Reflection: Continuous Assessment Photosynthesis - Analyzing Data (Day 3) - Section 3: Explore


When I developed this lesson I took for granted that the students were able to distinguish between observations and inferences. While reviewing student work, it became obvious that this was not the case.

In my lessons I have been pushing strongly toward students analyzing and interpreting data (SP4), but forgot that they cannot do this if the "data" they collect is based on inferences or moves towards a conclusion. 

In thinking on how to solve the issue, I remembered the Says-Means-Matters strategy the students use in their English classes, and thought about how to adapt it for Science. My goal with this modified Says-Means-Matters (for scientific inquiry) is to ensure that students make distinctions between observations, analysis and conclusions. This, in turn, will make them better able to analyze and interpret data (SP4) and engage in argument from evidence (SP7).

  Continuous Assessment: Observations? I Think Not
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Photosynthesis - Analyzing Data (Day 3)

Unit 4: Cell Processess
Lesson 5 of 18

Objective: Students will be able to analyze evidence that light and air are the ingredients for photosynthesis.

Big Idea: Plants make their own food.

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