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1.  Click on the video below to enlarge it.

2.  Observe the phenomenon closely and silently for 30 seconds.

3. What do you notice and wonder about the organism and its surroundings? You may want to view more than once.

4. Individually on paper, Record your observations and wondering. (More is Best)

Citation Notes: [ViralHog]. (2020, April 6). Amazing Vibrations in Water from Toad Chirps [Video file]. Retrieved from https://www.youtube.com/watch?time_continue=4&v=pIUSUDPmtm0&feature=emb_logo

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Amazing Vibrations in Water from Toad Chirps || ViralHog

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1. Double click anywhere on this page to post a question.

2. In the Title section, type your question exactly as it first comes to mind..

3. Add you initials in the Write Something Section.

4. When finished, click again anywhere on this web page to post another question.

5. Read the questions other people have posted. Feel free to add new, but related questions as "comments" on a question someone else posted.

6. Keep asking questions until time is up.

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1.  Ask as many questions as you can.

2. Do not stop to discuss, judge or answer the questions.

3. Write down every question exactly as it first comes to mind.

4. Change any statements into a question.
THINK: Why might students find it difficult to follow these rules?  Select the comment icon at the bottom right and post your response.

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1. Read through all of the questions that have been posted. Pick the three questions that you are curious about that could be testable.

2. Click on the heart icon at the bottom of a post to "vote" for it as a priority question.

3. THINK: What were your reasons for selecting those three?   Click on the Add Comment chat box icon on this post to share your rationale and reflect on your choices. Don't forget to add your initials at the end of your comment!

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Here are some notes, resources, and how-to's to help you create your own virtual QFT using Padlet

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How to make a screencast with Screencastify

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How to make a screencast with Screencastify

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Screencastify is the free tool I used to create the Guide video above.

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Screencastify Blog | Video Tips, Tricks, Trends and News

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Our education experts offer the best tips for getting the most out of video in the classroom as well as news, insights and more.

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How to make a screencast right here in Padlet!

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How to make a screencast right here in Padlet!

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No need to learn another tool.

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Infographic: Essential Practices for K-12 Science Classrooms

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Infographic: Essential Practices for K-12 Science Classrooms

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This interactive infographic from the National Academies Press highlights essential practices for K-12 science classrooms from A Framework for K-12 Science Education with references to the contents of the full report.

Read the report | Download the infographic (PDF)

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Infographic: Essential Practices for K-12 Science Classrooms

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This interactive infographic from the National Academies Press highlights essential practices for K-12 science classrooms from A Framework for K-12 Science Education with references to the contents of the full report. Read the report | Download the infographic (PDF)

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In which grade band would you place each priority question?
1. Read Asking Questions and Defining Problems Progressions Matrix.
2. Determine which grade band each question would belong.
3.  Then, edit your post using the pencil symbol and in the "write something" section, next to your initials, label the Grade Band you selected for each question.
4. THINK:  What was your rationale for placing a question into that grade band?  Share your rationale in the comment section of that post. Don't forget to add your initials at the end of your comment!

Asking Questions and Defining Problems Progressions Matrix

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Asking Questions and Defining Problems

Students at any grade level should be able to ask questions of each other about the texts they read, the features of the phenomena they observe, and the conclusions they draw from their models or scientific investigations. For engineering, they should ask questions to define the problem to be solved and to elicit ideas that lead to the constraints and specifications for its solution. (NRC Framework, 2012, p. 56)

Scientific questions arise in a variety of ways. They can be driven by curiosity about the world, inspired by the predictions of a model, theory, or findings from previous investigations, or they can be stimulated by the need to solve a problem. Scientific questions are distinguished from other types of questions in that the answers lie in explanations supported by empirical evidence, including evidence gathered by others or through investigation.

While science begins with questions, engineering begins with defining a problem to solve. However, engineering may also involve asking questions to define a problem, such as: What is the need or desire that underlies the problem? What are the criteria for a successful solution? Other questions arise when generating ideas, or testing possible solutions, such as: What are the possible tradeoffs? What evidence is necessary to determine which solution is best?

Asking questions and defining problems also involves asking questions about data, claims that are made, and proposed designs. It is important to realize that asking a question also leads to involvement in another practice. A student can ask a question about data that will lead to further analysis and interpretation. Or a student might ask a question that leads to planning and design, an investigation, or the refinement of a design.

Whether engaged in science or engineering, the ability to ask good questions and clearly define problems is essential for everyone. The progression of this practice summarizes what students should be able to do by the end of each grade band. Each of the examples of asking questions leads to students engaging in other scientific practices.

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Students at any grade level should be able to ask questions of each other about the texts they read, the features of the phenomena they observe, and the conclusions they draw from their models or scientific investigations.

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1. Review the questions that you asked. Determine which crosscutting concept is being addressed in each question.

Patterns (P)

Cause and Effect (CE)

Scale, Proportion, and Quality (SPQ)

Systems and System Models (SSM)

Energy and Matter (EM)

Structure and Function (SF)

Stability and Change (SC)

2. Then, edit your post using the pencil symbol and in the "write something" section, next to your initials, label the crosscutting concept you selected for each question.

THINK: Why is it important to make connections between questions and crosscutting concepts? Click on the Add Comment chat box icon on this post to share your thinking.

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How does his body make the noise?
Why does he make the noise? SF
Does the water help the sound travel?
Does the water muffle the sound? EM

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SF

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What kind of frog?

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Where is it at?

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Why are the ripples smaller around the frog, then larger as they go away from it? TB

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Why are the ripples smaller around the frog, then larger as they go away from it? TB

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CE, EM

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CE

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What caused the vibrations to change size?

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What caused the vibrations to change size?

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EM
CE

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EM

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What is the frog doing? em

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SF

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SF

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CE, EM, P

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Does the depth of the water determine the size of the vibrations?

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Does the depth of the water determine the size of the vibrations?

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CE

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CE

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What would happen if  the frog changed pitch?

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What would happen if  the frog changed pitch?

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P

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What would happen is we changed the pitch of the frog?

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What would happen is we changed the pitch of the frog?

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P

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Would the ripples change if the frog where in deeper water TB

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Would the ripples change if the frog where in deeper water TB

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CE, P

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What would happen if we changed the temperature of the water?

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What would happen if we changed the temperature of the water?

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P

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CE, EM

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What would happen if we put the frog in a different liquid?

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What would happen if we put the frog in a different liquid?

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P

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What is the difference between living and nonliving? (C & E) Why is the frog being vocal? (S & F) Is this an animal behavior to attract a mate?  Does this increase his chances for a mate? (C &E, S & F)

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What is the difference between living and nonliving? (C & E) Why is the frog being vocal? (S & F) Is this an animal behavior to attract a mate?  Does this increase his chances for a mate? (C &E, S & F)

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Tina Smillie

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What is  the energy source of the waves?

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What is  the energy source of the waves?

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EM

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What would happen if we put the frog in quicksand?

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What would happen if we put the frog in quicksand?

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P

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CE

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How are the waves caused by the toad similar to a tsunami?

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How are the waves caused by the toad similar to a tsunami?

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EM

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CE, EM

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What would happen with a different sized frog?

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What would happen with a different sized frog?

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P

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would the pitch change if the frog was not in water?

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would the pitch change if the frog was not in water?

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Is the wave sized connected to the pitch

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Is the wave sized connected to the pitch