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| {{Rinfo | | {{Rinfo |
| |title= Persuasive argument: Best car | | |type= Lesson idea |
| |topic=Persuasive argument, science investigation and evidence-based conclusions | | |
| | |attribution={{PaulWarwick}} |
| | |title= Persuasive argument and evidence-based conclusions about the best car |
| | |topic=Investigation |
| |subject=Science | | |subject=Science |
| |resourcenumber=SC001 | | |resourcenumber=SC001 |
| |age= Primary KS | | |age= Primary , Primary |
| |content=Teachers might use this resource as a single, stand alone lesson or expand it in to a much longer topic encompassing the links outline above. It can be used with all primary age ranges with appropriate differentiation. Teachers in the foundation stage might, for instance, focus on developing the children’s comparative language when collectively discussing a shared set of results whilst those in upper Key Stage 2 might place expectations on their pupils to develop an full written argument with reference both to their initial predictions and hypotheses, their final data and also to the possibility of biased or unreliable data based on their control of the variables at hand. | | |final=yes |
| | |tagline=Got a new motor? Talk about your investigation like a scientist |
| | |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 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<br />
| | * carry out a whole investigation, |
| • Use evidence to support conclusions
| | * use evidence to support conclusions. |
| |additional resources= | | |additional resources= |
| |useful information=For further ideas, booklets, etc. : 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= |
| |format= | | |format= |
| |resources= | | |resources=[[Persuasive argument: Best car/Document]] |
| }} | | }} |
| [[Category:Science]][[Category:Primary]] | | [[Category:Science]][[Category:Primary]] |
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| == Pedagogic Rationale ==
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| The intended purpose of this activity is to develop children’s ability to support their conclusions with evidence. The teacher will model, encourage and then scaffold the use of language that supports children in referring to the data they have collected when discussing and/or presenting their results. Children will then have the opportunity to collaborate with peers and explore their use of language by presenting their results in a way that is understandable to others. During this process the teacher will scaffold language development by offering a range of acceptable alternatives, both discretely through participation in discussion and overtly through the use of talking and writing frames, to the language the children have selected themselves and by remodelling and rephrasing as part of the ongoing discussion of results.
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| There are a number of other discrete science based learning outcomes based around conducting a full science investigation, for example, fair testing, accurate measurement and data gathering, data handling and presentation of results, selecting and using appropriate resources, etc. As part of a longer science topic these outcomes can be exploited in full as the investigation progresses or they can be used as experiential learning to be drawn on as part of subsequent investigations.
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| Communication, Language and Literacy and Numeracy links are strong in this activity and teachers may like to develop those in other curriculum areas. In literacy lessons there is scope for follow up activities on developing the use of connectives (so, because, but) as part of an explanatory text such as a recount of the investigation or a non-chronological report about the performance of toy cars. In numeracy the opportunities for measuring, recording, data-handling and, particularly for younger children, comparison of number value in terms of distance and use of the necessary comparative and ordinal language.
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| == Types of Learning ==
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| There is scope within this activity for a number of different methods of learning. Here are some examples:
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| '''Small group work''': Investigation conducted by small groups reporting back to the class<br />
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| '''Whole class dialogue''': Discussion of each set of data <br />
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| '''Open-ended questions''': Why did this car come first? How do you explain that result?<br />
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| '''Peer assessment''': do peers agree with the analysis?<br />
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| '''Project work''': linked in with topic work in design and technology, literacy, numeracy…<br />
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| '''Enquiry-based learning''': initial presentation to the class can be framed as a problem for them to solve.<br />
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| '''Co-enquiry''': children working collaboratively<br />
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| '''Arguing and reasoning''': persuading each other about the results <br />
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| '''Exploring ideas''': developing understanding of key scientific principles<br />
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| '''Case study''': the teacher modelling can be through presentation of a fictitious set of data form a previous investigation.<br />
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| '''Notes and tips'''
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| This kind of investigation will need a significant amount of structure for the youngest children with less as they get older and are more used to conducting this kind of investigation independently. Either the children are presented with a clear set of instructions with targeted decisions left open to them or the amount of time given to them to develop their method, test it and then to conduct the investigation must be increased. If children are working in groups but are to compare data then it is suggested that a single method is agreed upon in the first instance and changes are made collectively.
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| When using a random collection of toy cars children in key stage 2 should identify that they may be unable to make this a fair test as the variable factors influencing how far the cars can go may be too many. In key stage 2 it may be necessary to select one variable for testing such as; the type of surface travelled over, the height of the ramp, the size of wheels, the load carried, the body shape of the cars, etc.
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| == Teacher's Notes: ==
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| '''Science activity'''
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| Ask children to bring in one or more toy cars and begin by discussing which car they think would travel the furthest if placed on a ramp and why. Choose four or five cars and ask the children to put them in order of which they think would come first, second, third etc. make a note of their predictions.
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| Challenge children to suggest how they would test their predictions. They may need access to a limited range of equipment to aid their planning. A planning framework e.g. house or train, may also be helpful.
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| The children now carry out their investigation and record the results in a table. Depending on the abilities and needs of the children the investigation can offer many opportunities for developing different aspects of investigative work; for example, testing, measuring or recording data. Here the focus is on the feedback session where children consider their results and draw conclusions. An important aspect of investigative work is that children should be able to interrogate their data, talk or write about it and use their results to explain their conclusions.
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| When children have completed the practical part of the activity provide time for them to create a simple bar graph using the data in their table. This helps children to see the difference more clearly and can make information more visible to other children, if large graph paper is use.
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| '''Literacy link'''
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| Although ‘persuasive argument’ is an aspect of literacy that has prominence in the upper primary years it is important that children begin to use both scientific knowledge and data to persuade others (and themselves) that their conclusions are appropriate.
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| In this activity children generate data from their investigation and should use this evidence to support their conclusions. A selected range of openers and connectives can help children to articulate an argument.
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| • My results show that…<br />
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| • If we look at the table we can see that…<br />
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| • The graph shows that…<br />
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| • I noticed that…<br />
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| • We can see from the table that the best is…<br />
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| Offer openers and connectives as part of a large wall display or table-top sheet or card. During the feedback session, when children talk about their investigation and results, ask the children to use specific openers, for example:
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| ‘My results show that…’ in a sentence.
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