1. What are the instructional strategies that support and help manage inquiry? Please sit in the same groups as yesterday morning.

2. Logistics Logistics Ask-it-Basket Ask-it-Basket

3. Density Lesson: Learning Cycles Engage: Poly-Density Bottle Shake the bottle while it is still covered and then quickly uncover it and observe for a few seconds— then recover. Shake the bottle while it is still covered and then quickly uncover it and observe for a few seconds— then recover. Predict what you believe will happen to the blue and white beads when you shake the bottle and then place it on the table. Write out your prediction and explain why the beads will do what you predict. Predict what you believe will happen to the blue and white beads when you shake the bottle and then place it on the table. Write out your prediction and explain why the beads will do what you predict. Shake the bottle and then place it back on the table uncovered and watch it for a few minutes. Write down your observations. Shake the bottle and then place it back on the table uncovered and watch it for a few minutes. Write down your observations. Your instructor will provide your group with a list of the substances in the bottle. Explain what is going on. What does this have to do with density? Your instructor will provide your group with a list of the substances in the bottle. Explain what is going on. What does this have to do with density?

4. Density Lab Cut out a rectangular block from the potato and measure its length, width, and height, and record your measurement in a data table that you create with the correct units. Cut out a rectangular block from the potato and measure its length, width, and height, and record your measurement in a data table that you create with the correct units. Mass your potato on the scale and record this value as well. Mass your potato on the scale and record this value as well. Calculate the volume of the block in another column on your table. Calculate the volume of the block in another column on your table. Predict if your block will sink or float in a beaker of water and write a sentence or two explaining your reasoning. Predict if your block will sink or float in a beaker of water and write a sentence or two explaining your reasoning.

5. Density Lab 1. Discuss your predictions and reasoning with the people at your table (everyone shares) 2. Do the experiment and record your results in your data table. 3. Cut your potato block in half, and measure its length, width, height, mass and volume again. 4. Repeat Steps 1 and 2 above. 5. Cut the potato in half again, and repeat the predict/experiment/discussion cycle. 6. Do this a total of 4 times, so that your group has four sets of data.

6. Density Lab Draw the size of the potato that you think would be small enough to float, label your drawing, and then do the experiment. Explain your results. Draw the size of the potato that you think would be small enough to float, label your drawing, and then do the experiment. Explain your results. Make four additional columns in your data table and for each experiment you performed, calculate the: Make four additional columns in your data table and for each experiment you performed, calculate the: Mass + Volume Mass + Volume Mass – Volume Mass – Volume Mass x Volume Mass x Volume Mass / Volume Mass / Volume Discuss your results. Discuss your results.

7. Discussion Questions Can you figure out a way to make your potato float—how would you change the potato or the water? Can you figure out a way to make your potato float—how would you change the potato or the water? How much salt would you have to add to the water or what would the mass of the salt water have to be to make the potato float? How much salt would you have to add to the water or what would the mass of the salt water have to be to make the potato float? Discuss what would happen if all the ice caps melted or if all the ice bergs melted? Would there be a difference and why? Discuss what would happen if all the ice caps melted or if all the ice bergs melted? Would there be a difference and why?

8. Learning Cycles Predict, Observe, Explain (P.O.E.) Predict, Observe, Explain (P.O.E.) 5 E’s Model, 7 E’s Model (see readings) 5 E’s Model, 7 E’s Model (see readings) Inquiry Continuum Inquiry Continuum As a group, add some new understandings of inquiry to your poster As a group, add some new understandings of inquiry to your poster