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TEACHER: Let’s take a look. What’s the question, Pedro, they’re gonna ask? Go ahead and read the question.

STUDENT: How much happiness do dogs feel under a variety of conditions?

TEACHER: All right. So they— they wanna know, how happy are dogs in a variety of conditions? Can somebody tell me what I mean by the word variety?

STUDENT: I know.

TEACHER: Let me try and get somebody else. Cecilia, when I use the word variety of conditions, what do I mean?

STUDENT: Different kinds?

TEACHER: All right, different kinds of conditions, all right? So it’s not the same. All right? So what’s their hypothesis, Burnsley?

STUDENT: Uh, strangers and, um, strange noises can cause dogs more stress and they will have high levels of cortisol.

TEACHER: Very good. So they’re gonna measure the cortisol in the dogs’ saliva. And when the dog is scared or stressed out, they expect those cortisol levels to be higher. Okay? All right. Uh, Melanie, can you read the materials that they’re gonna use?

STUDENT: Whistles, chew toys, owner, scientist, two Chihuahuas, two huskies.

TEACHER: All right. They’re gonna— those are the materials they’re gonna use. A whistle, chew toy, the owner, a scientist, um, the room that they’re gonna do the experiment, and the two Chihuahuas and two huskies. All right. Um, let me see. Joel, will you please read the procedures for me?

STUDENT: Uh, the dog’s owners will enter the control room with his or her dog. Professor Kahn will record the actual cort— cortisol level.

TEACHER: All right, let’s hold right there. So let’s just make sure we understand. The owner of the dog will walk into a room and the scientist will measure the cortisol levels in the saliva of the dog. Pedro, number two.

STUDENT: The owner and Professor…

TEACHER: Kahn.

STUDENT: Kahn will leave the room. After two minutes, Kahn will return and measure the dog’s cortisol level.

TEACHER: All right? So in that one, both the owner and professor Kahn leave the room. They wait two minutes, professor Kahn comes in by himself, measures the cortisol level. Treasure, can you read number three?

STUDENT: Kahn will then blow a whistle, wait two minutes, and record the cortisol.

TEACHER: All right? So they’re using the whistle to try and scare the dog. They wait two minutes and record the cortisol levels after that— that two minutes. All right, Shayla, number four.

STUDENT: Kahn will then provide the dog with its familiar chew toy, wait two minutes, and record the cortisol levels.

TEACHER: All right? So then the dog gets to chew on the its favorite toy, and after two minutes, Professor Kahn comes in and measures the cortisol levels again. And then finally, number five, Melanie.

STUDENT: Kahn will repeat the procedure with each dog.

TEACHER: All right? So he’s gonna do that with the two Chihuahuas and the two huskies, do the exact same thing. All right? Now, if you look down at the data down below, what you see is they have the four different dogs listed, husky one, husky two, Chihuahua one, Chihuahua two. All right? And here’s what I want you to do. Uh, under initial level, okay?, this is step number one. This is after step number one in the procedure. So above initial level, I want you to write number one. All right? So above the initial level, that’s what the dog walked into the room. All right? Without the owner. All right? Above that column, I want you to write number two because that is when they took the second measurement. All right? That is procedure two. After the whistle, that was after procedure number three. Okay? And then finally, after the chew toy, that was after procedure number four. Okay? Now, you can see what they did each time. They give you a percent. That is the percent of cortisol that was in the dog’s saliva. The higher the percent, the higher the cortisol level in the dog’s saliva. All right? Now, you have to answer two questions. The first question, was the hypothesis correct? All right? Treasure, can you go back and read for us the hypothesis, so we all know what the hypothesis was?

STUDENT: Strangers and unexpected noises will cause dogs more stress and they will have higher levels of cortisol.

TEACHER: All right. So the more stress dogs feel, the higher their cortisol levels will be. Okay. That was their hypothesis. You need to decide, yes or no, was that hypothesis correct? And then Pedro, what’s the second question you’re gonna answer?

STUDENT: What is the evidence that supports your conclusion?

TEACHER: All right, very good. I’m gonna give you about five minutes to answer those two questions. Remember that when we talk in science, use the data when you answer that second question. Use the data to prove your answer. Okay? Go.

 

- Students study the experiment in the Word Generation book. Students find and discuss the question, hypothesis, procedure, and materials.

- Teacher checks to see if the students understand the way the experiment design.

- Teacher asks students to read each step of the procedure. Teacher reiterates the procedures immediately following the student's reading.

- Teacher orients students to the display of data on the page and asks students to make notes to identify data sets.

- Class discusses the premise that higher cortisol levels mean greater stress.

- Student reads the hypothesis again.

- Teacher asks students to determine whether the hypothesis is correct while using the displayed data to support their thinking.

 

 

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