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Persuasive argument: Best car: Difference between revisions
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|resourcenumber=SC001 | |resourcenumber=SC001 | ||
|age= Primary | |age= Primary | ||
|tagline=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= | |content=This resource is a teacher's commentary on discussion around the results of an investigation. The investigation itself simply 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 full written argument and refer to their initial hypotheses, their final data and also to 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 /> | ||
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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. | 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. | 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. | ||
== Types of Learning == | == Types of Learning == | ||
