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Investigation One

My two essential questions for Investigation one will be:

What can be properties of objects?  How we do know what the properties of solids are?


In my school district the teachers are to write essential questions, so the teacher already has the information provided for the students.


Know

I learned that my students sort of have certain ideas and misconceptions about solids.  That is why I will be introducing solids as my very first investigation.

Learned

My students will learn that solids are one state of matter, solid materials have properties that separate them from other states of matter, and that people can use their senses to observe the properties of solids.

Evidence

My students will be learning that solids are one state of matter by my demonstration with a clear plastic zip lock bag with a rock in it, a bag of water, a bag with air, and a bag with no air.  I will ask my students to describe to me what is inside each bag, and after they comment I will address that materials like rocks are solids, materials like water are liquids, and material like air are gases.  However, I will only be focusing on introducing solids to my students, later on in the year my mentor teacher will apparently re-teach my lesson, before teaching liquids and gases.

Next, my students will see from actually having and touching and looking at the solid objects I provide to them that they have certain properties like roughness, smooth, flexibility, etc. 

Wonderings/Questions/Argumentation/Talk Moves

Things we know about objects by looking at them or feeling them are properties of the objects. 

I will be asking my students to compare and contrast the objects I give them throughout the investigation.  I will ask them what is the same and what is different about the objects.  I will be observing my students, and they will answer my essential question as I ask them to name a property of an object.  I will ask them how they know something is transparent.

 


How will you know what your students know?  Answer:  They will form a claim that accurately answers the BIG QUESTION! 

Investigation Two

Essential Questions- How can we tell if something is a solid?  How can we tell if solids are the same?
Know

My students have a general idea of what is a solid and what is a liquid.  It seemed as if it were easier for my students to sort liquid objects instead of solid objects.  This is why I will be having my students sort through a variety of solid objects.

Learned

My students will learn from investigation two that solids can be sorted by their properties (roughness, flexibility, hardness).  Students will also become aware of how they know the properties of objects.  The students will be using their sense of touch and sense of sight to describe the solid objects.  My students will also notice that solid materials have properties that separate them from other states of matter.

Evidence

By reviewing information learned from investigation one my students will recall the words they used to describe the properties of the objects.  My students will then sort through the same objects used during investigation one, and by recalling the properties they will then sort the objects by their properties (all the rough objects, all the smooth objects, etc).  By recalling their sense of touch, and by actually touching and looking at the objects the students will be able to sort the objects and place them in a sorting circle. 

Wonderings/Questions/Argumentation/Talk Moves

I will have my students sort through the solids objects they were given and used from investigation one and they are to sort the objects.  I will ask the students to draw or trace the objects and place them in the Sorting Circle and then they should write a sentence like, "Some solids are (whatever the property of the solid object is."  I will go around and ask the students if any of the other objects can be classified with the object they chose.  They will need to be very strategic about this process.


How will you know what your students know?  Answer:  They will form a claim that accurately answers the BIG QUESTION! 

 

 

Investigation Three

Essential Question: What properties are most helpful at the top of a tower and at the bottom of a tower?

 

Know

Based on the words that my students used during my interviews like, "Hard, soft, flexible, squeezable" tells me that they understand that these objects have some type of stability.  That is why I would like to see these words they used to be "engineers" for a day and build certain structures like a tower.  For instance, to construct a building you would not use something soft and flexible like tissues, but something strong and sturdy like a brick.

Learned


My students will learn that solid materials have distinct uses based on their properties.  They will learn that engineers are scientists who use their knowledge of materials to design useful objects and structures.

Evidence

My students will construct a tower with what they learned about properties.  For instance, to build a tower they should start with something that is hard and place it at the very bottom, something that is very soft should not be at the top of a tower.

Wonderings/Questions/Argumentation/Talk Moves

I will be going around to each student while they are constructing their towers to ask a little more about their thinking.  I would like to spend a minute with each student. 

I will be asking about the materials they are choosing to build their tower.  I will be asking them the properties of the objects they have chosen and why that property is useful for the certain part of the tower (top, middle, sides, bottom etc.)


How will you know what your students know?  Answer:  They will form a claim that accurately answers the BIG QUESTION! 

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