Reflection: Complex Tasks Day 2 - Fresh Water vs Salt Water - Section 3: Procedure to Summarizing Results


Need to be careful that the reference point stays the same.

Using the position words 'below' or 'above' to describe where the water line was on the object got a little confusing for me and the students. I intended for the students to use the object midway line as a reference point, i.e. the water line was above the mid-line on the object, indicating that most of the object is submerged.

In one instance when I discussed with a team to describe how the object was floating, I inadvertently directed them to use the water line as the reference point and they said the ball was floating mostly below the water line. This is the same as the water line floating above the midway line on the object.

Next time I will use the water line as the reference point because it was easier for the students to look at the object and generalize if most of it was above or below the water line. This would also remove the need to refer to the mid- line.

I would consider drawing the mid-line to give the students an idea of the middle of the object.


  Complex Tasks: References to Water Line and Object Mid-Line
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Day 2 - Fresh Water vs Salt Water

Unit 4: Unit 4 - Surface Water and Landform Interactions
Lesson 7 of 18

Objective: SWBAT compare the density of fresh water and salt water while applying the scientific process.

Big Idea: Students write conclusions about salt water and fresh water and compare which one is more dense.

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Science, erosion, landforms, water cycle, water
  100 minutes
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