[clip length—4:10]

TEACHER: Well, just use that right now. Then we’ll— after this, I’ll let you go get it, okay?

Then here, the scientist comes in without the owner. Do you think the dog’s more stressed or less stressed?

STUDENT: More.

TEACHER: So we could call this a high stress test. Right? Because he doesn’t have his owner; it’s only the strange scientist. Then after— this is when they— after the whistle. So do you think the dog is stressed out or not, after the whistle?

STUDENT: She was.

TEACHER: All right. So the dog would probably be— So again, this is a high stress. Right? And then they’re chewing on their favorite chew toy. All right? You think they’re relaxed or happy— or stressed?

STUDENT: Maybe relaxed.

TEACHER: They’re probably relaxed. So this would be a low stress. Right? So now what you wanna use— If the— what their hypothesis was, was that if they’re more stressed, they will have higher cortisol levels. So what you wanna do is, since we’ve figured out, all right?, this is probably when they were not too stressed out, this is when they’re more stressed out, more stressed out, not. Look at the percentage of the cortisol and see if they have higher cortisol levels when they’re stressed out, okay? And if they do, their hypothesis is correct.

Nice

[whispering] You’re combining number one and number two together, okay? Provide enough evidence to support the answer, so you’re actually answering two which is fine.

I’m gonna give us about another two minute extension ’cause there’re some people who are just right in the middle of writing their evidence.

 

- Students work individually on questions.

- Teacher strolls around the room and assists.

 

 

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