How do you write a conclusion to support your prediction or hypothesis?
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Transcript of How do you write a conclusion to support your prediction or hypothesis?
How do you write a conclusion to support your prediction or hypothesis?
“The data supports my hypothesis. I predicted that more water poured in the
model would create more erosion of the soil.In container A, there was 5 cc of soil and in
container B there was 7.5 cc of soil. Since we poured more water in container B, and 7.5 is
greater than 5, more water created more erosion.”
This writing is helpful in math and science too!
In this lesson you will learn how to write detailed
conclusions by using numerical data as support.
Let’s Review
In math and science, you are often asked to analyze data to draw a
conclusion.
Amount of water
Amount of soil moved
Container A
50 mL 5.0 cc
Container B
100 mL 7.5 cc
A Common Mistake
Sometimes, students forget to refer back to the data they collected in
their experiment.
They may say, “The data shows that my prediction was correct.”
But they don’t support it with evidence.
I’ve always
wondered…
Core Lesson
Write a sentence to accept or reject your hypothesis/prediction, then restate your hypothesis/prediction.
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2 Restate the numerical data from the table. Tell what happened using specific numbers.
3 End by wrapping up and generalizing back to your hypothesis/prediction.
Core Lesson
Write a sentence to accept or reject your hypothesis/prediction, then restate your hypothesis/prediction.
1
The data supports my hypothesis. I predicted that more water poured in
the model would create more erosion of the soil.
Core Lesson
2 Restate the numerical data from the table. Tell what happened using specific numbers.In container A, there was 5 cc of soil
and in container B there was 7.5 cc of soil.
Core Lesson
3 End by wrapping up and generalizing back to your hypothesis/prediction.
Since we poured more water in container B, and 7.5 is greater than 5,
more water created more erosion.”
In this lesson you have learned how to write detailed
conclusions by using numerical data as support.
Guided Practice
This is sample data from an experiment that tested the speed of two different toy cars.
Size of Tires Time fromPoint A to Point B
Car A: small tires 3.25 secondsCar B: large tires 4.75 seconds
Pretend you predicted that small tires would make the car move faster. Write your conclusion.
Guided Practice
Step 1: Write a sentence to accept or reject your hypothesis/prediction, then restate your hypothesis/prediction.
The data supports my hypothesis. I predicted that small tires would make the car move faster.
Guided Practice
The car with small tires moved from point A to point B in 3.25 seconds and the car with large tires moved from point A to point B in 4.75 seconds.
Step 2: Restate the numerical data from the table. Tell what happened using specific numbers.
Guided Practice
Step 3: End by wrapping up and generalizing back to your hypothesis/prediction.Since Car A moved faster than Car B, smaller tires move the car faster.
Extension Activities
Extension Activities
Using the same data, write a conclusion that rejects your hypothesis. Remember to use the numerical data to tell why cars with large tires didn’t move faster.
Extension Activities
Extension Activities
The data does not support my hypothesis. I predicted that large tires would make the car move faster. The car with small tires moved from point A to point B in 3.25 seconds and the car with large tires moved from point A to point B in 4.75 seconds. Since Car A moved faster than Car B, large tires do not move cars faster.
Here’s a sample response.
Extension Activities
Extension Activities
Use this data to write two conclusion statements: one that accepts (or confirms) the prediction and one that rejects (or denies) the prediction.Trial 1 Trial 2 Trial 3 MedianCar on sandpaper 17 cm 25 cm 19 cm 19 cmCar on waxed paper 34 cm 42 cm 49 cm 42 cm
Note: Median is the middle number when ordered sequentially; for example, the median of the numbers 5, 12, 8 is 8 (when the numbers are put in order 5, 8, 12, the number in the middle is 8).
Extension Activities
Extension Activities
Use one of your recent Science Inquiry tasks to generate some data of your own. Write a conclusion statement that accepts or rejects your hypothesis/prediction.
Let’s ReviewQuick Quiz
The data _____A_____ my hypothesis. I predicted that more water poured in the model would create _____B_____ erosion of the soil.In container A, there was _____C_____ and in _____D_____ there was 7.5 cc of soil. Since we poured more water in container B, and 7.5 is greater than 5, _____E_____.
Amount of water
Amount of soil moved
Container A
50 mL 5.0 cc
Container B
100 mL 7.5 cc
Use this data to complete the
conclusion statement.
Let’s ReviewQuick Quiz
How did you do? Here are the answers.
Blank A: did not supportBlank B: lessBlank C: 5 cc of soilBlank D: container BBlank E: more water created more erosion
Lesson Slides RubricUse this rubric to ensure your
lesson plan is great!
Writing Lesson Rubric Criteria for Success Things to avoid
Storyline or Arc of the Lesson
There is a clear arc to the lesson. One slide leads naturally to the next so that there is a flow and a building of meaning
All the components of the lesson are there but they seem disconnected, as if the author wrote each without thinking about how they fit into the whole.
Hook Slide
The teacher poses a simple question that illicits the response, “yeah, I do wonder how that works…”
The question is short A relevant example is included when it is short and
further pulls the learner in The question mirrors what the student will do in
the guided practice
The question seems formulaic, inauthentic, or overly “school-ish” (message: you have to learn this because you’re in school rather than, this is genuinely interesting)
The hook is overly-complicated and potentially confusing The question does not parallel the guided practice
questions
Objective Slide
The objective follows the form (you will learn X by doing Y)
Is concise and follows the form provided in the examples
Does not follow the form Is overly vague in describing either the X or the Y Is too long Is written for teachers but not students
Let’s Review
Reminds the student of how this lesson fits within the writing process
Is as concise as possible
Is either too detailed or not detailed enough in connecting the lesson to other lessons
Leaves out important touch points Makes the lesson overly dependent on the other lessons
(student will be confused or feel like they’ve made a mistake, if they watch this lesson alone)
Is too elaborate
Common Mistake Points out a “common mistakes” that students
make and quickly explains why that is a mistake The mistake is overly simplistic or complicated. Does
not feel authentic
Steps
Clearly connects with the objective Includes 2-3 steps that a writer can take to achieve
the objective Is student focused (the steps accurately imagine
what a student who has never done this before will need to do)
Is logical and specific (you can visualize the act of doing the step. There is no magic leap that happens between steps)
The connection with the objective is unclear Includes 4+ steps (and therefore should be split into two
or more lessons) Involves a magic leap that assumes a student can make
a leap between steps that is natural to an adult
Modeling
Is in “think aloud” format. The teacher is opening up his/her thought process to the student and modeling the struggle; showing how he/she drafts and revises ideas in his/her mind
Engages the learner by asking questions along the way to build suspense
Examples are authentic - they show empathy for the learner and his/her interests, concerns, problems without speaking down the learner
Fails to explain his/her thinking along the way. The teacher effortlessly runs through the steps as if it’s all obvious and easy
Does not ask any questions along the way to pull the learner in
Uses examples which are unlikely to connect with the learner’s life
Steps and Objective Review
Reviews the steps and objective in a “see what I just did” way
Serves as a “let’s pull this all together” moment that helps organize the lesson in the learner’s mind
Creates abrupt feeling between the modeling and the reviewing (subtext: “we’re done modeling, let’s quickly bring this lesson to a close.”)
Guided Practice Challenges the learner to carry out the same steps Is at the same difficulty level modeled in the lesson
Seem unrelated to the hook question Is at a different difficulty level than that modeled in the
lesson
Extension Activity Suggestions
Includes suggestions for at least 2 extensions Includes a suggestion for a struggling student who
needs more opportunities for practice as well as a student ready to be challenged more
Suggestions should clearly build from the approach in the core lesson
Does not include differentiation Does not thoughtfully connect or flow from the lesson Does not clearly build from the approach in the core
lesson
Aesthetics
The slides use the correct colors (blue, green, red) in the correct sequence
The slides use the correct fonts The slides use handwriting and the handwriting
appears as written in the right places The slides only use the headers/titles provided The slides use the provided visuals or include
visuals created by the author or LearnZillion The slides use animation, highlighting, and circling
to scaffold the learning, keeping the eye focused on what the teacher is introducing/explaining
The slides clean and uncluttered. The visuals and text do not exceed the maximum amount (see tutorial for example of maximum)
The slides use other colors or vary the order of the colors
The slides add new headers/titles that aren’t part of the template
The slides use clip art The slides are cluttered Animation is distracting and feels more like sizzle than
part of the steak
Graphic and Image TemplatesCopy and Paste items from these slides to
make your presentation look great!
You can copy and paste these items into any slide
Green text box that appears letter by letterGreen text box that fades inBlue text box that appears letter by letter
Blue text box that fades inRed text box that appears letter by letterRed text box that fades in
You can copy and paste these items into any slide—make sure you copy both the bubble and
the text!Do I feel strongly about it?Do I have a
lot to say?
Do I feel strongly about
it?
Do I have a lot to say? Do I have a lot to
say?
You can copy and paste these items into any slide. You can resize them as
needed! Use black text when you write in me please! Also, keep my text left-justified rather than centered!
Use black text when you write in me please! Also, keep the text left-justified rather than centered!
All arrows can be recolored by changing the “shape fill.” You can also resize them or rotate
them!
[Write first step here…]1
2 [Write second step here…]
3 [Write third step here…]
You can use these when discussing main ideas or steps in a process…
You can resize any of these boxes and use them to highlight text or ideas.
Let’s Review
A Common Mistake
Guided Practice
Quick Quiz
Extension Activities
Core Lesson