Differentiation Modifications If time allows, have students revisit their initial predictions and planning tools from Activity 4.1. Comparing their early predictions to their final explanations may show a greater change in their thinking over time. The Three Questions Explanation Checklist on the back of the Three Questions Handout Students refer to the checklist as they are constructing their explanations. Students use the checklist as they are sharing and revising their explanations with a partner. Students use the checklist to critique and revise their final explanations. Students use the checklist to critique the example explanations for each unit. Students use the checklist to create and/or evaluate a whole-class consensus explanation. We recommend using this checklist with a gradual release. As students improve in their ability to write their own explanations, they may rely on the checklist less. Tips Make sure students understand that the chemical energy in ethanol (not ethanol itself) is converted to heat and light energy. Make sure that students discuss and understand all three columns of the Three Questions 11x17 Poster or Three Questions Handout. They play a central role in all Carbon TIME units. Extending the Learning If students still have unanswered questions about flames, show the Alda Kavlie Learning Center 'What is a Flame?' video challenge winner (https://www.aldacenter.org/practice/flame-challenge/what-is-a-flame ).
