LGD Video Transcript

0:00 | Okay, so what I want you guys to do now, after watching the video. I want you to turn and I want
you to talk to your new partners and I want you to discuss really quickly, after watching the video, do you
think that a saltwater fish could be put into freshwater? And could it survive? What would happen if I
put a saltwater fish into freshwater. So go ahead and turn and talk to your partners if you have no
partner sitting next to you then, with the people behind you, turn around and talk as a group of 3.

0:31- 1:13 | Students talking to each other.

1:14 | Okay, what do you guys think is going to happen if I put a saltwater fish into freshwater.

1:20 | ‘They would survive because if you remove low amounts of salt they would change
according to the amount, and when the salt is completely removed it would still be alive.’

1:37 | Okay, so you think that… (it’s an overtime change). Okay, so you think that overtime it would
gradually adapt to the freshwater. Okay.

1:45 | ‘I feel like fish couldn’t survive. Mainly because I think it’s a change that would take
billions of years cause it takes a while to change.’

2:01 | Okay so change like that might take to long so it would die (yeah). Okay.

2:06 | ‘I say that it wouldn’t survive because its such a drastic change in salt levels that it
would…….’

2:22 | It would like shock its system. Okay.

2:25 | ‘…there bodies can’t use the freshwater, because their bodies aren’t made to use the
freshwater.’

2:31 | Okay so, it wouldn’t be able to use the freshwater. Okay let me ask you another question. What is
the difference between freshwater and saltwater.

2:39 | ‘content of salt.’

2:40 | content of salt. Does freshwater have salt?

2:43 | ‘very small amount’

2:45 | Okay, some but maybe in a smaller amount. So that change, why would that change in salt
content, why does that affect them? So we said that they wouldn’t be able to adapt to it but why can’t
they adapt to it. What is it about salt?

3:05 | ‘…(student response)’

3:13 | It might take a reaction to use the water, okay. Alright these were some good starting ideas. I love
it. So what we are going to do now is we are going to talk about our scenario that we are going to be
exploring throughout the unit. Okay, so we are going to talk about the scenario we are going to explore
throughout the unit. We are going to be looking at what happens to a shipwrecked sailor.
3:36 | Okay, we are going to be talking about what happens to a shipwrecked sailor. So your scenario,
that you are going to investigate for the unit is. A shipwrecked sailor is stranded on a small deserted
island. Okay, there is no freshwater on this island and our sailor knows that she could last without for
about up to a month okay and if she didn’t have water to drink she would be dead in about a week. So,
in an effort to postpone the inevitable she drinks the saltwater however she dies within two days. Why is
it that our shipwrecked sailor dies in two days when she would have had a week to survive had she not
drunk any water? I want you to turn and talk to your partners for a second about what you think.

4:29 | Students talking to each other.

5:01 | Alright, what are some of the initial ideas that you guys have.

5:10 | ‘um, because our bodies are not used to that much salt and …’

5:20 | Okay, it’s a drastic change in salt content.

5:21 | ‘dehydration’

5:24 | Okay, so you think they just become really dehydrated

5:27 | ‘yeah, … dehydrating because even though your drinking water the salt is dehydrating you
more ….’

5:35 | Let me ask you guys a question, why does salt dehydrate you?

5:39 | ‘because it removes the water,’ ‘it soaks up the water,’ ‘it like, um….’

6:04 | Okay, so it is doing something to remove water. Right.

6:09 | ‘I think it has macromolecule absorption, …’

6:16 | okay, so it could remove the water or it could absorb the water right. So we are looking at what it
could do? What do you guys think. How could it remove the water? How would it go about doing
that?...Okay, that’s fine, that’s what we are going to be investigating right there, is what exactly is salt
doing with the water so that’s fine. That’s a good place.

6:44 | So what I want you guys to do. I want you to get out your iPads, I want you to go into you unit 3
folder and I want you to open up the shipwrecked sailor initial models document. Okay, go ahead and
open-up the shipwrecked sailor initial models document.

7:09 | What I’m gonna do. I’m gonna give you probably 8 minutes, I’m gonna give you about 8 minutes
to do an individual model. So what you are going to do is you are going to spend 8 minutes and I want
you to think about the scenario that we just talked about and I want you to draw out what you think is
happening, what you think is happening in the body of the shipwrecked sailor. Okay, if you would like
there is the handmade thinking document in the resources folder, that has ideas of different ways you
could represent information. If you would like some inspiration on how to draw, or what to draw, or how
you want to represent this. Otherwise you have 8 minutes to individually work on your model.
 -After making individual/group models we worked on a class model-

8:22 | Okay, what’s the first thing you guys think we need….(student responses)… A human body with a
kidney, does everyone agree? Okay, who wants to draw a human body with a kidney (two kidney’s), two
kidneys. (students discussing who should draw)

9:05 | Alright, apart from, nope he gets to draw it, he’s drawing it. So apart from a body with two
kidney’s. What else do we need on your model? (student responses) What do you need to show what
happened to the sailor on your model? (student responses).

9:43 | Salt. Where do you want the salt to be on the model? (student responses, everywhere). You want
the salt everywhere? (students talking) Alright, next thing you need, you guys said salt. Where do you
guy’s want salt? (student responses), Kidney’s, everywhere? Raise your hand if you want salt
everywhere? Raise your hands if you want salt just in your kidney’s? You want salt everywhere? (yes).
Who want’s to add salt onto the drawing.

10:25 | Apart from salt. What else do you need on your model? (students talking). You need water.
(students talking to each other). Apart from salt…. (students talking to each other).

11:18 | Alright, you guys, apart from salt somebody said you need what? (water). Water, where is the
water going to be? (student responses and students talking to each other). Okay, how many of you want
to show water everywhere in the body? (student responses), Okay, so how do you want to show water if
you know it’s in a lot of different places but you don’t want to draw it everywhere? (student responses).

11:54 | How many of you think we need to draw some intestines to show the water? (student
responses). Okay, who would like to come up and draw that. (students discussing).

12:36 | Do you, while he’s drawing, do you need anything else in your model? (student responses) ….
(students talking to each other)…. Okay, does your model need anything else? (student responses)

13:50 | Alright, so…. Alright, this is our class model. We will revisit this along with our individual and
group models. It’s a good model.

14:20 | So what you now, on your desk is sticky notes. Sticky notes. There should be two, one for each
person, and what you are going to do is you are going to write one question that you have. You are going
to write one question that you have about our shipwrecked sailor scenario and then you are going to put
it somewhere on our model that is not on the drawing so somewhere on the bottom or around. And
group it near similar questions. So one question and then put it up there. Okay.