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She prepared the students beforehand on apparatus using skills (scaffolding the experimental steps) the day before.

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I noticed....

Prepping the class for the experiment - teaching, exposing and guiding them to use the thermometer prior to the experiment lesson.

walk through the steps with the students including reading the thermometer the right way.

Its good that children get to take turns to read the thermometer.

I wonder...

Maybe Joanne could've let the students come up front to try the thermometer physically or pass the thermometer around (if its not made of glass.)

The stated roles should have been explained as the students might not understand the duties of the roles.

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i noticed:

teacher went through instructions

clarify with students if they know how to use the apparatus (eg thermometer)

modelled how to use a thermometer with the students (how to read a thermometer)

elicit responses from students using fingers 1,2,3

during group work, teacher gave roles to students such that they all have a part to play (also explained roles)

i wonder:

would it be good to pass the thermometer around to the students to let them see the marking

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I noticed-

students took turn to take a look at the thermometer.

Teacher prompting children to observe and read the reading of the temperature.

Teacher directing students to focus and observe the process

I wonder -

if the students should have touched and give the ice a feel before starting the experiment ?

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I noticed:

teacher ensured that all the students read from eye level

reading were first recorded on the whiteboard which made it easier for the students and then they recorded on their book

teacher got students to "wonder" --> is the temperature increasing or decreasing? Look the temperature is falling sharply.

teacher encouraged students to participate --> "I like how he is _____"

teacher constantly reminded students of their different roles (timekeeper, leader)

teacher explained why we cannot touch the set-up and the meaning of a fair experiment

teacher encouraged students to try again when they recorded wrongly

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I noticed

teacher got the 2 groups to share their responses to test the reliability of their answers

teacher elicit responses and students had to explain the results

teacher explained the results (one of them had 0,1,1,1,1) --> reason could be due to the thermometer not touching the ice

linked to concepts

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Concluding the experiment -

I noticed the different result taken, triggering their thinking brain - Joanne asked them which experiment is reliable.

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Reiterate the skills a few times until the students understood.

Demonstrate and anticipate likely mistakes taken by students

Get students to indicate their options in a safe manner.

Clear division of role (leader and timekeeper)

Use of whiteboard to get everyone on the same page

Teach them also taking temperature of surrounding air, melted water etc.

Wonder:

Do we let the temperature "stablise" before taking first reading?

Need to debrief about the various apparatus used?