1. Warm-up. Students are asked to reflect on their predictions drawing attention to observables & to the processes that cause the observable changes to happen. 
2. Discussion of what counts as evidence, what makes data relevant, and what makes a good conclusion statement.
3. Pressing for evidence-based explanations during the investigation. Teacher presses students to go beyond simply restating their observations in their conclusions paragraph by pushing students to connect observable data (balloon size, volume of liquid) with unobservable processes that are part of the original models (digestion, enzyme activity, respiration, reproduction). The teacher uses several what if questions to help students describe what did happen.
   • What would happen if we left this until tomorrow?
   • What if we kept it at the same temperature all night?
   • What would happen if we added 50g of sugar?
4. Cross-comparing findings and explanations. Groups meet with other groups who conducted similar experiments to compare findings & explanations.
5. Identifying presenter and audience roles. Teacher brainstorms questions students can ask one another when listening to other groups presenting. She directs both presenters and listeners to focus on the underlying explanation.
6. Group presentations of findings and Q and A from peers. Groups write a final explanation then present their findings and explanations. Peers record ideas about experiments they did not conduct and pose questions about the findings/explanations.

Discussion Questions: 1) For days 9 and 10 continue to track 1 line of experimentation--and track how students language about the experiment and the big ideas changed. 2) For days 9 and 10 what scaffolds does Janet use to support students in generating spoken and written evidence-based explanations?