Chemical Tests
Lesson 11
Reviewing the Evidence
Students review, analyze and discuss the information they have collected to help them identify the 5 unknown chemicals.
3. Lesson set up and Management
GLE 2.1.3 Understand how to construct a reasonable explanation using evidence
(3) Generate a scientific explanation or conclusion using data
GLE 2.2.1 Understand that all scientific observations should be reported accurately and honestly even when the observations contradict expectations.
(3) Explain how scientific observations are recorded accurately and honestly.
(3) Explain why scientific records of observation are not changed even when the records do not match initials expectations.
GLE 2.2.3 Understand why similar investigations may not produce similar results.
- Students will review the data they have collected for the unknown chemicals and summarize and analyze their test results to discriminate between their unknowns.
- Students will predict the identity of each unknown with supportive reasons.
3. Lesson set up and Management
Materials:
- Many teachers choose to eliminate the chart and instead leave the student record sheet in students' notebooks. Students seem to have an easy time using three different sheets instead of one big glued sheet.
Student Management:
- Give students the opportunity to discuss their thinking and ideas in groups or with their partners before writing their predictions about the identities of the unknown chemicals.
- PROCEDURE #4
- If you have created a class results bulletin board, this automatically becomes a "Test Summary Table" that students can refer to as needed.
A class results bulletin board
- PROCEDURE #8
- As students are examining and marking unique results on their tables, carry a record sheet around, listen to their discussions, look at their ideas and record some for class discussion in Final Activities #1.
- FINAL ACTIVITIES #1
- Pull the class together and have students share some of the test results they considered unique. Mark these on the class "Test Summary Table."
- There are so many assessment ideas they ask you to focus on. Narrow your focus down to the first three bulleted ideas.
Writing Support:
- Students record their predictions about the identities of the unknown chemicals with at least two supportive reasons in their science notebooks.
Reading Support:
- Read some selections from Stories to Solve by George Shannon to get some practice analyzing information to reach a conclusion.
Math Support:
- Students will create a table of information from all their test results. Have them add a title to this table.