Reflection: Accountability Mystery Matter - Section 3: Lab Prep and Test

 

I noticed some teams did not collaborate when writing their hypothesis. One student would write her ideas and the other one would go along with it.

If I want my students to think and act like scientists, they need to be able to articulate their hypothesis and support it with logical reasons. I want my kids to learn how to think on their own.

To encourage this mind set, next time when I do this lesson, I will provide 'thinking time' for each student to compose their hypothesis. Then I will number the students purposefully, so that 'one' students, are those students that would normally hang back. These would be the first students to share, in the hopes they would not be intimidated by the more verbal 'two' students.

I hope this scenario would create more dialogue with the partners. For example I had a team where each one had a different idea for the hypothesis. This would be an opportunity for students to defend their claim and/or find a way to compromise.

Before teams write their conclusions and after they have reviewed their observations. I will facilitate a class discussion on students' observations, i.e. by asking which teams tested their matter by dropping it. Students sharing their observations will help clarify their observations, especially if their results were different from the majority.

  Accountability: Team Collaboration
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Mystery Matter

Unit 5: Unit 5 Matter and Its Interactions
Lesson 2 of 11

Objective: SWBAT plan an investigation to explain if the mystery matter is a liquid.

Big Idea: Students explore their concepts of what a liquid is when they test the mystery matter.

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