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Hypothesis and Variables/Lesson Document: Difference between revisions
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=What this resource offers the teacher and the learner= | =What this resource offers the teacher and the learner= | ||
For the learner: | |||
* discussion on hypothesis and variables in preparation for ISA GCSE exam | |||
* graph plotting experience | |||
* team work producing posters | |||
For the teacher: | |||
* descriptions and examples of different types of data (continuous and catergoric) | |||
* useful worksheet on variables and hypothesis | |||
* preparation of students for their GCSE ISA exam | |||
=How to use in this resource= | |||
This lesson involves small group work and individual tasks. Here is an example lesson plan: | |||
* 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]]. | |||
* 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]]. | |||
* 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? | |||
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. | |||
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 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. | |||
SC0051=What this resource offers the teacher and the learner= | |||
For the learner: | For the learner: | ||
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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 - | * 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. | ||
