When do you use this tool?

2. When do you use this tool? When you are engaging students in meaningful activity in order to build content knowledge and understand a phenomenon. Used after you have worked with the first discourse tool to elicit hypotheses from kids about how and why a relatively complex phenomenon happens the way it does. The discourse can help students build understandings of key parts of the big idea (not the whole big idea).

3. Purpose of this discourse strategy? 1)Ensure students understand why the activity makes sense to doat this point in the unit (answers students’ questions “Why are we doing this? What gaps does this help me fill?”) 2)Help students bridge the activity with a larger scientific idea(answers the question “What in the natural world does this activity help me understand, and how?”) Students should be able to explain this activity in terms of some scientific idea. 3) To support the development of students’ academic language, using the activity as a context (AL can be conventions or symbolism used to represent the phenomena (typically in written or drawn form), as well as vocabulary and science-specific rhetoric (i.e. ways of talking about evidence, referring to models as tentative ideas, hypothesizing).

4. Keep high ratio of intellectual work to material work Intellectual work Material work

5. You would engage kids in this discourse multiple times during a unit, not just once! 3c Building upon students’ partial understandings. Addressing alternative conceptions and gaps in knowledge. 3b Activity and sense-making conversation: This is where you use the discourse tool. 3a Building background knowledge

6. Conversations within the larger discourse • Orienting students to the concepts Helping students identify observations and patterns Connecting activity to the big idea Whole class: coordinate student’s ideas & their questions Using students’ ideas and language to organize instruction

7. Let’s try it out • Does a pulley really help us do work?

8. What model will account for the fact that the puller below can easily make person “A” struggle to hold back the broomstick, and person “B” strain even harder to hold back? • What is a model? • It’s a representation of what we observe and what might be going on that we can’t see. A model can be a drawing like the one above, but we need to figure what what’s going on we cannot see. Person “B” Person “A”

9. Your tentative models of the pulley set-up 12.5 newtons 12.5 newtons 12.5 newtons 50 newtons 50 newtons 50 newtons 50 newtons 12.5 newtons 50 newtons 50 newtons Also, little mention of forces as acting in both directions at once 250 newtons 200 newtons 150 newtons 100 newtons 50 newtons