Read and Discuss Investigation 4 part 2 Day 19 Read and Discuss Investigation 4 part 2

Visualization Exercise 4.1 Cut-Away and Arrows >>>next slide<<< Visualization Exercise 4.1

Resources, P. 22 Exercise 4.1 Image comprehension focus: Cut-away and Arrows Rationale: It is important for students to understand cut-aways in order to utilize images that present information in this manner. This skill is also important in preventing the development of misconceptions about real world objects. Secondly, arrows play many roles within diagrams. It is important for the student to be able to recognize what function the arrows serve in a given diagram to fully understand what is being communicated by the diagram. Type of Activity: Teacher Comment Objective: To understand the idea of cut-away and that arrows can play different roles depending on the information being conveyed in the diagram. Module Images: Resources, P. 22 Procedure: Explain: “This image shows cold milk being poured into a cup of hot chocolate. The artist has chosen to remove the side of the cup so that we might see what is going on in the hot liquid. With the side removed, we are able to see the cold milk entering the hot coffee and swirling around. “Obviously, we are not supposed to think that there is literally a hole in the side of the cup, because we know that liquid would simply spill out of such a cup. In this case, cups and their contents are familiar objects, so we can easily understand that the author is playing ‘what if’ – that is, ‘what if we could see through the side of the cup?” “Sometimes, however, artists will use this tool when they are drawing an object that is not familiar. In those cases, it is easy to forget that we are not looking at a realistic picture – so always pay attention to the changes that authors make, and think about what they mean.” “We also notice that there are five arrows pointing toward the center of the swirling milk. When we see arrows in a diagram, it is our job to figure out why they are there. If it is not immediately obvious, then do not simply give up. Instead, always trust the author. When part of a diagram is confusing, look for clues nearby. Sometimes they will be in some other part of the diagram, and sometimes they will be in the text.” Ask: “What do you think the arrows mean?” [In this case, the arrows indicate heat is leaving the hot chocolate and entering the cold milk. From this we can know that the hot chocolate is becoming cooler and the milk is becoming warmer. In this case, the artist has chosen to use blue arrows, which may be confusing if the students associate “blue,” with “cold” – they may think the arrows show coldness flowing from the chocolate to the milk.] Ask: “Where did you find the information you needed in order to figure this out?” [In this case, the picture is explained in the surrounding text.] >>>end of exercise<<<

Visualization Exercise 4.2 Arrows and Labels >>>next slide<<< Visualization Exercise 4.2

Resources, P. 24 Exercise 4.2 Image comprehension focus: Arrows and Labels Rationale: Arrows within diagrams may serve several different purposes: it is important for students to be able to recognize which of the possible functions the arrows serve in a given diagram to fully understand what is being communicated by the diagram. Secondly, labels are often used to explain and/or clarify information shown in diagrams. Type of Activity: Teacher Comment Objective: To reinforce student understanding of arrow and label use within diagrams. Module Images: Resources, P. 24 Procedure: Explain: “Remember from the last exercise, when we see arrows in a diagram, it is our job to figure out why they are there. In this case, the arrows indicate the movement of water molecules into the atmosphere as they are warmed by the sun. We are told this directly by the labels in the diagram.” Explain: “Labels are short pieces of text or writing that occur inside a diagram; they are very important to understanding the diagram. In addition, there are different types of labels, naming labels and explanatory labels. Naming labels identify or “name” parts of a diagram and explanatory labels provide more information about a particular part of a diagram.” Ask: “Does this diagram have naming labels or explanatory labels?” [explanatory; they explain particular parts of the diagram.] Ask: “Where does the energy to heat the Earth come from?” [the sun] Ask: “If we didn’t already know this, how has this diagram explained it to us?” [the labels say so] Ask: “There are two batches of little red dots in the diagram – what do they stand for and how do we know this?” [Some represent “air molecules,” some represent water molecules. Again, the labels directly state this.] Explain: “There is another tricky detail of the process of evaporation that this diagram illustrates, though you might not immediately know it’s being illustrated.” Ask: “Is there anything notable about the arrows that are used to describe the direction the water molecules take as they pass into the atmosphere?” [the lines are not straight, but squiggly] Ask: “Why do you think they are squiggly? What could that tell us about the path the water molecules take as they evaporate?” [it is not a straight path] Ask: “Do you think this diagram could have shown this idea in another way? [this is intended to instigate conversation. The next slide contains one possible solution to this question.] >>>next slide<<<

Resources, P. 24 Exercise 4.2 (continued) Procedure: Explain: “Notice in this version of the diagram that we’ve made it even more obvious that the water molecules don’t necessarily go straight up as they dissipate into the atmosphere, but can go in pretty much any direction: out, around and up. The important fact to take from this discussion is that though diagrams often show water molecules going ‘up’ into the air, it would be more appropriate to say that they ‘dissipate’ into the air.” Ask: “Do you think the label that reads ‘water molecules warmed by radiation coming up from Earth is entirely accurate? What could it say instead?” [not accurate, could say ‘water molecules warmed by radiation dissipating into the atmosphere’ or something to that effect without using the word ‘up’ at all.] >>>end of exercise<<<

Reading Read “Heating the Atmosphere” starting on page 22. With a partner answer the “Think Questions” on page 26.