Reflection: Writing Across the Disciplines Photosynthesis, Part 3 - Chromatography lab - Section 4: Independent Practice

 

When students engage in labs, often they will focus on the activity more than the quality of the lab analysis and write-up.  The ability of my students to respond using complete sentences in their responses and write complete thoughts is a challenge that is best met over time by me providing continual opportunities to write, continuous feedback and re-teaching on the basics components of a constructed response.  I struggled to convey a clear way to complete written responses until I recently found an effective strategy, RACE that I now use to help my students write well-written responses.

Re-state: Re-state the question and make it a part of your response.

Answer: Answer all parts of the question.  Use sentence starters like, “I think” or “I believe”.

Cite: Cite evidence that supports your answer.  Use your notes as a reference.  Use sentence starters like, “The text says” or “The video showed…” or “For example…”

Explain: Explain how the evidence you cited supports your idea.  Use sentence starters like, “This means...” or “This shows…”

I like the RACE strategy because it acts as checklist for students to evaluate their own work for the RACE components before submitting it.

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  Writing Across the Disciplines: Writing Tasks
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Photosynthesis, Part 3 - Chromatography lab

Unit 1: Unit 1- Organization and Relationships
Lesson 11 of 23

Objective: Students will understand how chromatography separates two or more pigments found in plants.

Big Idea: Even though that leaf appears green, it isn’t the only pigment in that spinach leaf.

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3 teachers like this lesson
Subject(s):
Science, solvent, pigment, beta carotene
  60 minutes
screen shot 2015 06 21 at 11 22 52 am
 
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