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Persuasive argument: Best car: Difference between revisions
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{{Rinfo | {{Rinfo | ||
|type= Lesson idea | |||
|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 | ||
|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 | ||
|image=Bestcar0.jpg | |image=Bestcar0.jpg | ||
|content=This resource is a teacher's commentary on a discussion around the results of an investigation | |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 /> | ||
* 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 | |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= | ||
