This portion of the module corresponds to page 22 in the interactive notebook.

What can different types of text tell me? TC_Bubble

1. Think-pair-share (individual and pairs)

  • Individually turn to your Reader pages R14 – R17 and preview these three texts. What do you notice? Why might each be valuable to read? Jot a few notes about each.
  • Discuss this question with a partner: Why might it be important to read texts from multiple sources?
  • Then, work with your partner to record what you notice about these texts, and why it might be important to read each, in the table below.
Text TC_Bubble What you notice about this text
“Type 2 diabetes in the United States”
Los Angeles Times
R14
“Kim’s Story” Diabetes in Education in Tribal Schools

R15-16
“The Young Epidemic: The Rise in Type 2 Diabetes Among Children”

Good

R17

 

This portion of the module corresponds to page 23-24 in the interactive notebook.

Developing inquiry questions from text                  

Turn to “Type 2 Diabetes in the United States,” page R14.

1. Reading and making thinking visible

  • 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 comments. Help each other make sense of the text.
  • Use the science reading stems to help you share your reading process.

2. 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 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 type 2 diabetes, blood glucose regulation or homeostasis? What is interesting? What is important?
  • Stellar ideas: Select a new word, a confusion or clarification, or a reading process AND one idea or question about type 2 diabetes, blood glucose regulation or homeostasis that you or your partner can share with the class. Mark them on your text with a star.

3. Whole class discussion

  • Share a new word, confusion or clarification, or a reading process.
  • Which reading strategies helped make sense of the text?
  • What additions or revisions can we make on the reading strategies list poster?
  • Share new ideas about type 2 diabetes, blood glucose regulation and homeostasis.
  • Add ideas and questions to the evidence interpretation posters for type 2 diabetes, blood glucose regulation and homeostasis.
  • What new words can we add to our word wall?

Repeat above steps for “Kim’s story” and “The Young Epidemic.”

4. Generating inquiry questions from text

  • Look back at the stellar ideas you or your partners came up with for each text, use these to come up with inquiry questions about diabetes, blood glucose levels, or homeostasis.
  • As you talk with your partner, record your inquiry questions in the space below, keeping track of which texts sparked which inquiry questions.
Our inquiry questions TC_Bubble Source text
   

5. Whole class discussion

Looking for evidence and making interpretations:

  • Turn to your evidence and interpretation notetaker
  • Decide as a class: what evidence will you look for in future texts to help you answer these questions? Make notes on your E/I notetaker to focus your work with new texts.

Return to the three texts on page R14 – R17, identifying important pieces of evidence, interpretations, and questions in your E/I notetaker.

This portion of the module corresponds to pages 25-27 in the interactive notebook.

How does the body regulate glucose?

1. Teacher model

  • Locate your science reading stems.
  • Locate “How does the body regulate glucose?” (R18 – R19).
  • Listen and write down your teacher’s annotations as he/she does the modeling.

2. Whole class discussion

What did you notice about how your teacher read the science text?

  • What are some science reading processes that you noticed?
  • Which were new or particularly useful for this text?
  • What additions or revisions can we make on the reading strategies list poster?

3. Reading and making thinking visible

  • Try out some of the reading strategies yourself on a paragraph or two using the “Modeling” section of your science reading stems and the questions below:
    • How does _______ work?
    • Does _______lead to _______?
    • What steps cause the glucose concentration to increase or decrease?
  • Check in with your partner or table group members to see how others are modeling in the margins. See if you can learn new ways to read and think from your classmates.

Model building

4. Think-pair-share

  • Before you begin, think about the following questions and then share your ideas with your partner:
    • What is a science model?
    • What is the purpose of a science model?
    • What should our science model include or be able to explain?
    • What important ideas from your E/I notetakers might you want to include?
  • Decide which of these ideas is a stellar idea. Be ready to share this with your class.

5. Teacher model (modeling)

  • Take out your science reading stems and turn to “How does the body regulate glucose?” (R18 – R19).
  • Listen and write down your teacher’s first modeling steps as he/she does the models for the class.

6. Whole class discussion

  • Use your science talk stems to listen and respond to other’s ideas during the discussion.
  • What did you notice as your teacher was demonstrating how he/she models her ideas, based on the reading?
  • What steps were helpful?

7. Individual/partner modeling

  • Locate the annotations you used to make your reading and thinking visible on the text “How does the body regulate glucose” R18 – R19
  • Work with your partner to discuss the following prompts:
    • Share some of the annotations you made on this text.
    • How do these annotations help you think about what should go in the model?
    • Using your annotations as the starting point, draw a model that explains how the body keeps blood glucose concentrations in balance on the next page.

Sketch out a model, keeping in mind that models help us explain, understand, and make predictions about science phenomena. TC_Bubble

This portion of the module corresponds to page 28 in the interactive notebook.

Sharing and critiquing science models

1. Norms for sharing and critiquing models

Discuss the norms you will use as a class for sharing and critiquing models, using the following prompts:

  • What is the purpose of sharing our work in class?
  • How might our models benefit from being shared and critiqued?
  • What criteria should we use for commenting on one another’s work?

2. Sharing and critiquing science models

  • Take out your science talk stems bookmark and identify the talk stems that you think will be most helpful for this discussion.
  • Listen carefully to other groups as they present their work.
  • Use talk stems to help provide feedback to other group members.
  • Your teacher may wish to have a couple students share their models. Use the same norms and talk stems to provide feedback to your peers’ models.

3. Keeping track of what we know (and don’t know!)

  • Re-group with your tablemates and discuss the following questions:
    • How will you respond to the feedback you received?
    • What did you see or hear from other groups’ models that you liked?
    • How will you modify your model, based on the classroom discussion?
  • Use different colored sticky notes provided by your teacher to label parts of your models that you…
    • Are very confident about and want to
    • Would like to add to your model.
    • Still have questions