Things are getting pretty exciting for Curiosity Cat and Data Dog!  Are your students on the edge of their seats?  Well many of these tips get them up out of their seats and moving!  

​Kindergarten: Focus on short vowels!

• Find those sounds!  Challenge students to find all of the sound effects.  If they are able, have them copy each sound effect onto a separate card.  If fine motor skills or time dictate, you can write each one as students identify them.  Use this set of flash cards to practice reading the words in isolation.  Is it harder or easier than reading the words in the comic?  Reflect on why.
• Sound Author!  One panel does not have ANY sound effects.  (Don't get fooled, another panel has a very tiny nom, nom hiding!)  Challenge students to invent and phonetically spell their own sound effects for this panel.  Then share those sound effects with us!
• Vowel Sort:  Use the cards you created to do a sound sort.  Go through the cards with small groups of students and challenge them to sort the sound effects into two piles.  One pile is for words with short vowel sounds, the other is for everything else!  You could also ask them to find just the short /u/ or short/a/ words and sort that way.  Have fun!

​​If you want to expose students to specific Next Generation Science Standards (NGSS) Disciplinary Core Ideas (DCIs), pick and choose areas of greatest student need and frame classroom conversations accordingly.  Click on any of the colored NGSS codes below to go to the NGSS website for a deeper look at each standard.  This week's lessons can help you address the following topics. ​

Day 9: Build a Better Hide  This lesson is another big K-2 engineering challenge!  If you need to investigate how animals adapt their environments or the effects of shade with your kindergarten students, this lesson will help.  As with most engineering challenges, this is also a great opportunities to investigate properties of matter with second grade scientists.

• K-ESS2-2. Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs. Examples of plants and animals changing their environment could include a squirrel digs in the ground to hide its food and tree roots can break concrete.
• K-PS3-1. Make observations to determine the effect of sunlight on Earth’s surface. Examples of Earth’s surface could include sand, soil, rocks, and water.
• K-PS3-2. Use tools and materials to design and build a structure that will reduce the warming effect of sunlight on an area. Examples of structures could include umbrellas, canopies, and tents that minimize the warming effect of the sun.
• 2-PS1-1. Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties. Observations could include color, texture, hardness, and flexibility. Patterns could include the similar properties that different materials share.
• 2-PS1-2. Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose. Examples of properties could include, strength, flexibility, hardness, texture, and absorbency.
• 2-PS1-3. Make observations to construct an evidence-based account of how an object made of a small set of pieces can be disassembled and made into a new object. Examples of pieces could include blocks, building bricks, or other assorted small objects.
• K-2-ETS1-1. Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.
• K-2-ETS1-2. Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.
• K-2-ETS1-3. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs.

Day 10: Seed Dispersal  This game based lesson is a great way to explore connections in ecosystems and set the stage for some deeper work in these areas in upcoming missions.  It can also help you explore the following life science topics with your second graders!  In order to really get at 2-LS2-1, however, you'll need to work with the service learning part of the lesson.  Why not join in the #PlantED global project and grow a tree?

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• 2-LS2-1. Plan and conduct an investigation to determine if plants need sunlight and water to grow.
• 2-LS2-2. Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants.

Do you think the tigers we've seen are all different tigers or are some of them the same tigers and we are seeing them again?  Here are some pictures of those tigers so that you can compare the stripe patterns and tell us what you think!

Our mission to Thailand is incredible adventure made even better because our friends Jan, Tu, and Laimek could join us.  Not only can they act as translators and guides but the are ALSO super generous and are sharing all of their photos and videos with us!

This presents a new problem...what do we leave behind?  We work hard to ensure that our field mission videos are developmentally appropriate, tell an interesting and cohesive story, and present evidence students need to evaluate the hypothesis.  That means not every amazing moment makes it into the videos.  We're sharing some of those photos and videos on our social media feeds so be sure to follow us on Facebook, Instagram, and Twitter! 

​We are also posting some here.  We had some of our Super Teachers ask for bonus photos to use to for practicing  "productive talk" with their students!  

​Take a look at one of the photos with your students then try one or more of the productive talk moves as your students describe or explain what they see.  I love this list:

1. ​Revoicing- Revoicing is when the teachers repeats what the student says.  This is used when what the student said was unclear.  The teacher will always ask the student if what they repeated what correct.  ("So you're saying...")
2. Repeating- Repeating is simply asking the student to repeat what another student said. (​"Can you repeat what he or she just said in your own words?") 
3. Reasoning- Reasoning is asking the student to use their own reasoning to another students response.  It is important that no opinions be involved by the teachers, and that the teacher follows up with asking "Why?"  This develops the students thinking as to why they agree or disagree. ("Do you agree or disagree? Why?")
4. Adding on- Adding on is a way to get the students to participate further in the discussions.  This is a great move to get the students engaged by asking for additional input.  ("Would someone like to add something more to this?")
5. ​Waiting- Waiting is also called wait time.  Wait time is used to ensure that students have time to think about their response and gather their thoughts before sharing with the class.  ("Take your time... we'll wait...")

We don't just mean that your tables will get wet and your students will be dirty.  Sometimes the messy is mental! 

​For some missions, the evidence we collect and analyze produces a clear cut  answer to the hypothesis.    Other times, and more often than not, the answers are not so simple.  I'm excited that Mission: Tigers! is one of those times.  We thought about waiting until later in the school year for this mission as it requires grappling with the gray areas which demands some high level thinking.  Then again, what better time to learn to have deep and meaningful discussions than NOW?  Meaty conversations can help build a positive classroom culture as students become skilled at productive talk strategies.  Learning to have quality conversations now will improve the learning environment of classrooms all year long! ​

The evidence we collect are clues to what is actually happening in HKK regarding our hypothesis.  While we may think the evidence supports the hypothesis, we can not say definitively that it is true no matter how much evidence we find during our study.  It may seem counterintuitive but that notion that one study cannot render something true is a very important aspect of science. 

An Emergent Truth
Science is the most powerful process we have for finding what is true.  The scientific method or process is the "nuts and bolts" of science but there is another level that we don't really address with your students that is incredibly important.  It is the process of reaching what is known as an emergent truth.   The emergent truth cannot be reached through one or even a few studies.  To reach an emergent truth, the hypothesis must be tested many times by many different scientists that all reach the same conclusion.  What we do with each mission is basically the equivalent of conducting a single study to test a hypothesis.   But as in all of science, a single study is just that, a single study and not definitive proof of what is true.  No matter how convincing the study's finding may be, until it is replicated by other scientists, it is merely a suggestion of what may or may not be true.   So, scientists conduct studies about a natural phenomenon, present their findings (data or evidence) and conclusions (analysis) to the scientific community and the general public.  There is debate about the merits and shortcomings of each study, even more studies are conducted until, eventually, we see  certain results over and over again.  These reoccurring results become the emergent truth.  

Help build that truth!
For our students, we are focused on the "nuts and bolts" part of the process of science.  As we get to the end of our study, they must decide what the evidence we've collected means for our hypothesis.  There will be a lot of room for discussion and voicing their doubts about what the evidence means is a vital part  of the process!  Is there another possible interpretation of the evidence?  Could the tiger tracks be from a tiger passing through HKK just as easily as it could be from one living there?  Which one seems more likely?  Once your class discusses the evidence and reaches its conclusion, just like with real studies, they need to publish it so it can become a part of the larger process of reaching an emergent truth.

​​If you want to expose students to specific Next Generation Science Standards (NGSS) Disciplinary Core Ideas (DCIs), pick and choose areas of greatest student need and frame classroom conversations accordingly.  Click on any of the colored NGSS codes below to go to the NGSS website for a deeper look at each standard.  This week's lessons can help you address the following topics. ​

Day 7: Build a Better Bath   This STEM challenge is super flexible, allowing you to dig as deep as you'd like into the testing and redesign cycle and time and interests permit!

• K-LS1-1. Use observations to describe patterns of what plants and animals (including humans) need to survive.  Examples of patterns could include that animals need to take in food but plants do not; the different kinds of food needed by different types of animals; the requirement of plants to have light; and, that all living things need water.
• 1-LS1-1. Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs.  Examples of human problems that can be solved by mimicking plant or animal solutions could include designing clothing or equipment to protect bicyclists by mimicking turtle shells, acorn shells, and animal scales; stabilizing structures by mimicking animal tails and roots on plants; keeping out intruders by mimicking thorns on branches and animal quills; and, detecting intruders by mimicking eyes and ears.
• 2-PS1-2. Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose. Examples of properties could include, strength, flexibility, hardness, texture, and absorbency.
• 2-PS1-3. Make observations to construct an evidence-based account of how an object made of a small set of pieces can be disassembled and made into a new object. Examples of pieces could include blocks, building bricks, or other assorted small objects.
• K-2-ETS1-1. Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.
• K-2-ETS1-2. Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.
• K-2-ETS1-3. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs.

We're sharing a couple of fascinating files this week.  I think both would make ideal mystery prints!  What's a mystery print?  Only one of the simplest ways ever to use 3D printing as a hook for engagement and high level thinking and conversation!  Simply start a file printing.  (You may need to cover the screen on your printer if you have clever readers.)  Throughout the day check on the progress and have students predict what you are printing and defend their ideas with evidence!  I'm not sure they'll get either of these figured out, but it VERY likely that you'll have some great conversations!

We are thrilled that some classes have started sharing some of their experiences this mission on the Publish It! page.  Publishing is the engine that moves science forward.  When a scientist's work is published it is subject to peer-review and validation.  Knowledge can not move forward in a vacuum!  While our publications may not push the boundaries of scientific discoveries, they do help us all learn more!

We respond to every post you share on our Publish It! page.  We also send a certificate to your class to commemorate their first, fifth, tenth, and each tenth post thereafter.  It is a small gesture, but we hope it helps underscore the importance of this part of the process!  Increasingly, classrooms are commenting on one anther's work.  This is a great opportunity to teach digital citizenship and model polite and supportive discourse online.

Things get rather topsy turvy for Curiosity Cat and Data Dog this week!  Do your students have a favorite panel this week?  I certainly do!  In fact,  my favorite illustration for the whole adventure is in this week's edition!  Leave us a comment with your favorite!  My favorite is below!

Pre K: Focus on language of instruction!

• Show me where!  Use the comic for a language of instruction game.  If possible, project the nine panel version of the comic on a white board, then split the class into teams.  Each team is assigned a different color marker.  Each person on the team will get a turn to use the marker.  Ask the first team "Show me where Data Dog is upside down" and circle it.  The person with the team's marker circles the place his or her team decides illustrates that language of instruction.  If the other teams agree, game play continues.  If they disagree, they state why and try their hand at finding what you described.  Describe scenes one by one for teams.  Here are a few ideas to get you started.  Show me where...
  • a reptile is next to the submarine
  • a starfish is in front of a rock
  • Curiosity Cat is on top of a hill
  • a fish is behind Curiosity Cat and Data Dog  
  • a tree is behind a hill

Kindergarten: Focus on sound substitutions.

• Sound Swap!  Learning to manipulate and substitute sounds is a critical phonological awareness skill, and it can be a lot of fun to practice.  Focus on initial sound substitutions first.  Ask your students to say "lub."  Then ask them to say it again but instead of /l/ say /b/.  They'll turn "lub" into "bub"  Start with "lub" again (so they don't get mixed up by the matching beginning and end sounds of "bub!") and try these beginning sounds /k/ /d/ /h/ /m/ and /t/.  If that's easy have them try blends!  Try starting with /scr/ /gl/ or /b/.  If THAT is easy try substituting final sounds to turn "zoop" into "zoom!"