Lesson 3: Experimentation and Data

What does the data tell us? Was our hypothesis supported?

Initial Measurement, Final Measurement, Change (Delta), Quantitative Data, Evidence.

DCI: LS1.B (Growth and Development); SEP: Planning and Carrying Out Investigations; CCC: Cause and Effect.

Mathematics in Science: Calculating the "Change" in growth or ripening state using quantitative data

(DOK 3) Students set up their experiments (e.g., placing bananas in bags, setting up light filters). They collect "Initial" and "Final" data points on their "Lime" and "Green" papers, recording physical changes over several days.

Poster Inquiry: Students engage in the active "Poster Presentation" phenomenon, documenting the real-time response of their plants to environmental changes.

Thinking an experiment is a "failure" if the plant doesn't react as predicted in the hypothesis.

Differentiation by Content:
Tiered Assignments: Create assignments with varying levels of difficulty to cater to students' abilities. For example, offer a basic level assignment, an intermediate level assignment, and an advanced level assignment.
Flexible Grouping: Group students based on their readiness levels or learning styles. This allows you to provide targeted instruction and support to different groups of students.
Choice Boards: Offer students a variety of activities to choose from, allowing them to select tasks that align with their interests and learning styles.
Differentiation by Process:
Scaffolded Instruction: Break down complex tasks into smaller, manageable steps to support students who need additional guidance.
Graphic Organizers: Provide students with visual tools like Venn diagrams, concept maps, and timelines to help them organize information and make connections.
Technology Integration: Utilize technology tools like simulations, online resources, and educational apps to engage students and provide alternative learning pathways.
Differentiation by Product:
Multiple Assessment Options: Offer students a variety of ways to demonstrate their understanding, such as written reports, presentations, models, or digital projects.
Student Choice: Allow students to choose the format for their final projects, giving them ownership over their learning.
Rubrics: Develop clear and specific rubrics to provide students with expectations and guidelines for their work.

Completed Poster

https://drive.google.com/drive/folders/1CTZmXZzAnolepFkb9dgYg-MscvA_T53m?usp=drive_link