Look for: Students use the correct units to discuss cha…

• Students use the correct units to discuss changes over time (e.g., carbon dioxide drops from 839 ppm to 832 ppm in 30 seconds).
• Students can identify that carbon dioxide levels steadily and significantly decrease over 10 minutes.
• Students can identify that humidity levels steadily and significantly increase over 10 minutes.
• Students can identify that although the data for oxygen is very noisy, oxygen levels steadily and significantly increase over 10 minutes.
• Although students may notice minor fluctuations in tabular light data but in looking at the graph they will conclude that the light level does not significantly change over 10 minutes.
• Students interpret the decrease in carbon dioxide level as evidence that carbon dioxide is going into the leaves.
• Students interpret the increase in water and oxygen levels as evidence that these substances are being released from the leaves.

Although the I2 strategy scaffolds data analysis and interpretation, they may still struggle. Some suggestions to support students: Remind students to simply state what they observe for WIS. Encourage them to draw arrows and write comments on the graphs to help them connect their ideas to the graphical representations.Remind them to read the labels on the x- and y-axes. Ask guiding questions to help them identify patterns, such as What do you notice about the amount of ___ in the air at an early time compared to a later time? Ask them to look at one graph at a time. Breaking the information down into smaller chunks will make it easier for them to work with. If students are still struggling to identify patterns in the data, consider modeling the I2 strategy for the whole class using one of the graphs.