Look for “how” or “why” questions about phenomena that…

1.B Ask questions that arise from careful observation of M’Kenna’s Doctor’s Note to clarify and seek additional information about what is going on inside the body of M’Kenna that is causing her symptoms (effect).

Look for “how” or “why” questions about phenomena that seek to investigate interactions inside of the body

Questions should seek to determine additional information, based on observations, in order to identify the cause and effect relationships among different organ systems within the body.

As students share, work with them to form “how” and “why” questions. For example, someone might ask the question, “What is a stomach ulcer?” Say, That’s an interesting question! I wonder if we can work as a group to add to this question so that we have a “how” or “why” question around our phenomenon, too? Do you want to give it a shot? An example of an expanded question is, “What is a stomach ulcer and how could it cause symptoms like vomiting and diarrhea?”

Use your judgment on how to press students to form “how” and “why” questions. If a student struggles with sharing, encourage them to go public with questions rather than focusing specifically on forming a “how” or “why” question.

If students do not ask questions at this point about the phenomenon that seek to investigate how different body systems work together, this is okay. They will have another specific opportunity to add questions to the DQB in Lesson 9. Also, questions can be added to the DQB at any point throughout the unit. We recommend always having sticky notes or index cards on hand to capture students’ evolving questions.

Cluster the questions. After all students have shared their questions, you will end up with a DQB that has several different clusters of questions. As a class, decide on “umbrella” questions or topics for the clusters of questions.

If you haven’t already done so, draw students’ attention to the scope of all the sub-questions that seem related to figuring out how things inside our bodies are connected. Propose and post this question at the top of the DQB as the driving question for all of the sub-questions under it: “How do things inside our body work together to make us feel the way we do?” Also, have students add the driving question at the top of their Progress Trackers.

Here is one example of the kinds of questions students might come up with.

First and foremost during the formation of the DQB is reinforcing a classroom community wherein all ideas are valued and everyone has a question up on the board. Use your judgement on how to press students to form “how” and “why” questions. If a student struggles with sharing, encourage them to go public with questions rather than focusing specifically on forming a “how” or “why” question.