I Can Use the Consider-ContributeConsult-Revise (CCCR) Strategy
H
ave you ever noticed that sometimes you have better ideas when you talk them over
with someone? You probably come up with good ideas often. Sometimes you might
talk about them with a friend, and your friend has some ideas to add. You might
realize that your friend’s ideas are good ones to add to your own ideas. This is the idea behind
the consider-contribute-consult-revise (CCCR) strategy. This strategy is a way to help you
make sense of what you are learning. It can help you improve your answers to questions or
the ideas that you are developing. It also gives both you and your partner a chance to get
feedback on your ideas. You then have a chance to revise your answer to make it as complete
and clear as you can. Your goal is to have the best answer you can, which includes all the
information you know about a question or topic.
There are specific steps for you and your partner to follow when you are using the CCCR
strategy. Use figure 1 to help you learn more about how to use the strategy.
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I Can Use the Consider-ContributeConsult-Revise (CCCR) Strategy
Step in the
strategy
What to do during the step
n
n
Consider
n
n
n
This is an individual step. Work quietly.
Consider, or think about, a question or problem.
Record your best ideas in your science notebook.
If you are using words to record your answer, write in complete sentences.
If you are using sketches or drawings to record your answer, make a clear sketch that includes labels.
Student A
This is a partner step.
n Contribute your ideas to a discussion with your
partner by doing the following:
• If you used words to record your ideas, read
the sentences aloud, word for word. Do not
add any additional explanation.
• If you used sketches to record your ideas,
explain the sketches carefully, including
the labels.
n Answer any questions your partner might have.
n Watch your partner for signs of confusion.
n Take turns so that each partner has an opportunity
to contribute.
n
This is a partner step.
Consult your partner to get feedback on
your answer.
Listen to the feedback from your partner.
Ask questions that would help you understand
your partner’s feedback.
Carefully consider the feedback that your
partner gives.
Take turns so that each partner has an opportunity
to receive feedback.
n
n
Contribute
n
n
n
Consult
n
n
n
n
n
Revise
Student B
n
n
n
This is a partner step.
n Listen quietly as your partner reads or explains
his or her work.
n Ask any questions that would help you understand
your partner’s work.
n Think about the feedback you could give your
partner. If you are having trouble thinking of
feedback, ask yourself the following questions:
• “Was everything correct?”
• “Was everything clear in
the answer?”
• “Would an example help?”
n
n
This is a partner step.
ffer advice to your partner to help improve his
O
or her work.
Answer any questions your partner might have.
This is an individual step. Work quietly.
Revise your work based on any problems you discovered on your own during the contribute and
consult steps.
Decide which advice is useful and would improve your answer. Include any ideas that your partner had
that you thought were good.
Use a different-colored pen or pencil for your revisions.
For any feedback that did not lead to a revision, describe why you chose not to make any changes.
Figure 1: The consider-contribute-consult-revise
(CCCR) strategy. Use these steps to complete the CCCR
strategy. This strategy will help you have a clearer and more
complete understanding of the concepts you learn about.
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I Can Use the Consider-ContributeConsult-Revise (CCCR) Strategy
It may be hard to understand how you are supposed to use the CCCR strategy from just
reading the steps. Read or role-play the Using CCCR scenario to help you understand how
two students used CCCR.
Scenario: Using CCCR
Ms. Garcia’s class has been studying animal behavior. Students in the class did investigations to
see what they could learn about fish behavior. They used guppies, which are a type of small fish,
in their investigations. Russell and Cora were partners for their work. They watched one fish that
was alone in an aquarium. After five minutes, they added two more fish to the tank. They saw
that all the fish began swimming together in the same direction. After five more minutes, the
students added a plant to one side of the tank. All three fish stayed near the plant until the end
of the investigation.
The class was asked to make a claim to answer the question, “Why do fish swim near each other
when there is more than one fish in a tank?” Students had to support their claims with evidence
and reasoning.
Consider Step
The class was completely quiet. Russell and Cora each spent four minutes writing down their
claims, evidence, and reasoning. They wrote their ideas in their science notebooks using complete
sentences. Russell also drew a picture showing the three fish swimming near the plant.
Contribute Step
Russell decided to share his answer first. He read, word for word, what he had written in his
science notebook.
Russell read, “I claim that the fish swim together because it helps them find food more easily. My
evidence for this is that when there is more than one fish, they all stay close to one another. They
change directions at the same time. Once they found the plant, they stayed near it so they could
eat.” Russell then picked up his science notebook and showed his sketch to Cora. He pointed to
the fish and said, “See, I drew all three fish here, next to the plant. I have labeled the fish and the
plant so you can tell what they are.”
Cora took a few seconds to think about what Russell said. She took some notes in her science
notebook about the feedback she would give him.
continued
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Then it was Cora’s turn to read her answer. She began, “I claim that fish swim together for
protection. My evidence is that all the fish stayed near each other and swam in different
directions.” Cora thought to herself, “I think I need to revise that sentence! It didn’t sound right
when I read it out loud.” She continued reading, “One time I put my face close to the tank and
the fish changed direction quickly. Also, once the plant was added, the fish stayed near it. It
probably gives them even more protection.”
Russell had written some notes while Cora was talking. He was ready to go to the consult step.
Consult Step
Russell started by saying, “I hadn’t even thought about protection, but I think you are right.
I am going to change that in my answer.”
Cora said, “I realized I need to make a revision, too. It wasn’t clear when I said that the fish
were swimming in different directions. I meant that they all stayed near each other and changed
direction at the same time.”
Russell then asked, “Do you have some other suggestions that would help improve my answer?”
Cora replied, “It wasn’t clear to me what you meant when you said that the fish stayed near the
plant to eat. Did you mean that they eat the plant?”
Russell answered, “Yes, that is what I meant.”
Cora then said, “I am not sure that fish eat the plants in their tanks. My fish at home eat those
fish flakes.”
“You know, I think that I need to revise a lot of my answer. I did not understand why the fish
were swimming together, but what you said makes a lot more sense. I am going to take out the
part about eating the plant,” Russell explained.
Cora then asked, “Do you have some suggestions on how I could improve my answer?”
Russell replied, “Well, while you were reading, I wrote down that I thought a picture of the fish
would be helpful. It would be an example of what you meant when you said that the fish were
swimming together. If someone had not seen the fish, I am not sure they would know that they
were all going in the same direction at the same time, like they were in a parade or something.”
“That is a good idea. You are right; someone might think that the fish were just hanging out,
facing in all directions.”
continued
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Russell added, “I also think it might help to explain a little more about the protection. Since these
fish are in a tank by themselves, what do they need protection from? Plus, I am not sure the fish
changed direction because your face was near the tank.”
“Thanks for your feedback, Russell. I think I am ready to revise my answer.”
Revise Step
The class was completely quiet again. Russell picked up a green pen. He started his revisions by
drawing a single line through, “it helps them find food more easily.” He continued using the green
pen to add in sentences and draw a line through information he wanted to change.
Cora also began revising her work. She added a picture to her work to show how the fish were
swimming together. She also added a sentence about protection. At the bottom of her work, she
added a note. This note read, “Russell gave me feedback that he was not sure the fish changed
direction because my face was near the tank. I still think that the fish did change direction
because they were swimming toward me until I leaned down. As soon as I leaned down, they
all started swimming the other way. I decided to not make any revisions that were based on
this feedback.”
n
Did you notice how using the CCCR strategy helped both Cora and Russell? Both of them
had revisions that they could make based on their feedback. Cora realized one revision she
should make while she was reading her answer. Then she and Russell both had helpful
feedback for each other. But it is important to realize that you do not have to take all of
the feedback your partner gives. Sometimes you may feel that your answer is better without
making a revision. In those cases, simply write a note that explains why you did not take
one or more pieces of advice.
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I Can Develop an Analogy Map
U
sing models and analogies is an important part of science. Models and analogies help
you understand science concepts that you might not be able to experience on your
own. Sometimes events that happen in science are too big or too small to be seen.
Sometimes they cannot be observed for other reasons. In these cases, it is important to use a
model. Analogy maps help you make sense of how the model relates to the concept you are
studying. An analogy is a comparison between two things, usually to help explain an idea. In
an analogy map, you describe (1) each part or feature of the model or the analogy and (2) the
part of the science concept that it represents. Then you describe how those two parts are
alike. This helps you more fully understand the model you are using.
The models you use in your analogy maps may not always be physical models that you can
touch and feel. They might be a model you think about. For example, you might use a running river to represent electric current. Even though you may not be touching the river, you
can compare your mental image of the river to an electric current.
An example can help you better understand how to develop an analogy map. Imagine that
you were studying forest fires. You have a model that looks like the picture in figure 1. Your
plan is to light a match on one side of the model and see if all the matches burn. In order to
understand more about forest fires, you would need to know what all the parts of this model
represent. An analogy map can help. A completed analogy map for this model is shown in
figure 2. Sometimes you will be given some of the information in the analogy map. Other
times you will have a blank one to complete on your own.
Figure 1: A model. Imagine that you
planned to use this model to see how
a forest fire might burn. What parts
of a real forest fire are represented by
the different parts of this model?
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Part of
the model
part of the
real world.
They are
alike because …
A block of wood
covered in clay
the ground in
the forest.
they both hold up the
trees and matches.
the trees in the forest.
they are standing up,
close to one another
at different heights.
lightning that could
start a forest fire.
they can both cause
a fire to start in a
small area.
Matches standing
up in the clay
A hand with a
lit match
… is/are like …
Figure 2: An analogy map
showing the relationship
between a model and a
forest fire. Notice how each
row shows a part of the model,
a part of the real world, and
how the two are alike.
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I Can Use the Identify and
2
Interpret (I ) Strategy
H
ave you ever looked at a graph or figure and felt overwhelmed by it? Often there is
a lot of information on graphs and in figures. The Identify and Interpret (I2) strategy
helps you make sense of graphs, figures, sketches, and other ways to represent data.
This strategy helps you break down the information into smaller parts. To do this, you first
identify what you see in the graph or figure. Then you interpret each of those observations
by deciding what they mean.
Once you have determined what the smaller parts of the graph or figure mean, you are ready
to put all the information together. To do this, you write a caption. You have probably seen
captions under figures in textbooks or magazines. Captions are a summary of the information
in the graph or figure. They are written in complete sentences. Captions help you show your
understanding of the material you are studying.
To help you understand how to use the I2 strategy, look at the following example. This
example will help you make sense of a graph. This graph shows the average monthly
temperatures in one US city.
I2 step
Example
Step 1: Identify
(“What I see” comments)
n Identify
any changes, trends,
or differences you see in the
graph or figure.
n D
raw
arrows and write
a “What I see” comment
for each arrow.
n B
e
concise in your
comments. These should
be just what you
can observe.
n D
o
not try to explain the
meaning at this point.
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For this example, there are arrows drawn that point to the two trends and the change.
Notice that the arrows point to the general upward and downward trends, not to each data
point. A “What I see” comment describes what each arrow points to on the graph.
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I2 step
Example
Step 2: Interpret
(“What it means”
comments)
n Interpret
the meaning of
each “What I see” comment
by writing a “What it
means” comment.
n D
o
not try to interpret the
whole graph or figure.
In this example, “What it means” comments were added to each “What I see” comment.
The “What it means” comments explain the changes, trends, and differences that were
identified in Step 1.
I2 step
Example
Step 3: Caption
n W
rite
a caption for the
graph or figure.
n S
tart
with a topic sentence
that describes what the
graph or figure shows.
n T
hen
join each “What I see”
comment with its “What it
means” comment to make
a sentence.
n B
uild
a coherent paragraph
out of your sentences.
In this example, the first sentence of the caption describes what the graph shows. Then each
“What I see” comment was combined with its “What it means” comment to form complete
sentences. Those sentences make up a paragraph that describes each part of the graph.
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I Can Set Up a Personal Glossary
A
s you learn science, you will undoubtedly encounter some new words. You learn new
words in every subject you take. It is easier to remember new words and what they
mean when you can make a personal connection. A personal glossary is one way
to help you do this. Unlike the glossaries at the end of textbooks, this list of words will be
in your science notebook. You will add to the list as you encounter unfamiliar words or
phrases. These are not just the bold words in the e-book but also any word or phrase that
you think is important to remember. You should include any word or phrase that is unfamiliar
to you. Figure 1 shows a template for you to use as you create your personal glossary.
Figure 1: Your personal glossary.
Enter any bold or unfamiliar words
in your personal glossary. Write a
definition, in your own words, and
some personal connection or way
to remember the term. You may
want to add a sketch to help you
remember the word and its meaning.
Most glossaries are at the end of a book. This poses the problem of knowing how many pages
to leave at the end of your science notebook for your personal glossary. Try this idea to set up
your personal glossary.
1.Flip your science notebook over so the back cover is on top and it opens on the right side
like a normal book. You science notebook will be upside down, and you will be working
from the back of your notebook. This way you will be starting from the back and not
have to decide how many pages to reserve for your glossary.
2. Put a title on the first page. This can be “personal glossary.”
3.Make sure that you include the chapter number for each set of entries. It might be helpful
to add the chapter title as well. You will not have entries for every activity.
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4.Anytime you come across a word or phrase that is unfamiliar to you, make an entry
in your personal glossary. Do not limit your entries to only the bold words or phrases.
Follow these guidelines as you make your glossary entries.
a. List the term or phrase that you want to understand in the first column. Add a
note about pronunciation if you need to.
b. Write your definition of the word or phrase in the second column of the table.
Do not simply copy what is in the e-book but instead put the definition in your
own words. Use the e-book you are reading, your experiences in the activities,
and other resources to define the word or phrase.
c. A
dd a personal connection or a way to remember the word or phrase in the
last column. This may be something to remind you of an activity you did when
you learned the term. Sometimes a sketch can be useful to add as a personal
connection. If you do include a sketch, also include a description to help explain
the connection.
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Reading: Scientific Models
It is likely that you have used models before beginning this chapter. Have you ever used or made a model of the solar system or a volcano? A scientific model is a representation of something you cannot easily observe directly. You created a model in the Engage activity—a drawing. When you drew and described what you thought was happening with the beakers of hot water and cold water, you were creating a model. Your drawing is considered a scientific model because you used it to describe something that you could not see. And you could collect evidence to support your model by conducting experiments. You used gravel and sand to model particles in matter. Then you used two other models in the Explore activity when you used a petri dish of BBs and a computer model to represent particles of matter. You have thought a lot about particles by using models such as sand, BBs, and even a computer simulation. How can understanding particles help you explain what happened in the beakers of hot and cold water? How can these particles help you understand if you cannot see them? This is one time that a model is useful. Was it helpful to think of the particles of water as tiny BBs? The comparison is not exact, but it helps us understand and explain what is going on at the particle scale. The idea that matter is made of tiny particles that are constantly moving is known as the particle model of matter. The particle model can help you understand a lot about matter and energy. The petri dish and BBs represent a particle model of matter. Just how these particles behave when energy is moving into and out of the system helps you understand how the energy is transferred. Scientists’ current explanation for what makes up every kind of material is based on this particle model. Perhaps you have heard some of the terms people use when talking about the particles. People use different names to describe different types of particles. These terms include “atoms,” “ions,” and “molecules.” You will study types of particles in the future. For now, just focus on the idea that materials are made up of particles and that these particles move. Can you use the particle model to explain what is going on in the investigation with food coloring? Think of the water and the food coloring as tiny particles of matter. The particles of hot water have more energy than the particles of cold water. This energy makes the particles move differently in hot water than in cold water. You will use this idea and the evidence you gathered by observing the food coloring to explain what you saw in the beakers. Using the particle model will help you explain something you cannot see. Reading: Heat with Matter
Look at figure 1.19. Can the person’s
finger remain at that distance on the
side of the flame without harm? The
person would feel some heat, but if
the finger were not too close, it would
not burn. What would happen if the
finger were the same distance above
the flame? Now that would hurt!
Figure 1.19:
Candle with a
finger.
Will the person’s
finger burn at
this distance and
position from the
flame? What if the
finger is placed
above the flame?
© Pawel Pachniewski |
What is the difference? It has to do
iStockphoto.com with the question you considered in
Step 1 and what you saw in Step 2. Energy from the flame is transferred to the surrounding air
particles. These particles move with greater energy and push on the surrounding particles. If the
surrounding particles can move, the original particles spread apart. Now the air near the flame is
less dense than the air farther from the flame. The less dense air rises because it is pushed
upward by the more dense air. This less dense air carries the thermal energy with it. This process
is called convection.
Can you explain why the tissue paper your teacher held above the hot plate rose upward? The
same process occurs in liquids. Gases, like air, and liquids can flow and are called fluids. Fluids
can transport heat by convection. This is the process that drives wind currents. Convection is also
part of the explanation for ocean currents. A common phrase is “heat rises.” Is it really the heat
that is rising or the matter? It is the matter that rises because of differences in density. And this
motion carries the energy with it. Thermal energy and heat are not substances—they are not
made of particles.
Importance Pyramid – A Literacy Strategy for Content‐Rich Reading An importance pyramid is an effective literacy strategy that you can teach your students to use that will help them make sense as they read science content passages. In this strategy the teacher chooses words from the passage that vary in range of importance. This list of words should include bold‐faced vocabulary words as well as other supporting words within the reading passage. Try to limit the number of words to 8‐12 words. Give this list of words to the students before they read the passage and ask them to arrange the words in an importance pyramid. This means that the students would put the most important words at the top of the pyramid and the least important or words that support the main ideas at the bottom of the pyramid. Then students should be prepared to share their pyrmid, justify how they arranged the words, and “tell the story” of the reading passage. This task is where students will make sense of the reading. They must summarize what they have read but they have help because of their importance pyramid. There is no single correct importance pyramids but there are incorrect ways to complete the pyramid and you should share these incorrect ways with your students. It would be incorrect to place all words on the same level. It would also be correct to have a list of words that are simply ranked. An acceptable pyramid is one that has fewer words on the top and more words on the bottom. The student must be able to discuss why this arrangement works for them and be able to use the pyramid to summarize what they have read. It is important to allow students to revise their pyramids once they have shared with the class or with a classmate. Encourage students to revise in a different color or clearly mark any new revised pyramid they may construct. I Can Develop a
Scientific Explanation
H
ave you ever had to explain something to your parents or a friend? How did you
convince them that they should accept your explanation? Maybe you were late
meeting a friend. You had to explain why you were late to your friend. To convince
your friend to accept your explanation, you must have had good reasons for being late.
Your argument must have made sense and been logical. The explanations you make every
day are similar to the explanations that scientists make.
Scientists work to explain the natural world. Their explanations begin with a question they
have or a problem they are trying to solve. Scientists collect and analyze data to see if the
data will help them answer the question or solve the problem. The data that help answer the
question and solve the problem become the evidence that they will use in their scientific
explanations. In their scientific explanations, they use evidence and reasoning about what
they are investigating in order to support their claims. Their claims are the answer to the
question they are investigating or the problem they are trying to solve. Your explanations in
science should include evidence, reasoning, and claims. As part of becoming proficient in
science, you will learn to support your claims with evidence. This evidence may be from data
that you have collected or that someone else has collected. You may also use evidence from
reports and summaries from scientists or even from other students. This evidence will provide
you with what you need to support your claims in science.
When you write a scientific explanation, you will use reasoning. Reasoning links your
evidence to your claim. This makes your explanation stronger and more convincing.
Your reasoning should be logical and explain why the data you are using are evidence
that supports your claim. As you learn more about a science concept, you will want to
use scientific principles in your reasoning. These scientific principles are the accepted
understandings in science that you will learn about in your science classes. When you use
scientific principles to support your explanation, you will add to the logical connections
you make. This creates a stronger scientific explanation.
The explanation template (figure 1) provides you with a way to organize the important parts
of a scientific explanation—your claim, evidence, and reasoning. This organization will help
other people make sense of your work. There are many ways to use this tool. Each situation
may call for a slightly different approach to using it. Do not think of this tool as a rigid
structure that must be followed precisely for every situation. Rather, think of it as a template
to help you organize your ideas.
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I Can Develop a Scientific Explanation
Figure 1: Explanation template.
This explanation template can help
you write a scientific explanation from
a claim, evidence, and reasoning.
Notice that the explanation template tool in figure 1 has five basic parts. Following is a
summary of the basic parts of the tool.
1.
The question that you are trying to answer or the problem you want to solve.
Doing science involves answering questions about the world around you. Testable
questions in science are those that you can answer by investigations. The questions
that you ask help you decide what data you will collect.
2.
The evidence that you gather. This part of the template includes the data you have
collected that will help you answer the question. You may collect a lot of data in an
investigation. But some of that data will not help you answer your question. Data
become evidence when they help answer your question. Do not list individual data
points but rather choose the data that will count as evidence. The data that count as
evidence will help you answer the question. Then write a summary of your evidence.
This evidence may come from a number of sources like your investigation,
observations you make, or investigations that others have done.
3.
Your reasoning. In this part, explain why each piece of evidence helps you answer
the question. Your reasoning is a justification that logically links the answer to your
question to the evidence. These statements show why the data count as evidence to
help you answer the question. When you can, base your reasoning on appropriate
scientific principles.
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4.
Your claim or claims. Your claim is an answer to the question you are trying to answer.
You will state your claim in one or two sentences. Your claim should make a statement
that answers the question or addresses the original problem. This may be in the form of
a statement of a trend, a behavior, or a generality that your evidence supports.
5.
Your scientific explanation. This is the most important work you will do—creating
your scientific explanation. As you get better at writing scientific explanations, you may
only complete this part of the template. The previous parts are to help you with this final
step. Your explanation will likely be a short paragraph. There are two goals to writing
a strong scientific explanation. The first goal is to write a logical explanation that
includes a claim that is supported with your evidence and reasoning. Connect each piece
of evidence and reasoning to your claim. The second goal is to use appropriate scientific
principles in your reasoning when you can. In using a scientific principle, you show how
the evidence supports your claim.
Study the example in figure 2 to develop your understanding of how to apply the explanation
template to a set of data. This data set shows the relationship between the mass and the
volume of three substances.
a
Figure 2: Sample explanation
template. (a) The graph is the data
used to create a scientific explanation
about the relationship between mass
and volume. (b) The explanation
template helps organize the question,
evidence, reasoning, and claim.
You should work to create complete
explanations that connect evidence
and reasoning to support your claim.
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b
Question to answer: What is the relationship between the mass and the volume of a substance?
Evidence
Reasoning
The data points for the mass and the volume of
a single substance make a straight line.
The relationship between mass and volume
does not change for a single substance.
The lines for each substance have a constant
positive slope.
A constant positive slope means the variables
plotted on each axis are directly proportional.
Each substance has a different slope.
The relationship between mass and volume is
unique for substances.
Your Claim: Mass and volume are directly proportional, and their relationship is unique for
different substances.
Write an explanation paragraph that includes your evidence and reasoning:
My data showed a constant positive slope for the mass and the volume measurements for three
substances. The data from each substance resulted in a straight line with a different slope. This
is evidence to support my claim that mass and volume are directly proportional and that each
substance is unique. This is because linear graphs represent variables that are directly proportional.
Pure substances have a mass and volume relationship that is unique, and this is a characteristic
property of each substance.
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