Directions 1. Have students discuss the pretest Ask students to share questions they have after taking the pretest (for instance, on the back of their 1.2 Expressing Ideas and Questions Tool for Ethanol Burning). Explain that we will try to answer most of those during the Systems and Scale unit. 2. Use the instructional model to show students where they are in the course of the unit. Show slide 2 of the 1.2 Expressing Ideas and Questions about Ethanol Burning PPT 3. (Optional) Have students complete the Big Idea Probe: Fill 'Er Up. If you decide to use the Big Idea Probe: Fill 'Er Up, have students complete it and share their ideas. See Assessing the Big Idea Probe: Fill 'Er Up for suggestions about how to use the Big Idea Probe. 4. (Optional) Have students share and discuss their ideas about the Big Idea Probe. See the educator resource Using Big Idea Probes for suggestions about how to use sticky notes and a poster for tabulating and discussing the probe. 5. Have students watch as you try to burn water and ethanol (ethyl alcohol). Show slide 3 of the 1.2 Expressing Ideas and Questions about Ethanol Burning PPT Take two Petri dishes and pour a small amount of water in one and a small amount of ethanol in the other (note: the ethanol petri dish should be glass). Use a lighter or match to attempt to burn each sample. The ethanol should burn. Extinguish the ethanol flame by covering it with the top of a glass petri dish. Accommodation: Use the Carbon TIME: Burning Water and Ethanol Demonstration Video if doing an in-person demonstration is not possible, or to support absent students. 6. Reveal the chemical identities of the two substances. Explain to students that one Petri dish had water and the other had ethyl alcohol or ethanol—the kind of alcohol that is in biofuels and in alcoholic beverages. Discussion Questions: As a whole class, ask students for their ideas and questions about water and ethanol. What are similarities and differences between water and ethanol? Why do you think ethanol burned even though it looks like water? Record their ideas on slide 4 of the 1.2 Expressing Ideas and Questions about Ethanol Burning PPT. We will revisit these ideas in Lesson 5. Accommodation: Do a Think, Pair, Share to allow students a chance to think and share with a partner before answering the questions as a whole group. 7. Students complete the Expressing Ideas and Questions Tool on their own. Show slide 5 of the 1.2 Expressing Ideas and Questions about Ethanol Burning PPT Tell students that now they will take a few minutes to think and record their ideas about what happens when ethanol burns on their own. Give each student one copy of 1.2 Expressing Ideas Tool for Ethanol Burning Give students about 5 minutes to complete the tool as individuals. Encourage students to think about things they have seen in the world to help inform their ideas. 8. Students compare their own ideas with the ideas and questions of a partner. Show slide 6 of the 1.2 Expressing Ideas and Questions about Ethanol Burning PPT Tell students that now that they have had a chance to record their ideas on their own, it is important to compare their ideas to their classmates’ to see how they are similar and different, and also so we know how many different ideas there are in the class. Divide students into pairs and have students compare their ideas on the 1.2 Expressing Ideas and Questions Tool for Ethanol Burning with each other. At this point, do not correct any wrong ideas; treat this as brainstorming. Pay attention to patterns in students’ ideas, or specific individual ideas that diverge from the patterns as both may be valuable to discuss as a whole class later. 9. Post ideas for class discussion. Tell students that now that they have had a chance to write their ideas as individuals and as pairs, it is important to look at the range of ideas in the class. Again, at this point, do not correct any wrong ideas. Treat this as brainstorming: all ideas are on the table. Show slide 7 of the 1.2 Expressing Ideas and Questions about Ethanol Burning PPT Give each pair 2 sticky notes. Tell students to write their most important idea from their Expressing Ideas Tools on a sticky note and put it on the board under the “Your Ideas” column. Tell students to write their most important question from their Expressing Ideas Tools on a sticky note and put it on the board under the “Your Questions” column. 10. Class discussion. Lead a whole class discussion to examine the variety of student ideas and questions on the poster. Use the talk and writing moves at the beginning of this lesson to help with facilitating the class discussion – see the Notes part of the slide. Show slide 8 of the 1.2 Expressing Ideas and Questions about Ethanol Burning PPT Later, you can use this duplicate slide to record class ideas for the future, either by saving the post-it notes or by taking a picture of them. 11. Students read the Systems and Scale Storyline Reading Show slide 9 of the 1.2 Expressing Ideas and Questions about Ethanol Burning PPT. Have students read 1.2 Systems and Scale Storyline Reading using the Questions, Connections, Questions Student Reading Strategy. See the Questions, Connections, Questions Reading Strategy Educator Resource document for information about how to engage students with this strategy. After pairs are finished reading, have students share with the class what they found interesting and any questions they have. Have a class discussion about quotation in the "Fulhame was an explainer." Ask students what they think Fulhame meant and what it says about the process of science. 12. Save the Expressing Ideas and Questions Tool for later. Show slide 10 of the 1.2 Expressing Ideas and Questions about Ethanol Burning PPT Tell students that they will revisit these ideas later in the unit to see how their thinking changes. The class can also return to shared ideas on Slide 8. 13. Have a discussion to complete the Learning Tracking Tool for this activity. Show slide 11 of the 1.2 Expressing Ideas and Questions about Ethanol Burning PPT. Pass out a Learning Tracking Tool for Systems and Scale to each student. Explain that students will add to the tool after activities to keep track of what they have figured out that will help them to answer the unit driving question. Have students write the activity name, "Expressing Ideas and Questions" and their role, “questioner” in the first column. Have a class discussion about what students did during the activity. When you come to consensus as a class, have students record the answer in the second column of the tool. Have a class discussion about what students figured out during the activity that will help them in answering the unit driving question. When you come to consensus as a class, have students record the answer in the third column of the tool. Have a class discussion about what students are wondering now that will help them move towards answering the unit driving question. Have students record the questions in the fourth column of the tool. Have students keep their Learning Tracking Tool for Systems & Scale for future activities. Example Learning Tracking Tool Activity What We Figured Out What We are Asking Now 1.2 Expressing Ideas Ethanol burns and water does not. We have many initial ideas and questions. What is ethanol? 14. Have students complete an exit ticket. Show slide 12 of the 1.2 Expressing Ideas and Questions about Ethanol Burning PPT. Conclusions: What is one interesting thing that you learned about Elizabeth Fulhame? Predictions: What is one question that you want to answer about ethanol and how it burns? On a sheet of paper or a sticky note, have students individually answer the exit ticket questions. Depending on time, you may have students answer both questions, assign students to answer a particular question, or let students choose one question to answer. Collect and review the answers. The conclusions question will provide you with information about what your students are taking away from the activity. Student answers to the conclusions question can be used on the Driving Questions Board (if you are using one). The predictions question allows students to begin thinking about the next activity and allows you to assess their current ideas as you prepare for the next activity. Student answers to the predictions question can be used as a lead in to the next activity.
