TL L2 Video Clip 1: Group discusses children's initial ideas
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TL L2 Video Clip 1: Group discusses children's initial ideas
Students are in their small groups discussing their experiences interviewing a child. They are working on Part 1 of Lesson 2 answering the question: "Which of the ideas above do you think the child you interviewed had before they performed any experiments?" The first Next Gen PET student to speak on the video describes that she interviewed a very young student who only knew that magnets stick to metal. Students observe that this is pretty common knowledge because children may have magnets on their refrigerators. The Next Gen PET student also describes that the child was surprised to see the two magnets repel. Another Next Gen PET student describes her interview with an older child who knew that magnets only stick to some metals. The Next Gen PET students also observed that the children they interviewed enjoyed playing with the magnets.
TL L2 Video Clip 2: Group discusses expectations of children for developing and using models
Students are in small groups on part 2 of Lesson 2. They are looking at the table of competencies for the NGSS practice of Developing and Using Models (this table is found at the end of Lesson 2). From the grades K-2 competencies they identify that the children could: distinguish between a model and a real object; understand that the models represent relationships; and develop a simple model. From the grades 3-5 competencies Next Gen PET students identify that children developed a diagram to convey a proposed object or process and discuss whether the children revised their models.
TL L2 Video Clip 3: Group discusses Elizabeth's model
Students are discussing the drawings of children's models at the end of Lesson 2. Specifically they are discussing Elizabeth's model. The Next Gen PET students recognize that Elizabeth's representation of the magnet having different chemicals indicates that she knows the magnets have two different ends. They also recognize that when Elizabeth says there are "chemicals" inside the magnet it might be indicating that she knows there is something smaller inside the magnet.
TL L2 Video Clip 4: Class discusses Charlie's model
Students are having a whole class discussion about the children's drawings found at the end of Lesson 2. The first student who speaks describes the aspects of elementary school student Charlie's model that corresponds with the real world. She describes that magnets are attracted to some metals and that they push away from other metals (which is not correct but is what the child depicted in his drawing). She then describes the analogies. Charlie compared the magnet to a person who likes chocolate (the metals the magnet was attracted to) and didn't like bananas (the non-attractive metals).