Persuasive argument: Best car - Revision history

Bjoern: subjects, ages, types

2012-09-28T15:38:37Z

subjects, ages, types

← Older revision		Revision as of 15:38, 28 September 2012
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	{{Rinfo		{{Rinfo
			\|type= Lesson idea

	\|attribution={{PaulWarwick}}		\|attribution={{PaulWarwick}}
	\|title= Persuasive argument and evidence-based conclusions about the best car		\|title= Persuasive argument and evidence-based conclusions about the best car
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	\|subject=Science		\|subject=Science
	\|resourcenumber=SC001		\|resourcenumber=SC001
	\|age= Primary		\|age= Primary , Primary
	\|final=yes		\|final=yes
	\|tagline=Got a new motor? Talk about your investigation like a scientist		\|tagline=Got a new motor? Talk about your investigation like a scientist

Bjoern: Adding attribution

2012-09-28T13:59:02Z

Adding attribution

← Older revision		Revision as of 13:59, 28 September 2012
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	{{Rinfo		{{Rinfo
			\|attribution={{PaulWarwick}}
	\|title= Persuasive argument and evidence-based conclusions about the best car		\|title= Persuasive argument and evidence-based conclusions about the best car
	\|topic=Investigation		\|topic=Investigation

Caroline.jestaz at 13:26, 27 September 2012

2012-09-27T13:26:45Z

← Older revision		Revision as of 13:26, 27 September 2012
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	* use evidence to support conclusions.		* use evidence to support conclusions.
	\|additional resources=		\|additional resources=
	\|useful information=For further booklets: The National Centre for Initial Teacher Training in Primary School Science at http://www.le.ac.uk/se/centres/sci/SCIcentre.html		\|useful information=For further booklets, please check The National Centre for Initial Teacher Training in Primary School Science at http://www.le.ac.uk/se/centres/sci/SCIcentre.html
	\|related resources=		\|related resources=
	\|other=		\|other=

Caroline.jestaz at 13:26, 27 September 2012

2012-09-27T13:26:17Z

← Older revision		Revision as of 13:26, 27 September 2012
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	\|strategy=		\|strategy=
	\|Learning Objectives=Students should be able to:<br />		\|Learning Objectives=Students should be able to:<br />
	* carry out a whole investigation		* carry out a whole investigation,
	* use evidence to support conclusions		* use evidence to support conclusions.
	\|additional resources=		\|additional resources=
	\|useful information=For further booklets: The National Centre for Initial Teacher Training in Primary School Science at http://www.le.ac.uk/se/centres/sci/SCIcentre.html		\|useful information=For further booklets: The National Centre for Initial Teacher Training in Primary School Science at http://www.le.ac.uk/se/centres/sci/SCIcentre.html

Caroline.jestaz at 13:18, 27 September 2012

2012-09-27T13:18:09Z

← Older revision		Revision as of 13:18, 27 September 2012
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	\|tagline=Got a new motor? Talk about your investigation like a scientist		\|tagline=Got a new motor? Talk about your investigation like a scientist
	\|image=Bestcar0.jpg		\|image=Bestcar0.jpg
	\|content=This resource is a teacher's commentary on a discussion around the results of an investigation which involves comparing toy cars rolling down a ramp. This might be used as a stand-alone lesson or be expanded to a longer topic. With differentiation, it can be used with any primary age. At the foundation stage teachers might focus on developing the language of comparison while discussing shared results. At the top of Key Stage 2, teachers might expect their pupils to develop a ~~full~~ written argument and refer to their initial hypotheses, ~~their final~~ data and also to the possibility of unreliable data due to their control of variables.		\|content=This resource is a teacher's commentary on a discussion around the results of an investigation which involves comparing toy cars rolling down a ramp. This might be used as a stand-alone lesson or be expanded to a longer topic. With differentiation, it can be used with any primary age. At the foundation stage, teachers might focus on developing the language of comparison while discussing shared results. At the top of Key Stage 2, teachers might expect their pupils to develop a fully written argument and refer to their initial hypotheses, data and also the possibility of unreliable data due to their control of variables.
	\|strategy=		\|strategy=
	\|Learning Objectives=Students should be able to:<br />		\|Learning Objectives=Students should be able to:<br />

Caroline.jestaz at 13:16, 27 September 2012

2012-09-27T13:16:51Z

← Older revision		Revision as of 13:16, 27 September 2012
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	\|tagline=Got a new motor? Talk about your investigation like a scientist		\|tagline=Got a new motor? Talk about your investigation like a scientist
	\|image=Bestcar0.jpg		\|image=Bestcar0.jpg
	\|content=This resource is a teacher's commentary on a discussion around the results of an investigation which involves comparing toy cars rolling down a ramp. This might be used as a stand alone lesson or be expanded to a longer topic. With differentiation, it can be used with any primary age. At the foundation stage teachers might focus on developing the language of comparison while discussing shared results. At the top of Key Stage 2, teachers might expect their pupils to develop a full written argument and refer to their initial hypotheses, their final data and also to the possibility of unreliable data due to their control of variables.		\|content=This resource is a teacher's commentary on a discussion around the results of an investigation which involves comparing toy cars rolling down a ramp. This might be used as a stand-alone lesson or be expanded to a longer topic. With differentiation, it can be used with any primary age. At the foundation stage teachers might focus on developing the language of comparison while discussing shared results. At the top of Key Stage 2, teachers might expect their pupils to develop a full written argument and refer to their initial hypotheses, their final data and also to the possibility of unreliable data due to their control of variables.
	\|strategy=		\|strategy=
	\|Learning Objectives=Students should be able to:<br />		\|Learning Objectives=Students should be able to:<br />

Caroline.jestaz at 13:15, 27 September 2012

2012-09-27T13:15:23Z

← Older revision		Revision as of 13:15, 27 September 2012
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	\|tagline=Got a new motor? Talk about your investigation like a scientist		\|tagline=Got a new motor? Talk about your investigation like a scientist
	\|image=Bestcar0.jpg		\|image=Bestcar0.jpg
	\|content=This resource is a teacher's commentary on a discussion around the results of an investigation~~. The investigation itself simply~~ involves comparing toy cars rolling down a ramp. This might be used as a stand alone lesson or be expanded to a longer topic. With differentiation, it can be used with any primary age. At the foundation stage teachers might focus on developing the language of comparison while discussing shared results. At the top of Key Stage 2, teachers might expect their pupils to develop a full written argument and refer to their initial hypotheses, their final data and also to the possibility of unreliable data due to their control of variables.		\|content=This resource is a teacher's commentary on a discussion around the results of an investigation which involves comparing toy cars rolling down a ramp. This might be used as a stand alone lesson or be expanded to a longer topic. With differentiation, it can be used with any primary age. At the foundation stage teachers might focus on developing the language of comparison while discussing shared results. At the top of Key Stage 2, teachers might expect their pupils to develop a full written argument and refer to their initial hypotheses, their final data and also to the possibility of unreliable data due to their control of variables.
	\|strategy=		\|strategy=
	\|Learning Objectives=Students should be able to:<br />		\|Learning Objectives=Students should be able to:<br />

Caroline.jestaz at 13:15, 27 September 2012

2012-09-27T13:15:04Z

← Older revision		Revision as of 13:15, 27 September 2012
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	\|tagline=Got a new motor? Talk about your investigation like a scientist		\|tagline=Got a new motor? Talk about your investigation like a scientist
	\|image=Bestcar0.jpg		\|image=Bestcar0.jpg
	\|content=This resource is a teacher's commentary on discussion around the results of an investigation. The investigation itself simply involves comparing toy cars rolling down a ramp. This might be used as a stand alone lesson or be expanded to a longer topic. With differentiation, it can be used with any primary age. At the foundation stage teachers might focus on developing the language of comparison while discussing shared results. At the top of Key Stage 2, teachers might expect their pupils to develop a full written argument and refer to their initial hypotheses, their final data and also to the possibility of unreliable data due to their control of variables.		\|content=This resource is a teacher's commentary on a discussion around the results of an investigation. The investigation itself simply involves comparing toy cars rolling down a ramp. This might be used as a stand alone lesson or be expanded to a longer topic. With differentiation, it can be used with any primary age. At the foundation stage teachers might focus on developing the language of comparison while discussing shared results. At the top of Key Stage 2, teachers might expect their pupils to develop a full written argument and refer to their initial hypotheses, their final data and also to the possibility of unreliable data due to their control of variables.
	\|strategy=		\|strategy=
	\|Learning Objectives=Students should be able to:<br />		\|Learning Objectives=Students should be able to:<br />

SimonKnight at 08:09, 24 September 2012

2012-09-24T08:09:03Z

← Older revision		Revision as of 08:09, 24 September 2012
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	\|resourcenumber=SC001		\|resourcenumber=SC001
	\|age= Primary		\|age= Primary
			\|final=yes
	\|tagline=Got a new motor? Talk about your investigation like a scientist		\|tagline=Got a new motor? Talk about your investigation like a scientist
	\|image=Bestcar0.jpg		\|image=Bestcar0.jpg

SimonKnight at 14:03, 17 September 2012

2012-09-17T14:03:25Z

@@ Line 17: / Line 17: @@
 |other=
 |format=
-|resources=Text below
+|resources=[[Persuasive argument: Best car/Document]]
 }}
 [[Category:Science]][[Category:Primary]]