1. Big ideas
1.1. 1. New knowledge requires clear communication - In order to understand the results of our experiment, data must be presented clearly.
1.2. 2. Incorrect presentation of data leads to false conclusions – in order to communicate our experimental results correctly to others, the data must be presented in the correct format.
2. Objectives
2.1. Students can draw, fill in and correctly label a table of data collected during an experiment.
2.1.1. Scaffolding strategy - connect with prior knowledge by introducing the topic with a discussion, using examples they can easily understand.
2.2. Students can determine which of the variables in an experiment is dependent and which is independent.
2.2.1. Scaffolding strategy - student are given a mnemonic OR come up with their own mnemonic to help them remember.
2.2.2. Scaffolding strategy - give sentence structures with blank spaces to help EAL students.
2.3. Students can set up a graph with correctly labelled axes, including correct units and an appropriate title
2.3.1. Scaffolding strategy - develop a checklist for students to make sure all elements of the graph are included.
2.4. Students can plot data points correctly from a table onto a graph
2.4.1. Scaffolding strategy - Use supportive visuals to help connect the numbers in the table to the points on the graph.
2.4.2. Scaffolding strategy - I do, you do, we do strategy.
2.4.2.1. Start with teacher drawing a graph, thinking out loud while explaining the process, making 1-2 common mistakes and correcting them.
2.4.2.2. Students then take over the process, helping to graph the rest of the points as a group.
2.4.2.3. Further examples are worked through in groups and then students use their new skills to graph experimental results.
2.5. Students can draw a line of best fit through the data points to show the trend in the data.
2.5.1. Scaffolding strategy - provide multiple examples of good and bad lines of best fit to give students a "feel" for how to do it correctly.
2.6. Students can use information from the graph to draw conclusions about their experimental hypothesis.
2.6.1. Intentional small group / partner work. Like-skill groups can work together on worksheets that contain appropriate levels of scaffolding for that group.
2.6.2. While learning how to write conclusions, students should be given sentence structures, such as "If/then statements" to help them explain their findings.
3. Standard
3.1. Criterion C, Strand i: Present collected and transformed data
4. Students
4.1. Students coming from many different educational backgrounds, school systems (variable background knowledge)
4.1.1. Scaffolding strategies aim to connect students to their prior knowledge.
4.2. Only 41% of students speak English as their mother tongue; students have varying levels of English language skills
4.2.1. Significant focus on EAL learners in scaffolding strategies; particular emphasis on sentence structures and multiple modes of content presentation.
4.3. Students are extremely social and outgoing
4.3.1. The 6th graders love working together, so some activities require working in small groups - these groups can be organised into like-skill groups with appropriate levels of scaffolding for each group.
4.4. Students are very tech-savvy and keen to use technology whenever possible; however some students have poorer basic skills (penmanship, drawing), possibly due to reliance on technology
4.4.1. All scaffolding strategies focus on graphing by hand; students must master this skill before turning to digital tools (e.g. Excel)
4.5. Many students have high parental expectations that can cause high levels of stress
4.5.1. Providing scaffolding helps students understand the steps involved and feel more confident about their work. Elements of play and fun are included whenever possible, to reduce student stress levels in class.