tell the students, “That is great. I would like to see everyone try to include these core ideas in your justification of the evidence. Your goal is to use these core ideas to help explain why your evidence matters and why the rest of us should pay attention to it.” 18. Ask the students, “Do you have any questions about what you need to do?” 19. Answer any questions that come up. 20. Tell the students, “Okay, go ahead and start working on your arguments. You need to have your argument done in the next 15 minutes. It doesn’t need to be perfect. We just need something down on the whiteboards so we can share our ideas.” 21. Give the students 15 minutes to work in their groups on their arguments. As they work, move from group to group to check in, ask probing questions, and

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offer a suggestion if a group gets stuck. Figure 12.1 shows an example of an argument for this investigation.

FIGURE 12.1 Example of an argument

Stage 4: Argumentation Session (30 minutes) The argumentation session can be conducted in a whole-class presentation format, a gallery walk format, or a modified gallery walk format. We recommend using a whole-class presentation format for the first investigation, but try to transition to either the gallery walk or modified gallery walk format as soon as possible because that will maximize student voice and choice inside the classroom. The following list shows the steps for the three formats; unless otherwise noted, the steps are the same for all three formats. 1. Begin by introducing the use of the whiteboard. • If using the whole-class presentation format, tell the students, “We are now going to share our arguments. Please set up your whiteboards so everyone can see them.”

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Investigation 12. Structures of Animals: How Should We Classify the Unknown Organisms?

• If using the gallery walk or modified gallery walk format, tell the students, “We are now going to share our arguments. Please set up your whiteboards so they are facing the walls.” 2. Allow the students to set up their whiteboards. • If using the whole-class presentation format, the whiteboards should be set up on stands or chairs so they are facing toward the center of the room. • If using the gallery walk or modified gallery walk format, the whiteboards should be set up on stands or chairs so they are facing toward the outside of the room. 3. Give the following instructions to the students: • If using the whole-class presentation format or the modified gallery walk format, tell the students, “Okay, before we get started I want to explain what we are going to do next. I’m going to ask some of you to present your arguments to your classmates. If you are presenting your argument, your job is to share your group’s claim, evidence, and justification of the evidence. The rest of you will be reviewers. If you are a reviewer, your job is to listen to the presenters, ask the presenters questions if you do not understand something, and then offer them some suggestions about ways to make their argument better. After we have a chance to learn from each other, I’m going to give you some time to revise your arguments and make them better.” • If using the gallery walk format, tell the students, “Okay, before we get started I want to explain what we are going to do next. You are going to have an opportunity to read the arguments that were created by other groups. Your group will go to a different group’s argument. I’ll give you a few minutes to read it and review it. Your job is to offer them some suggestions about ways to make their argument better. You can use sticky notes to give them suggestions. Please be specific about what you want to change and how you think they should change it. After we have a chance to learn from each other, I’m going to give you some time to revise your arguments and make them better.” 4. Use a document camera to project the “Ways to IMPROVE our argument …” box from the Investigation Handout (or the investigation log in their workbook) on a screen or board (or take a picture of it and project the picture on a screen or board). • If using the whole-class presentation format or the modified gallery walk format, point to the box and tell the students, “If you are a presenter, you can write down the suggestions you get from the reviewers here. If you are a reviewer and you see a good idea from another group, you can write down that idea here. Once we are done with the presentations, I will give you a chance to use these suggestions or ideas to improve your arguments. • If using the gallery walk format, point to the box and tell the students, “If you see a good idea from another group, you can write it down here. Once we are done

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reviewing the different arguments, I will give you a chance to use these ideas to improve your own arguments. It is important to share ideas like this.” Ask the students, “Do you have any questions about what you need to do?” 5. Answer any questions that come up. 6. Give the following instructions: • If using the whole-class presentation format, tell the students, “Okay. Let’s get started.” • If using the gallery walk format, tell the students, “Okay, I’m now going to tell you which argument to go to and review. • If using the modified gallery walk format, tell the students, “Okay, I’m now going to assign you to be a presenter or a reviewer.” Assign one or two students from each group to be presenters and one or two students from each group to be reviewers. 7. Begin the review of the arguments. • If using the whole-class presentation format, have four or five groups present their arguments one at a time. Give each group only two to three minutes to present their argument. Then give the class two to three minutes to ask them questions and offer suggestions. Be sure to encourage as much participation from the students as possible. • If using the gallery walk format, tell the students, “Okay. Let’s get started. Each group, move one argument to the left. Don’t move to the next argument until I tell you to move. Once you get there, read the argument and then offer suggestions about how to make it better. I will put some sticky notes next to each argument. You can use the sticky notes to leave your suggestions.” Give each group about three to four minutes to read the arguments, talk, and offer suggestions. a. Tell the students, “Okay. Let’s rotate. Move one group to the left.” b. Again, give each group three or four minutes to read, talk, and offer suggestions. c. Repeat this process for two more rotations. • If using the modified gallery walk format, tell the students, “Okay. Let’s get started. Reviewers, move one group to the left. Don’t move to the next group until I tell you to move. Presenters, go ahead and share your argument with the reviewers when they get there.” Give each group of presenters and reviewers about three to four minutes to talk. a. Tell the students, “Okay. Let’s rotate. Reviewers, move one group to the left.” b. Again, give each group of presenters and reviewers about three or four minutes to talk. c. Repeat this process for two more rotations.

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Investigation 12. Structures of Animals: How Should We Classify the Unknown Organisms?

8. Tell the students to return to their workstations. 9. Give the following instructions about revising the argument: • If using the whole-class presentation format, tell the students, “I’m now going to give you about 10 minutes to revise your argument. Take a few minutes to talk in your groups and determine what you want to change to make your argument better. Once you have decided what to change, go ahead and make the changes to your whiteboard.” • If using the gallery walk format, tell the students, “I’m now going to give you about 10 minutes to revise your argument. Take a few minutes to read the suggestions that were left at your argument. Then talk in your groups and determine what you want to change to make your argument better. Once you have decided what to change, go ahead and make the changes to your whiteboard.” • If using the modified gallery walk format, “I’m now going to give you about 10 minutes to revise your argument. Please return to your original groups.” Wait for the students to move back into their original groups and then tell the students, “Okay, take a few minutes to talk in your groups and determine what you want to change to make your argument better. Once you have decided what to change, go ahead and make the changes to your whiteboard.” Ask the students, “Do you have any questions about what you need to do?” 10. Answer any questions that come up. 11. Tell the students, “Okay. Let’s get started.” 12. Give the students 10 minutes to work in their groups on their arguments. As they work, move from group to group to check in, ask probing questions, and offer a suggestion if a group gets stuck.

Stage 5: Reflective Discussion (15 minutes)

FIGURE 12.2 Skull of a guanaco

1. Tell the students, “We are now going take a minute to talk about what we did and what we have learned.” 2. Show the image in Figure 12.2 on a screen. 3. Ask the students, “What do you all notice here?”

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4. Allow students to share their ideas. Keep probing until someone says that it is the skull of an animal. 5. Ask the students, “How do you think the structure of this animal’s skull helped it survive?” 6. Allow students to share their ideas. Keep probing until someone says that it has eyes or teeth. 7. Ask the students, “What inferences can we make about what this animal ate?” 8. Allow students to share their ideas. Keep probing until someone says that this animal was an herbivore that ate plants. 9. Ask the students, “What inferences can we make about whether this animal was a predator or prey?” 10. Allow students to share their ideas. Keep probing until someone says that this animal was a prey animal and had eyes on the side of its head to watch for predators. 11. Show the image in Figure 12.3 on a screen. 12. Ask the students, “What do you all notice here?” 13. Allow students to share their ideas. Keep probing until someone mentions that the skull has pointed molars, large canine teeth, or forward-facing eyes.

FIGURE 12.3 Skull of a maned wolf

14. Ask the students, “What inferences can we make about what this animal ate?” 15. Allow students to share their ideas. Keep probing until someone says that this animal was a carnivore and ate other animals. 16. Ask the students, “How do you think the structure of this animal’s skull helped it survive?” 17. Allow students to share their ideas. Keep probing until someone says that the structure of its teeth and the placement of its eyes helped it survive. 18. Tell the students, “Okay, let’s make sure we are on the same page. Animals have different parts such as teeth, eyes, skulls, and fur that help them survive, grow, and produce more animals. Herbivores eat plants and must avoid being eaten by carnivores and omnivores. They have flat teeth for grinding their food,

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Investigation 12. Structures of Animals: How Should We Classify the Unknown Organisms?

and they have eyes on the side of their head so they can watch for predators. Carnivores have to hunt and catch their prey. They have sharp teeth for grabbing, cutting, and tearing, and they usually have eyes in the front of their heads so they can see their prey more easily. Omnivores eat both meat and plants, and they have a mixture of both kinds of teeth. The fact that animals have structures that function to support survival and behavior is a really important core idea in science.” 19. Tell the students, “We also needed to think about how structure and function are related to each other during our investigation.” Then ask, “Can anyone tell me why it is useful to think about the relationship between structure and function in nature?” 20. Allow students to share their ideas. 21. Tell the students, “Animals have structures that have a specific function that allow them to live in a specific type of environment. For example, herbivores have flat back teeth that are great for grinding the plants that they eat. Carnivores have sharp teeth that allow them to bite and chew prey.” 22. Ask the students, “What were some other structures of animal skulls that we looked at today, and how did these structures allow us to answer our guiding question?” 23. Allow students to share their ideas. Keep probing until students agree that the animals have structures that allow them to eat a specific type of food and to hunt or avoid predators. 24. Tell the students, “That is great, and if we know the structures of a living thing, we can figure out what it ate because of how those structures function. For example, if we see a skull with sharp teeth in the front of its mouth but with flatter teeth in the back, we can assume that it is an omnivore because animals use sharp teeth to eat meat and flat teeth to grind leaves and berries.” 25. Ask the students, “Can anyone give me another example?” 26. Allow students to share their ideas. 27. Tell the students, “We also looked for patterns during our investigation.” Then ask, “Can anyone tell me why we needed to look for patterns?” 28. Allow students to share their ideas. 29. Tell the students, “Patterns are really important in science. Scientists look for patterns all the time. In fact, they even use patterns to help understand what life might have been like for an animal, just like we did.” 30. Tell the students, “We are now going take a minute to talk about what went well and what didn’t go so well during our investigation. We need to talk about this because you are going to be planning and carrying your own investigations like this a lot this year, and I want to help you all get better at it.”

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31. Show an image of the question “What made your investigation scientific?” on the screen. Tell the students, “Take a few minutes to talk about how you would answer this question with the other people in your group. Be ready to share with the rest of the class.” Give the students two to three minutes to talk in their group. 32. Ask the students, “What do you all think? Who would like to share an idea?” 33. Allow students to share their ideas. Be sure to expand on their ideas about what makes an investigation scientific. 34. Show an image of the question “What made your investigation not so scientific?” on the screen. Tell the students, “Take a few minutes to talk about how you would answer this question with the other people in your group. Be ready to share with the rest of the class.” Give the students two to three minutes to talk in their group. 35. Ask the students, “What do you all think? Who would like to share an idea?” 36. Allow students to share their ideas. Be sure to expand on their ideas about what makes an investigation less scientific. 37. Show an image of the question “What rules can we put into place to help us make sure our next investigation is more scientific?” on the screen. Tell the students, “Take a few minutes to talk about how you would answer this question with the other people in your group. Be ready to share with the rest of the class.” Give the students two to three minutes to talk in their group. 38. Ask the students, “What do you all think? Who would like to share an idea?” 39. Allow students to share their ideas. Once they have shared their ideas, offer a suggestion for a possible class rule. 40. Ask the students, “What do you all think? Should we make this a rule?” 41. If the students agree, write the rule on the board or a class “Rules for Scientific Investigation” chart so you can refer to it during the next investigation. 42. Tell the students, “We are now going take a minute to talk about the methods that scientists use.” 43. Show an image of the question “Do all scientists follow the same method?” on the screen. Tell the students, “Take a few minutes to talk about how you would answer this question with the other people in your group. Be ready to share with the rest of the class.” Give the students two to three minutes to talk in their group. 44. Ask the students, “What do you all think? Who would like to share an idea?” 45. Allow students to share their ideas. 46. Tell the students, “Okay, let’s make sure we are all on the same page. Scientists use lots of different methods to answer different types of questions. Sometimes

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Investigation 12. Structures of Animals: How Should We Classify the Unknown Organisms?

they need to go out into the field and watch what animals do. Some scientists design experiments to collect data, and sometimes they analyze data collected by other scientists. Some study fossils or the remains of animals to make inferences about what life was like for that animal. There is no one method used by all scientists. The method used by scientists depends on what they are studying and what type of question they are asking. The fact that scientists use many different methods is an important thing to understand about science.” 47. Ask the students, “Does anyone have any questions about the methods that scientists use?” 48. Answer any questions that come up.

Stage 6: Write a Draft Report (30 minutes) Your students will use either the Investigation Handout or the investigation log in the student workbook when writing the draft report. When you give the directions shown in quotes in the following steps, substitute “investigation log” (as shown in brackets) for “handout” if they are using the workbook. 1. Tell the students, “You are now going to write an investigation report to share what you have learned. Please take out a pencil and turn to the Draft Report’ section of your handout [investigation log].” 2. If possible, use a document camera to project the “Introduction” section of the draft report from the Investigation Handout (or the investigation log in their workbook) on a screen or board (or take a picture of it and project the picture on a screen or board). 3. Tell the students, “The first part of the report is called the Introduction.’ In this section of the report you want to explain to the reader what you were investigating, why you were investigating it, and what question you were trying to answer. All of this information can be found in the text at the beginning of your handout [investigation log].” Point to the image and say, “There are some sentence starters here to help you begin writing the report.” Ask the students, “Do you have any questions about what you need to do?” 4. Answer any questions that come up. 5. Tell the students, “Okay. Let’s write.” 6. Give the students 10 minutes to write the “Introduction” section of the report. As they work, move from student to student to check in, ask probing questions, and offer a suggestion if a student gets stuck. 7. If possible, use a document camera to project the “Method” section of the draft report from the Investigation Handout (or the investigation log in their workbook) on a screen or board (or take a picture of it and project the picture on a screen or board).

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Teacher Notes

8. Tell the students, “The second part of the report is called the Method.’ In this section of the report you want to explain to the reader what you did during the investigation, what data you collected and why, and how you went about analyzing your data. All of this information can be found in the Plan Your Investigation’ section of your handout [investigation log]. Remember that you all planned and carried out different investigations, so do not assume that the reader will know what you did.” Point to the image and say, “There are some sentence starters here to help you begin writing this part of the report.” Ask the students, “Do you have any questions about what you need to do?” 9. Answer any questions that come up. 10. Tell the students, “Okay. Let’s write.” 11. Give the students 10 minutes to write the “Method” section of the report. As they work, move from student to student to check in, ask probing questions, and offer a suggestion if a student gets stuck. 12. If possible, use a document camera to project the “Argument” section of the draft report from the Investigation Handout (or the investigation log in their workbook) on a screen or board (or take a picture of it and project the picture on a screen or board). 13. Tell the students, “The last part of the report is called the Argument.’ In this section of the report you want to share your claim, evidence, and justification of the evidence with the reader. All of this information can be found on your whiteboard.” Point to the image and say, “There are some sentence starters here to help you begin writing this part of the report.” Ask the students, “Do you have any questions about what you need to do?” 14. Answer any questions that come up. 15. Tell the students, “Okay. Let’s write.” 16. Give the students 10 minutes to write the “Argument” section of the report. As they work, be sure to move from student to student to check in, ask probing questions, and offer a suggestion if a student gets stuck.

Stage 7: Peer Review (30 minutes) Your students will use either the Investigation Handout or the investigation log in the student workbook when doing the peer review. When you give the directions shown in quotes in the following steps, substitute “workbook” (as shown in brackets) for “Investigation Handout” if they are using the workbook. 1. Tell the students, “We are now going to review our reports to find ways to make them better. I’m going to come around and collect your Investigation Handout [workbook]. While I do that, please take out a pencil.”

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Investigation 12. Structures of Animals: How Should We Classify the Unknown Organisms?

2. Collect the Investigation Handouts or workbooks from the students. 3. If possible, use a document camera to project the peer-review guide (PRG; see Appendix 4) on a screen or board (or take a picture of it and project the picture on a screen or board). 4. Tell the students, “We are going to use this peer-review guide to give each other feedback.” Point to the image. 5. Give the following instructions: • If using the Investigation Handout, tell the students, “I’m going to ask you to work with a partner to do this. I’m going to give you and your partner a draft report to read and a peer-review guide to fill out. You two will then read the report together. Once you are done reading the report, I want you to answer each of the questions on the peer-review guide.” Point to the review questions on the image of the PRG. • If using the workbook, tell the students, “I’m going to ask you to work with a partner to do this. I’m going to give you and your partner a draft report to read. You two will then read the report together. Once you are done reading the report, I want you to answer each of the questions on the peer-review guide that is right after the report in the investigation log.” Point to the review questions on the image of the PRG. 6. Tell the students, “You can check yes,’ almost,’ or no’ after each question.” Point to the checkboxes on the image of the PRG. 7. Tell the students, “This will be your rating for this part of the report. Make sure you agree on the rating you give the author. If you mark almost’ or no,’ then you need to tell the author what he or she needs to do to get a yes.’” Point to the space for the reviewer feedback on the image of the PRG. 8. Tell the students, “It is really important for you to give the authors feedback that is helpful. That means you need to tell them exactly what they need to do to make their report better.” Ask the students, “Do you have any questions about what you need to do?” 9. Answer any questions that come up. 10. Tell the students, “Please sit with a partner who is not in your current group.” Allow the students time to sit with a partner. 11. Give the following instructions: • If using the Investigation Handout, tell the students, “Okay, I am now going to give you one report to read and one peer-review guide to fill out.” Pass out one report to each pair. Make sure that the report you give a pair was not written by one of the students in that pair. Give each pair one PRG to fill out as a team.

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• If using the workbook, tell the students, “Okay, I am now going to give you one report to read.” Pass out a workbook to each pair. Make sure that the workbook you give a pair is not from one of the students in that pair. 12. Tell the students, “Okay, I’m going to give you 15 minutes to read the report I gave you and to fill out the peer-review guide. Go ahead and get started.” 13. Give the students 15 minutes to work. As they work, move around from pair to pair to check in and see how things are going, answer questions, and offer advice. 14. After 15 minutes pass, tell the students, “Okay, time is up.” If using the Investigation Handout, say, “Please give me the report and the peer-review guide that you filled out.” If using the workbook, say, “Please give me the workbook that you have.” 15. Collect the Investigation Handouts and the PRGs, or collect the workbooks if they are being used. Be sure you keep the handout and the PRG together. 16. Give the following instructions: • If using the Investigation Handout, tell the students, “Okay, I am now going to give you a different report to read and a new peer-review guide to fill out.” Pass out another report to each pair. Make sure that this report was not written by one of the students in that pair. Give each pair a new PRG to fill out as a team. • If using the workbook, tell the students, “Okay, I am now going to give you a different report to read.” Pass out a different workbook to each pair. Make sure that the workbook you give a pair is not from one of the students in that pair. 17. Tell the students, “Okay, I’m going to give you 15 minutes to read this new report and to fill out the peer-review guide. Go ahead and get started.” 18. Give the students 15 minutes to work. As they work, move around from pair to pair to check in and see how things are going, answer questions, and offer advice. 19. After 15 minutes pass, tell the students, “Okay, time is up.” If using the Investigation Handout, say, “Please give me the report and the peer-review guide that you filled out.” If using the workbook, say, “Please give me the workbook that you have.” 20. Collect the Investigation Handouts and the PRGs, or collect the workbooks if they are being used. Be sure you keep the handout and the PRG together.

Stage 8: Revise the Report (30 minutes) Your students will use either the Investigation Handout or the investigation log in the student workbook when revising the report. Except where noted below, the directions are the same whether using the handout or the log.

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1. Give the following instructions: • If using the Investigation Handout, tell the students, “You are now going to revise your investigation report based on the feedback you get from your classmates. Please take out a pencil while I hand back your draft report and the peer-review guide.” • If using the investigation log in the student workbook, tell the students, “You are now going to revise your investigation report based on the feedback you get from your classmates. Please take out a pencil while I hand back your investigation logs.” 2. If using the Investigation Handout, pass back the handout and the PRG to each student. If using the investigation log, pass back the log to each student. 3. Tell the students, “Please take a few minutes to read over the peer-review guide. You should use it to figure out what you need to change in your report and how you will change the report.” 4. Allow the students time to read the PRG. 5. If using the investigation log, if possible use a document camera to project the “Write Your Final Report” section from the investigation log on a screen or board (or take a picture of it and project the picture on a screen or board). 6. Give the following instructions: • If using the Investigation Handout, tell the students, “Okay. Let’s revise our reports. Please take out a piece of paper. I would like you to rewrite your report. You can use your draft report as a starting point, but use the feedback on the peer-review guide to help make it better.” • If using the investigation log, tell the students, “Okay. Let’s revise our reports. I would like you to rewrite your report in the section of the investigation log that says Write Your Final Report.’” Point to the image on the screen and tell the students, “You can use your draft report as a starting point, but use the feedback on the peer-review guide to help make your report better.” Ask the students, “Do you have any questions about what you need to do?” 7. Answer any questions that come up. 8. Tell the students, “Okay. Let’s write.” 9. Give the students 30 minutes to rewrite their report. As they work, move from student to student to check in, ask probing questions, and offer a suggestion if a student gets stuck. 10. Give the following instructions: • If using the Investigation Handout, tell the students, “Okay. Time’s up. I will now come around and collect your Investigation Handout, the peer-review guide, and your final report.”

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• If using the investigation log, tell the students, “Okay. Time’s up. I will now come around and collect your workbooks.” 11. If using the Investigation Handout, collect all the Investigation Handouts, PRGs, and final reports. If using the investigation log, collect all the workbooks. 12. If using the Investigation Handout, use the “Teacher Score” columns in the PRG to grade the final report. If using the investigation log, use the “Investigation Report Grading Rubric” in the investigation log to grade the final report. Whether you are using the handout or the log, you can give the students feedback about their writing in the “Teacher Comments” section.

How to Use the Checkout Questions The Checkout Questions are an optional assessment. We recommend giving them to students one day after they finish stage 8 of the ADI investigation. Appendix 6 provides an answer guide for the Checkout Questions. The Checkout Questions can be used as a formative or summative assessment of student thinking. If you plan to use them as a formative assessment, we recommend that you look over the student answers to determine if you need to reteach the core idea and/ or crosscutting concept from the investigation, but do not grade them. If you plan to use them as a summative assessment, we have included a Teacher Scoring Rubric at the end of the Checkout Questions that you can use to score a student’s ability to apply the core idea in a new scenario and explain their use of a crosscutting concept; see Figure 12.4 for an example of the rubric. The rubric includes a 4-point scale that ranges from 0 (the student cannot apply the core idea correctly in all cases and cannot explain the crosscutting concept) to 3 (the student can apply the core idea correctly in all cases and can fully explain the crosscutting concept).

FIGURE 12.4 Example of a Teacher Scoring Rubric with cause and effect as the crosscutting concept

Level

492

Description

3

The student can apply the core idea correctly in all cases and can fully explain the causeand-effect relationship.

2

The student can apply the core idea correctly in all cases but cannot fully explain the causeand-effect relationship.

1

The student cannot apply the core idea correctly in all cases but can fully explain the causeand-effect relationship.

0

The student cannot apply the core idea correctly in all cases and cannot explain the causeand-effect relationship.

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Investigation 12. Structures of Animals: How Should We Classify the Unknown Organisms?

The Checkout Questions, regardless of how you decide to use them, are a great way to make student thinking visible so you can determine if the students have learned the core idea and the crosscutting concept.

Connections to Standards Table 12.2 highlights how the investigation can be used to address specific performance expectations from the NGSS, Common Core State Standards (CCSS) in English language arts (ELA) and in mathematics, and English Language Proficiency (ELP) Standards.

TABLE 12.2 Investigation 12 alignment with standards

NGSS performance expectations

Strong alignment • 4-LS1-1: Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction. Moderate alignment • 4-LS1-2: Use a model to describe that animals receive different types of information through their senses, process the information in their brain, and respond to the information in different ways.

CCSS ELA—Reading: Key ideas and details Informational Text • CCSS.ELA-LITERACY.RI.4.1: Refer to details and examples in a

text when explaining what the text says explicitly and when drawing inferences from the text.

• CCSS.ELA-LITERACY.RI.4.2: Determine the main idea of a text and explain how it is supported by key details; summarize the text. • CCSS.ELA-LITERACY.RI.4.3: Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. Craft and structure • CCSS.ELA-LITERACY.RI.4.4: Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area. • CCSS.ELA-LITERACY.RI.4.5: Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text. • CCSS.ELA-LITERACY.RI.4.6: Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.

Continued

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Table 12.2 (continued )

CCSS ELA—Reading: Integration of knowledge and ideas Informational • CCSS.ELA-LITERACY.RI.4.7: Interpret information presented Text (continued ) visually, orally, or quantitatively (e.g., in charts, graphs, diagrams,

time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.

• CCSS.ELA-LITERACY.RI.4.8: Explain how an author uses reasons and evidence to support particular points in a text. • CCSS.ELA-LITERACY.RI.4.9: Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. Range of reading and level of text complexity • CCSS.ELA-LITERACY.RI.4.10: By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.

CCSS ELA—Writing

Text types and purposes • CCSS.ELA-LITERACY.W.4.1: Write opinion pieces on topics or texts, supporting a point of view with reasons and information. ¡¡CCSS.ELA-LITERACY.W.4.1.A: Introduce

a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose.

¡¡CCSS.ELA-LITERACY.W.4.1.B: Provide

supported by facts and details.

reasons that are

¡¡CCSS.ELA-LITERACY.W.4.1.C: Link

opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).

¡¡CCSS.ELA-LITERACY.W.4.1.D: Provide

a concluding statement or section related to the opinion presented.

• CCSS.ELA-LITERACY.W.4.2: Write informative / explanatory texts to examine a topic and convey ideas and information clearly. ¡¡CCSS.ELA-LITERACY.W.4.2.A: Introduce

a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.

¡¡CCSS.ELA-LITERACY.W.4.2.B: Develop

the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

¡¡CCSS.ELA-LITERACY.W.4.2.C: Link

ideas within categories of information using words and phrases (e.g., another, for example, also, because).

¡¡CCSS.ELA-LITERACY.W.4.2.D: Use

precise language and domain-specific vocabulary to inform about or explain the topic.

¡¡CCSS.ELA-LITERACY.W4.2.E: Provide

a concluding statement or section related to the information or explanation presented.

Continued

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Investigation 12. Structures of Animals: How Should We Classify the Unknown Organisms?

Table 12.2 (continued )

CCSS ELA—Writing (continued )

Production and distribution of writing • CCSS.ELA-LITERACY.W.4.4: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.  • CCSS.ELA-LITERACY.W.4.5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.  • CCSS.ELA-LITERACY.W.4.6: With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting. Research to build and present knowledge • CCSS.ELA-LITERACY.W.4.7: Conduct short research projects that build knowledge through investigation of different aspects of a topic. • CCSS.ELA-LITERACY.W.4.9: Draw evidence from literary or informational texts to support analysis, reflection, and research. Range of writing • CCSS.ELA-LITERACY.W.4.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of disciplinespecific tasks, purposes, and audiences.

CCSS ELA— Speaking and Listening

Comprehension and collaboration • CCSS.ELA-LITERACY.SL.4.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly. ¡¡CCSS.ELA-LITERACY.SL.4.1.A: Come

to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

¡¡CCSS.ELA-LITERACY.SL.4.1.B: Follow

agreed-upon rules for discussions and carry out assigned roles.

¡¡CCSS.ELA-LITERACY.SL.4.1.C: Pose

and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.

¡¡CCSS.ELA-LITERACY.SL.4.1.D: Review

the key ideas expressed and explain their own ideas and understanding in light of the discussion.

• CCSS.ELA-LITERACY.SL.4.2: Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. • CCSS.ELA-LITERACY.SL.4.3: Identify the reasons and evidence a speaker provides to support particular points

Continued

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Table 12.2 (continued ) Presentation of knowledge and ideas CCSS ELA— Speaking and • CCSS.ELA-LITERACY.SL.4.4: Report on a topic or text, tell a story, Listening (continued ) or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

• CCSS.ELA-LITERACY.SL.4.5: Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes. • CCSS.ELA-LITERACY.SL.4.6: Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation.

CCSS Mathematics— Use place value understanding and properties of operations to perform multi-digit arithmetic. Number and Operations in • CCSS.MATH.CONTENT.4.NBT.B.4: Fluently add and subtract Base Ten multi-digit whole numbers using the standard algorithm. CCSS Mathematics— Solve problems involving measurement and conversion of measurements. Measurement • CCSS.MATH.CONTENT.4.MD.A.1: Know relative sizes of and Data measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. 

• CCSS.MATH.CONTENT.4.MD.A.2: Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale. Represent and interpret data. • CCSS.MATH.CONTENT.4.MD.B.4: Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Solve problems involving addition and subtraction of fractions by using information presented in line plots.

ELP Standards

Receptive modalities • ELP 1: Construct meaning from oral presentations and literary and informational text through grade-appropriate listening, reading, and viewing. • ELP 8: Determine the meaning of words and phrases in oral presentations and literary and informational text. Productive modalities • ELP 3: Speak and write about grade-appropriate complex literary and informational texts and topics. • ELP 4: Construct grade-appropriate oral and written claims and support them with reasoning and evidence. • ELP 7: Adapt language choices to purpose, task, and audience when speaking and writing.

Continued

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Investigation 12. Structures of Animals: How Should We Classify the Unknown Organisms?

Table 12.2 (continued )

ELP Standards (continued )

Interactive modalities • ELP 2: Participate in grade-appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions. • ELP 5: Conduct research and evaluate and communicate findings to answer questions or solve problems. • ELP 6: Analyze and critique the arguments of others orally and in writing. Linguistic structures of English • ELP 9: Create clear and coherent grade-appropriate speech and text. • ELP 10: Make accurate use of standard English to communicate in grade-appropriate speech and writing.

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Investigation Handout

Investigation 12

Structures of Animals: How Should We Classify the Unknown Organisms? Introduction When you look at the animals living outside your home or school, you will probably notice a few things. First, there are many different kinds of animals. Second, many different types of animals share a lot of the same traits. For example, all cows and wolves have one tail, two eyes, and four legs. These animals are also covered in hair and have a mouth full of teeth. Although different types of animals have a lot in common, they also have specific structures that make them unique. Some of the structures of animals that make them unique are the location of their eyes, the size of their jaws, and the shape of their teeth. Take a moment to examine the eyes, jaw, and teeth of an animal. Be sure to keep track of what you observe and what you are wondering about in the boxes below as you examine the animal’s skull.

Things I OBSERVED …

Things I WONDER about …

The structures of an animal, such as the location of its eyes, the size of its jaw, and the shape of its teeth, serve specific functions that enable the animal to survive and reproduce. For example, all animals

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Investigation 12. Structures of Animals: How Should We Classify the Unknown Organisms?

must find and eat food to survive. Different types of animals need to find and eat different kinds of food. Some animals eat only plants. These animals are called herbivores. Some animals eat only meat. These animals are called carnivores. Some animals eat both plants and animals. These animals are called omnivores. Carnivores hunt and eat herbivores. Carnivores therefore need to be able to find and catch herbivores to survive. Herbivores, in contrast, need to be able to see and avoid carnivores. Carnivores have eyes located to make it easier for them to find and catch herbivores, and herbivores have eyes located to make it easier for them to see and avoid carnivores. Carnivores and herbivores also have teeth and a jaw shaped in a way that makes it easier for them to eat a specific kind of food. Your goal in this investigation is to figure out how to classify an unknown animal based on the type of food it eats. The unknown organism can be a carnivore, an herbivore, or an omnivore. To accomplish this task, you will need to make observations and take measurements about the location of the eyes, the size of the jaw, and the shape of the teeth for six different animals: two carnivores, two herbivores, and two omnivores. You will need to compare and contrast these traits to figure out what these different types of animals have in common and what is different about them. Scientists often look for patterns in nature like this and then use these patterns to classify animals into groups. You can therefore use patterns to help classify the unknown organisms as carnivore, herbivore, or omnivore.

Things we KNOW from what we read …

What we will NEED to figure out …

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Investigation Handout Your Task Use what you know about traits, the relationship between structure and function, and patterns to design and carry out an investigation to classify two unknown animals based on what they eat. The guiding question of this investigation is, How should we classify the unknown organisms?

Materials You may use any of the following materials during your investigation: • Skull A (herbivore)

• Skull E (omnivore)

• Ruler

• Skull B (herbivore)

• Skull F (omnivore)

• Protractor

• Skull C (carnivore)

• Unknown skull G

• String or tape measure

• Skull D (carnivore)

• Unknown skull H

Safety Rules Follow all normal safety rules. In addition, be sure to follow these rules: • Be careful when handling the skulls teeth can be sharp.

they are fragile and can break, and the

• Wash your hands with soap and water when you are done collecting the data.

Plan Your Investigation Prepare a plan for your investigation by filling out the chart that follows; this plan is called an investigation proposal. Before you start developing your plan, be sure to discuss the following questions with the other members of your group: • What types of patterns might we look for to help answer the guiding question? • How might the structure of a skull be related to what an animal eats?

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Investigation 12. Structures of Animals: How Should We Classify the Unknown Organisms?

Our guiding question:

We will collect the following data:

These are the steps we will follow to collect data:

I approve of this investigation proposal. Teacher’s signature

Date

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501

Investigation Handout Collect Your Data Keep a record of what you measure or observe during your investigation in the space below.

Analyze Your Data You will need to analyze the data you collected before you can develop an answer to the guiding question. In the space below, create a table, a graph, or pictures.

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Investigation 12. Structures of Animals: How Should We Classify the Unknown Organisms?

Draft Argument

The Guiding Question:

Develop an argument on a whiteboard. It should include the following:

Our Claim:

• A claim: Your answer to the guiding question.

Our Evidence:

• Evidence: An analysis of the data and an explanation of what the analysis means.

Our Justification of the Evidence:

• A justification of the evidence: Why your group thinks the evidence is important.

Argumentation Session Share your argument with your classmates. Be sure to ask them how to make your draft argument better. Keep track of their suggestions in the space below.

Ways to IMPROVE our argument …

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Investigation Handout Draft Report Prepare an investigation report to share what you have learned. Use the information in this handout and your group’s final argument to write a draft of your investigation report.

Introduction We have been studying _______________________________________ in class. Before we started this investigation, we explored _________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ We noticed ________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ My goal for this investigation was to figure out _____________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ The guiding question was _____________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________

Method To gather the data I needed to answer this question, I _______________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ I then analyzed the data I collected by ___________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________

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Investigation 12. Structures of Animals: How Should We Classify the Unknown Organisms?

Argument My claim is ________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ The information below shows __________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________

This analysis of the data I collected suggests ______________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________

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Investigation Handout This evidence is important because of several scientific concepts. The first one is _________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________

Review Your friends need your help Review the draft of their investigation reports and give them ideas about how to improve. Use the peer-review guide when doing your review.

Submit Your Final Report Once you have received feedback from your friends about your draft report, create your final investigation report and hand it in to your teacher.

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Checkout Questions Investigation 12. Structures of Animals 1. Pictured below is the skull of an animal. What type of food do you think this animal would have eaten when it was alive?

Animals only Plants only Both plants and animals 2. Pictured below is the skull of an animal. What type of food do you think this animal would have eaten when it was alive?

Animals only Plants only Both plants and animals

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Checkout Questions 3. Pictured below is the skull of an animal. What type of food do you think this animal would have eaten when it was alive?

Animals only Plants only Both plants and animals 4. Explain your thinking. How did the structure of the skulls of these animals allow you to determine what they would have eaten when they were alive? __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ Teacher Scoring Rubric for the Checkout Questions

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Level

Description

3

The student can apply the core idea correctly in all cases and can fully explain how structure and function are related.

2

The student can apply the core idea correctly in all cases but cannot fully explain structure and function are related.

1

The student cannot apply the core idea correctly in all cases but can fully explain how structure and function are related.

0

The student cannot apply the core idea correctly in all cases and cannot explain how structure and function are related.

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Teacher Notes Investigation 13

Information From Senses: What Type of Environmental Conditions Do Mealworms Seek Out? Purpose The purpose of this investigation is to give students an opportunity to use one disciplinary core idea (DCI), two crosscutting concepts (CCs), and seven scientific and engineering practices (SEPs) to figure out the type of environmental conditions that mealworms seek out to survive, grow, and reproduce. Students will also learn about the nature and role of experiments in science during the reflective discussion.

Background Information About This Investigation Animals, including mealworms, seek out environmental conditions that enable them to survive, grow, and reproduce. To find a suitable environment, an animal must be able to gather information about its surroundings. Animals rely on their senses to collect this information. Animals can detect different odors, feel different textures, detect a sound wave moving through the air, and recognize different types of chemicals in various substances or mixtures. Animals process this information based on their current needs and, in some cases, their memories of past experiences. Once the information is processed, the animal will then respond in a way that helps it find what it needs and avoid things that are harmful. An animal, for example, might move toward an object because the odor of the object is associated with a type of food it eats, or it might stop eating something that has a specific taste because that taste is associated with something that is deadly. The sense receptors, brain, and body of an animal therefore function together as a system. This system allows an animal to receive, process, and act on information in a way that enables it to survive, grow, or reproduce. The mealworm is the larva of the darkling beetle. They eat dead insects, feces, stored grain, and decaying leaves, sticks, or grasses. Mealworms seek out environmental conditions that are dark and damp, so they tend to live under rocks and logs, in animal burrows, and in stored grains. They are also found in cupboards, pantries, or wherever food is stored inside homes. Many predators eat mealworms, including rodents, lizards, predatory beetles, spiders, and birds. Mealworms tend to burrow to avoid predators. They also tend to keep their body in contact with an object as much as possible (which is a behavioral adaption that makes them harder to see and catch). That is why they are often found close to an object rather than out in the open.

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Teacher Notes

The DCI, CCs, and SEPs That Students Use During This Investigation DCI • LS1.D: Information Processing: Different sense receptors are specialized for particular kinds of information, which may be then processed by the animal’s brain. Animals are able to use their perceptions and memories to guide their actions.

CCs • CC 1: Patterns: Similarities and differences in patterns can be used to sort, classify, communicate, and analyze simple rates of change for natural phenomena and designed products. Patterns of change can be used to make predictions. Patterns can be used as evidence to support an explanation. • CC 4: Systems and System Models: A system can be described in terms of its components and their interactions. A system is a group of related parts that make up a whole and can carry out functions its individual parts cannot.

SEPs • SEP 1: Asking Questions and Defining Problems: Ask questions about what would happen if a variable is changed. Ask questions that can be investigated and predict reasonable outcomes based on patterns such as cause-and-effect relationships. • SEP 3: Planning and Carrying Out Investigations: Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence, using fair tests in which variables are controlled and the number of trials considered. Evaluate appropriate methods and/or tools for collecting data. • SEP 4: Analyzing and Interpreting Data: Represent data in tables and/or various graphical displays (bar graphs, pictographs, and/or pie charts) to reveal patterns that indicate relationships. Analyze and interpret data to make sense of phenomena, using logical reasoning, mathematics, and/or computation. Compare and contrast data collected by different groups in order to discuss similarities and differences in their findings. • SEP 5: Using Mathematics and Computational Thinking: Organize simple data sets to reveal patterns that suggest relationships. Describe, measure, estimate, and/ or graph quantities (e.g., area, volume, weight, time) to address scientific and engineering questions and problems. • SEP 6: Constructing Explanations and Designing Solutions: Construct an explanation of observed relationships. Use evidence to construct or support an explanation. Identify the evidence that supports particular points in an explanation.

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Investigation 13. Information From Senses: What Type of Environmental Conditions Do Mealworms Seek Out?

• SEP 7: Engaging in Argument From Evidence: Compare and refine arguments based on an evaluation of the evidence presented. Distinguish among facts, reasoned judgment based on research findings, and speculation in an explanation. Respectfully provide and receive critiques from peers about a proposed procedure, explanation, or model by citing relevant evidence and posing specific questions. • SEP 8: Obtaining, Evaluating, and Communicating Information: Read and comprehend grade-appropriate complex texts and/or other reliable media to summarize and obtain scientific and technical ideas. Combine information in written text with that contained in corresponding tables, diagrams, and/or charts to support the engagement in other scientific and/or engineering practices. Communicate scientific and/or technical information orally and/or in written formats, including various forms of media as well as tables, diagrams, and charts.

Other Concepts That Students May Use During This Investigation Students might also use the following concepts: • Plants and animals have both internal and external structures that serve various functions in growth, survival, behavior, and reproduction. • Animals that eat both plants and animals are called omnivores.

What Students Figure Out Mealworms seek out environmental conditions that are dark and damp.

Timeline The time needed to complete this investigation is 270 minutes (4 hours and 30 minutes). The amount of instructional time needed for each stage of the investigation is as follows: • Stage 1. Introduce the task and the guiding question: 50 minutes • Stage 2. Design a method and collect data: 45 minutes • Stage 3. Create a draft argument: 40 minutes • Stage 4. Argumentation session: 30 minutes • Stage 5. Reflective discussion: 15 minutes • Stage 6. Write a draft report: 30 minutes • Stage 7. Peer review: 30 minutes • Stage 8. Revise the report: 30 minutes This investigation can be completed in one day or over eight days (one day for each stage) during your designated science time in the daily schedule.

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511

Teacher Notes

Materials and Preparation The materials needed for this investigation are listed in Table 13.1. Most of the materials can be purchased at a science education supply company such as Ward’s Science (www. wardsci.com), Flinn Scientific (www.flinnsci.com), or Carolina (www.carolina.com). Some materials can be purchased at a big-box retail store such as Wal-Mart or Target or through an online retailer such as Amazon, and the oatmeal can be purchased at a grocery store. The live mealworms can be purchased through an online retailer such as www.rainbowmealworms.net or at your local pet store or feed store. They are typically used for feeding reptiles and birds. The materials necessary for this investigation can also be purchased as a complete kit (which includes enough materials for 24 students, or six groups) at www. argumentdriveninquiry.com.

TABLE 13.1 Materials for Investigation 13

Item

Quantity

Safety glasses or goggles

1 per student

Nonlatex gloves

1 set per student

Mealworms (small)

18 per group

Two-compartment petri dishes with lids

3 per group

Dry oatmeal

½ cup per group

Water

10 ml per group

Filter paper (cut to fit the compartments in the petri dishes)

6 per group

Black construction paper

1 per group

Stopwatch

1 per group

Hand lens

1 per group

Pipette

1 per group

Stirrer

1 per group

Tape

As needed

Whiteboard, 2' × 3'*

1 per group

Investigation Handout

1 per student

Peer-review guide and teacher scoring rubric

1 per student

Checkout Questions (optional)

1 per student

As an alternative, students can use computer and presentation software such as Microsoft PowerPoint or Apple Keynote to create their arguments.

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Investigation 13. Information From Senses: What Type of Environmental Conditions Do Mealworms Seek Out?

FIGURE 13.1.

Students can use a two-compartment petri dish (see Figure 13.1) to create choice A two-compartment petri dish chambers for the mealworms. Students can place a piece of filter paper in the bottom of each chamber of the petri dish, add oatmeal to both sections, add water to a section to create a damp environment, and tape black construction paper to half of the lid to make a dark environment. Students should place at least three mealworms in each compartment of the petri dish. Mealworms can move freely over the wall that divides the two compartments of the petri dish. Therefore, mealworms should move into the compartment that has the environmental conditions that they find most suitable for survival. Be sure to use a set routine for distributing and collecting the materials. One option is to set up the materials for each group in a kit that you can deliver to each group. A second option is to have all the materials on a table or cart at a central location. You can then assign a member of each group to be the “materials manager.” This individual is responsible for collecting all the materials his or her group needs from the table or cart during class and for returning all the materials at the end of the class.

Safety Precautions Remind students to follow all normal investigation safety rules. In addition, tell the students to take the following safety precautions: • Wear sanitized safety glasses or goggles and nonlatex gloves during setup, investigation activity, and cleanup. • Be careful with the mealworms. Keep the mealworms healthy by not doing anything to hurt them such as pulling on them, poking them, cutting them, or dropping them. They are living creatures and need to be treated with respect. • Do not eat the oatmeal. • Wash their hands with soap and water when done collecting the data.

Lesson Plan by Stage Stage 1: Introduce the Task and the Guiding Question (50 minutes) 1. Ask the students to sit in six groups, with three or four students in each group. 2. Ask students to clear off their desks except for a pencil (and their Student Workbook for Argument-Driven Inquiry in Fourth-Grade Science if they have one).

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513

Teacher Notes

3. Pass out an Investigation Handout to each student (or ask students to turn to Investigation Log 13 in their workbook). 4. Read the first paragraph of the “Introduction” aloud to the class. Ask the students to follow along as you read. 5. Pass out a meal worm in a petri dish lid to each group. 6. Remind students of the safety rules and explain the safety precautions for this investigation. 7. Tell the students to record their observations about the mealworm and any questions they have about it in the “OBSERVED/WONDER” chart in the “Introduction” section of their Investigation Handout (or the investigation log in their workbook). 8. After students have recorded their observations and questions, ask students to share what they observed about the mealworm. 9. Ask students to share what questions they have about the mealworm. 10. Tell the students, “Some of your questions might be answered by reading the rest of the Introduction.’” 11. Ask the students to read the last two paragraphs of the “Introduction” on their own or ask them to follow along as you read the last two paragraphs aloud. 12. Once the students have read the last two paragraphs, ask them to fill out the “KNOW/NEED” chart on their Investigation Handout (or in their investigation log) as a group. 13. Ask students to share what they learned from the reading. Add these ideas to a class “know / need to figure out” chart. 14. Ask students to share what they think they will need to figure out based on what they read. Add these ideas to the class “know / need to figure out” chart. 15. Tell the students, “It looks like we have something to figure out. Let’s see what we will need to do during our investigation.” 16. Read the task and the guiding question aloud. 17. Tell the students, “I have lots of materials here that you can use.” 18. Introduce the students to the materials available for them to use during the investigation by showing them how they can use a choice chamber to present options that mealworms can assess using their senses. Then give students an opportunity to ask any questions about the ways they might take measurements or make observations. Be sure to collect the materials from each group before moving on to the next stage.

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Investigation 13. Information From Senses: What Type of Environmental Conditions Do Mealworms Seek Out?

Stage 2: Design a Method and Collect Data (45 minutes) 1. Tell the students, “I am now going to give you and the other members of your group about 15 minutes to plan your investigation. Before you begin, I want you all to take a couple of minutes to discuss the following questions with the rest of your group.” 2. Show the following questions on the screen or board: • What part or component of the mealworm body system are you studying? • What types of patterns might we look for to help answer the guiding question? 3. Tell the students, “Please take a few minutes to come up with an answer to these questions.” Give the students two or three minutes to discuss these two questions. 4. Ask two or three different groups to share their answers. Be sure to highlight or write down any important ideas on the board so students can refer to them later. 5. If possible, use a document camera to project an image of the graphic organizer for this investigation on a screen or board (or take a picture of it and project the picture on a screen or board). Tell the students, “I now want you all to plan out your investigation. To do that, you will need to create an investigation proposal by filling out this graphic organizer.” 6. Point to the box labeled “Our guiding question:” and tell the students, “You can put the question we are trying to answer in this box.” Then ask, “Where can we find the guiding question?” 7. Wait for a student to answer where to find the guiding question (the answer is “in the handout”). 8. Point to the box labeled “This is a picture of how we will set up the equipment:” and tell the students, “You can draw a picture in this box of how you will set up the equipment to carry out this investigation.” 9. Point to the box labeled “We will collect the following data:” and tell the students, “You can list the measurements or observations that you will need to collect during the investigation in this box.” 10. Point to the box labeled “These are the steps we will follow to collect data:” and tell the students, “You can list what you are going to do to collect the data you need and what you will do with your data once you have it. Be sure to give enough detail that I could do your investigation for you.” 11. Ask the students, “Do you have any questions about what you need to do?” 12. Answer any questions that come up. 13. Tell the students, “Once you are done, raise your hand and let me know. I’ll then come by and look over your proposal and give you some feedback. You may not begin collecting data until I have approved your proposal by signing it. You need to have your proposal done in the next 15 minutes.”

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515

Teacher Notes

14. Give the students 15 minutes to work in their groups on their investigation proposal. As they work, move from group to group to check in, ask probing questions, and offer a suggestion if a group gets stuck.

What should a student-designed investigation look like? The students’ investigation proposal should include the following information: • The guiding question is “What type of environmental conditions do mealworms seek out?” • Students should collect data about the number of mealworms choosing an environmental condition. • A procedure for collecting the data might include the following steps: 1. Use a two-compartment petri dish to create a choice chamber with filter paper and oatmeal in both compartments, and label one chamber “light/ wet” and the other chamber “light/dry.” 2. Add 10 ml of water to the “light/wet” chamber only (not to the “light/dry” chamber). 3. Use another two-compartment petri dish to create a choice chamber with filter paper and oatmeal in both compartments, and label one chamber “dark/wet” and the other chamber “dark/dry.” 4. Add 10 ml of water to the “dark/wet” chamber only (not to the “dark/dry” chamber). 5. Use black construction paper to cover the entire lid of the second petri dish. 6. Use a third two-compartment petri dish to create a choice chamber with filter paper and oatmeal in both compartments, and label one chamber “dark/dry” and the other chamber “light/dry.” 7. Use black construction paper to cover half the lid of the third petri dish. 8. Place the lid on the third petri dish so that the half of the lid covered in black construction paper is positioned over the “dark/dry” compartment. 9. Add six mealworms to each petri dish (three mealworms per compartment). 10. Allow the mealworms to move around for at least 15 minutes. 11. Record the number of mealworms in each compartment. This is just one example of how they can collect the data, and there should be a lot of variation in the student-designed investigations.

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Investigation 13. Information From Senses: What Type of Environmental Conditions Do Mealworms Seek Out?

15. As each group finishes its investigation proposal, be sure to read it over and determine if it will be productive or not. If you feel the investigation will be productive (not necessarily what you would do or what the other groups are doing), sign your name on the proposal and let the group start collecting data. If the plan needs to be changed, offer some suggestions or ask some probing questions, and have the group make the changes before you approve it. 16. Pass out the materials or have one student from each group collect the materials they need from a central supply table or cart for the groups that have an approved proposal. 17. Be sure to remind students of the safety rules and the safety precautions for this investigation. 18. Give the students 25 minutes to collect their data. 19. Be sure to collect the materials and have the students clean up before asking them to analyze their data.

Stage 3: Create a Draft Argument (40 minutes) 1. Tell the students, “Now that we have all this data, we need to analyze the data so we can figure out an answer to the guiding question.” 2. If possible, project an image of the “Analyze Your Data” section for this investigation on a screen or board using a document camera (or take a picture of it and project the picture on a screen or board). Point to the section and tell the students, “You can create a graph as a way to analyze your data. You can make your graph in this section.” 3. Ask the students, “What type of graph is the best way to represent the data we collected?” 4. Tell the students, “Please take a few minutes to discuss this question with your group, and be ready to share.” 5. Give the students five minutes to discuss. 6. Ask two or three different groups to share their answers. Be sure to highlight or write down any important ideas on the board so students can refer to them later. 7. Tell the students, “I am now going to give you and the other members of your group about 10 minutes to analyze your data.” 8. Give the students 10 minutes to analyze their data. As they work, move from group to group to check in, ask probing questions, and offer suggestions.

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517

Teacher Notes

What should a graph look like for this investigation? There are a number of different ways that students can analyze the observations or measurements they collect during this investigation. One of the most straightforward ways is to create a bar graph with the environmental condition (damp, dark, etc.) on the horizontal or x-axis and the number of mealworms on the vertical or y-axis. There are other options for analyzing the collected data. Students often come up with some unique ways of analyzing their data, so be sure to give them some voice and choice during this stage.

9. Tell the students, “I am now going to give you and the other members of your group 15 minutes to create an argument to share what you have learned and convince others that they should believe you. Before you do that, we need to take a few minutes to discuss what you need to include in your argument.” 10. If possible, use a document camera to project the “Argument Presentation on a Whiteboard” image from the Investigation Handout (or the investigation log in their workbook) on a screen or board (or take a picture of it and project the picture on a screen or board). 11. Point to the box labeled “The Guiding Question:” and tell the students, “You can put the question we are trying to answer here on your whiteboard.” 12. Point to the box labeled “Our Claim:” and tell the students, “You can put your claim here on your whiteboard. The claim is your answer to the guiding question.” 13. Point to the box labeled “Our Evidence:” and tell the students, “You can put the evidence that you are using to support your claim here on your whiteboard. Your evidence will need to include the analysis you just did and an explanation of what your analysis means or shows. Scientists always need to support their claims with evidence.” 14. Point to the box labeled “Our Justification of the Evidence:” and tell the students, “You can put your justification of your evidence here on your whiteboard. Your justification needs to explain why your evidence is important. Scientists often use core ideas to explain why the evidence they are using matters. Core ideas are important concepts that scientists use to help them make sense of what happens during an investigation.” 15. Ask the students, “What are some core ideas that we read about earlier that might help us explain why the evidence we are using is important?”

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Investigation 13. Information From Senses: What Type of Environmental Conditions Do Mealworms Seek Out?

16. Ask students to share some of the core ideas from the “Introduction” section of the Investigation Handout (or the investigation log in the workbook). List these core ideas on the board. 17. Tell the students, “That is great. I would like to see everyone try to include these core ideas in your justification of the evidence. Your goal is to use these core ideas to help explain why your evidence matters and why the rest of us should pay attention to it.” 18. Ask the students, “Do you have any questions about what you need to do?” 19. Answer any questions that come up. 20. Tell the students, “Okay, go ahead and start working on your arguments. You need to have your argument done in the next 15 minutes. It doesn’t need to be perfect. We just need something down on the whiteboards so we can share our ideas.” 21. Give the students 15 minutes to work in their groups on their arguments. As they work, move from group to group to check in, ask probing questions, and offer a suggestion if a group gets stuck. Figure 13.2 shows an example of an argument for this investigation.

FIGURE 13.2 Example of an argument

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519

Teacher Notes

Stage 4: Argumentation Session (30 minutes) The argumentation session can be conducted in a whole-class presentation format, a gallery walk format, or a modified gallery walk format. We recommend using a whole-class presentation format for the first investigation, but try to transition to either the gallery walk or modified gallery walk format as soon as possible because that will maximize student voice and choice inside the classroom. The following list shows the steps for the three formats; unless otherwise noted, the steps are the same for all three formats. 1. Begin by introducing the use of the whiteboard. • If using the whole-class presentation format, tell the students, “We are now going to share our arguments. Please set up your whiteboards so everyone can see them.” • If using the gallery walk or modified gallery walk format, tell the students, “We are now going to share our arguments. Please set up your whiteboards so they are facing the walls.” 2. Allow the students to set up their whiteboards. • If using the whole-class presentation format, the whiteboards should be set up on stands or chairs so they are facing toward the center of the room. • If using the gallery walk or modified gallery walk format, the whiteboards should be set up on stands or chairs so they are facing toward the outside of the room. 3. Give the following instructions to the students: • If using the whole-class presentation format or the modified gallery walk format, tell the students, “Okay, before we get started I want to explain what we are going to do next. I’m going to ask some of you to present your arguments to your classmates. If you are presenting your argument, your job is to share your group’s claim, evidence, and justification of the evidence. The rest of you will be reviewers. If you are a reviewer, your job is to listen to the presenters, ask the presenters questions if you do not understand something, and then offer them some suggestions about ways to make their argument better. After we have a chance to learn from each other, I’m going to give you some time to revise your arguments and make them better.” • If using the gallery walk format, tell the students, “Okay, before we get started I want to explain what we are going to do next. You are going to have an opportunity to read the arguments that were created by other groups. Your group will go to a different group’s argument. I’ll give you a few minutes to read it and review it. Your job is to offer them some suggestions about ways to make their argument better. You can use sticky notes to give them suggestions. Please be specific about what you want to change and be specific about how you think they should change it. After we have a chance to learn from each

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Investigation 13. Information From Senses: What Type of Environmental Conditions Do Mealworms Seek Out?

other, I’m going to give you some time to revise your arguments and make them better.” 4. Use a document camera to project the “Ways to IMPROVE our argument …” box from the Investigation Handout (or the investigation log in their workbook) on a screen or board (or take a picture of it and project the picture on a screen or board). • If using the whole-class presentation format or the modified gallery walk format, point to the box and tell the students, “If you are a presenter, you can write down the suggestions you get from the reviewers here. If you are a reviewer, and you see a good idea from another group, you can write down that idea here. Once we are done with the presentations, I will give you a chance to use these suggestions or ideas to improve your arguments. • If using the gallery walk format, point to the box and tell the students, “If you see a good idea from another group, you can write it down here. Once we are done reviewing the different arguments, I will give you a chance to use these ideas to improve your own arguments. It is important to share ideas like this.” Ask the students, “Do you have any questions about what you need to do?” 5. Answer any questions that come up. 6. Give the following instructions: • If using the whole-class presentation format, tell the students, “Okay. Let’s get started.” • If using the gallery walk format, tell the students, “Okay, I’m now going to tell you which argument to go to and review. • If using the modified gallery walk format, tell the students, “Okay, I’m now going to assign you to be a presenter or a reviewer.” Assign one or two students from each group to be presenters and one or two students from each group to be reviewers. 7. Begin the review of the arguments. • If using the whole-class presentation format, have four or five groups present their arguments one at a time. Give each group only two to three minutes to present their argument. Then give the class two to three minutes to ask them questions and offer suggestions. Be sure to encourage as much participation from the students as possible. • If using the gallery walk format, tell the students, “Okay. Let’s get started. Each group, move one argument to the left. Don’t move to the next argument until I tell you to move. Once you get there, read the argument and then offer suggestions about how to make it better. I will put some sticky notes next to each argument. You can use the sticky notes to leave your suggestions.” Give

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each group about three to four minutes to read the arguments, talk, and offer suggestions. a. Tell the students, “Okay. Let’s rotate. Move one group to the left.” b. Again, give each group three or four minutes to read, talk, and offer suggestions. c. Repeat this process for two more rotations. • If using the modified gallery walk format, tell the students, “Okay. Let’s get started. Reviewers, move one group to the left. Don’t move to the next group until I tell you to move. Presenters, go ahead and share your argument with the reviewers when they get there.” Give each group of presenters and reviewers about three to four minutes to talk. a. Tell the students, “Okay. Let’s rotate. Reviewers, move one group to the left.” b. Again, give each group of presenters and reviewers about three or four minutes to talk. c. Repeat this process for two more rotations. 8. Tell the students to return to their workstations. 9. Give the following instructions about revising the argument: • If using the whole-class presentation format, tell the students, “I’m now going to give you about 10 minutes to revise your argument. Take a few minutes to talk in your groups and determine what you want to change to make your argument better. Once you have decided what to change, go ahead and make the changes to your whiteboard.” • If using the gallery walk format, tell the students, “I’m now going to give you about 10 minutes to revise your argument. Take a few minutes to read the suggestions that were left at your argument. Then talk in your groups and determine what you want to change to make your argument better. Once you have decided what to change, go ahead and make the changes to your whiteboard.” • If using the modified gallery walk format, “I’m now going to give you about 10 minutes to revise your argument. Please return to your original groups.” Wait for the students to move back into their original groups and then tell the students, “Okay, take a few minutes to talk in your groups and determine what you want to change to make your argument better. Once you have decided what to change, go ahead and make the changes to your whiteboard.” Ask the students, “Do you have any questions about what you need to do?” 10. Answer any questions that come up. 11. Tell the students, “Okay. Let’s get started.”

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Investigation 13. Information From Senses: What Type of Environmental Conditions Do Mealworms Seek Out?

12. Give the students 10 minutes to work in their groups on their arguments. As they work, move from group to group to check in, ask probing questions, and offer a suggestion if a group gets stuck.

Stage 5: Reflective Discussion (15 minutes) 1. Tell the students, “We are now going take a minute to talk about what we did and what we have learned.” 2. Show the image in Figure 13.3 on a screen.

FIGURE 13.3 A model of mealworms in a choice chamber

3. Ask the students, “What do you all see going on here?” 4. Allow students to share their ideas. Keep probing until someone says that the image is a model of mealworms in a choice chamber. 5. Ask the students, “What do you notice happened after 60 minutes?” 6. Allow students to share their ideas. Keep probing until someone says that these mealworms seem to prefer moist oatmeal. 7. Ask the students, “How can you be sure that the mealworms have a preference?” 8. Allow students to share their ideas. Keep probing until someone says that the mealworms moved from the chambers they were in to a chamber they preferred. 9. Ask the students, “How did the mealworms know where to go?” 10. Allow students to share their ideas. Keep probing until someone says that mealworms took in information using their senses and moved to the moist oatmeal because it provided them with benefits. Argument-Driven Inquiry in Fourth-Grade Science: Three-Dimensional Investigations Copyright © 2019 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit https://www.nsta.org/store/product_detail.aspx?id=10.2505/9781681405209

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11. Tell the students, “Okay, let’s make sure we are on the same page. Animals can identify differences in conditions in their environments. Animals can take in information through their senses and process it. They can then use that information to make choices that will increase the chance that they are able to survive and reproduce. The fact that animals can use their senses to gather information about the environment and process this information with their brain is a really important core idea in science.” 12. Tell the students, “We also looked for patterns during our investigation.” Then ask, “Can anyone tell me why we needed to look for patterns?” 13. Allow students to share their ideas. 14. Tell the students, “Patterns are really important in science. Scientists look for patterns all the time. In fact, they even use patterns to help understand what choices an animal might make, just like we did.” 15. Tell the students, “We are now going take a minute to talk about what went well and what didn’t go so well during our investigation. We need to talk about this because you are going to be planning and carrying your own investigations like this a lot this year, and I want to help you all get better at it.” 16. Show an image of the question “What made your investigation scientific?” on the screen. Tell the students, “Take a few minutes to talk about how you would answer this question with the other people in your group. Be ready to share with the rest of the class.” Give the students two to three minutes to talk in their group. 17. Ask the students, “What do you all think? Who would like to share an idea?” 18. Allow students to share their ideas. Be sure to expand on their ideas about what makes an investigation scientific. 19. Show an image of the question “What made your investigation not so scientific?” on the screen. Tell the students, “Take a few minutes to talk about how you would answer this question with the other people in your group. Be ready to share with the rest of the class.” Give the students two to three minutes to talk in their group. 20. Ask the students, “What do you all think? Who would like to share an idea?” 21. Allow students to share their ideas. Be sure to expand on their ideas about what makes an investigation less scientific. 22. Show an image of the question “What rules can we put into place to help us make sure our next investigation is more scientific?” on the screen. Tell the students, “Take a few minutes to talk about how you would answer this question with the other people in your group. Be ready to share with the rest of the class.” Give the students two to three minutes to talk in their group. 23. Ask the students, “What do you all think? Who would like to share an idea?”

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Investigation 13. Information From Senses: What Type of Environmental Conditions Do Mealworms Seek Out?

24. Allow students to share their ideas. Once they have shared their ideas, offer a suggestion for a possible class rule. 25. Ask the students, “What do you all think? Should we make this a rule?” 26. If the students agree, write the rule on the board or a class “Rules for Scientific Investigation” chart so you can refer to it during the next investigation. 27. Tell the students, “We are now going to talk about how scientists use experiments. Scientists use experiments to test their ideas about how or why things happen. Experiments include making one or more hypotheses, designing a way to test them, and then making predictions based on the tests. A hypothesis is a possible explanation for how or why things happen.” 28. Ask the students, “What was an example of a hypothesis from our investigation?” 29. Allow students to share their ideas. 30. Show the image in Figure 13.4 and say, “Here are two possible explanations.” Ask the students, “What could we have done to test these ideas?

FIGURE 13.4 Two possible explanations

Hypothesis 1: Mealworms use their senses to collect information about their environment.

Hypothesis 2: Mealworms do not use their senses to collect information about their environment.

31. Allow students to share their ideas. 32. Show the image in Figure 13.5 and say, “Here is a possible test.” Ask the students, “What predictions would we make about what the result of the test will be based on each hypothesis?

FIGURE 13.5 The test of the possible explanations

Hypothesis 1: Mealworms use their senses to collect information about their environment.

Hypothesis 2: Mealworms do not use their senses to collect information about their environment.

The Test: Place mealworms in a choice chamber with different environmental conditions in each compartment.

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33. Allow students to share their ideas. 34. Show the image in Figure 13.6 and say, “Here are two possible predictions.” Tell the students, “Once we have a prediction, we can carry out the test. If the results match a prediction, then the hypothesis is supported. If the results do not match the prediction, then the hypothesis is not supported.”

FIGURE 13.6 Two predictions based on the test

Hypothesis 1: Mealworms use their senses to collect information about their environment.

Hypothesis 2: Mealworms do not use their senses to collect information about their environment.

The Test: Place mealworms in a choice chamber with different environmental conditions in each compartment. Prediction 1: The mealworms will move into the same compartment.

Prediction 2: The mealworms will not move into the same compartment.

35. Show the image in Figure 13.7 and say, “In this investigation the results matched the predictions for hypothesis 1 so that hypothesis is supported. This is how experiments work in science.”

Figure 13.7 The results and conclusion from the test

Hypothesis 1: Mealworms use their senses to collect information about their environment.

Hypothesis 2: Mealworms do not use their senses to collect information about their environment.

The Test: Place mealworms in a choice chamber with different environmental conditions in each compartment. Prediction 1: The mealworms will move into the same compartment.

Prediction 2: The mealworms will not move into the same compartment.

Result: Most mealworms move into the same compartment. Conclusion: Hypothesis 1 is supported.Lorem ipsum

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Investigation 13. Information From Senses: What Type of Environmental Conditions Do Mealworms Seek Out?

36. Ask the students, “Does anyone have any questions about how experiments work?” 37. Answer any questions that come up.

Stage 6: Write a Draft Report (30 minutes) Your students will use either the Investigation Handout or the investigation log in the student workbook when writing the draft report. When you give the directions shown in quotes in the following steps, substitute “investigation log” (as shown in brackets) for “handout” if they are using the workbook. 1. Tell the students, “You are now going to write an investigation report to share what you have learned. Please take out a pencil and turn to the Draft Report’ section of your handout [investigation log].” 2. If possible, use a document camera to project the “Introduction” section of the draft report from the Investigation Handout (or the investigation log in their workbook) on a screen or board (or take a picture of it and project the picture on a screen or board). 3. Tell the students, “The first part of the report is called the Introduction.’ In this section of the report you want to explain to the reader what you were investigating, why you were investigating it, and what question you were trying to answer. All of this information can be found in the text at the beginning of your handout [investigation log].” Point to the image and say, “There are some sentence starters here to help you begin writing the report.” Ask the students, “Do you have any questions about what you need to do?” 4. Answer any questions that come up. 5. Tell the students, “Okay. Let’s write.” 6. Give the students 10 minutes to write the “Introduction” section of the report. As they work, move from student to student to check in, ask probing questions, and offer a suggestion if a student gets stuck. 7. If possible, use a document camera to project the “Method” section of the draft report from the Investigation Handout (or the investigation log in their workbook) on a screen or board (or take a picture of it and project the picture on a screen or board). 8. Tell the students, “The second part of the report is called the Method.’ In this section of the report you want to explain to the reader what you did during the investigation, what data you collected and why, and how you went about analyzing your data. All of this information can be found in the Plan Your Investigation’ section of your handout [investigation log]. Remember that you all planned and carried out different investigations, so do not assume that the

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reader will know what you did.” Point to the image and say, “There are some sentence starters here to help you begin writing this part of the report.” Ask the students, “Do you have any questions about what you need to do?” 9. Answer any questions that come up. 10. Tell the students, “Okay. Let’s write.” 11. Give the students 10 minutes to write the “Method” section of the report. As they work, move from student to student to check in, ask probing questions, and offer a suggestion if a student gets stuck. 12. If possible, use a document camera to project the “Argument” section of the draft report from the Investigation Handout (or the investigation log in their workbook) on a screen or board (or take a picture of it and project the picture on a screen or board). 13. Tell the students, “The last part of the report is called the Argument.’ In this section of the report you want to share your claim, evidence, and justification of the evidence with the reader. All of this information can be found on your whiteboard.” Point to the image and say, “There are some sentence starters here to help you begin writing this part of the report.” Ask the students, “Do you have any questions about what you need to do?” 14. Answer any questions that come up. 15. Tell the students, “Okay. Let’s write.” 16. Give the students 10 minutes to write the “Argument” section of the report. As they work, be sure to move from student to student to check in, ask probing questions, and offer a suggestion if a student gets stuck.

Stage 7: Peer Review (30 minutes) Your students will use either the Investigation Handout or the investigation log in the student workbook when doing the peer review. When you give the directions shown in quotes in the following steps, substitute “workbook” (as shown in brackets) for “Investigation Handout” if they are using the workbook. 1. Tell the students, “We are now going to review our reports to find ways to make them better. I’m going to come around and collect your Investigation Handout [workbook]. While I do that, please take out a pencil.” 2. Collect the Investigation Handouts or workbooks from the students. 3. If possible, use a document camera to project the peer-review guide (PRG; see Appendix 4) on a screen or board (or take a picture of it and project the picture on a screen or board). 4. Tell the students, “We are going to use this peer-review guide to give each other feedback.” Point to the image.

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Investigation 13. Information From Senses: What Type of Environmental Conditions Do Mealworms Seek Out?

5. Give the following instructions: • If using the Investigation Handout, tell the students, “I’m going to ask you to work with a partner to do this. I’m going to give you and your partner a draft report to read and a peer-review guide to fill out. You two will then read the report together. Once you are done reading the report, I want you to answer each of the questions on the peer-review guide.” Point to the review questions on the image of the PRG. • If using the workbook, tell the students, “I’m going to ask you to work with a partner to do this. I’m going to give you and your partner a draft report to read. You two will then read the report together. Once you are done reading the report, I want you to answer each of the questions on the peer-review guide that is right after the report in the investigation log.” Point to the review questions on the image of the PRG. 6. Tell the students, “You can check yes, almost, or no after each question.” Point to the checkboxes on the image of the PRG. 7. Tell the students, “This will be your rating for this part of the report. Make sure you agree on the rating you give the author. If you mark almost’ or no,’ then you need to tell the author what he or she needs to do to get a yes.’” Point to the space for the reviewer feedback on the image of the PRG. 8. Tell the students, “It is really important for you to give the authors feedback that is helpful. That means you need to tell them exactly what they need to do to make their report better.” Ask the students, “Do you have any questions about what you need to do?” 9. Answer any questions that come up. 10. Tell the students, “Please sit with a partner who is not in your current group.” Allow the students time to sit with a partner. 11. Give the following instructions: • If using the Investigation Handout, tell the students, “Okay, I am now going to give you one report to read and one peer-review guide to fill out.” Pass out one report to each pair. Make sure that the report you give a pair was not written by one of the students in that pair. Give each pair one PRG to fill out as a team. • If using the workbook, tell the students, “Okay, I am now going to give you one report to read.” Pass out a workbook to each pair. Make sure that the workbook you give a pair is not from one of the students in that pair. 12. Tell the students, “Okay, I’m going to give you 15 minutes to read the report I gave you and to fill out the peer-review guide. Go ahead and get started.” 13. Give the students 15 minutes to work. As they work, move around from pair to pair to check in and see how things are going, answer questions, and offer advice.

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14. After 15 minutes pass, tell the students, “Okay, time is up.” If using the Investigation Handout, say, “Please give me the report and the peer-review guide that you filled out.” If using the workbook, say, “Please give me the workbook that you have.” 15. Collect the Investigation Handouts and the PRGs, or collect the workbooks if they are being used. Be sure you keep the handout and the PRG together. 16. Give the following instructions: • If using the Investigation Handout, tell the students, “Okay, I am now going to give you a different report to read and a new peer-review guide to fill out.” Pass out another report to each pair. Make sure that this report was not written by one of the students in that pair. Give each pair a new PRG to fill out as a team. • If using the workbook, tell the students, “Okay, I am now going to give you a different report to read.” Pass out a different workbook to each pair. Make sure that the workbook you give a pair is not from one of the students in that pair. 17. Tell the students, “Okay, I’m going to give you 15 minutes to read this new report and to fill out the peer-review guide. Go ahead and get started.” 18. Give the students 15 minutes to work. As they work, move around from pair to pair to check in and see how things are going, answer questions, and offer advice. 19. After 15 minutes pass, tell the students, “Okay, time is up.” If using the Investigation Handout, say, “Please give me the report and the peer-review guide that you filled out.” If using the workbook, say, “Please give me the workbook that you have.” 20. Collect the Investigation Handouts and the PRGs, or collect the workbooks if they are being used. Be sure you keep the handout and the PRG together.

Stage 8: Revise the Report (30 minutes) Your students will use either the Investigation Handout or the investigation log in the student workbook when revising the report. Except where noted below, the directions are the same whether using the handout or the log. 1. Give the following instructions: • If using the Investigation Handout, tell the students, “You are now going to revise your investigation report based on the feedback you get from your classmates. Please take out a pencil while I hand back your draft report and the peer-review guide.” • If using the investigation log in the student workbook, tell the students, “You are now going to revise your investigation report based on the feedback you

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Investigation 13. Information From Senses: What Type of Environmental Conditions Do Mealworms Seek Out?

get from your classmates. Please take out a pencil while I hand back your investigation logs.” 2. If using the Investigation Handout, pass back the handout and the PRG to each student. If using the investigation log, pass back the log to each student. 3. Tell the students, “Please take a few minutes to read over the peer-review guide. You should use it to figure out what you need to change in your report and how you will change the report.” 4. Allow the students time to read the PRG. 5. If using the investigation log, if possible use a document camera to project the “Write Your Final Report” section from the investigation log on a screen or board (or take a picture of it and project the picture on a screen or board). 6. Give the following instructions: • If using the Investigation Handout, tell the students, “Okay. Let’s revise our reports. Please take out a piece of paper. I would like you to rewrite your report. You can use your draft report as a starting point, but use the feedback on the peer-review guide to help make it better.” • If using the investigation log, tell the students, “Okay. Let’s revise our reports. I would like you to rewrite your report in the section of the investigation log that says Write Your Final Report.’” Point to the image on the screen and tell the students, “You can use your draft report as a starting point, but use the feedback on the peer-review guide to help make your report better.” Ask the students, “Do you have any questions about what you need to do?” 7. Answer any questions that come up. 8. Tell the students, “Okay. Let’s write.” 9. Give the students 30 minutes to rewrite their report. As they work, move from student to student to check in, ask probing questions, and offer a suggestion if a student gets stuck. 10. Give the following instructions: • If using the Investigation Handout, tell the students, “Okay. Time’s up. I will now come around and collect your Investigation Handout, the peer-review guide, and your final report.” • If using the investigation log, tell the students, “Okay. Time’s up. I will now come around and collect your workbooks.” 11. If using the Investigation Handout, collect all the Investigation Handouts, PRGs, and final reports. If using the investigation log, collect all the workbooks. 12. If using the Investigation Handout, use the “Teacher Score” columns in the PRG to grade the final report. If using the investigation log, use the “Investigation Report Grading Rubric” in the investigation log to grade the final report. Whether you

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are using the handout or the log, you can give the students feedback about their writing in the “Teacher Comments” section.

How to Use the Checkout Questions The Checkout Questions are an optional assessment. We recommend giving them to students one day after they finish stage 8 of the ADI investigation. Appendix 6 provides an answer guide for the Checkout Questions. The Checkout Questions can be used as a formative or summative assessment of student thinking. If you plan to use them as a formative assessment, we recommend that you look over the student answers to determine if you need to reteach the core idea and/ or crosscutting concept from the investigation, but do not grade them. If you plan to use them as a summative assessment, we have included a Teacher Scoring Rubric at the end of the Checkout Questions that you can use to score a student’s ability to apply the core idea in a new scenario and explain their use of a crosscutting concept; see Figure 13.8 for an example of the rubric. The rubric includes a 4-point scale that ranges from 0 (the student cannot apply the core idea correctly in all cases and cannot explain the crosscutting concept) to 3 (the student can apply the core idea correctly in all cases and can fully explain the crosscutting concept).

FIGURE 13.8 Example of a Teacher Scoring Rubric with cause and effect as the crosscutting concept

Level

Description

3

The student can apply the core idea correctly in all cases and can fully explain the cause-andeffect relationship.

2

The student can apply the core idea correctly in all cases but cannot fully explain the causeand-effect relationship.

1

The student cannot apply the core idea correctly in all cases but can fully explain the causeand-effect relationship.

0

The student cannot apply the core idea correctly in all cases and cannot explain the causeand-effect relationship.

The Checkout Questions, regardless of how you decide to use them, are a great way to make student thinking visible so you can determine if the students have learned the core idea and the crosscutting concept.

Connections to Standards Table 13.2 highlights how the investigation can be used to address specific performance expectations from the NGSS, Common Core State Standards (CCSS) in English language arts (ELA) and in mathematics, and English Language Proficiency (ELP) Standards.

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Investigation 13. Information From Senses: What Type of Environmental Conditions Do Mealworms Seek Out?

TABLE 13.2 Investigation 13 alignment with standards

NGSS performance expectations

Strong alignment • 4-LS1-2: Use a model to describe that animals receive different types of information through their senses, process the information in their brain, and respond to the information in different ways. Moderate alignment • 4-LS1-1: Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.

CCSS ELA—Reading: Key ideas and details Informational Text • CCSS.ELA-LITERACY.RI.4.1: Refer to details and examples in a

text when explaining what the text says explicitly and when drawing inferences from the text.

• CCSS.ELA-LITERACY.RI.4.2: Determine the main idea of a text and explain how it is supported by key details; summarize the text. • CCSS.ELA-LITERACY.RI.4.3: Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. Craft and structure • CCSS.ELA-LITERACY.RI.4.4: Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area. • CCSS.ELA-LITERACY.RI.4.5: Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text. • CCSS.ELA-LITERACY.RI.4.6: Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided. Integration of knowledge and ideas • CCSS.ELA-LITERACY.RI.4.7: Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. • CCSS.ELA-LITERACY.RI.4.8: Explain how an author uses reasons and evidence to support particular points in a text. • CCSS.ELA-LITERACY.RI.4.9: Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. Range of reading and level of text complexity • CCSS.ELA-LITERACY.RI.4.10: By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Continued

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Table 13.2 (continued )

CCSS ELA—Writing

Text types and purposes • CCSS.ELA-LITERACY.W.4.1: Write opinion pieces on topics or texts, supporting a point of view with reasons and information. ¡¡CCSS.ELA-LITERACY.W.4.1.A: Introduce

a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose.

¡¡CCSS.ELA-LITERACY.W.4.1.B: Provide

supported by facts and details.

reasons that are

¡¡CCSS.ELA-LITERACY.W.4.1.C: Link

opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).

¡¡CCSS.ELA-LITERACY.W.4.1.D: Provide

a concluding statement or section related to the opinion presented.

• CCSS.ELA-LITERACY.W.4.2: Write informative / explanatory texts to examine a topic and convey ideas and information clearly. ¡¡CCSS.ELA-LITERACY.W.4.2.A: Introduce

a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.

¡¡CCSS.ELA-LITERACY.W.4.2.B: Develop

the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

¡¡CCSS.ELA-LITERACY.W.4.2.C: Link

ideas within categories of information using words and phrases (e.g., another, for example, also, because).

¡¡CCSS.ELA-LITERACY.W.4.2.D: Use

precise language and domain-specific vocabulary to inform about or explain the topic.

¡¡CCSS.ELA-LITERACY.W4.2.E: Provide

a concluding statement or section related to the information or explanation presented.

Production and distribution of writing • CCSS.ELA-LITERACY.W.4.4: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.  • CCSS.ELA-LITERACY.W.4.5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.  • CCSS.ELA-LITERACY.W.4.6: With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting. Research to build and present knowledge • CCSS.ELA-LITERACY.W.4.7: Conduct short research projects that build knowledge through investigation of different aspects of a topic. • CCSS.ELA-LITERACY.W.4.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.

Continued

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Investigation 13. Information From Senses: What Type of Environmental Conditions Do Mealworms Seek Out?

Table 13.2 (continued )

CCSS ELA—Writing (continued )

Range of writing

CCSS ELA— Speaking and Listening

Comprehension and collaboration

• CCSS.ELA-LITERACY.W.4.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of disciplinespecific tasks, purposes, and audiences. • CCSS.ELA-LITERACY.SL.4.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly. ¡¡CCSS.ELA-LITERACY.SL.4.1.A: Come

to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

¡¡CCSS.ELA-LITERACY.SL.4.1.B: Follow

agreed-upon rules for discussions and carry out assigned roles.

¡¡CCSS.ELA-LITERACY.SL.4.1.C: Pose

and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.

¡¡CCSS.ELA-LITERACY.SL.4.1.D: Review

the key ideas expressed and explain their own ideas and understanding in light of the discussion.

• CCSS.ELA-LITERACY.SL.4.2: Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. • CCSS.ELA-LITERACY.SL.4.3: Identify the reasons and evidence a speaker provides to support particular points Presentation of knowledge and ideas • CCSS.ELA-LITERACY.SL.4.4: Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. • CCSS.ELA-LITERACY.SL.4.5: Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes. • CCSS.ELA-LITERACY.SL.4.6: Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation.

Continued

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535

Teacher Notes

Table 13.2 (continued )

CCSS Mathematics— Understand decimal notation for fractions, and compare decimal fractions. Number and • CCSS.MATH.CONTENT.4.NF.C.6: Use decimal notation for fractions Operations— with denominators 10 or 100. Fractions • CCSS.MATH.CONTENT.4.NF.C.7: Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or