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The following modules are organized so that less complex concepts and writing tasks are
taught first. This strategy allows students to achieve a level of mastery and experience
success before taking on more complex and challenging writing and thinking skills.
more challenging than the previous two modules and may require additional
clarification.
2. Divide your students into pairs and give each pair a purpose statement for a laboratory
exercise and a related topic to research. You will probably want to provide them with
a list of related terms to research. Direct the students to follow the guidelines and do
the necessary background research. This may require a day in the library depending on
your resources in the classroom. (If you are following the extended timeline, use a
purpose from an upcoming laboratory exercise).
3. Teach students how to define a term using their own words. This takes practice. One
suggestion is to have students read the text definition, then close the book and restate
the definition to a classmate. Additionally, students can draw pictures or vocabulary
webs to put the terms in context of their own schema.
4. Instruct the students to type a draft introduction.
5. Have the students evaluate their own introductions (following the attached grading
criteria). Consider having students do an introduction swap with another pair of
students for additional evaluation.
6. The students should make necessary changes an turn in a final draft. Spend sometime
evaluating and commenting on their introductions. As the saying goes, A stitch in
time saves nine.
Procedures. The teacher should stress that this section should contain all of the
information necessary for another person to repeat the exact procedure of the experiment
without knowing about experimental techniques and without repeating errors made.
Results. The teacher should stress the significance of observations versus inferences.
Conclusion. If students have grasped the important ideas, concepts, or observations from
each experiment, they should be able to answer each of the statements in their module
instructions. If not, then some important aspect of each experiment has been overlooked.
In this case, rereading or repeating the experiment is suggested.
Ideas for Helping Students Achieve a Final Product
1. Use graphical aids to help students understand how to concentrate their time and
efforts (Appendix C).
2. Make sure the students have a copy of the grading criteria before they write-up the
lab. You may want to prepare a more specific version of the attached scoring rubric to
match the specific goals for a particular laboratory exercise.
3. Set due dates for each section of the lab and/ or for an outline or rough draft.
4. Students should construct a working outline indicating the order of their reports.
5. Have the students write a rough draft for critique.
6. Pair students and have them do a peer evaluation using the grading criteria. Students
can identify spelling errors, grammatical errors, and ensure that all sections of the lab
are present. You may want to grade this based on how thorough and how much effort
was put into this activity.
7. Have students ask a parent or another adult proof read the paper. Have the students
tell the adult to check for comprehensibility. The adult could probably more readily
identify missing parts of information since they are not directly involved in the
laboratory exercise.
References
Chmielowiec, D., Molinian, A., & Nassis, G. (1994) Holt biology: Laboratory
experiments. Austin: Holt, Reinhart and Winston.
Kaskel, A., Broudy, M., Bunkelmann, H., & Mittleman, F. (1977) Life science.
Columbus, OH: Charles E. Merrill.
Morgan, J. & Carter, R. (1993). Investigating biology. Redwood City, CA: Benjamin
Cummins.
OConnor, P.R., Davos. J.E., MacNab, W.K., & McClellan, A.L. (1982) Lexington, MA:
D.C. Heath.
Otto, J.H., Towle, A., & Otto, W.D. (1981) Biology investigation. New York: Holt,
Reinhart and Winston
Tznimopoulos, N.D., Metcalfe, H.C., Williams, J.E., & Castka, J.F. (1990) Modern
chemistry, laboratory experiments. Teachers edition. Austin: Holt, Reinhart and
Winston.
Appendix A
Learning Objectives for Formal Laboratory Report
1. Hypothesizing - Making a testable statement that answers
some questions about the data.
2. Predicting - Stating the most likely outcome of an experiment
based on hypotheses or theories.
3. Experimenting - Carrying out observations under controlled
conditions.
4. Observing - Using your senses to collect and record specific
information, or data.
5. Measuring - Gathering quantitative data by gathering
numerical information.
6. Organizing Data - Placing the data in logical fashion in
graphs, tables, or charts.
7. Classifying - Ordering the data according to similarities or
differences.
8. Modeling - Creating visual, verbal, or mathematical models
that show relationships among the data.
9. Analyzing Data - Using mathematical relationships to study
the reliability of data.
10. Inferring - Drawing conclusions from the data collected
rather than from direct observation.
Appendix B
Vocabulary
VARIABLE: Something that may or does vary in an experiment. There are 3
kinds of variables.
1. INDEPENDENT VARIABLE (IV): A variable you, change or manipulate
on purpose. When you change this variable you are looking for a effect or
response in another variable.
2. DEPENDENT VARIABLE (DV): This is the responding variable. It is
the one you measure.
3. CONSTANTS: Once you have selected the IV and the DV you make sure
that all other potential variables remain constant (the same).
CONTROL: A standard for comparison. We choose one of the levels of
independent variable as a standard for comparison. For example, if you
wanted to study the effect of fertilizer on grass growth, the obvious control
would be the section of lawn with no fertilizer.
REPEATED TRIALS : We do repeated trials to make sure our results are not
due to chance. Each level of IV is tested several times. If you get similar
results each time you can be more confident that your findings were not
caused by error or chance.
PURPOSE STATEMENT: A clear concise statement of the specific goal or
aim of the experiment.
Appendix C