Artifact 1: Explanation 1 is incorrect.

The gas does not only come from the liver, because when
the students placed it in water, no bubbles were formed.(Correct)

Artifact 2: Explanation 2 is incorrect. Students provide evidence that gas does not only come
from the hydrogen peroxide, but that it is from both the hydrogen peroxide and the liver. They do
this by placing bread in the hydrogen peroxide and no bubbles formed. (Correct)

Artifact 3: Explanation 2 is correct. When students placed an apple slice and potato slice into
the hydrogen peroxide, it bubbled. It seems the hydrogen peroxide bubbles with everything.
(Incorrect)

Whole class discussion plan:

a.
i.
ii.
iii.
iv.

Decide which student approaches will be shared in which order

Artifact 1
Artifact 3
Artifact 2
Explanation 3 (no artifact provided)
I chose this order because Artifact 1 provides evidence that is clearcut and easy for all the
students to understand. This acts as a primer, allowing all students to engage in our discussion.
Artifact 3 provides interesting points while also providing a common misconception. Artifact 2
provides evidence against the misconception, which students must confront and make sense of.
These 3 artifacts combine to provide evidence towards explanation 3, which will then be
discussed following these 3. This allows students to make a step-by-step approach to agree that
the reaction they all witnessed is a chemical reaction.

b. structure opportunities for students to share their approaches in ways that hold students
accountable for listening to their classmates ideas during the whole class discussion
After Artifact 3 group explains their approach and reasoning, artifact 2s group has a chance to
explain how what they did differed from what Artifact 3s group did. Students that are not a part
of these groups will listen to the evidence provided. I will then call upon them to see how they
think the evidence supports or does not support their given explanation.

c. set of 2-3 follow-up questions to be asked to help students explain their thinking, making
connections, and build toward key ideas
i. Lets focus back on Artifact 2s results. Did all of the foods create the exact same effect? Did the
hydrogen peroxide bubble at the same rate for all 3?
ii. Why did it bubble at different rates?
iii. If all have the same enzyme that causes the bubbling, what can we say about the amount of
enzyme in each food?
d. diagram showing how to organize board space to help organize representations of student
thinking and build toward key ideas
There is no board space in Mrs. Hosfords classroom so we will have to
use the Promethean board to show student ideas. We might also have a diagram
on large sticky paper recording ideas students may have during the launch and
how that knowledge changed throughout the lesson. It would also be beneficial to
come up with a class definition of enzyme properties and a given definition of
what an enzyme is During the discussion.