OpenSciEd Unit 6.2 · Lesson 02 · 2.B
Look for: comparisons between cups with a lid versus no…
From Teacher Edition
Facilitation guidance from the lesson plan — what to notice in student thinking and how to respond while teaching.
Building towards
2.B.1 Analyze and interpret data to find patterns indicating which parts of the cup system (features) influence the temperature change of the substance inside the system.
What to look / listen for
comparisons between cups with a lid versus no lid
students identify a pattern that conditions with no lid warm up faster than conditions with lids.
comparisons between single-wall and double-wall cups
students identify a pattern that double-wall cups work better than single-wall cups regardless of material.
comparisons between the presence of a straw versus no straw: students identify an associated pattern because the straw is a relatively minor feature.
What to do
It is expected that some students will struggle with finding patterns in the data. This struggle is important for motivating a need to create more systematic investigations going forward. It is OK if this investigation’s data seems messy and inconclusive. Support students in identifying reasonable patterns and whether they see that other patterns can not be identified yet. Students may be uncertain about patterns associated with these features:
material type
straw versus no straw
light versus more light (if light was included in their investigations)
To help your students avoid frustration, give them the option of identifying an inconclusive result if they don’t see a clear pattern.
Shift to a Building Understandings Discussion around patterns.✱ Show slide G again. Given time to sort and analyze data, students should now be able to identify patterns pointing to specific cup features that help keep a drink cold, and to identify inconclusive data. The focus of the discussion now shifts to what the evidence does and does not support. To get the conversation started, use the following prompts: