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Persuasive argument: Best car: Difference between revisions
From OER in Education
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(Created page with "{{Rinfo |title= Persuasive argument: Best car |topic=Persuasive argument, science investigation and evidence based conclusions |subject=Science |resourcenumber=SC001 |age= Pri...") |
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There is scope within this activity for a number of different methods of learning. Here are some examples: | There is scope within this activity for a number of different methods of learning. Here are some examples: | ||
'''Small group work''': Investigation conducted by small groups reporting back to the class | '''Small group work''': Investigation conducted by small groups reporting back to the class<br /> | ||
'''Whole class dialogue''': Discussion of each set of data | '''Whole class dialogue''': Discussion of each set of data <br /> | ||
'''Open-ended questions''': Why did this car come first? How do you explain that result? | '''Open-ended questions''': Why did this car come first? How do you explain that result?<br /> | ||
'''Peer assessment''': do peers agree with the analysis? | '''Peer assessment''': do peers agree with the analysis?<br /> | ||
'''Project work''': linked in with topic work in design and technology, literacy, numeracy… | '''Project work''': linked in with topic work in design and technology, literacy, numeracy…<br /> | ||
'''Enquiry-based learning''': initial presentation to the class can be framed as a problem for them to solve. | '''Enquiry-based learning''': initial presentation to the class can be framed as a problem for them to solve.<br /> | ||
'''Co-enquiry''': children working collaboratively | '''Co-enquiry''': children working collaboratively<br /> | ||
'''Arguing and reasoning''': persuading each other about the results | '''Arguing and reasoning''': persuading each other about the results <br /> | ||
'''Exploring ideas''': developing understanding of key scientific principles | '''Exploring ideas''': developing understanding of key scientific principles<br /> | ||
'''Case study''': the teacher modelling can be through presentation of a fictitious set of data form a previous investigation. | '''Case study''': the teacher modelling can be through presentation of a fictitious set of data form a previous investigation.<br /> | ||
'''Notes and tips''' | '''Notes and tips''' | ||
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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. | 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. | ||
== Teacher's Notes: == | == Teacher's Notes: == | ||
