# data[].attributes.body
asking students what kind of data they will be collecting seemed to stump a few students.. maybe more explanation of what they were going to do

# data[].attributes.body
Towards the end, lots of students were standing around, could they have been doing something?

# data[].attributes.body
Good talking about the cycle 'within the cycle' and coming back to this later on in the lesson and discussing where the students were in this cycle when overcoming problems etc

# data[].attributes.body
Good talking about the cycle

# data[].attributes.headline
Love this demonstration of continuous data

# data[].attributes.subject
Love this demonstration of continuous data

# data[].attributes.body
You can clearly see and interpret the data... in terms of which base was the very best insulated and which was the least well insulated (would have liked to have heard these terms being used by the kids)

# data[].attributes.body
Some discussion of grams/ weight

# data[].attributes.body
By using the phone to display data... when you couldn’t connect other stuff

# data[].attributes.headline
Link to engineering cycle in explanation. You scaffolded the students to use the engineering cycle 

# data[].attributes.subject
Link to engineering cycle in explanation. You scaffolded the students to use the engineering cycle 

# data[].attributes.body
Displayed on the screen connected to the phone to display graphical data... awesome use of tech!

# data[].attributes.body
Not an issue... possibly a combination of them being completely engaged and just being great kids

# data[].attributes.body
With year 6s?

# data[].attributes.body
Good timing! Tests didn't take too long

# data[].attributes.body
Awesome use of tech

# data[].attributes.body
Loggers to compare temps

# data[].attributes.body
Great use of technology... establishing a ‘Computer Supported Collaborative Learning Environment’

# data[].attributes.headline
Nice prompting to understand reasoning for choices

# data[].attributes.subject
Nice prompting to understand reasoning for choices

# data[].attributes.body
What did you do that? ... For ‘Insulation’

# data[].attributes.body
Great, directing all students to answer questions.

Questions scaffolded their thinking.

# data[].attributes.headline
I feel like the connections between disciplines are seamless

# data[].attributes.subject
I feel like the connections between disciplines are seamless

# data[].attributes.body
Connections are completely necessary and purposeful!

# data[].attributes.headline
Lots of the boys doing the answering....

# data[].attributes.subject
Lots of the boys doing the answering....

# data[].attributes.body
Lana you gave the students the information, which was tricky, and then asked them to apply their knowledge to answer a question.

# data[].attributes.body
Good drawing on the expert in the class. Validating his knowledge

# data[].attributes.body
Great discussion about the different types of data — Then really nice paraphrasing of the terms

# data[].attributes.body
How heavy the sand is? Would we measure it in kg? I might have asked if we would measure it in cm just for fun

# data[].attributes.body
Is essential and an often missed part of the process... very important

# data[].attributes.body
Clear coherent engineering based problem... Series of ‘torture’ tests for your problem represents the way an engineer works

# data[].attributes.body
Great recap, on the purpose of our unit. Good identification of our previous experience using the engineering cycle.
They didnt

# data[].attributes.body
Love that it is cyclical to show the idea of an iterative process

# data[].attributes.body
Awesome that you have systematically worked your way through the engineering design cycle

# data[].attributes.body
Love it!