Reflection: Writing Across the Disciplines Potentially Amazing Lab Station Rotation - Section 4: Lab Rotation on Day 1

 

You will notice that at the last station the students are asked to “Explain the relationship between the number of times the rubber band was twisted and the amount of potential energy stored in the system.   You must include a diagram to aid in your explanation.  (ABCDE)”.  At this point in the year, I have worked with the students about how to develop a well-formatted scientific paragraph.  I use the acronym ABCDE for the format.  Feel free to remove that distinction.  I included some resources about ABCDE paragraphs in my classroom if you were interested.  Essentially, “A” is for assertion (the claim/topic sentence), “B” is for background (often, describing what was done in the lab), “C” is for citation (referencing a resource by title from which they found information, also often includes a science definition), “D” is for discussion (connecting the citation to the claim/topic sentence), and “E” is for end (conclusion sentence).   I have included a "Quick Guide to ABCDE Paragraphs" in the resource section.

  Writing Across the Disciplines: Writing a Scientific Explanation
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Potentially Amazing Lab Station Rotation

Unit 5: Energy
Lesson 4 of 11

Objective: Students will be able to describe and model situations in which different amounts of potential energy are stored in a system.

Big Idea: Students rotate through a series of cool labs focusing on potential energy that allows them to work on writing and communicating like a scientist in a fun way!

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