This portion of the module corresponds to pages 9 – 10 in the interactive notebook.  

Activities

Hyponatremia: what’s going on inside the body?

1. Reading and making thinking visible TC_Bubble

  • Take out your science reading and talking bookmark and turn to Reader page R5.
  • Read “Hyponatremia: what’s going on inside the body?” and annotate the text, showing your reading and thinking process in the margins.

2. Pair share

After reading, respond to the prompts and discuss with your partner:

  • Sense-making: Work together to make sense of the text.
  • Reading process: What did you notice about your own reading and thinking process?
  • Inquiry: What do you notice about the patient with and without hyponatremia?
  • Cross-text connections: What connections can you make between “Hypernatremia due to Dehydration in Dementia, ” “When Too Much Water Hurts a Runner” and the postered ideas you have generated as a class?

3. Whole class discussion

Ideas about reading process

  • What did you notice about your partner’s (or your own) reading processes with this text?
  • What reading challenges did you or your partner encounter and how did you respond to the reading challenge?
  • What additions or revisions can we make on the reading strategies list poster?

Share about hypernatremia and hyponatremia

  • What new understandings about hyponatremia have you built? What new connections have you made? What new questions do you have?
  • What new words can we add to our word wall?

4. Reading and modifying scientific models (partner and whole class) TC_Bubble

  • Look back at the model criteria poster you built together as a class.
  • Discuss with your partner and class:
    • Criteria: What are science models? What makes a good science model?
    • Purpose: Why do you think the authors created this model? What it is a model of? How do you know?
  • Extending the model: Based on your thinking and reading, work with your partners to draw a model in the blank space on R5 of what might be happening inside a patient who has hypernatremia, like the dementia patient you read about in “Hypernatremia Due to Dehydration.”
  • Share your model with the class: Why did you choose to draw the model the way you did? What text-based information did you use to construct your model?
  • Discuss this question with your class: How would you describe differences in what’s going on inside the bodies of someone with hypernatremia and hyponatremia?

This portion of the module corresponds to page 11 in the interactive notebook.  

Evidence and interpretation notetakers

One of the ways to keep track of the important ideas that we get from reading is through evidence and interpretation (E/I) charts. Although many ideas can be important or interesting, they may not all be considered evidence that relates to our inquiry questions about homeostasis.

1. Individual

Read the three words/concepts below and respond to the prompts.

  • What do you know, think, or remember about each word?
  • Describe a real life experience when you used information, evidence, and interpretations.

Information TC_Bubble         Evidence            Interpretation

2. Pairs/table group

Take turns sharing your notes about the three words and your real life experience related to these three words. Discuss the similarities and differences.

3. Whole class discussion TC_Bubble

  • Share the ideas that you, your partner, and table group came up with about the difference between evidence, information, and interpretations.
  • Look at the poster or list of inquiry questions you have been building about hypo and hypernatremia. Discuss this question with your class: What kind of evidence might you look for to help you answer those questions?
  • Turn to your evidence and interpretation charts. Write down your ideas for what counts as evidence and interpretations in the top row of the table.

This portion of the module corresponds to page 12 in the interactive notebook.   

Evidence and interpretation notetakers

1. Teacher model TC_Bubble

  • Listen and make notes in your own E/I notetaker as the teacher models the process of identifying evidence, making interpretations, and asking new questions.

2. Whole class discussion

  • What did you notice about your teacher’s thought processes as he/she identified evidence and formed interpretations?

3. Pair-think-write

  • Turn to R1 – R5 in your reader and take out your science reading and talking stems.
  • With your partner, identify one or more pieces of evidence from the articles and record these in your E/I notetaker.
  • As you identify and record each piece of evidence, think about the interpretations you can make from them. For example, what does each piece of evidence tell you about hyponatremia, hypernatremia, or homeostasis?
  • For each piece of evidence and interpretation, write down additional questions you now have in the last column of your E/I chart.
  • Repeat these steps to find additional evidence, interpretations, and questions about hyponatremia, hypernatremia, or homeostasis.
  • Stellar idea: Select one response that you or your partner can share with the class. Mark it with a star.

4. Whole class discussion

  • Share your evidence, interpretations, and questions with the class.
  • Discuss the following questions:
  • How do you know the evidence is important?
  • What are some inferences you might draw? Could you draw different inferences from the same piece of evidence?
  • How might the evidence, interpretation, or questions help you build an explanation that answers our inquiry questions?

This portion of the module corresponds to page 13-15 in the interactive notebook.   

Homeostasis TC_Bubble

1. Setting a purpose for reading (individual)

  • Turn to page R6 – R7 (“Homeostasis”) in your reader and take out your science reading and talking stems.
  • Turn to the inquiry questions you and your classmates generated together. These may be located in your E/I notetaker, on your classroom inquiry questions poster, or recorded on page 8.
  • Using these inquiry questions, set your purpose for reading this text.

2. Whole class discussion

  • Share your purpose for reading with your classmates.
  • Use your science talking stems to listen and respond to other’s ideas.
  • Discuss this with your class: How did you identify your purpose for reading? How does setting purposes for reading affect your reading process?

3. Reading and making thinking visible TC_Bubble

  • 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.

OR

  • Talk to the text: Individually talk to the text on the first section. Pairs take turns sharing their talk to the text annotations. Help each other make sense of the text.
  • Use the science reading stems to help you share your reading process.

4. Pair discussion

After reading, discuss and respond to the prompts.

  • Words: What new words or word-uses did you encounter? How did you make sense of their meaning?
  • Confusions or clarifications: What parts of the text (visual or written) were unclear? Where do you have questions? Work together to clarify confusing parts of the text and to answer questions that you have.
  • Reading process: What other science reading processes were important for your reading?
  • Inquiry: What are you noticing or wondering now about homeostasis, hypernatremia, or hyponatremia, during or after reading?

5. Whole class discussion

Ideas about reading process

  • What did you notice about your partner’s (or your own) reading processes with this text?
  • What reading challenges did you or your partner encounter and how did you respond to the reading challenge?
  • What additions or revisions can we make on the reading strategies list poster?Share about homeostasis.
  • What new understandings about homeostasis have you built? What new connections have you made? What new questions do you have?
  • What new words can we add to our word wall?

6. Looking for evidence and making interpretations to address our IQs TC_Bubble

  • Take out to your E/I notetaker TC_Bubble. Look through this text and identify a single piece evidence you want to add to your notetaker and the interpretations and questions you have about that evidence.
  • Share this idea with your partner and get feedback on your idea. How does it address your IQs? Switch roles and have your partner share their evidence.
  • Return to your classroom IQs. Were you able to answer any of these questions with text-based evidence? Record answers to your inquiry questions on a new classroom poster.