Reflection: Rigor Float-a-Boat: Student Rubric Creation and Authentic Data Analysis - Section 3: Explore

 

As noted, students need to be prompted during the discussion to dig deeper into their understanding. Rigor can be added while students discuss their data by asking students questions about crosscutting concepts such as Cause and Effect (CCC2), Structure and Function (CCC6) and how to provide evidence for their arguments (SP7). Some sentence stems that can help promote some of this higher order thinking follow:

Why did you decide to design …. that way? What did you want to happen as a result of this design?

What didn’t work the way you planned? Why (be specific)?

How would you improve….?

What would happen if….?

How would you adapt … to create a different ….?

Based on your design changes, what do you predict will happen differently?

How would you test….?

  Injecting Rigor Through Discussion of Crosscutting Concepts
  Rigor: Injecting Rigor Through Discussion of Crosscutting Concepts
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Float-a-Boat: Student Rubric Creation and Authentic Data Analysis

Unit 5: Forces and Motion
Lesson 4 of 18

Objective: SWBAT analyze a collective data set using a student-generated rubric.

Big Idea: Authentic data analysis takes on a new spin when it determines the winner of a student engineering design challenge.

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