# data[].attributes.body
Find someone who - walk around a fill in the bingo card

Musical moves- musical chair with a provacational qs to get people talking

Paper ball – scrunched up paper with observable features and facts about oneself

List and cross out - list ll the scientists in your life and cross out those who re white/dead etc

Concentric circles - 10 in a circle facing outwards, other 10 form a circle facing inwards. Ask a question, talk in Pais and nw now circle rotates. Great for EAL or low confidence.

Joining Big ideas - Write a list of phrases and ask them to join 2 together (write a CI). Interesting to see where chn go with it

# data[].attributes.body
10 thinks to notice twice. Time for chn to practice observation. A way of valuing observation and that a second look has value.

# data[].attributes.headline
20 questions and yes no trees to draw out vocab and knowledge. 

# data[].attributes.subject
20 questions and yes no trees to draw out vocab and knowledge. 

# data[].attributes.body
Good for seeing the links between objectives (US curriculum)

# data[].attributes.attachment_link.description
The Science Literacy Maps help teachers connect concepts, standards, and educational resources.

# data[].attributes.body
I can identify my own professional learning needs and engage in relevant learning development experiences

I can plan for and integrate science process skills so that students learn the 'how to' and not just the 'what'.

New understandings of science - that is is transdisciplinary and everywhere.

What does it mean for the learners - that the links can be more explicit etc

How will it change my practice - I will ask can to create their own inquiry and help them find the links.
I should try to implement lots of new resources and ideas such as: books, thinking strategies, CRAB and MISO for the exhibition and teaching the children what concepts are so they can try to generate their own CIs and guide the learning better.

# data[].attributes.body
Great science videos that combine science and music (we looked at our biggest challenge).

# data[].attributes.attachment_link.description
On a cosmic time scale, human history is as brief as the blink of an eye. By compressing all 13.8 billion years of time into a 10 minute scale, this special cinematic experience shows just how young we truly are, and just how ancient and vast our universe is.

# data[].attributes.body
C - currency ( how recent)
R Reliability (based on evidence)
A Authority (whose point of view)
B Bias (whose points of view)

Child friendly version is CRAB nor CRAAP

# data[].attributes.body
Media (what types of media can help me), interview (who can i ask that'll help me) , survey (ask a range of people and explore patterns) , observation (trips, observations).

# data[].attributes.body
Lots of wonderful science questions about birds flying, moon in the sky etc.

# data[].attributes.attachment_link.description
Rabbit wants to know why the sky is blue. He always asks about everything! His old friend, Donkey, knows a lot of things, and promises to teach him. But in the end their roles are reversed in this delightful tale of friendship.

# data[].attributes.body
Our job is to point out the science, which is all around them, in their lives.

playground, lunches, the beach, the weather etc

# data[].attributes.attachment_link.title
Six facets of understanding: Grant Wiggins

# data[].attributes.attachment_link.description
To construct assessments that are valid, reliable and performance based, we need to define understanding in terms of the 6 facets of understanding. Wiggins says if you ask students to do any of these 6, you will be asking them to create a product that demonstrates understanding.

# data[].attributes.body
Investigation to drill down to the complexity of individual components a toy or gadget.

We investigated toys and looked at what was amazingly well thought out about individual components.

# data[].attributes.attachment_link.readable_text
Choose an object or system and ask:

What are its various pieces or components?

What are the purposes for each of these parts?

What are its complexities?

How is it complicated in its parts and purposes, the relationship between the two, or in other ways?

Parts, Purposes, and Complexities

What Kind of Thinking Does This Routine Encourage?

This thinking routine helps students slow down and make careful, detailed observations by

encouraging them to look beyond the obvious features of an object or system. This

thinking routine helps stimulate curiosity, raises questions, and surfaces areas for further

When and How Can This Routine Be Used?

This thinking routine can be used to explore any object or system. This routine can be used

on its own, or in combination with another routine. Here are some ideas and

considerations for putting this thinking routine into practice:

The routine provides an opportunity to make students' thinking visible through creating lists, maps, and drawings of the parts, purposes, complexities of various objects and systems. You may introduce the three elements of this routine all at once, or you may want to introduce the three elements of the routine one at a time.

If an object students are working with is present and/or physically visible, students might not need a lot of background knowledge. However, if students are working with a system-like democracy-it may be helpful for students to have background knowledge or to give them an opportunity to reflect on their experiences interacting with that particular system.

To take this routine to the next level, after students have considered the parts, purposes, and complexities of an object as it is, you may consider having students take apart the objects they are working with-and then continue to identify the parts, purposes, and complexities they notice using different colored markers.

You may consider swapping out the word "complexities" for more accessible terms, such as puzzles or questions.

Already use this Thinking Routine?

We want to hear about it. Post examples of your work on Twitter using the hashtag #PZThinkingRoutines and be sure to tag @ProjectZeroHGSE.

# data[].attributes.attachment_link.description
Choose an object or system and ask: What are its various pieces or components? What are the purposes for each of these parts? What are its complexities? How is it complicated in its parts and purposes, the relationship between the two, or in other ways?

# data[].attributes.body
Great way to see good inquiry process. I was amazed that the smaller coins held more water.

# data[].attributes.body
memerising a ci isn't essential. Having concrete learning experiences are better.

New CI for civilizations - The world is created through a series of legacies.

All 7 Key Concepts must be taught in a year.

It should be clear for your CI which Trans disciplinary Theme

You can do 2 units at the same time, one unit through the year and a unit needs to be at least 3 weeks long.

The word science is in the word misconception.

You can start a science/pe unit etc before the unit itself. for example, your discrete Science unit on light might go across two units.

# data[].attributes.body
talking their way into science - not just hands on - minds on (short circa 120 pages)

She advocates science talks
"What is science?"

# data[].attributes.body
Great for shoshowing a scientist is