This portion of the module corresponds to pages 16 – 17 in the interactive notebook.
What’s in our blood?
1. Previewing and setting purposes for reading (individual and partners)
- Take out and use the following set of tools to generate a goal for reading “What’s in our blood?” (R8).
- Science reading and talking book mark
- E/I notetaker
- The list of inquiry questions generated by your class
- The prior texts in this module (R1 – R7)
- Take a minute to preview “What’s in our blood?”
2. Pair share
- Discuss with your partner: What have you already figured out about hypo/hypernatremia, sodium, water, and the human body? What do else do you need to figure out? How might this text give you some of the information you still need?
- Establish your goal for reading, based on your analysis of what else you need to find out and what this text might offer. Write your goal below.
3. Reading and making thinking visible
- Individually talk to the text on each section of “What’s in our blood?”
- Use your science reading stems to help you make your thinking visible by writing annotations in the margins.
- Stellar ideas: Select a new word, a confusion or clarification, or a reading process AND one idea or question about homeostasis, hypernatremia or hyponatremia that you can share with the class. Mark them on your text with a star.
- Reading process: Talk with your partner about your reading process:
- What strategies helped you make sense of the text?
- Did you read the diagram or written text on this page first? Why?
- Were you able to make connections between the written text and the diagram? How did those connections help you read?
- Did you make any connections to you already know or other texts we have read in this module?
- About your stellar idea: Share your stellar idea with your partner. Use your science talk stems to add, clarify, and respond to your partner’s ideas.
- Identifying evidence and making interpretations:
- Turn to your E/I notetaker. Identify new pieces of evidence, interpretation, or questions that arose from reading this text.
5. Whole class discussion:
- Reading process: What reading strategies helped you or your partner make sense of the text?
- Stellar ideas: Share stellar idea you or your partner came up with by reading.
- Answers to our IQs: Return to the list of inquiry questions (IQs) you and your classmates generated. As a class, see if you now have answers to some of those questions. Document these on the “Answers to our inquiry questions” poster in your class.g
This portion of the module corresponds to page 18 in the interactive notebook.
Salt: A World History
1. Setting a purpose for reading
Look through the set of inquiry questions that you and your classmates have generated. Talk with one another, using your science reading and talking stems and the following prompts to get you started:
- What have we figured out about hyponatremia, hypernatremia, and homeostasis?
- What else do we need to find out?
2. Reading and making thinking visible
- Turn to “Salt: A World History” (R9).
- Think aloud: Partners take turns thinking aloud by paragraph for the first section. One partner thinks aloud while the other partner makes notes in the margin of the text about their partner’s thoughts. Help each other make sense of the text.
- Talk to the text: Individually talk to the text on the first section. Pairs take turns sharing their talk to the text comments. Help each other make sense of the text.
- Use the science reading stems to help you share your reading process.
3. Developing the “big idea” through reading
- As you share your reading and thinking processes with your partner, see if you can identify the big idea of this text.
4. Identify evidence, make interpretations and generate more questions
- Take out your E/I notetaker
- Review the notes you made on “Salt: a World History” and add a star to ideas that might go in your E/I notetaker.
- Share with your partner:
- Why did you choose to star that idea?
- How do you think it will help us understanding homeostasis, hypernatremia, or hyponatremia?
- After sharing and talking with your partner, work together to identify important pieces of evidence, interpretations, and question and record these in your E/I notetaker.
This portion of the module corresponds to page 19 in the interactive notebook.
- Turn to “Regulation of water by vasopressin” on R12. Preview the text on your own or with a partner and then discuss the following questions:
- How is this text similar or different than the other texts we’ve read up to this point?
- What connections can you make to what we have discussed so far?
- What do you think will make this text difficult or easy to read?
2. Reading and making thinking visible
- Use your science reading stems to read and annotate this text, using the following questions as a guide:
- Reading process: What other science reading processes were important for your reading?
- Confusions or clarifications: What was confusing, interesting, or helpful about this model?
- Cross-text connections: What kinds of connections you can make to the previous texts?
- Inquiry: How does this model help you understand how the body regulates sodium concentrations in blood? What new pieces of evidence can you identify in this text that will help answer the inquiry questions your class came up with?
3. Whole class discussion:
- What is this a science model of? What does it help explain? What does it not explain?
- How might you change this model to account for hyponatremic or hypernatremic patients? What might need to be added, removed, or modified?
- Support your ideas with text-based evidence from all the texts you have read so far in this module.
This portion of the module corresponds to page 20 in the interactive notebook.
Vaptans for the treatment of hyponatremia
You and your classmates have read a model for how sodium concentrations are regulated in the human body. As learners of science, one way we can assess our own understanding of something is when we try to apply what we know to something new.
1. Reading and making thinking visible
- Turn to page R13, “Vaptans for the treatment of hyponatremia” in your reader.
- Use your reading and talking stems to think aloud and talk to the text on your own or with a partner.
- Share your inquiry questions, connections, and reading roadblocks as you read. Try to see if you can help one another make sense of the text.
2. Making connections and using our models to explain phenomena
- After you read, if you haven’t already, look back at “Regulation of water by vasopressin” and see if making connections between these two texts helps you understand how vaptans work to treat hyponatremia.
- Use the space below to jot down your ideas about vaptans, the kidney, vasopressin, and the sodium concentration in the blood.
3. Identify evidence and interpretations
- Turn to your E/I chart and record important pieces of evidence, interpretations, and questions that help you answer your inquiry questions from the last two texts (“Regulation of water by vasopressin” and “Vaptans for the treatment of hyponatremia”).
This portion of the module corresponds to page 21 in the interactive notebook.
- Take out your reader and E/I notetaker and look over the questions you and your classmates generated at the beginning of class.
- Spend some time thinking on your own about the questions you are able to answer, and then share your ideas with your partner. Be ready to share your ideas with your class!
Drawing on all that you now know, how would you explain how the body regulates sodium concentrations and what happens when this balance is disrupted?