Reflection: Developing a Conceptual Understanding ECHO, Echo, echo - Section 3: Explore


I find that when I am trying to get my students to locate scientific evidence in a text they often underline too much. This below basic student work shows a student underlining too much information. This basic student work shows a student who is able to synthesize the information.  

I have taught the class to underline words or phrases that they think will help them answer the scientific question. But, I find they are struggling to narrow down the information to a specific answer. They can verbalize the answer, but locating the sentences with the answer is still a struggle.

One thing I think I could have done is eliminate some of the text. Really condensing the content into  four or five shorter sentences might have helped the students locate the evidence to support the question. For example, the part about the instruments is nice, but it does not have to be in the text for the students to find the answer.

  Developing a Conceptual Understanding: Finding Scientific Evidence
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ECHO, Echo, echo

Unit 6: Sound Travel
Lesson 9 of 12

Objective: SWBAT explain why we hear echos.

Big Idea: Explore how echos are made by engaging students in a fun investigation and experiment.

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Science, Sound, ELA, noise, glass, string
  60 minutes
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