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Individually, analyze the transcripts of students engaging in the hot/cold investigation. Provide evidence or examples of the following:

1. What are students’ responses revealing of their scientific understanding?

2. What were supports provided by teachers / peers / environment?

3. What were some teaching moves?

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Check pages 27-30 in the article. The transcripts titled: What is happening? AND ¿Cúal es más densa?

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Teacher shows molecular motion with hands

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Home language translation for new vocabulary

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The color is mix(ed ) and creates purple

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Uses Analogy to Illustrate Abstract Concept

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Uses Analogy to Illustrate Abstract Concept

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Solicits student responses to how many people could fit in a room if they were standing still, compared to if people were "crazy" (e.g. moving around fast) to illustrate relationship between molecular motion and density

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Reiteration of the phenomenon after students confirm/stated the process, showed their understanding.

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Student responses show that they were able to observe & understand when the water does and does not mix and they are able identify why.

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Hot things are on top, cold things are on the bottom

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Hot things are on top, cold things are on the bottom

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visual examples using hands to show movement

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visual examples using hands to show movement

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students understood that cold water is heavier because hot water molecules are farther apart

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Students jump in and repeat the word in English after a students replied in Spanish

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Students jump in and repeat the word in English after a students replied in Spanish