# data[].attributes.body
Think, Puzzle Explore
-Think, puzzle explore is a way to activate students' background knowledge and have them ask questions about what they are going to be learning about. This visible thinking routine has three steps. First the students will think about a topic. Then, they will ask questions about what puzzles them. Finally, they will explore the topic. This routine is useful for when students need to explore and research a topic or do an experiment.
-Questions to ask:

1. What do you think you know about this topic?

2. What questions or puzzles do you have?

3. How can you explore this topic?

# data[].attributes.body
TNDOE.2.PS3.2 Make observations and conduct experiments to provide evidence that friction produces heat and reduces or increases the motion of an object.

# data[].attributes.body
ISTE*S.5.C

Students break problems into component parts, extract key information, and develop descriptive models to understand complex systems or facilitate problem-solving.

# data[].attributes.body
-To begin a lesson about friction, students will watch the teacher roll a tennis ball on the flat ground in the classroom and see it come to a stop on its own. The teacher will ask the students questions for the think, puzzle, explore visible thinking routine. The students will then use Voice Thread to document what they think about the ball coming to a stop on a completely flat surface, what puzzles them about the ball coming to a stop, and what they could do to explore why the ball is coming to a stop.

# data[].attributes.body
ISTE | Standards For Students. (2018). Retrieved from https://www.iste.org/standards/for-students

Harvard Project Zero (n.d.). Think, Puzzle, Explore. Retrieved October 29, 2018, from http://www.visiblethinkingpz.org/VisibleThinking_html_files/03_ThinkingRoutines/03d_UnderstandingRoutines/ThinkPuzzleExplore/ThinkPuzzleExplore_Routine.html

Tennessee Department of Eucation. (2016). Tennessee academic standards for science [PDF] (p. 27). Retrieved October 29, 2018, from https://www.tn.gov/content/dam/tn/stateboardofeducation/documents/massivemeetingsfolder/meetingfiles4/10-20-17_III_J_Non-Substantive_Changes_to_Math_ELA__Science_Standards_Attachment_3_-_Science.pdf

# data[].attributes.body
Headlines
- The headlines visible thinking routine requires students to think about the main points of the topic or lesson, and summarize it in a couple words or a short phrase. This visible thinking routine helps students to identify the most important information in a lesson.
-Questions to ask:
1. If you were to write a headline to summarize the main idea or points about this topic that were the most important what would it be?
2. Would your headline change now that you have more information and we have discussed the topic? Why and how would it change?

# data[].attributes.body
TNDOE.SS.2.21 Recite and analyze the lyrics of “The Star Spangled Banner” to determine the meaning of the song and its origins in the War of 1812.

# data[].attributes.body
ISTE*S.6.C
Students communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models or simulations.

# data[].attributes.body
Step Inside: Perceive, Know about, Care about

- This visible thinking routine requires students to think about different questions from the perspective of a person, character, or object which allows them to have a better understanding of it.
- Questions to ask:

1. What can the person or thing perceive?

2. What might the person or thing know about or believe?

3. What might the person or thing care about?

# data[].attributes.body
CCSS.ELA-LITERACY.RL.2.3
Describe how characters in a story respond to major events and challenges.
CCSS.ELA-LITERACY.RL.2.7
Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

# data[].attributes.body
ISTE | Standards For Students. (2018). Retrieved from https://www.iste.org/standards/for-students

Harvard Project Zero (n.d.).Headlines. Retrieved October 29, 2018, from http://www.visiblethinkingpz.org/VisibleThinking_html_files/03_ThinkingRoutines/03d_UnderstandingRoutines/Headlines/Headlines_Routine.html

Tennessee Department of Education. (2013). Second grade: Life in the united states[Ebook] (p. 2). Retrieved October 29, 2018,from https://www.tn.gov/content/dam/tn/education/standards/ss/std_ss_gr_2.pdf

# data[].attributes.body
-After listening to a recording of the Star Spangled Banner, and doing a close read of the lyrics, students will use Glogster to create a poster with a headline that captures the meaning of the song and its origins in the War of 1812. Have the students share their poster and discuss what they think the song means, and then give the students time to change or add to their posters.

# data[].attributes.body
ISTE*S.6.C
Students communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models or simulations.

# data[].attributes.body
-After reading the book The Most Magnificent Thing by Ashley Spires, the students will use Popplet to answer the questions for the step inside visible thinking routine. They will describe how the little girl is acting and what she is doing in the beginning, middle, and end of the story using the visible thinking routine questions. The students will organize their information in their concept map on Popplet by having the bubbles for each of the questions connected to bubbles for the beginning, middle, and end of the story.

# data[].attributes.body
English Language Arts Standards | Common Core State Standards Initiative. (2018). Retrieved October 29, 2018, from http://www.corestandards.org/ELA-Literacy/

ISTE | Standards For Students. (2018). Retrieved from https://www.iste.org/standards/for-students

Harvard Project Zero (n.d.). Step Inside: Perceive, Know about, Care about. Retrieved October 29, 2018, from http://www.visiblethinkingpz.org/VisibleThinking_html_files/03_ThinkingRoutines/03g_CreativityRoutines/StepInside/StepInside_Routine.html