CONCLUSION WRITING Claim, Evidence and Reasoning Students should support their own written claims with appropriate justification. Science education should help prepare students for this complex inquiry practice where students seek and provide evidence and reasons for ideas or claims (Driver, Newton and Osborne, 2000). Engaging students in explanation and argumentation can result in numerous benefits for students. When students develop and provide support for their claims they develop a better and stronger understanding of the content knowledge (Zohar and Nemet, 2002). Research shows when students construct explanations, they actively use the scientific principles to explain different phenomena, developing a deeper understanding of the content. Constructing explanations may also help change students’ views of science (Bell and Linn, 2000). Often students view science as a static set of facts that they need to memorize. They do not understand that scientists socially construct scientific ideas and that this science knowledge can change over time. By engaging in this inquiry practice, students can also improve their ability to justify their own written claims (McNeill et al, 2006). Remember when providing evidence to support a claim, the evidence must always be: Appropriate Accurate Sufficient The rubric below should be used when grading lab reports/conclusions to ensure that students are effectively connecting their claim to their evidence to provide logical reasons for their conclusions. Base Explanation Rubric Component Level 0 1 2 Claim - A conclusion that answers the original question. Does not make a claim, or makes an inaccurate claim. Makes an accurate but incomplete claim. Makes an accurate and complete claim. Evidence – Scientific data that supports the claim. The data needs to be appropriate and sufficient to support the claim. Does not provide evidence, or only provides inappropriate evidence (evidence that does not support the claim). Provides appropriate but insufficient evidence to support claim. May include some inappropriate evidence. Provides appropriate and sufficient evidence to support claim. Reasoning – A justification that links the claim and evidence. It shows why the data count as evidence by using appropriate and sufficient scientific principles. Does not provide reasoning, or only provides reasoning that does not link evidence to claim Provides reasoning that links the claim and evidence. Repeats the evidence and/or includes some – but not sufficient – scientific principles. Provides reasoning that links evidence to claim. Includes appropriate and sufficient scientific principles. Source(s): Massachusetts Department of Elementary and Secondary Education
Student uses data, observations, and anecdotal notes from the design process to excellently articulate why their project is ready for production and use. Student uses data, observations, and anecdotal notes from the design process to adequately articulate why their project is ready for production and use. Student uses data, observations, and anecdotal notes from the design process to minimally articulate why their project is ready for production and use. Student uses data, observations, and anecdotal notes but production notes are unclear or incomplete. Or no data was used to support statement. Student does not provide reasoning for why the project is ready for production or use or this is not evident. Discuss and Share Student is excellently prepared for and participates in project discussion without prompting. Summarized results from testing are communicated clearly and effectively. Student poses and responds to specific questions to clarify or follow up on information shared from other classmates. Student is adequately prepared for and participates in project discussion without prompting. Summarized results from testing are communicated clearly. Student poses and responds to specific questions to clarify or follow up on information shared from other classmates. Student is minimally prepared for and participates in project discussion with prompting. Summarized results from testing are shared. Student infrequently poses and responds to questions to clarify or follow up on information shared from other classmates. Student is not prepared for and inadequately participates in project discussion. Summarized results from testing are shared, but are incomplete or unclear. Communication with classmates by posing and responding to questions is limited. Student does not participate in project discussion with judge. Construct viable arguments. Student can reason inductively about data, using this knowledge to communicate findings clearly based on evidence. Student can appropriately reference objects, diagrams, drawings, data, and/or actions from the activity for a viable argument of whether not their design plan was successful. Student can adequately interpret data, using this knowledge to communicate findings based on evidence. Student can appropriately reference objects, diagrams, drawings, data, and/or actions from the activity for a viable argument of whether not their design plan was successful. Student can minimally communicate findings by referring to objects, diagrams, drawings, data, and/or actions from the activity for a viable argument of whether not their design plan was successful. Student inadequately communicates findings, or analysis of data is present, but flawed. Student does not participate in project discussion with judge.
Weather or Not? – Weather vs. Climate (STEM 4.0) Project Based STEM Activities for Middle Grades Science Project Based STEM (Science, Technology, Engineering and Mathematics) activities create a learning environment in which students investigate and engineer solutions to real-world problems, and construct evidence-based explanations of real-world phenomena within their science content. Students are also provided the opportunity to re-design models they have developed, based on peer feedback and reviews. Through these engineering practices within the content, students can gain a deeper understanding of science and are exposed to how STEM relates to their education and future career goals. Teacher Set-Up Engagement or Introduction: Each team will distinguish between weather and climate. It is important that students understand how weather patterns and the kinds of weather that occur relate to climate. Standard Alignment: SC.6.E.7.6 Differentiate between weather and climate. SC.6.E.7.3 Describe how global patterns such as the jet stream and ocean currents influence local weather in measurable terms such as temperature, air pressure, wind direction and speed, and humidity and precipitation. Suggested Student Timeframe: 2-3 traditional class periods Standards: MAFS.6.SP.1 Develop understanding of statistical variability. MAFS.6.SP.1.3 Recognize that a measure of center for a numerical data set summarizes all of its values with a single number, while a measure of variation describes how its values vary with a single number. Step 1 Identify the Need or Problem Define You have been recruited by your local weather station to develop climatographs for several cities. The weather station’s data has been tampered with and it not identified by the city. Luckily, you still have access to climatographs.
Research Question: “How would your weight change on the Moon and on the other planets?” Claim: (Make a statement that answers the research question, based on what you observed in the lab you performed) Evidence: (Data that supports your claim. The data needs to be appropriate, accurate, and sufficient to support your claim.) Reasoning: (A justification that links your claim and evidence. It shows why the data count as evidence by using appropriate and sufficient scientific principles.) Pull of the Planets After testing the gravitational pull of the Basketball and Baseball Solar Systems, describe the sizes and densities of their “planets”. Planet Choose the words that best describe the “planet’s” properties (Circle Two) Predict: Describe how you think the marbles will move when they are dropped onto the sheet Choose the words that best describe this “planet’s” gravitational pull (Circle one)
Step 6 Test and Evaluate the Solution(s) Testing of the Product (Prototype, model or Artifact): Does the prototype: Meet the criteria of the project? Meet all the constraints of the project? Peer-Review Questions: What forces are acting on the structure? Why would an artist need to know about forces when creating a mobile? Explain the concept of “equilibrium” and the factors affecting it with your prototype. Step 7 Communicate the Solution(s) Project Summary: Written description of completed task and proposed solution to presented problem or scenario in any of the following forms of artifacts: Mobile Prototype Engineering Design Notes Journal/sketchbook entries Records of conversations, decisions Interviews Reflective paragraphs describing the progress of the project Group progress reports Presentation of Final Solution: Teams will present their mobile structures to the class. Presentations will focus on Balanced and Unbalanced forces concepts used to design and build their prototypes. Step 8 Redesign Re-designing of the Prototype What items would your team remove or add to your prototype engineering design? Re-design: Create a new engineering design that shows these changes. Apply the changes to the prototype and test again. Teacher Notes: Let the students know that the center of gravity is not consistent with the center of an object. The center is a geometric definition. The center of gravity focuses the forces and counter-forces acting on an object. This determines the point of balance where all forces are equal. Hierarchy of Living Things (STEM 1.0) Benchmark: SC.6.L.14.1 Describe and identify patterns in the hierarchical organization of organisms from atoms to molecules and cells to tissues to organs to organ systems to organisms. Purpose of the Lab:
LAFS.68.WHST.2.6: Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently. Step 1 Identify the Need or Problem Define Problem or Scenario: In order to better study how a cell works, a groups of research needs a model or simulation that can mimic the balance a cell must keep to maintain homeostasis. Expected Task: Students will be assigned to create a plant, animal, or bacteria cell model or simulation that demonstrates the maintenance of homeostasis. Step 2 Research the Need or Problem Research and Citations: Written information by the students about the need or problem being solved with citations note. Students may want to consider on how plants, animal, and bacteria obtain their energy and get rid of waste at the cellular level. Vocabulary: homeostasis, energy, waste Step 3 Develop Possible Solution(s) Criteria: The model must specifically demonstrate the process of extracting energy from food and getting rid of waste. The model must respond to various amounts food to maintain consistent high amounts of energy and low waste. The model should have moveable parts. If models are digital, use a presentation application (Discovery Board Builder, PowerPoint, Prezi, etc.) Constraints: Physical Model: ½ sheet of each circle labels per group Digital Model: Set limitations on applications if desired. Materials: Materials are variable. (Teacher Notes (end of the teacher version) Physical Model: Colored round sticker labels (various sizes and colors) Construction paper Cardboard Chart paper Beads Toothpicks Markers String Scissors Glue Index cards Step 4 Select the Best Possible Solution(s)/ Step 5 Construct a Prototype Building of the Product (Prototype, model or Artifact): Based on research and brainstorming of solutions, the students are to build a prototype or artifact of their model, product, etc.
Cross-Curricular Standards: LAFS.68.WHST.3.9: Draw evidence from informational texts to support analysis reflection, and research. Step 1 Identify the Need or Problem Define Problem/Scenario: You have been recruited by an anatomical modeling company to build a model of the human body systems and how their interactions maintain homeostasis. This model will be used to help the company develop a human body systems educational tool for science classes nationwide. Expected Task: Students will construct a model of the body systems demonstrating various forms of homeostasis that the systems work together to maintain. Remind students that they should focus on the function of their entire organ system, not the structure or function of individual organs. Step 2 Research the Need or Problem Research and Citations: Students are to do the following: Research the body systems and how they interact to maintain homeostasis - Each member will be assigned on organ system to research Vocabulary: Cell, Tissue, Organ, Organ System, Organism, Homeostasis Step 3 Develop Possible Solution(s) Criteria: The model must demonstrate how body systems work together to maintain homeostasis. The model must highlight the major functions of the body systems Constraints: Each member must be able to deliver the function of his body system and provide examples how that body systems work with other systems. Modeled parts of organs must remain in place during presentation. Materials: **Butcher paper, Construction paper, markers, tape, string (blue, red), modeling clay, balloons, scissors, rulers, toothpicks, cardboard, index cards, popsicle sticks, and cotton balls. Step 4 Select the Best Possible Step 5 Construct a Prototype Building of the Product (Prototype, model or Artifact): Create a technical sketch of your proposed model Combine all team members research findings to construct your model based on your sketch.
nucleus. Endoplasmic Reticulum Highway or road system A system of membranes throughout the cell that functions a packaging and transportation system. Ribosomes Lumber or brick yard, workers Makes all kinds of things to use in the cell and to send out of the cell. Works inside of larger buildings or free within the city. Golgi Bodies Post Office or UPS Packages up things made in the cell, and ships them out. Nuclear Membrane City Hall Fence with security guard Surrounds the nucleus. Mitochondria Energy Plants Creates and stores energy/power for the cell. Nucleus City Hall Control center for the cell. Gives directions for construction within the cell. Holds the blue prints for building. Nucleolus Copy Machine, Mayor Figure for the cell, and the most noticeable part of the nucleus. Lysosomes Waste Disposal/ Recyclers Breaks down old or damaged parts of the cell. Vacuole Warehouses, water towers or garbage dumps Stores nutrients or waste within the cell. Conclusions: Answer Sheet 1.) What kind of cell tissue in the human body would have more mitochondrion and why? Muscle tissue because it is more active than other cells and needs more mitochondria. 2.) Where would the blueprints of the city (DNA) be located within your city? In the city hall. 3.) How would the vacuole be different if this were a plant cell? What part of the city would be different? The warehouses, water towers, or garbage dumps would be larger. Source: The Six Kingdoms (STEM 1.0) Benchmarks: SC.6.L.14.1 Describe and identify patterns in the hierarchical organization of organisms from atoms to molecules and cells to tissues to organs to organ systems to organisms. Background: When Linnaeus developed his system of classification, there were only two kingdoms, Plants and Animals. But the use of the microscope led to the discovery of new organisms and the identification of differences in cells. A two-kingdom system was no longer useful. Today the system of classification includes six kingdoms. Organisms are placed into a kingdom by three