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TEACHER: All right. So when we talk about whereas, we— we can use it kinda like but. So they’re talking about how the dogs felt when they’re happy, but this is how they look when they’re scared. So it’s another— kind of a fancy word for the word but. So let— let’s go ahead. Um, we were in the middle— Yes, just wait. We’ll get it later, all right? So, um, we were at the point in the paragraph where it said where his dogs— were his dogs more compatible. Tearson, can you pick up from there?

STUDENT: Were— were his dogs more compatible with, um, ongoing city noises, or were— or were they more used to it. Was Professor Kahn’s dogs stressed or just not sure how to get around all the people? They designed an experiment to find out. As scientists, they know that animals release a natural chemical, cortisol, into their saliva when they feel stressed. Lower corti— cortisol levels, therefore, mean happier dogs.

TEACHER: All right. So what was the last key vocabulary word they used there? Uh, Joel.

STUDENT: Compatible.

TEACHER: Compatible. So why don’t we go ahead and circle compatible in that sentence?

STUDENT: They used ...and they used the other one.

TEACHER: All right, which one did they use, Tearson?

STUDENT: Ongoing.

TEACHER: Ongoing? All right. So— We can circle ongoing. All right? So in that sentence, it says, “Were his dogs more compatible with the ongoing city noises, or were they more used to it?” So what do we mean when we say compatible? Wha— in that sentence, how are they using that word compatible? Shana, what do you think?

STUDENT: Um, that they, like, go together, like—

TEACHER: Oh, all right. They kinda go together. All right? They fit together. So when we say the dog was more compatible with the ongoing city noises, that means he’s kinda used to ’em. They don’t bother him. They fit together. When they say ongoing city noises, Tearson, you pointed out they used one’a those key vocabulary words. What do you think they mean by the word ongoing?

STUDENT: Um, like, uh, with uh…

TEACHER: Very good. Go back and use your— your cover. When we say ongoing, what do we kinda mean?

STUDENT: Noises that go over and over.

TEACHER: Okay. That happen over and over again. Pedro, I saw you had your hand up. What’d you think?

STUDENT: Um, like, continuing without interruption.

TEACHER: Continuing without interruption. All right? They don’t stop. All right? So they’re constant noises that don’t stop. All right? All right, so we’ve got the situation here, these two professors, they notice two of their dog— they’ve got these two dogs. Ya got some dogs that appear very happy. Lot’s a stre— lots’a noise, things don’t bother them. But then they got other dogs that seem very scared, very stressed out by all this noise and a lotta stuff. And they propose that there’s a chemical that the dogs have in their saliva, all right?, that if the dog’s really stressed, this chemical cortisol is very high. But if the dog’s very happy, very relaxed, the cortisol is very low. So they’re designing a new exper—

 

- Student continues reading the passage about the dogs' behaviors and the description of an experiment.

- Students identify "compatible" and "ongoing" as target words and circle them.

- Students determine definitions from the usage in the passage. One student refers back to the word chart from a previous class.

 

 

Science Lesson (from Teacher Edition)

Sign posted outside classroom

 

Students Pages 26 & 27 from Word Generation (Year 3):

Without Student Responses With Student Responses

Other students' data charts and conclusions: Student 1 Student 2 Student 3 Student 4 Student 5 Student 6 Student 7