Hypothesis and Variables/Lesson Document - Revision history

JanetBlair at 17:05, 26 September 2012

2012-09-26T17:05:02Z

← Older revision		Revision as of 17:05, 26 September 2012
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	Some students may struggle to plot continuous data graphs and may need additional help. Successful pairings can be made if necessary as the task proceeds with stronger students helping weaker ones.		Some students may struggle to plot continuous data graphs and may need additional help. Successful pairings can be made if necessary as the task proceeds with stronger students helping weaker ones.














	~~SC0051=What this resource offers the teacher and the learner=~~

	~~For the learner:~~
	* exposure to the scientific terms used in scientific investigations and in ISA exams
	* activities to become familiar with scientific terminology
	* opportunity to use scientific terminology before the GCSE ISA exams

	~~For the teacher:~~
	* a fun way to cover scientific terminology (a topic that is not as exiting as most science topics)
	* preparation of students for their GCSE ISA exam

	~~=How to use in this resource=~~

	~~Most of the lesson is based around students working in pairs or groups. Here is an example lesson plan:~~

	* 5 minutes - student based starter – anagrams of a few terms [[file: anagrams.ppt]].
	* 20 minutes - activity to familiarise with some of the terms – students have to find their pair (one student has a card with a term, the other with the description).
	* Assessment by students – using the AQA Glossary of terms page.
	* 10 minutes – teacher introduces some of the pairs and their terms to the class, reinforcing understanding by examples and graphs drawn on the board.
	* 15 minutes – student group work - play Taboo with cards containing most of the terms.
	* 10 minutes – plenary – crossword of the terms and free writing activity for the more advanced students.

	~~=How this resource support students’ learning=~~
	~~This is one of two lessons preparing students for the ISA GCSE exam.~~
	~~It covers a ‘dry’ topic – scientific terms. Students would have learned some or most of the terms in the regular science lessons; this lesson gathers previous knowledge and adds new terms.~~

	~~The pairing activity supports collaborative learning.~~
	~~The taboo card game supports group consolidation learning.~~
	~~The plenary offers challenge and hands-on experience of how to use the terms.~~

	~~A few terms are complex for students to understand. Good use of the AQA Glossary of terms pages can move the lesson (or a few struggling students) on.~~
	~~More able students can finish the task earlier – they can assist their colleagues or use the spare time to write free text using the terms. Comic writing can ease their use.~~

	Care must be taken when discussing the terms continuous and categoric variables. Bearing in mind that continuous variables are quantitative whilst categoric variables are qualitative, pupils may initially choose to think of shoe size as a discrete/quantitative variable before thinking about it in the following terms - Shoe size is best defined as a categoric variable by considering the 'numerical value' i.e. size 6 etc as a 'label' rather than a meaningful measurement.

JanetBlair at 14:44, 26 September 2012

2012-09-26T14:44:02Z

← Older revision		Revision as of 14:44, 26 September 2012
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	* 10 minutes – plenary – teacher led – presentation of students graphs and discussion on the hypothesis and type of graph used to depict the results.		* 10 minutes – plenary – teacher led – presentation of students graphs and discussion on the hypothesis and type of graph used to depict the results.

	=How this resource ~~support~~ students’ learning=		=How this resource supports students’ learning=

	This is one of two lessons preparing the students for the ISA GCSE exam. It develops the idea of hypothesis to explain observations. The concept of hypothesis might be unfamiliar to students; it can be presented as a 'best guess' or a proposal intended to explain information already available.		This is one of two lessons preparing the students for the ISA GCSE exam. It develops the idea of hypothesis to explain observations. The concept of hypothesis might be unfamiliar to students; it can be presented as a 'best guess' or a proposal intended to explain information already available.

JanetBlair at 14:42, 26 September 2012

2012-09-26T14:42:12Z

← Older revision		Revision as of 14:42, 26 September 2012
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	For the teacher:		For the teacher:
	* descriptions and examples of different types of data (continuous and catergoric)		* descriptions and examples of different types of data (continuous and catergoric)
	* useful worksheet on variables and hypothesis		* useful worksheet on variables and hypothesis for students to complete
	* preparation of students for their GCSE ISA exam		* preparation of students for their GCSE ISA exam

	=How to use in this resource=		=How to use in this resource=

	This lesson involves small group work and individual tasks. Here is an example lesson ~~plan~~:		This lesson involves small group work and individual tasks. Here is an example lesson outline:

	* 5 minutes - teacher led starter – use of example for continuous and catergoric data [[file: continuous data.ppt]].		* 5 minutes - teacher led starter – use of example for continuous and catergoric data [[file: continuous data.ppt]].
	* 20 minutes - students fill in poster template in groups. They should produce one poster per investigation (5 investigations presented). Differentiation by outcome – different groups will produce different number of posters [[file: poster template.pdf]].		* 20 minutes - students fill in poster template in groups. They should produce one poster per investigation (5 investigations presented). Differentiation by outcome – different groups will produce different number of posters [[file: poster template.pdf]].
	* 5 minutes - ~~Assessment~~ by students – compare their posters with another group – improve their work.		* 5 minutes - assessment by students – compare their posters with another group – improve their work.
	* 20 minutes - students plot graphs from provided data (individual work). Differentiation by outcome, up to 5 graphs can be plotted [[file: mixed data.pdf]].		* 20 minutes - students plot graphs of similar investigations from provided data (individual work). Differentiation by outcome, up to 5 graphs can be plotted [[file: mixed data.pdf]].
	* 10 minutes – plenary – teacher led – presentation of students graphs and discussion on the hypothesis and type of graph used to depict the results.		* 10 minutes – plenary – teacher led – presentation of students graphs and discussion on the hypothesis and type of graph used to depict the results.

	How ~~does it~~ support students’ learning ~~of the particular topic?~~		=How this resource support students’ learning=
	This is one of two lessons preparing the students for the ISA GCSE exam.
	It develops the idea of hypothesis to explain observations. A hypothesis can be ~~thought of~~ as a best guess or a proposal intended to explain information already available.		This is one of two lessons preparing the students for the ISA GCSE exam. It develops the idea of hypothesis to explain observations. The concept of hypothesis might be unfamiliar to students; it can be presented as a 'best guess' or a proposal intended to explain information already available.
	~~Enable students to understand~~ the ~~need~~ for ~~different type of graphs~~ to ~~present different type of~~ data.
	~~What kind(s) of learning might it support? (eg collaborative / enquiry-based / revision / exploration / hands-on experience from which concepts~~ can be ~~built / consolidation / extension to new more challenging problems / argumentation or reasoning skills~~.~~.. any or all of these?)~~		The poster template activity is a useful collaborative learning opportunity. Groups should be selected by the teacher on the basis of maximising this opportunity for all learners.

			Some students may struggle to plot continuous data graphs and may need additional help. Successful pairings can be made if necessary as the task proceeds with stronger students helping weaker ones.






	~~The poster template is a collaborative learning.~~
	~~The graph plotting is a hands-on experience learning.~~
	~~Plan who will be in each group for the poster work.~~
	~~Help students who struggle with the graph plotting.~~
	~~The concept of hypothesis might be unfamiliar to students.~~
	~~Some students will struggle to plot continuous data graphs.~~
	~~Students will become familiar with scientific terminology.~~
	~~They will be ready for the GCSE exam.~~
	~~Students will collaborate in the class activities during the lesson.~~

JanetBlair at 14:04, 26 September 2012

2012-09-26T14:04:11Z

@@ Line 1: / Line 1: @@
 =What this resource offers the teacher and the learner=
 For the learner:
@@ Line 14: / Line 59: @@
 Most of the lesson is based around students working in pairs or groups.  Here is an example lesson plan:
-* 5 minutes - Student based starter – anagrams of a few terms [[file: anagrams.ppt]].
+* 5 minutes - student based starter – anagrams of a few terms [[file: anagrams.ppt]].
 * 20 minutes - activity to familiarise with some of the terms – students have to find their pair (one student has a card with a term, the other with the description).
 * Assessment by students – using the AQA Glossary of terms page.

JanetBlair at 13:17, 26 September 2012

2012-09-26T13:17:53Z

← Older revision		Revision as of 13:17, 26 September 2012
Line 14:		Line 14:
	Most of the lesson is based around students working in pairs or groups. Here is an example lesson plan:		Most of the lesson is based around students working in pairs or groups. Here is an example lesson plan:

	* 5 minutes - Student based starter – anagrams of a few terms [[file: anagrams]].		* 5 minutes - Student based starter – anagrams of a few terms [[file: anagrams.ppt]].
	* 20 minutes - activity to familiarise with some of the terms – students have to find their pair (one student has a card with a term, the other with the description).		* 20 minutes - activity to familiarise with some of the terms – students have to find their pair (one student has a card with a term, the other with the description).
	* Assessment by students – using the AQA Glossary of terms page.		* Assessment by students – using the AQA Glossary of terms page.

JanetBlair at 13:10, 26 September 2012

2012-09-26T13:10:52Z

← Older revision		Revision as of 13:10, 26 September 2012
Line 14:		Line 14:
	Most of the lesson is based around students working in pairs or groups. Here is an example lesson plan:		Most of the lesson is based around students working in pairs or groups. Here is an example lesson plan:

	* 5 minutes - Student based starter – anagrams of a few terms [file: anagrams].		* 5 minutes - Student based starter – anagrams of a few terms [[file: anagrams]].
	* 20 minutes - activity to familiarise with some of the terms – students have to find their pair (one student has a card with a term, the other with the description).		* 20 minutes - activity to familiarise with some of the terms – students have to find their pair (one student has a card with a term, the other with the description).
	* Assessment by students – using the AQA Glossary of terms page.		* Assessment by students – using the AQA Glossary of terms page.

JanetBlair at 13:10, 26 September 2012

2012-09-26T13:10:17Z

JanetBlair at 13:08, 26 September 2012

2012-09-26T13:08:50Z

← Older revision		Revision as of 13:08, 26 September 2012
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	* opportunity to use scientific terminology before the GCSE ISA exams		* opportunity to use scientific terminology before the GCSE ISA exams

	For the teachers		For the teachers:
	* a fun way to cover scientific terminology (a topic that is not as exiting as most science topics)		* a fun way to cover scientific terminology (a topic that is not as exiting as most science topics)
	* preparation of students for their GCSE ISA exam		* preparation of students for their GCSE ISA exam
Line 31:		Line 31:
	A few terms are complex for students to understand. Good use of the AQA Glossary of terms pages can move the lesson (or a few struggling students) on.		A few terms are complex for students to understand. Good use of the AQA Glossary of terms pages can move the lesson (or a few struggling students) on.
	More able students can finish the task earlier – they can assist their colleagues or use the spare time to write free text using the terms. Comic writing can ease their use.		More able students can finish the task earlier – they can assist their colleagues or use the spare time to write free text using the terms. Comic writing can ease their use.
	.
			Care must be taken when discussing the terms continuous and categoric variables. Bearing in mind that continuous variables are quantitative whilst categoric variables are qualitative, pupils may initially choose to think of shoe size as a discrete/quantitative variable before thinking about it in the following terms - Shoe size is best defined as a categoric variable by considering the 'numerical value' i.e. size 6 etc as a 'label' rather than a meaningful measurement.

JanetBlair at 12:56, 26 September 2012

2012-09-26T12:56:57Z

← Older revision		Revision as of 12:56, 26 September 2012
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	=How this resource support students’ learning=		=How this resource support students’ learning=
	This is one of ~~a few~~ lessons preparing ~~the~~ students for the ISA GCSE exam.		This is one of two lessons preparing students for the ISA GCSE exam.
	It covers a ‘dry’ topic – scientific terms. Students would have learned some or most of the terms in the regular science lessons; this lesson gathers previous knowledge and adds new terms.		It covers a ‘dry’ topic – scientific terms. Students would have learned some or most of the terms in the regular science lessons; this lesson gathers previous knowledge and adds new terms.
	What kind(s) of learning might it support? (eg collaborative / enquiry-based / revision / exploration / hands-on experience from which concepts can be built / consolidation / extension to new more challenging problems / argumentation or reasoning skills... any or all of these?)

	The pairing activity supports collaborative learning.		The pairing activity supports collaborative learning.
Line 30:		Line 29:
	The plenary offers challenge and hands-on experience of how to use the terms.		The plenary offers challenge and hands-on experience of how to use the terms.

	~~What tips would you offer a teacher who would like to use this?~~

	~~The cards for the pairing and taboo have to be ready before the lesson.~~
	~~Plan who will be in each group for the taboo card game.~~
	~~Help struggling students along the way.~~

	~~Pedagogical tags.~~

	~~To look out for or include in the resource itself:~~
	~~Pitfalls - what issues would you see arising?~~
	A few terms are complex for students to understand. Good use of the AQA Glossary of terms pages can move the lesson (or a few struggling students) on.		A few terms are complex for students to understand. Good use of the AQA Glossary of terms pages can move the lesson (or a few struggling students) on.
	More able students can finish the task earlier – they can assist their colleagues or use the spare time to write free text using the terms. Comic writing can ease their use.		More able students can finish the task earlier – they can assist their colleagues or use the spare time to write free text using the terms. Comic writing can ease their use.
			.
	~~Pedagogical rationale~~
	~~Students will become familiar with scientific terminology.~~
	~~They will be ready for the GCSE exam.~~
	~~Students will collaborate in the class activities during the lesson~~.

JanetBlair at 11:37, 26 September 2012

2012-09-26T11:37:27Z

← Older revision		Revision as of 11:37, 26 September 2012
Line 14:		Line 14:
	Most of the lesson is based around students working in pairs or groups. Here is an example lesson plan:		Most of the lesson is based around students working in pairs or groups. Here is an example lesson plan:

	5 minutes - Student based starter – anagrams of a few terms.		* 5 minutes - Student based starter – anagrams of a few terms.
	20 minutes - activity to familiarise with some of the terms – students have to find their pair (one student has a card with a term, the other with the description).		* 20 minutes - activity to familiarise with some of the terms – students have to find their pair (one student has a card with a term, the other with the description).
	Assessment by students – using the AQA Glossary of terms page.		* Assessment by students – using the AQA Glossary of terms page.
	10 minutes – teacher introduces some of the pairs and their terms to the class, reinforcing understanding by examples and graphs drawn on the board.		* 10 minutes – teacher introduces some of the pairs and their terms to the class, reinforcing understanding by examples and graphs drawn on the board.
	15 minutes – student group work - play Taboo with cards containing most of the terms.		* 15 minutes – student group work - play Taboo with cards containing most of the terms.
	10 minutes – plenary – crossword of the terms and free writing activity for the more advanced students.		* 10 minutes – plenary – crossword of the terms and free writing activity for the more advanced students.

	=How this resource support students’ learning=		=How this resource support students’ learning=

← Older revision		Revision as of 13:10, 26 September 2012
Line 1:		Line 1:
	=What this resource offers the teacher and the learner=		=What this resource offers the teacher and the learner=

	For the ~~learners~~:		For the learner:
	* exposure to the scientific terms used in scientific investigations and in ISA exams		* exposure to the scientific terms used in scientific investigations and in ISA exams
	* activities to become familiar with scientific terminology		* activities to become familiar with scientific terminology
	* opportunity to use scientific terminology before the GCSE ISA exams		* opportunity to use scientific terminology before the GCSE ISA exams

	For the ~~teachers~~:		For the teacher:
	* a fun way to cover scientific terminology (a topic that is not as exiting as most science topics)		* a fun way to cover scientific terminology (a topic that is not as exiting as most science topics)
	* preparation of students for their GCSE ISA exam		* preparation of students for their GCSE ISA exam
Line 14:		Line 14:
	Most of the lesson is based around students working in pairs or groups. Here is an example lesson plan:		Most of the lesson is based around students working in pairs or groups. Here is an example lesson plan:

	* 5 minutes - Student based starter – anagrams of a few terms.		* 5 minutes - Student based starter – anagrams of a few terms [file: anagrams].
	* 20 minutes - activity to familiarise with some of the terms – students have to find their pair (one student has a card with a term, the other with the description).		* 20 minutes - activity to familiarise with some of the terms – students have to find their pair (one student has a card with a term, the other with the description).
	* Assessment by students – using the AQA Glossary of terms page.		* Assessment by students – using the AQA Glossary of terms page.