# data[].attributes.body
Activity 3 Reflection:
-It was easy to do, but it was hard not to over think in this activity at first.

-A group of three allows for a variety of opinions - and a tie breaker if needed

-20 questions forces you to think beyond your first thoughts.

Activity 7:
Reflection 1
I noticed that the massive tanker crushed in like a pop can.

It must have something to do with pressure. Uneven pressure.

Reflection 2:
Helping our students to see science in action helps to engage them and peak their interest.
Our visual learners need things like this. Even students who are not visual learners benefit from being able to see something happen.
I would keep this uniform and new for all classes.

# data[].attributes.body
I wonder if it is going to rain.
Why is it less humid today?
Why do squirrels forage more in the morning?

# data[].attributes.body
1. I liked that my perspective was considered. It was hard to get 20...because I didn’t have anyone to copy from.

2. With three there is no stalemate when it comes to decisions etc. Use mini pod virtual group meetings and do what had planned on doing Tuesday but didn't.

3. The more the merrier...trying to get students to improve their observation skills...idea forming-thinking. I had to wait a while for my mind to wake up and do some higher level thinking at 9 AM. verses put a cup of coffee in mouth and...Had to warm the brain up.

Activity 4

Birds leave when squirrels come to the feeders.

Why do birds leave when squirrels come to the feeders?

Squirrels are selective of different foods.

Why are squirrels selective of different food?

Squirrels have a tail.

What is the adaptive advantage of having a tail?

Squirrels seem to watch other squirrels.

Do squirrels learn from other squirrels?

Problem: Squirrels can get to the bird feeder and eat all of the food.

Solution: Make a bird feeder that prevents squirrels access.

I would need to observe squirrel behavior and physical adaptations.

Reflection Q.

1. Squirrels are physically able to climb, jump and hang to get the bird food.  Example-Squirrels have good paw dexterity which can allow them to turn or open lids.

2. How to prevent squirrels from getting the bird food?  What structure would prevent a squirrels adaptation from getting food?

3. Using different sizes and materials of poles or supports of the food to test their dexterity.  Using different designs of how to shield the food from being eaten by a squirrel.  Using an obstacle course to test squirrels behavior and physical adaptations.

4. The video helps address how we try to explain phenomenon.

5. Life Science, Physics, Chemistry.

6. I have more science background so I may have more knowledge to help make more observations and identify a good. research problem.

7. I believe that many students would understand this activity because they have seen or are aware of squirrels and the relationship between them and bird feeders of their community.

Activity 5

Reflection Q.

1. The 6-8 and 9-12 have very little differences.  Students at my grade band should have a somewhat knowledge of all parts.  For my grade band should be refining their understanding of this science investigation process.

2. Students should benefit from the scaffolding of the learning.

Activity 6

This essential question can replace

the learning target or title of a lesson or unit and offers a challenge: “We are all going to work on

answering this question over the next two weeks” or “We are going to try to answer this

question by the end of class today.”

Reflection Q.

1. It works..I have to change a statement to a question.

2. I do this at the beginning of the hour and it is required for us to inform students of the learning targets that will be addressed each day.

3. Students know exactly what and why of their learning.  The process can have a numbing effect over time.

4. Just using a variety of strategies. I sometimes allow other students to advocate for another student and at times they are required to reciprocate.

5. Maybe students from the class can answer questions and the teacher can more or less be a facilitator.

# data[].attributes.body
I wonder what they are building at my neighbors house.

# data[].attributes.body
IActivity  1-3
It was "easy" because there were so many things available to observe compared to a small experiment in the school lab.
Groups of three may prevent 1 person from hijacking the discussion . It also allows a tie breaker rather than the loudest or strongest voice to dominate
20 observations makes you go deeper. The first observations are easy and superficial. As you exhaust those, you are forced to look and question deeper to find new things.

Activity 4
He observed the squirrels taking food from "squirrel-proof" feeders. That was the problem-  how to prevent the squirrels from taking the bird food.
His solution was to create a device -or series of devices- to stop the squirrels.
The original phenomenon with the single feeders turned into more complex ones. It became more complex and led to more questions and observations.
Some of my students hunt and eat squirrels. (Many of my Hmong students miss a day of school to go squirrel  hunting with their grandfathers.)They may look at this as a way to attract and "trap" the squirrels rather than prevent them from getting the food.
Many have bird feeders and we even have squirrels on our campus. It is something that most are familiar with.
I like that he tested to see that they liked walnuts the best.

Activity 5
The questions in my band go to higher level thinking by including relationships, clarifying and refining, seeking additional information, and evaluating. There are no bands after mi ne.

These will impact my  teaching because I can assume students have learned independent and dependent variables in the 6-8 band. I can build on their prior knowledge and their practice of questioning skills to help them go farther and deeper and build connections since they have the fundamentals.

Activity 6
I think this would work in my class. The obstacle is that it not the "normal" way many are used to and change seems to be met with initial resistance. I would have to "practice" with them and guide them initially.
I do something similar to the  give the answer and they come up with the question. I also give them incorrect work and ask them what is wrong with it.
The advantages at the 9-12 grade level is that their brain is more developed for the thinking required to formulate the questions and discussions. They also have more experience to draw from and more prior knowledge.
I think the  one that interests me is changing from the learning target to the question of the day.

Activity 7
Reflection 1
It is  raining, the tanker collapses  inward.
I think it has something to do with the hatch being closed-Maybe air pressure or temperature
Reflection 2
I like that  it directs them to prior knowledge and connects it to what they should have just finished learning. It helps guide their discussion by leading them to focus on states of matter. Norms are always important because if students don't feel safe and valued in sharing, they won't share or participate. They will just sit on the sidelines.

Activity 8
My model of the atom teaches students the positions of the parts of an atom. I like it because the "rings" are free to move so that students see the energy levels are not like litte racetracks. It helps students understand the placement of particles and the number of particles (protons are equal to electrons). The limitations are that it is not to scale. The electrons are too large and it does not show the mobility of the electrons. It is a great springboard for going from  the Bohr model to the quantum model, but the model itself is limited to the Bohr model, not the  modern model. There are no orbitals or sub levels.

Activity 10
I chose to include direction spacing of particles inside and outside of the closed tanker based on temperature (It is cold and rainy outside and using hot steam to clean the inside). I used before and after after and used to arrows to show it imploded.

# data[].attributes.body
Activity 10 reflection
Tanker

# data[].attributes.body
Activity 3
I thought it was easy to do.  I love being able to make personal observations of things around me that peak my interest.

2) Groups of 3 works good for checks and balances.

3)20 observations can get repetitive in concept, but helps narrow down interests (wind / trees / animals ).

Tanker / Activity 7

Reflection 1
1)I noticed...
Car imploded quickly
the middle of the car imploded more than outside, making it look like a hot dog
Ground was wet around the tanker

2) It had something to do with pressure / gas.
4) Gas - phases of matter, pressure

Reflection 2
2) Targeted / narrow down thought process.  More direct / targeted
3) I don't think it is necessary.  Could potentially take away from personal interest and creative questioning.
4) yes

# data[].attributes.body
Activity 1-3 Reflection
This activity may be easy as it doesn't require a background in science, but it may be difficult for some to develop 20 questions.

A group of 3 allows for more diversity of questions and provides for a "tie breaker" if needed.

20 observations/questions provides more opportunities to stretch the brain and be creative.  20  may be stressful for students that are looking for one "correct" answer.

Activity 4 Reflection
1.  The inventor observed squirrels eating the birdseed intended for birds and the acrobatic talents of squirrels.

2.  The inventor was trying to solve the problem of squirrels taking the bird seed with little effort and also wanted to see what challenges squirrels could overcome.

3.  He came up with several solutions including a twisting bridge, maze, gap, and catapult.

4.  The phenomena led to investigable questions.

5.  life, physical, engineering

6.  My questions are likely to reflect more years observing nature and more time around bird feeders.

7.  Students may observe other phenomena around their owns and generate their own questions.  Financial resources and living situations vary, and many students are unlikely to have bird feeders or yards.

Activity 5 Reflection
Sophistication and skill increase in asking questions and defining problems as students move from one band to the next.  My 9-12 band has more evaluation, interpretation, and challenging of questions and models.

My teaching and curriculum will need to move students to sophistication and skill beyond the earlier grade band.

Activity 6 Reflection

Asking students "what questions do you have?" instead of "do you have any questions."  I have found it helpful to ask this at several points: introducing a new topic, explaining a procedure, during lab, post lab, and review.

Advantages are that it encourages more questions, reflections, and deeper thoughts.  A disadvantage is that it doesn't give specific guidance on how to develop a question.

This strategy interests me because it's usually productive.  Other ideas include pair shares, snowballs, and a suggestion/question box.

Activity 7
I notice the sounds, the metal moving, the timing of this change, the fact that it's being recorded.

It has something to do with the environment inside and outside of the tanker.

Topics may include temperature, pressure, materials, engineering, and safety protocols.

Reflection 2
Prior framing may focus students thoughts to gasses.  Framing may be necessary to focus a lesson, but is not necessary for every activity.  Students that need focus, clear directions, or reassurance that they are "doing what's expected" may benefit from this.  There are some classes that benefit from this and other that do not.

Norms for participation and collaboration are necessary.

# data[].attributes.body
I WONDER WANDER
1: It was easy and had steps to it. Allowed me to make observations without thinking about the science of it.
2: Groups of 3 would be good for breaking ties when sorting. Allows for students to agree to disagree.
3: Scientific Stamina: It is important that students learn to work past the frustration point when working in science. The focus on failure and frustration as part of the process.

TANKER PART ONE
1. I notice the tanker got crushed. I noticed the tanker crushed from what looks like the inside. I noticed that the must have been in a safe environment because people were watching. I noticed that their was no visual forces on the tanker.
2. I think this has something to do with pressure changes, and the principle of a vacuum.
TANKER PART TWO
2. Gives the students context and helps create interest or real life connections.
3. I don't think it is  necessary for every unit but could be helpful for the classic "Why does this matter???"
4. I think in all of education you must modify for your students so specific classes may draw more towards needing context while others may not.
5. Norms/ classroom culture allow students to work in a space successfully and respectfully.

# data[].attributes.body
Activity 3 reflection
I like the flexibility of this activity.  A reason to get outside is always nice.  Easy to teach the format but challenging to get the 20 ideas.  I sense a lot of frustration and "collaboration" between students to get there.
Why 3's?--No "ties" in responses.
Why 20 ?'s--think beyond the obvious, however I think the lists will be very similar once kids start to work together.  Then it's back to a few kids doing the thinking while the others ride their coat-tail.

activity 4 reflection
1.  Squirrels can access most any type of squirrel-proof bird-feeder.
2.  It started as how to keep squirrels out of the bird feeder.  However, it seemed to change to how can he make the squirrel work for the reward.  Every challenge was solvable by the squirrel and still got their food.
3.  catapult, twisting bridge, moving parts, maze, distance between stations,
4.  The original phenomenon turned into tangential challenges that never did solve the problem, rather made the squirrel just work a little harder for the food.
5.  Animal behavior, mechanical/electrical engineering,
6.  Some kids have little/no experience in nature to see animals problem-solve things like this.
7.  Find a park with wildlife,  virtual tours of a zoo or animal research facility.

Activity 5 REflection:
1. the progression requires more vocab understanding: IV/DV, quanitative/qualitative, etc. that needs to be taught/reviewed; More physical to more abstract in nature of the higher levels. Some are identical to the 6-8 below my 9-12. Main ideas in 9-12 is evidence based argument and solutions, determine testability,
2.  It's important to know what the students are supposed to know and to be able to review that before moving on to the next level of engagement.

Activity 6 reflection:
Strategy:  Provide historical perspectives on new content by presenting the questions scientists were trying to answer at that time.
1.Perfect for plate tectonics from continental drift.
2.  We look at the evidence available at the time, see what it tells us and then ask the next questions to understand structure and phenomenon.
3.  It's probably meant for younger grades (MS?) but we have many that don't get it even in the 9th grade level due to the transiency of our students. Adv is that it uses real data (EQ location, Ocean floor data, rock/fossil evidence).
4.  Too many strategies to assess my most interesting.  My first year teaching, I started by having each kid ask 5 questions about astronomy.  I then tailored the unit to their questions.  It also allowed me to answer their "why do we have to learn this" question with "because at least one of you wanted to know.
5. Not sure if it's on there but I sometimes have kids look at 3D maps of the US and ask questions about the landforms.  They then have to guess if it's a constructive or destructive feature and propose a specific cause.  The extra credit level at that time was to actually research it and put it into a creative project to potentially share.

Activity 7 Reflection:
1.  I noticed: the sounds prior to the implosion, hose coming from the tanker, people watching a safe distance, tanker isn't on the tracks and people didn't seem surprised (pre-planned?),
2. It has something to do with air pressure.

Activity 7 reflection 2:
2.  for students, it relates a content to an action in real life.  For us in the PD, it focuses the cause.  I thought it was air pressure due to cooling, which I guess is also due to phase changes.  Makes it easier to be on the same page with our  thoughts.
3. Necessary if you don't want the kids to go a bunch of different directions in their thought.  It isn't always necessary--also depends on when it is used in the unit (anticipatory set or review/application).  Especially helps the kids that struggle with deep thinking and need a direction in thought.
4.  I do this for all classes as  it draws their attention easily.  However, the depth I use depends on their ability to process the physics behind it.
5.  The norms that are relevant depends on how this is used in class:  if anticipatory set, kids need to know they are safe to offer their observations and potential reasons for them.

Activity 8 reflection:
Density tank lab set-up is the model I enjoy.
1. Teaches the interaction of material with different density, like in the ocean and atmosphere.
2.  It's fast, visual with colors, relates to ideas they probably know but didn't think beyond the basics of density, choice in what to test (types of ocean water by salinity and/or density).
3.  Make a prediction and then test it. reinforces sci meth.  see the visual that can't be seen on the scale of the ocean or atmosphere.
4.  If density is  the only variable, it always works.
5.  Very precise in that it always works.  It could be taken to a numerical level but that starts to lose the enthusiasm of the students.
6.  Convincing the kids that the same thing happens in the ocean and atmosphere.  We'd need to use quantitative evidence to prove that it does and that becomes a new layer of frustration for them.

Activity 9 reflection:
--All models are deficient in copying nature exactly.  Important to know the limitations.
--Explains where comp and ten are happening.
--not very precise
--limited by not relating to the waves of light and other energy.
--Model are needed because not everything is visible at scale. Not all ideas are physical, either so model help to show the abstract.

# data[].attributes.body
Activity 3 Reflection
I wonder if the squirrel will run if I approach it.
I wonder if it will start raining.
I wonder if it does start raining, will it also be more windy and create large waves on the lake.
--This activity was easy for me because I have an inquiring brain. I am always looking at things and thinking about how they work and what is making things do what they do. Not all students are like this.
--With three in a group, there can not be a tie with thinking. If 2 think one way and 1 thinks the other, then it leads to discussion and productive argumentation.
--The more things you have to think about, the more ideas can come to your head. Most students will always do the bare minimum so make that minimum higher.

Activity 4 Reflection
Squirrels like to eat bird seed. The guy made good observations and then created something to find out more about the thought process of squirrels. He took the science phenomena and created the experiments with it. The video included biology, physics, engineering. I really like this representation of science, but it is hard to take this concept and move it to a HS classroom.

Activity 5 Reflection
As ages get older, the types of questioning and thought process becomes more rigorous. Observations-->models-->relationships-->can we investigate more?
We need to make sure kids are actually asking the questions and thinking of the concepts. There needs to be much less "here is the information" and much more "here are some things, observe and what do you think?"

Activity 6 Reflection
I like having a discussion around questions. I created a Word Wall in the past. I will have a Question Wall where students can write their questions up and we can discuss them. There can be ones related to the topic being studied and ones that are random. Those can be discussed on Monday mornings.

Activity 7 Reflection
I noticed that it was pretty awesome seeing a tanker car implode like that. It seemed a little staged as there were people watching behind a guard rail. It would have been quite loud.
It has something to do with science. and pressure. This type of thing is something I would really like to start doing. Showing quick videos and making observations.

Act 7 Reflection 2
By framing the questions, it would allow better conversation about the topic. Students need to understand the basics about what they are doing. The basics can be framed around the phenomena that are observed. The class must follow good discussion techniques. It is a discussion, not an argument.

# data[].attributes.body
Activity 3
Coming up with 20 things I thought was easy. Breaking them down into scientific and non-scientific was more challenging, and from a students perspective may be the most challenging part. Identifying if it was testable or not was also challenging especially from the student POV. Often they don't like to wonder because it may mean not finding the answers. Guiding students to wonderings and making it okay not to be able to find answers. Groups of three work best so that everyone has a voice and is forced to contribute. Not one person can carry or control the whole group.  Getting students to write 20 things down is challenging but I continue to encourage them to keep trying.
Activity 4
The inventor observed their behavior prior to trying to solve the problem. He used trial and error to come up with ways to prevent the squirrels from eating the bird seed. This links to our phenomena because there is not one right answer, and it allows students to see that even an educated person does not always have the correct answer the first try. This video could be used for LS-animal behavior, LS- food sources, Physics,  and engineering.
My observations may be different because of the housing I have compared to my students. Many live in places without backyards and pesky squirrels.
Activity 5
the 6-8 band and the 9-12 band have very few differences in questions and content. Students at my grade level should have basic content knowledge from their 7th grade science. At my grade level we are taking the content one step deeper and refining the knowledge they have. I continue to differentiate for students who are slower in recalling the previous content and that need extra time to process the deeper knowledge as well.

Activity 6
As I close my lessons I like to use the 3-2-1 exit ticket strategy. This allows students not to have to share aloud and gives me an opportunity to assess any misunderstandings they have and to highlight questions that come up. I usually post these questions for the beginning of class the following day, or if it is for a HW assignment, I post an announcement on schoology with the Q&A.
This works well for many of my students and as the semester goes on it is 99% effective.
I also use think-pair-share opportunities when we are doing activities in class to be sure all students get their Q's answered.

Activity 7
Part 1- I notice the sound of the metal moving and the noise for the hose. I also notice people standing around.

Part 2-  topics could include, time, pressure and temperature.
Framing for students can get them to be more successful for their observations. Helps them to focus in on a little more specific type of observations. I think at the beginning of a class or unit it can be helpful for students to be more focused rather than all the possible types of observations. Having well established norms keeps the playing field level for all students because they know what to expect and what is expected of them.

# data[].attributes.body
Activity 3
The task was made easy and approachable at first because there was no right or wrong answer--just naming what you notice.  It also became more challenging to not make inferences or overthink basic observations.  The challenge of getting to 20 forced me to focus on less obvious things.
Activity 4
The inventor noticed that the squirrels were adept at getting to the "squirrel proof" bird feeders in his backyard.  He then attempted to solve the problem of easy access to the bird feeder by creating additional challenges in order to stymie the squirrels.  The challenges (his solution) ended up slowing the squirrels temporarily as each of them eventually learned how to navigate them all in order to get to the bird feeder.  This example helped remind me that phenomena are all around us if we take the time to notice them.  This could be a fun way to introduce phenomena as well as a shared experience to connect back to when introducing different science disciplines later on.
Activity 5
In moving from one grade level band to the next, there is definitely an increased sophistication and depth of questioning as well as clarifying evidence, premise, problem, model or explanation.  One thing that will be important is delineating that progression within a band so that individual grade level teachers (6-7-8) can plan accordingly.  This will be critical to make instruction approachable for students based on what they experienced in the year before.
Activity 6
Strategy:  Question Wall
I think this strategy could serve to be an ongoing way to support student curiosity and encourage questioning in the classroom.  Beyond that, the student generated aspect of this encourages engagement by making it "theirs."  It honors student voices while supporting their natural curiosity that is so important to a successful science classroom.  It would be powerful to have a regular routine in class to interact with the question wall.
Activity 7
Part 1: I noticed that the tanker crushed in on itself and the middle part had the most damage.  I also noticed that the ends of the tanker were least affected.  I noticed that the implosion was a fairly quick from start to finish.
I think this must have something to do with a change in pressure once the tanker was resealed after being cleaned.
Part 2:
The framing could help with creating some context for students.  On the other hand, when there are intriguing/powerful images or short videos as starters, that can lead to more natural curiosity and questioning.
Activity 8

# data[].attributes.body
Activity 1 Reflection
Activity 2 Reflection
Activity 3 Reflection: I thought coming up with 20 was difficult. I know some of my students would get frustrated that they couldn't come up with 20 wanders. I was kind of stuck and got frustrated that I couldn't come up wit 20. 20 with a group would be interesting and they could come up with those easily.
Activity 4 Reflection: 1) He observed he squirrels for a period of time first. Figuring out what motivates them (which kind of nuts), weight, etc 2). Trying to make a squirrel proof feeder
3). ladder, jumping pads, catapult, etc
5). Physics, biology, animal psychology, engineering
6). I have a dad who would do this and is an engineering. Many people don't have an engineer that they grew up with fixing and making things.
7). Anyone can make connections. We have squirrels outside of our school. We can talk about them.
Activity 5 Reflection
1). asking those questions will help them become curious learners and question what is going on. There are similar to the 6-8 learning progressions.
2). A lot more questions and open questions until the end of the day/week/unit.
Activity 6 Reflection- Question Wall
1). I could see this being a helpful concept in the classroom. It could help facilitate other discussions and topics in class.
2). I don't really use this in the classroom. Last year I had a few students in each class that brought up challenging topics and ideas. they weren't afraid to ask them and it deepened everyones ideas of the topics
3). I might give a try. If it doesn't work for a unit it won't hurt anything
4). I like that after the end of the lab or the end of the lesson what question(s) were we trying to answer. Instead of calling on students I would do an anonymous response on the board with their devices
Activity 7- How cool is this?!?! I observed you could see the pressure and the noises that it was making first before anything happened. It crushed like a pop can
Pressure difference from the inside to the outside.
2). They think it is cool to watch this and want to know how/why it happens. Not every unit is going to be a wow unit. There should be some sort of question or wonder question in each unit.
Model 1
Reflection 2: having them look at products at home to determine what has corn in them. She is having the use of what they know from their surroundings to know what ethanol is.  had them use hands on activities. Comparing and contrasting using the yard activity. Even though teachers are teaching the same thing there may be different phenamona used based on the students/location/etc.

# data[].attributes.body
Activity 3: In some ways, this activity was "easy" because there were so many things to observe. But it did take me a while to make sure I was focused on just observing and not jumping to inferences right away.

Group of three allows for variety of opinions without overwhelming with too many.

20 questions challenges us to look beyond the most obvious observations and encourages a closer look at things we may miss at first glance.

Activity 4: Squirrels were still taking food from a "squirrel proof" bird feeder. Started out as trying to find a solution to keep the squirrels out of the feeder, but turned more into of a way to devise a series of challenges to make the squirrel work harder to access the food.

Activity 5: As students get older, questioning and defining problems become more complex as students begin looking more closely at the relationships between variables

Activity 7:
Observations:
- Heard the sound of implosion before I saw it
-People were watching and recording from a safe distance
-Tanker car was by itself and not on tracks or attached to anything else
Part 2:
- Framing helps give some context which can give some focus to student thinking- without it, students may go in a variety of directions. Connecting to previous learning/concepts can help support students in making sense of the new learning.
This kind of framing might not always be necessary and might depend on where in the unit it takes place- also could depend on needs of students.

# data[].attributes.body
Activity 3:
1. I like connecting to things around you
2. Groups of 3 allow for all voices and a "tie-breaker" when sorting
3. 20 observations really challenges you to dive deeper into all of your senses through observations

Activity 7
1. I noticed that the tanker crushed and collapsed.
2.I wonder if it has something to do with pressure.
3. Topics/Content: Physical science.

# data[].attributes.body
Activity 3 -
1. The activity was fun but the online part was frustrating.
2. Groups allow for collaboration and having an odd number means there will never be a tie.
3.  More data gives you more to work with when sorting and challenges the students more.

Activity 4 -
1. Squirrels kept eating the bird food.
2. How to keep the squirrels out.
3. Tried different feeders.
4. Shows how science relates to real life.
5. Squirrel behavior, use of simple machines

Activity 7 -
Part 1
1. I noticed... the tanker collapsed or was crushed, it went very quickly, it made noise, they are talking in a foreign language.
2. It has something to do with pressure.
Part 2
2. This gives some content background as to how I would use this phenomena.
3 -5. Explaining more is always good but some classes are going to need more and others less.

# data[].attributes.body
Activity  3: Wonder
1.  Accessible activity for school day, could take the place of a typical nature walk. 20 could be difficult for kids to find.
2.  Could break ties when sorting.   In virtual setting, it would be challenging to have kids in their own breakout room alone.
3.  20 questions is a stretch, you would be more likely to have some variation instead of only scientific or unscientific.

Activity 7:
Reflection 1:
1-  I notice the tanker was full size and then crushed down.  I wonder if it has something to do with what's inside it.
I notice people are gathered to watch, I wonder if it's a big regular event.
Reflection 2:
2.

# data[].attributes.body
3.

20 observations is enough to make students move past the most obvious and become more engaged with the question.

3 students per group allows for a safe social space with room for everyone to participate. Students working together allows students to ear the points of view from other students rather than just the teacher.

# data[].attributes.body
I wonder why the air feels so thick.

# data[].attributes.body
I wonder why that male cardinal seems to have an extra part to his song?

# data[].attributes.body
I wonder where this squirrel family lives

I wonder why the air feels so thick.

# data[].attributes.body
I wonder where this squirrel family lives

# data[].attributes.body
Why does the same bird make different sounds?

# data[].attributes.body
What clues can help you figure out if it's about to rain?

# data[].attributes.body
I wonder if those tree scratches were caused by squirrels?

# data[].attributes.body
I wonder what animals do when they encounter fake plants?

# data[].attributes.body
I wonder why some of my flowers grow really well and others don't?

# data[].attributes.body
I wonder why parts of my flowers are dead, and some parts are growing well?

# data[].attributes.body
I wonder why did it only rain for about 2 minutes this morning?

# data[].attributes.body
I wonder where the chipmunks in my yard are storing all of their seeds.

# data[].attributes.body
Why do the leaves fall out away from the trees?

Why does the wind swirl when in the corner of the house?

Why do worms come up when it rains?

# data[].attributes.body
1) Why do some flowering plans bloom continuously throughout a season and some bloom for a short period of time.
2) How do diseases spread from tree to tree?
3) What allows some plants to be able to thrive in the shade?

# data[].attributes.body
I wonder if I will be able to figure this out?

# data[].attributes.body
I wonder if the rabbit has any predators in my neighborhood?

# data[].attributes.body
I wonder when it will rain?

# data[].attributes.body
Activity 3
-We already have our students do a walk and gather observations (20) on the state trail by our school. It is a bit daunting for some of them to be able to finish in one class period. Adding the questions would be the interesting part as well as adding the collaboration.
-20 is a good number because it will force students to notice smaller details and phenomena as opposed to just large ones.
-Collaboration will help students deepen their thinking and questioning.

Activity 4
-Not phenomenal, but super complex phenomena.
-physics, chemistry, biology, earth, environmental
-squirrels are super prominent in MN, so this is relatable for 99%; newcomers may not have much, if any, experience with squirrels

Activity 5
-super similar to 9-12, but relationships can be more general
-way more expectations than 3-5 - why is that?
-this gives specific criteria to work towards by the end of 8; we can break down even further and create intentional practices and benchmarks in all 3 grade levels

Activity 6
-Strategy 16 - not giving answers to questions right away
-this is something I already do with students. I rarely give them straight answers, but instead try to lead them in the direction to go or ask a question in return. the beginning of the year is frustrating for them, but once they understand why I'm doing it, they're good.

Activity 7
-our 6th grade teachers use this exact video to help students learn about changes in states of matter
-students do a simulation with pop cans and cold water and a hot plate as well
-I notice how fast this happens
-I notice that the container is black
-I notice that the metal tanker is completely crushed
-It has something to do with the steam not being steam anymore and air pressure
-reflection 2 - helps give students a starting point or something to try to connect their thinking to; all students would benefit, but especially EL and SPED students; creating a safe classroom space where all ideas are honored is important for this work

# data[].attributes.body
What causes the smell of freshly cut grass?
What caused the puddle on the side of the street?
Why does grass stay greener and less dry under trees?

# data[].attributes.body
I wonder if the cardinals have a nest in that set of trees?

# data[].attributes.body
1. How do the clouds change when its cold outside?
2. How do the different shapes of leaves help or hinder a tree from doing photosynthesis?
3. How do invasive species get here?

# data[].attributes.body
How do headphones work?
Why does my cat only bother me while I am working?
Are we going to get bad weather today?

# data[].attributes.body
Why is the grass wet?

# data[].attributes.body
Why has the humidity changed?
Why do birds sing in the morning and in the evening?
What causes clouds?

# data[].attributes.body
3 - I find coming up with 20 observations to be a little daunting, though I understand the need for volume. I like groups of 3 when I can manage it with my students for a lot of reasons. It's a small enough group that members can't hide, they feel confident sharing thoughts, and there are enough people to share tasks. I've found that groups of 4 can be large enough for students to feel weird sharing in "a big group." Again, 20 is a big number for this, but I understand the need to have a high volume of observations to do some sorting.
4 - The inventor watched the squirrels and how they approached problems. He then tried to make things challenging but not impossible for them by adjusting as he went. He definitely came up with some portions that were too easy for the squirrels but also ones that were quite difficult. There are a lot of disciplines in this video! There's forces and motion from physics, there's a lot of cognitive stuff with learning, biology for what the squirrels can handle, etc. I think a key difference between me and my students is that I have enough life experience to at least understand everything he did. My students may not understand all of the science and engineering that went into his obstacle course.
5 - There's a progression of thought level and thinking ability. For 9-12 (my area), students are to question ideas and thoughts instead of sensory observations. 9-12 has the requirement that students be able to come up with testable questions instead of things that may or may not be testable.
6 - I try to reward curiosity with students by following them down the rabbit hole from time to time. I also often admit that I don't know but help students speculate on answers based on our level of understanding of content at that point. I know that I've had more achievement oriented students complain about "wasted" time following some curiosity instead of moving forward with required stuff.
7 - The hatch was closed instead of open. They used steam to clean the inside. Steam is hot. The tanker doesn't appear to have openings. I (probably) has something to do with the hatch being closed instead of open. This could have things to do with pressure, phases of matter, etc.
7.2 - The framing would be really helpful to focus the observations. It would point me to think about gasses versus other states of matter. I think it is appropriate to frame observations like this if students could find a wide range of observations. It can be helpful to narrow those down.
8 - As a physics teacher, most of our models are mathematical in nature. We generally develop these through labs so students have shared experience to point back to. We tie each term in the mathematical model to a physical concept, allowing students more opportunities to make connections and meaning from our investigations.
9 - I'm not sure I totally understand what I'm supposed to do with these activities...with the zooming in, I could be more specific with what I was trying to draw, but that wasn't always the case. With the straws, it didn't make sense to zoom in.
10 - I only included relevant objects in my model. The ground doesn't affect what's happening, so I didn't draw it. I did, though, draw air outside of the tanker since that has an effect on the tanker collapsing. Students would definitely need to know about pressure to understand the phenomenon and build an accurate model.
11A - I think I would classify this as both data and phenomena, but closer to the data end. The graph position changed as the cursor moved to parts with different colors. I would think this is consistent with what I know about animals, but I don't know what an ectotherm is...
11B - Based solely on the pictures, I would say this is phenomena. We would have to know that the different colors represent different temperatures in order to put this in the data category.
12 - I don't know that this was all that effective since I would have to know what tension and compression mean. The arrows help, but to a limit. Also, I don't think I learned WHY tension and compression were present where they were, just that they were...This is nice to show features of different types of bridges, but not any thing related to WHY. It's limited to those 4 types of bridges and to the simulation. Students can't build their own to test or evaluate.

# data[].attributes.body
Why do leaves have different shapes and colors?
Which will absorb the water better, the mulch or the grass?
Is mulch or rock better for preventing weed growth?

# data[].attributes.body
1.  Why do plants bloom at different times?
2.  Why does the grass grow longer in some areas?
3. What is the best material to slow down water on a slope?

# data[].attributes.body
1.  Why are some trees moving more than others in the wind?
2.  How much electricity comes from sunlight?
3.  How tall would the grass get it is wasn't mowed?

# data[].attributes.body
Which tree is the prettiest?

# data[].attributes.body
How do birds fly?

# data[].attributes.body
Why do birds sing?

# data[].attributes.body
Activity 1 Reflection

# data[].attributes.body
These are for you and your learning. You may want to keep a notebook as you work through activities to document your learning. Please do! You will be asked to recall and discuss your reflections during our large group discussions.

# data[].attributes.body
Click on the plus sign on the bottom right hand corner and open up your own padlet response.
Click on the bottom right hand corner ( there are three dots ...) and select the "draw" feature.

As a group, discuss your models and create one group representative model.

Draw your conceptual models using this tool.

# data[].attributes.body
Directions
This will be our virtual documentation of our learning. Each teacher is assigned a number. You are the only person in the training that knows your number. Use your padlet to answer reflection questions as you work through the training. You may also choose to use a professional development science journal at home for your own documentation. You will use these answers during our large group discussion at the end of the training.

Legend
Yellow: Instructions from Megan
Green: Directions within Activities
Purple: Participants put reflections, ideas, answers here

# data[].attributes.headline
Discussion Group Padlets for Responses and Ideas during 1 hour live session.

# data[].attributes.subject
Discussion Group Padlets for Responses and Ideas during 1 hour live session.

# data[].attributes.body
Work on your groups padlet in breakout rooms

# data[].attributes.body
If you think the questions are scientific, put them under here

# data[].attributes.headline
Wonder Wander Step 1: Put your questions from the Wonder Wander under here:

# data[].attributes.subject
Wonder Wander Step 1: Put your questions from the Wonder Wander under here:

# data[].attributes.body
Why is the grass wet?

# data[].attributes.body
Prompt 1: Equity Activity

strategies
instructional practices
we noticed
how it made us feel

# data[].attributes.body
If you think the questions can not be answered by science, put them under here: