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1. What do you know?

2. What do you want to learn?

3. What did you learn?

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An animal or an organism could be removed. So an animal could leave or die. A drought could make plants die

If an plant is removed by a drought, then 4 organisms would need to find a different food source, or need to leave the area.

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What is a food web?

A food web is the connection of many food chains.

A food web shows how energy transfers from one organism to another.

A food web shows how food chains are interconnected.

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How can matter be classified and described?

We can classify states of matter as solids, liquids, or gases.

We describe states of matter as solids, liquids, or gases.

We could use states of matter to describe phase changes as a result of heating.

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There are 3 main states of matter- Solid, Liquid, and Gas.

Adding heat and taking away heat can cause the states to change (temperature)

Depending on the mass and material, the object will either sink or float

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This is not everything I know, but it made me think of ways to "find out" about each physical property:

Measure - mass and temp

Test - density and magnetism

Observe - SLG

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Download student discourse stems and participation cards in both English and Spanish!

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Look for opportunities to embed the Scientific and Engineering Practices and Recurring Themes and Concepts into the content.

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Create an audio file, download and save it, then link or QR code it for a student support.

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“When teachers don’t make time for discussion and dialogue, the result is often students who may not be able to make intellectual sense of what they have learned” (Gregory, 2003).

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Accountable talk encourages discourse that seriously responds to and further develops what others in the group have said. It puts forth and demands knowledge that is accurate and relevant to the issue under discussion. This academically productive talk uses evidence appropriate to the discipline (e.g., data from investigations in science) and follows established norms of good reasoning. This discourse sharpens students' thinking by reinforcing their ability to use and create knowledge (Accountable Talk Sourcebook, 2010).

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This handout can be printed or filled in electronically.

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“True discussion requires that teachers relinquish control over both the speaker and the substance and sequence of the ideas that emerge….Many teachers are uncomfortable with this departure from their traditional role, in which the teacher controls who speaks, speaks before and after each student, speaks primarily in questions, and reacts to every student answer by evaluating its values or correctness” (Walsh and Sattes, 2015).

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“As much as possible, try to encourage conversations between your students, rather than between you and the students...When students help one another through a discussion, the teacher’s role becomes less of the ‘expert’ for whom they must try to match their thinking. Instead, by redirecting the discussion, you can revoice your students’ statements and pose questions back to the whole class to reflect upon and respond to. This simple shift allows the teacher to meet instructional goals by directing the conversation, while stressing the importance of reasoning, evidence, and co-constructing knowledge (Jurow and Creighton, 2005)”.

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Researchers and experienced classroom teachers alike know that simply getting students to talk out loud or talk to one another does not necessarily lead to learning. What matters is what students are talking about and how they talk. When students are merely chatting about social events and personal matters—or if they are simply going through the motions of discussion without really working on the learning problem—the talk distracts from their learning rather than advancing it.