Jean describes the testing criteria only after asking kids for their opinions on the best ways to test their designs.

• This allows students to begin thinking about fair tests, and also prepares them to better understand the reasoning behind the scoring systems presented on the Create sheet. (4:45)

Jean's discussions with smaller groups allow her to better understand the thinking behind decisions made by the group.

• Jean is able to ask students to describe their reasoning for incorporating certain materials into their designs, encouraging students to think deeply about their choices. (9:15)
• When talking with one group, Jean asks a group to explain their reasoning behind choosing a sponge as a material, and also asks whether all students agreed with that decision, allowing her to monitor the level of collaboration in the group. (11:20)

Throughout the planning process, students look back in their science notebooks to reference data they recorded during Lesson 3.

• Jean asks a student what he is looking for and he explains he's going back in his notebook to see which materials might be better—showing her that he's using what he learned previously and applying it to the designs he's imagining. (5:20)
• During a group discussion, one student asks another group member if he remembers what they found when they tested the aluminum foil with one hole. (9:00)
• A student suggests using five coffee filters, saying "it fell really slowly, remember?" (11:00)
• We see a girl flipping back in her notebook to look at the data she recorded earlier. (12:00)