OpenSciEd Unit 8.1 · Lesson 02 · 2.B
Argument: shape and motion evidence
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.2 Construct an argument supported by empirical evidence and scientific reasoning to support a model showing that changes in motion of colliding objects (connected to subsystems) result from energy transfer between them (cause) and changes in the shape of those objects result from force(s) between them (cause).
What to look / listen for
Students making claims that refer to how energy transfer can help account for changes in motion and for how forces can account for changes in shape (students may also mention that forces can account for changes in motion as well).
What to do
If students struggle with identifying the role of forces or energy transfer, leave a sticky note in their Progress Tracker with a prompt or question to push them to continue thinking about how forces or energy transfer could help them explain the changes they observed in the objects when they collided. You may encourage them to respond to this at a later point (e.g., the start of the next lesson). A couple of example prompts are below:
What else can energy transfer help us explain based on our consensus model from last time?
What else can force(s) help us explain based on our consensus model from last time?