Let’s try a 5th grade lessonFind the story The Little Tent That

CriedLet’s read it to ourselves silently.The story has some clues in it about

why the tent is crying. Mark anything you want to keep track of to help you solve the mystery.

When you are done, you can talk informally to your neighbors: where is the water in the tent coming from?

Let’s figure out what we already knowWet Jeans handoutThink, then write. Don’t discuss

yet.Swap papers in your group. Read

what your neighbor wrote.Now each of you in turn describe

your neighbor’s idea. Ask your neighbor if you described it correctly.

Time to check it out in real lifeEveryone take a new role today:

◦Materials manager◦Reporter◦Recorder

Materials Managers come get:◦One swab for everyone in your group

PLUS◦Two extra swabs◦Ruler

Let’s exploreHandout: Swab the DeckEveryone can open their swab

and wipe it on the deskObserve, and record

observations.You can talk freely with your

group about what you see.JUST OBSERVATIONS – no

explanations yet.

Now let’s build an explanationThink silently about these

questions:◦Where did the alcohol go?◦Why did it do this?

Write your thinking in the chart in the appropriate place. So far this is just your own thinking, NOT your group’s.

Find a partner to share with

If you are in a group of 3, borrow one partner from another group of 3

Ask about your partner’s ideas about where the alcohol went. Make sure you understand it, and then write it down.

After you have both shared your ideas about where the alcohol went, ask about your partner’s ideas about why the alcohol did this.

You can ask clarifying questions, but we aren’t judging the ideas yet.

Still with your partnerDid you agree?Can the two of you together think

of another possible explanation for where the alcohol went and why? Write it down.

Let’s compile our ideas.

Possible testsNow you should have at least 2

possible explanations. With your partner, think of ways to test these ideas to see which explanation is better.

Put your teacher hat onThink of the task you just did

with your partner.Does that task have a

predetermined solution (e.g., a right answer)?

How does it help to have more than one brain working on this problem?

A little more work with the swabsHandout: Swab BalanceIn your original group of 2-3 peopleRead the instructions carefully first.Your materials manager will step up

the apparatus while your reporter reads the directions out loud from Step A to Step C.

Your recorder will record your group’s answer to questions #6 & 7 on your whiteboard.

Pause for What We Think Now

Each reporter will contribute one thing that the group has learned about this process called evaporation.

Another phenomenonHandout: Leaking SodaWe’ll talk through most of this

activity.Read the Doogie and Kyle story.Is Kyle’s can leaking?Now look at the activity.

Put your teacher hat on…What scaffolds would your

students need to get from observation to explanation? Notice that the explanation must include both evidence from your observations of the jar, and evidence of from the Swab activities

Finally:Are Doogie and Kyle right? Is the

can leaking? How could you test that idea?

Back to the original storyWhy was the little tent crying?Your ultimate task is to finish the

story.We’ll use the graphic organizer to

get there.

What actual kids saidJudi: open the pdf

Let’s revisit the assessmentWet JeansRead your original answer. In a

different color of pen/pencil, revise your answer or add to it.

Let’s think about your curriculumPull out your planning templateChoose one of these tasks to

complete by lunch:◦Design one discussion prompt using

a dialogue protocol.◦Design one reading guide using a

graphic organizer or guiding questions.

6th grade lessonOpening activity: Challenge

statement (Hot Air Balloons)Card sort: Agree/Disagree about

convection

Now let’s do another inquiry activityHandout: Convection InstructionsRead the opening paragraph:

◦What do you need to be careful with as you do the activity?

Read the procedure.◦Does everyone in the group

understand what you are to do?

Let’s get going.New Materials Manager gets:

◦Round plastic bin◦4 styrofoam cups◦Small paper cup◦Eyedropper

When you are ready, have a teacher bring you water for your pan (step #3).

Then follow all the steps through #7.

What happened?Why did it happen?

Time for you to do one.Ask a question using the

available materials:◦More hot water◦Ice◦More cups◦Tea bags◦Sandwich bags

Did we find out anything new?

Let’s readFind Convection ReadingUse the Summary Protocol to

read and summarize.One paragraph at a time, rotating

responsibility for leading the group with each new paragraph.

Product is a written summary.

WritingFormal writing piece: brochureWhat scaffolds would your

students need to make an informative text of this type?

Let’s revisit the A&D cardsLook at each card again. Would

you still put it in the same pile?

Fact First Structured TPS

3-2-1Think about what you’ve experienced today. Write down the following:

3 things that you learned

2 questions you have.

1 thing you can commit to using and how you might use it (or a new idea that came to you as a result of today’s experience)

Find a partner and take turns sharing your lists.

Sacramento Area Science Project

Most Important Points (MIPs)

Think about what you’ve experienced todayWrite down two to four Most

Important Points (MIPs) Find a partner with whom you

haven’t worked much – share your list and listen to theirs

Switch partners and repeat your conversation about your MIPs

Sacramento Area Science Project