Exploring Energy Conversions and Claims

The video tutorial for fourth graders explores the cause of a blackout in Ergtown. It begins with an introduction to the lesson's objectives, focusing on understanding the electrical system and identifying the cause of the blackout. Students are guided to observe pictures and record evidence. The concept of claims is introduced, emphasizing their role in scientific inquiry. The tutorial explains how to support claims with evidence to form arguments, using examples. The session concludes with a summary of tasks and preparation for the next class.

What is the main question the students are trying to answer in this lesson?

• How does the electrical system work?

• Why do blackouts happen in general?

• How can we prevent future blackouts?

• What happened to the electrical system the night of the Erickson blackout?

What are students asked to do with the pictures provided in the lesson?

• Ignore the pictures and focus on the text

• Write down observations and evidence from the pictures

• Draw their own versions of the pictures

• Compare the pictures with other unrelated images

Tags

CCSS.RI.2.1

CCSS.RI.3.1

CCSS.RL.1.1

CCSS.RL.2.1

CCSS.RL.3.1

What should students do after observing each picture?

• Move on to the next picture without writing anything

• Ask the teacher for the correct answer

• Write down their observations and evidence

• Draw a conclusion immediately

Tags

CCSS.RI.6.1

CCSS.RI.7.1

CCSS.RI.8.1

CCSS.RL.7.1

CCSS.RL.8.1

What is the purpose of the lesson's activity involving pictures?

• To practice drawing skills

• To gather evidence about the blackout

• To learn about different types of pictures

• To compare different blackouts

Tags

CCSS.RI.1.4

CCSS.RI.2.1

CCSS.RI.3.1

CCSS.RL.2.1

CCSS.RL.3.1

What is a 'claim' according to the lesson?

• A statement that needs no evidence

• An observation without any basis

• A proposed answer to a question

• A random guess

Why is it important to support a claim with evidence?

• To make the claim sound more interesting

• To make the claim longer

• To ensure the claim is based on facts

• To confuse others

Tags

CCSS.RI.6.8

CCSS.RL.6.1

CCSS.RL.7.1

CCSS.RL.8.1

CCSS.RL.9-10.1

Which of the following is NOT one of the possible claims discussed in the lesson?

• The electrical system was tampered with

• The blackout was caused by a natural disaster

• All the lights in the electrical system are broken

• Something went wrong with the electrical system

What is an 'argument' as defined in the lesson?

• An unsupported opinion

• A claim supported by evidence

• A heated discussion

• A random statement

What example does the teacher use to explain an argument?

• A historical event

• A math problem

• A science experiment

• Whether it rained last night

What are students expected to do with the vocabulary words 'claim' and 'argument'?

• Add them to their investigation notebook

• Ask their parents about them

• Ignore them

• Use them in a sentence

Tags

CCSS.RI.1.1

CCSS.RI.2.1

CCSS.RI.3.1

CCSS.RL.2.1

CCSS.RL.3.1