Talk and Writing
This lesson of the unit represents the fading portion of the Explanations Phase. This means that students are expected to develop explanations for carbon-transforming processes they studied in this unit in new and novel contexts. The table below shows specific talk and writing goals for the Explanations Phase of the unit.
| Talk and Writing Goals for the Explanations Phase | Teacher Talk Strategies That Support This Goal | Curriculum Components That Support This Goal |
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Examine student ideas and correct them when there are problems. It’s ok to give the answers away during this phase! Help students practice using precise language to describe matter and energy. |
Let’s think about what you just said: air molecules. What are air molecules? Are you talking about matter or energy? Remember: atoms can’t be created. So that matter must have come from somewhere. Where did it come from? Let’s look at the molecule poster again… is carbon an atom or a molecule? |
Molecule Poster Three Questions Poster
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Focus on making sure that explanations include multiple scales. |
The investigation gave us evidence for what was happening to matter and energy at a macroscopic sale. But what is happening at an atomic-molecular scale? What is happening to molecules and atoms? How does energy interact with atoms and molecules during chemical change? Why doesn’t the macroscopic investigation tell us the whole story? Let’s revisit our scale poster… what is happening to matter at the molecular scale? |
Molecular Models Molecular Modeling Worksheets Explanation Tools PPT Animation of chemical change Powers of Ten Poster |
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Encourage students to recall the investigation. |
When did this chemical change happen during our investigation? How do we know that? What is our evidence? What were the macroscopic indicators that this chemical change took place? |
Evidence-Based Arguments Tool Investigation Video |
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Elicit a range of student explanations. Press for details. Encourage students to examine, compare, and contrast their explanations with others’. |
Who can add to that explanation? What do you mean by _____? Say more. So, I think you said _____. Is that right? Who has a different explanation? How are those explanations similar/different? Who can rephrase ________’s explanation? |
Explanation Tools |