SCIENTIFIC COMPARISONS

CLAIMS AND EVIDENCE

Writing in Science in Action – MEETING 4

Learning Objectives To understand the purpose of the Teacher’s Scientist

Notebook. assess student work using criteria and a rubric and

discuss effects of scaffolding. To understand how to plan and implementing a

controlled experiment by viewing the Balls classroom video episode.

To understand how to create a data table for quantitative data.

To understand how to use evidence to form a basic conclusion.

Teacher’s Science Notebook

Teacher’s Science Notebook

Science Notebook Entries Grade 2 Students

Group AAccelerated Student

Group BMajority of Students

Group CRTI

Teacher’s Science Notebook

Why?• To anticipate challenges students may have with

writing frames while planning the lesson.• To use TSN while modeling with a document camera

or presenting images in PowerPoint slides.

How?• Make entry just like the students – using the same

writing frames and useful science vocabulary.• Scan images.• Include images in lesson planning file.

Develop observation activities that cause students to observe and compare two similar concepts.Why?A. More challenging - requires higher level

thinking

B. Helps students distinguish the differences in similar matter and organisms

C. Deeper understanding of the idea.

Critiquing Notebooks (3 min)

Meet with your teaching partner(s). Assess Annie’s notebook entry (p.49). Annotate the notebook entry using the

criteria. Stay focused on Three Key Elements. After analyzing each sample, discuss

the annotations for the sample.

Three Types of InvestigatingTYPE FOCUS QUESTION

Describing - ComparingCollect and analyze numerical (quantitative) data and/or descriptive observations (qualitative)

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 the effect of a manipulated (independent) variable on responding (dependent) 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?

Viewing (15 min) and Discussing (25 min)

the Balls Video Episode Meet with your teaching partner. Discuss the guiding questions. Refer to “Strategies for Your Classroom” in

Chapter 5, pp. 56-57.

Background Information for the Balls Video Episode

Planning a Controlled Experiment

ADULTS K-5 STUDENTS EXAMPLE

Independent (Manipulated)

What is changed Type of Ball

Dependent(Responding)

What is observed – the result

Number of Bounces

Controlled What is kept the same

Height of drop, same release, each gets three tries

Focus Question: Does the ping pong ball or the rubber ball bounce more?

TALKING ABOUT VARIABLES

Data Table for Controlled Experiment (Fair Test)

Ball Video - Focus Question:Is the ping pong ball or the rubber ball the better bouncer?

TYPE OF BALL

Trial 1

Trial 2

Trial 3

Trial 4

Average

PING PONGBALL

RUBBER BALL

Making Claims Supported with

Evidence (15 min) Meet with your teaching partner and talk…. Read the guiding questions. Note claims and evidence. Refer Figure 5–3 and 5-5 in Chapter 5. Examine the “Notebook Entry: Keeto”

Chapter 5, pp. 58-59. Focus on scientific thinking, not writing conventions.

Basic ConclusionCharacteristics of an Exemplary Basic Conclusion

Accurately answers the focus question Provides evidence to support answer Makes concluding statement that

answers the question in a more generalized way

Explains whether results of investigation support prediction

Basic Conclusion Useful Words and Phrases

ConclusionsTherefore, I thinkIn conclusion, I thinkIn conclusionI want to know more about . . .I want to try this

EvidenceI think this becauseFor example, For instanceThe evidence is, The data showThe data provide evidence that

Considering Next Steps (10 min)

Meet with your teaching partner and talk about…. In upcoming lessons, where could your

team emphasize making claims and supporting them with evidence, or reasoning?

Prepare for Next Class – WISIA 6

Take notes on class notes – organize, connect.

Read Chapter 5 Scientific Investigations and Supporting Claims and Evidence

View Balls Video Episode (2nd time)