Guide to Organizing Data and Writing the Conclusion / Evaluation
Writing in Science in Action – MEETING 5. Learning Objectives 1. Assess student work- data table...
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CLAIMS & EVIDENCE PREDICTIONS GRAPHS COMPLEX CONCLUSIONS Writing in Science in Action – MEETING 5
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Transcript of Writing in Science in Action – MEETING 5. Learning Objectives 1. Assess student work- data table...
CLAIMS & EVIDENCE
PREDICTIONSGRAPHS
COMPLEX CONCLUSIONS
Writing in Science in Action – MEETING 5
Learning Objectives
1. Assess student work- data table and conclusion.
2. Understand how to make a data table a controlled experiment.
3. Write and revise your own conclusion.
4. Understand how a teacher conducts a science discussion in which students learn how to write a complex conclusion about their investigation.
5. Plan how your students can learn to write a basic or complex conclusion in an upcoming investigation.
Providing Feedback
WARM FEEDBACK
You organize your
differences for easy
comparison.
A scientist would notice
that you recorded what
you observed.
- Miss English
COOL FEEDBACK
A scientist might ask you
what kind of bugs
(insects) you observed in
the park and classroom
model.
- Miss English
Reflecting on Keeto’s Entry
Meet with your teaching partner and assess Keeto’s scientist notebook entry. Provide feedback using post-its.
Making a Data Table for a Controlled Experiment
Writing a Conclusion (20 min) Read the data table in Figure 11–5 in
Chapter 11. Write a conclusion.
Writing a Conclusion1. In the opening statement, make a claim,
answer the investigative question by comparing manipulated and responding variable.
Larger wheels make the go-cart travel farther than the smaller wheels do.
Writing a Conclusion2. Next, write statements that provide evidence
to support your answer or claim.
The data show that the 7.5 cm wheels, the go-cart travels a mean distance of only 140 cm, but with 11.5 cm wheels, the go-cart travels a mean distance of 283 cm.
Writing a Conclusion3. Write a concluding statement that is more of a
generalization than open statement.
Therefore, I think that the larger the wheels, the longer the distance the co-cart travels.
Viewing (15 min) and Discussing (30 min)
the Go-Carts Video Episode Meet with your teaching partner and Discuss the guiding questions. Revise your Conclusion.
Background Information for the GoCarts Video Episode
Critiquing Notebook Entries
Read the guiding question and discuss grade level student work samples at http://www.heinemann.com/wisia. - Click on Companion Resources
- Click on Scientist Notebooks.
- Scroll Down to Scientific Conclusions.
Types of InvestigatingTYPE FOCUS QUESTION
Describing - ComparingCollect numerical data and/or observations
Plants VIdeo Episode (Gr 3)How do plants grow and develop?
Ecosystems Video Episode (Gr 4)How does the classroom model compare with the park?
ClassifyingSort or group observations.
Controlled Experimenting Conduct a “fair test” that relates effect of manipulated variable on responding variables when other variables are controlled.
Balls Video Episode (Gr 1)Is the ping pong ball or the rubber ball the better bouncer?Go-Carts VIdeo Episode (Gr 5)What is the effect of wheel size on the distance the go-cart travels?
Considering Next Steps (10 min)
Meet with your teaching partner and discuss…. Guiding questions
Prepare for Next WISIA Class Take notes on class notes – organize,
connect. Read Chapter 6 Predictions, Graphs,
and Complex Conclusions View Go-Carts Video Episode (2nd time)
![[L2] Select Data - Intro - Conclusion](https://static.fdocuments.in/doc/165x107/577d24601a28ab4e1e9c51f9/l2-select-data-intro-conclusion.jpg)
