Teacher Guide

Students who say the clip is useless. It has a job, keeping the pen in a pocket; it just is not part of writing or clicking.

Students who think cork cannot have cells because it is dead. Its cells are empty walls, which is exactly what the first person to see cells saw.

Students who say plant cells have no mitochondria because they have chloroplasts. Plants make food with chloroplasts and release its energy with mitochondria, like animals.

Students who call the heart a tissue because it is made of muscle. It is made of several tissues, which is what makes it an organ.

Check for any student with a medical or PE restriction before the jogging. No student has to exercise; counting a partner's pulse is just as good. Keep personal pulse numbers private: nobody shares their own unless they want to.

Students who think a longer catch distance means a faster reaction. The ruler falls farther the longer you take.

Students who say the covered pan's water did not evaporate. It did; it just could not leave, which week 10 of Grade 5 showed with a jar. Set the pans out on a Monday and read them on Thursday.

Students who think the river rose because of the sun. The storm's rain, pulled downhill by gravity, raised it.

Students who put the heart above the circulatory system. The heart is one part of it.

Students who say cold flowed into the cup. Cold is not a thing that flows; heat flowed out.

Students who say the sand got more sunlight. Both cups had the same sun; the difference is the material.

Students who say the wrap made the water warm. No wrap makes heat; the best one only slowed it.

Students who expect every layer to help the same amount. The differences were 5, 2, 1 and a half.

Students who say the energy was used up. It moved into the sand, and some into the jar and the air. For the real investigation, use a digital thermometer that reads to 0.1 degree, hold the jar by its lid or wrap it in a towel so hands do not warm it, and expect a small rise.

Students who think wind blows from warm to cool. Air at the surface moves from the cooler place toward the warmer one, where air is rising.

Students who read "wind from the northwest" as wind blowing toward the northwest. Winds are named for where they come from.

Students who say a forecast that said 70 percent was wrong when it stayed dry. It would be wrong if it rained on every such day.

Students who start with the breeze. The breeze is the result; the uneven heating is the cause.

Students who think one hot day means the climate changed. One day, or one year, is weather.

Students who think the coast is mild because it is closer to the sun or the equator. Both towns are at the same latitude.

Students who think the beaches farther south are warmer only because of the sun. The open-ocean number shows the current matters too.

Students who say the mountain blocks the clouds like a wall. The air goes over; it is the rising and cooling that wrings the water out.

Students who think the hot plants should be tallest because heat helps growth. Too hot can stunt growth as well as too cold. Most classrooms can manage only a warm spot and a cool one; the practice data covers the rest. Plant three weeks before you want to measure.

Students who think Fish A is failing. Two adults from one pair is enough to replace the parents.

Students who compare blue-sweet with white-plain and credit the color. Two things changed there. Before anyone watches bees, check with the school nurse for sting allergies and have the school's plan ready. Watch real flowers from 2 meters; never set out sugar water, which draws wasps.

Students who think cuttings are a different kind of plant. They are the same plant, copied. The plants grew side by side so the environment could not explain the colors; that is the difference from week 23. A cutting takes two to four weeks to root, so start it early.

Students who say the mountain trees are a short kind. Their seeds grew nearly as tall as the valley trees.

Students who think 1 degree cannot matter. Averaged over a whole planet, it moves ice, sea level and the seasons.

This week is not about which choice is right. Keep it on telling the two kinds of question apart.

Students who think earlier spring is simply good. Ask what else depends on the old timing.

Gloves on, and nothing sharp touched. Glass, needles or anything that looks medical goes to an adult. Students stay out of parking lots and traffic and never lift a grate; an adult counts any drain near cars.

Students who think a monthly total is enough. It is the same 81 whether the litter came all at once or evenly.

Students who call every number a constraint. "At least 8 of every 10" is a number, and it is a criterion: it says what the design must do. Row f is a criterion too: keeping working all season is something the screen must do. The time constraint on page 1 is the time the class has to build it.

Students who choose C for its score. It breaks a constraint.

Students who stop at version 2 because it caught the most. It fails the draining criterion.

Students who say the water cycle is alive because it moves. Moving is not the test; being made of cells is.