Because this activity centers on the formulation of explanations, it is important to introduce students to the scientific process they have been using. Following is a discussion from the National Science Education Standards that can serve as the basis for the explanation phase of the activity. Evidence, Models, and Explanations 2 Evidence consists of observations and data on which to base scientific explanations. Using evidence to understand interactions allows individuals to predict changes in natural and designed systems. Models are tentative schemes or structures that correspond to real objects, events, or classes of events, and that have explanatory power.
Models help scientists and engineers understand how things work.
Models take many forms, including physical objects, plans, mental constructs, mathematical equations, and computer simulations. Scientific explanations incorporate existing scientific knowledge and new evidence from observations, experiments, or models into internally consistent, logical statements. As students develop and as they understand more science concepts and processes, their explanations should become more sophisticated. That is, their scientific explanations should more frequently include a rich scientific knowledge base, evidence of logic, higher levels of analysis, greater tolerance of criticism and uncertainty, and a clearer demonstration of the relationship between logic, evidence, and current knowledge. 4 Have them work in groups to propose an explanation.