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Persuasive argument: Best car: Difference between revisions
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{{Rinfo | {{Rinfo | ||
|title= Persuasive argument | |title= Persuasive argument about the best car | ||
|topic=Persuasive argument, science investigation and evidence-based conclusions | |topic=Persuasive argument, science investigation and evidence-based conclusions | ||
|subject=Science | |subject=Science | ||
|resourcenumber=SC001 | |resourcenumber=SC001 | ||
|age= Primary | |age= Primary | ||
|tagline=Talk about your investigation like a scientist | |||
|image=Bestcar0.jpg | |||
|content=Teachers might use this resource as a single, stand alone lesson or expand it in to a much longer topic encompassing the outlined links. 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. | |content=Teachers might use this resource as a single, stand alone lesson or expand it in to a much longer topic encompassing the outlined links. 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. | ||
|strategy= | |strategy= | ||
|Learning Objectives=Students should be able to:<br /> | |Learning Objectives=Students should be able to:<br /> | ||
* carry out a whole investigation | |||
* use evidence to support conclusions | |||
|additional resources= | |additional resources= | ||
|useful information=For further | |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 | ||
|related resources= | |related resources= | ||
|other= | |other= | ||
|format= | |format= | ||
|resources= | |resources=Text below | ||
}} | }} | ||
[[Category:Science]][[Category:Primary]] | [[Category:Science]][[Category:Primary]] | ||
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== Pedagogic Rationale == | == Pedagogic Rationale == | ||
The | The 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. | ||
Other science based learning outcomes from a full science investigation include for example, fair testing, accurate measurement and data gathering, data handling and presentation of results, selecting and using appropriate resources. 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. | |||
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. | 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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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. | 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. | ||
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. | 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. | ||
