Reflection: Checks for Understanding What Is It Used For - Section 3: Comparing Our Findings


Students were asked to draw conclusions about whether we could indeed tell what an object was used for just by looking at it. The students had trouble using the information we had gathered to answer the question. They wanted to just give their opinion without basing it on what we had found out. Partial Recording Of Our Findings Our data suggested that not everyone identified the tool as being used in the same manner just by looking at it, so a logical conclusion would be that you can't always tell what an object is to be used for just by looking at it. Students had trouble making this leap from what we saw to verbalizing their opinion.

I found I had to give them three choices this first time. I said can you always tell what an object is just by looking at it, sometimes tell or never tell. Pick one of those that you think matches the data we found and then tell why you think so.

This helped narrow down what students had to do. It also told me that students are not yet ready to make this leap on their own. We need to walk through this step several times to help students understand how to look at what they saw, or measured, and then to use that to answer the questions.

  Checks for Understanding: Drawing Conclusions
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What Is It Used For

Unit 4: What Is It Made Out Of?
Lesson 3 of 10

Objective: SWBAT test and classify materials by how they are used

Big Idea: Some materials are better suited to a job than others. Students will design ways to test the materials to see how they can best be used.

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11 teachers like this lesson
Science, building materials, Building Structures, reasoning, experiment, assessment, matter, shapes
  50 minutes
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