- Bell work with whiteboards: teacher should use the initial bell work lists as a diagnostic tool to identify students who are lacking any necessary prior knowledge and may need to be specifically grouped to promote peer tutoring and cooperatively learning during the activity.
Probing questions to be asked during bell work: Is that material considered matter? (Yes, it has mass and volume) How do you know if that material is a solid, liquid, or gas? (Past experience, past teachers, how closely bonded particles appear) What clues led you to believe that material is a solid, liquid, or gas? (hardness, size, shape, viscosity, density, toughness, container, transparency/opaqueness).
- Post bell work discussion: teacher can observe post bell work discussion and drawings while students share among themselves.
Probing questions to be asked during post bell work discussion: How does the macro-structure of a solid, liquid, or gas look? (dense, heavy, light, tightly/loosely packed, regular/irregular, normal/oblong, patterned/random) What would the micro or molecular structure look like? (Closely/loosely packed particles connected by chemical bonds)
- Structure planning: teacher can ask probing questions during the planning of the explore phase to ensure students are basing their decisions on scientific evidence not aesthetics.
Probing questions to be asked during structure planning: How could you design a solid structure? (Dense, closely packed, regularly arranged, regular, patterned, normal, hard, short bonds) What limitations to your solid model are there? (amount of material, type of material, design parameters such as time) What are some examples of real world buildings that are considered solid? (pyramid, sky scraper, school building) What makes a real world building solid? (large, hard, strong foundation, sturdy)
- Argument building: teacher can ask probing questions to ensure student is forming an argument based in evidence
Probing questions to be asked during argument building: How did your model resemble a solid? (closely packed, dense, heavy, large foundation) Did your model accurately reflect your design? (No, limited by materials, time or design was ideal and materials/conditions were not) How could you improve your model design if you did this again? (make a stronger foundation, place particles closer together, reinforce bonds)
- Post activity clicker quiz: short five question clicker quiz to ensure students have grasped major concepts during lesson before forming argument.