We concluded Conclusion week with a quiz on…Conclusion writing! Students took a quiz with a toned-down scenario (compared to the scenario they were given earlier this week!) about how a plant responds to light (photosynthesis). The quiz will be graded based on the 5 elements discussed yesterday.
We began class with an entry task asking students to ponder: where do trees get their mass from? Students had some time to think about the question and write or draw pictures describing their ideas. Selected students or small groups of students were asked to share their ideas publicly on the class white boards (pictures below). The ideas were labeled as possible hypothesis statements. Students then had to select the hypothesis they believed to be the most correct and then wrote a conclusive statement explaining their understanding of the science behind the hypothesis statement.
We followed that with a video:
After the video, students received the first draft of their conclusions back for more focused editing. Slides 3 and 4 of the attached slide deck helped the students focus their scientific writing on clearly articulating the claim, evidence, and reasoning for their revised conclusion.
Lots of writing today. We began class with an entry task in which students were instructed to describe the trends in the data found in the graph on page 2 of yesterday’s case study. Students were provided with the sentence frame:
Plants grown in _____ hours of light increased/decreased in height over _____ weeks.
After some private think/write time, students shared their work with their table partner. Students selected at random were asked to publicly share their learning by writing an assigned trend sentence on one of the class white boards. After we reviewed the example trend sentences for plants grown in 0, 12, 17, or 24 hours of light, students were provided with an EOC-style conclusion worksheet (page 2). Students had 20-30 minutes of silent write time, and students who finished early were encouraged to exchange papers with a friend and look for the 5 elements on pages 4-5 of the conclusion worksheet packet.
Welcome to second semester! It was nice to see everyone, and I look forward to a second half of the year equally as full of learning as the first half. Today we turned our sights to the Conclusion section of a scientific lab report. Writing a conclusion statement requires higher-level analysis and is a skill all students should master. Additionally, the Biology End-of-Course Exam will test the ability of students to write a scientific conclusion statement.
After starting off the lesson with a nuts-and-bolts slide, students read through a fictional scientific experiment case study. I had the opportunity to read through student lab reports from the Baggie Garden experiment this weekend, and there were a few common recurring items that required addressing. The case study was written to include the following:
- An incorrectly written research question
- A hypothesis statement not directly connected with the research question
- Many clearly defined controlled variables
- A graph with data that conflicts with students’ experience from class
After reading through the case study, students publicly identified the research question (bottom of page 1), the hypothesis (first paragraph of page 2), and the experimental variables (manipulated, responding, and at least three controlled). We will continue our work tomorrow, with students using their learning to write a conclusion statement.
Today marked the end of a long road through the process of conducting, documenting, and formally writing up a scientific experiment. We spent the day in the computer lab typing up lab reports. Students officially have until the end of the school day tomorrow to get their report to me (email preferred) for inclusion into their semester 1 grade.
Today students were tasked with completing their graphs, analyzing their graphs for patterns or trends, and then writing the Analysis and Discussion sections of their lab reports. We started class with an entry task designed to help students identify possible sources of experimental error possible impacts of those errors on their experimental data. We assembled a class list of those errors which can be located within the slide deck for today. Students received a Discussion Section Organizer worksheet to help them write the discussion. We will be in the computer lab in room 235 tomorrow to finish writing the reports. Reports must be turned in by the end of the school day on Friday for credit.
Students were tasked with completing their lab report Introduction sections and creating a graph of their data. Previously, students were instructed to write their own Introduction sections. However, given the time constraints, students were encouraged to collaborate today and create one strong Introduction section per lab group. Prior to collaborating, students reviewed one particularly strong Introduction section written by one of my students. After completing Introduction paragraphs, students worked with their lab partners to create at least one graph of their data. Many students used class time to work on the classroom computers, with encouragement to use Microsoft Excel as the graphing program.