Reflection: Data Analysis Field Journals: Descriptive Writing and Scientific Drawing - Section 2: Practice


While the lesson went very well, after looking over the students' work I noticed something that concerned me.  The students did an excellent job with their drawings, accomplishing more than even they thought they could, and their descriptive observations were great.  However, even though we began the lesson listing the type of information that should be included in their journal, most students neglected to write down any questions (I wonder...) or inferences (I think....because....) with their descriptions.  In my opinion, the whole reason for looking at something close enough to notice small details is to develop some questions or explanations about the object being observed.

I decided to reteach this concept in a way that did not allow the students to get lost in the drawing/description.  I had students retrieve their object, look at it, and write only "I wonder" or "I think" statements.  This was fantastically effective as you can see from the Tarantula student example.  Don't be afraid to take the time to reteach concepts that students miss the first time, especially when you know you are developing critical skills that students are expected to master (such as developing questions).

  Data Analysis: Reteaching
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Field Journals: Descriptive Writing and Scientific Drawing

Unit 3: Field Journals
Lesson 2 of 5

Objective: SWBAT create detailed and descriptive writings and drawings about a focus object.

Big Idea: Students practice their ability to write descriptively and create detailed scientific drawings.

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15 teachers like this lesson
Science, journals
  45 minutes
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