Reflection: High Expectations Investigating Water Molecules - Section 2: Focus


In order to develop a classroom culture where students engage in meaningful and productive scientific discourse with peers, I used the following Higher Order Thinking Question Stems to purposefully create and pose meaningful class discussion questions. By asking questions that promote higher level thinking, the expected level of response is also elevated. 

Question 1: Which type of matter would you be and why? 

For this question, I hoped students would evaluate the properties of solids, liquids, and gases in order to make a choice between the three. 

Question 2:  What is most important about matter?  

When I developed this discussion question, I imagined students constructing an evidence-based argument using what they know about matter. 

You can see how the above questions support a higher level of understanding than simpler questions with memorized responses, such as, "What is matter?" or "What is a solid?"

  Higher Order Thinking Question Stems
  High Expectations: Higher Order Thinking Question Stems
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Investigating Water Molecules

Unit 5: Matter
Lesson 6 of 11

Objective: SWBAT describe how matter (in this case, water) is made of particles too small to be seen.

Big Idea: Students investigate water molecules by completing five investigative tasks. Using observations and models, students are able to describe how they know there are tiny particles in water.

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37 teachers like this lesson
Science, Science, Matter and its Properties, Matter and its Properties, investigation, particles, water, molecule, chemical reaction
  90 minutes
food coloring
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