Using Layered Curriculum
To Differentiate Instruction
In the Science Classroom
Jennifer Ward
Allegan High School
Allegan, MI 49010
269-673-7002 ext. 5939
jward@alleganps.org
MSTA Conference
March 8-10, 2012
One instructional strategy that is getting a lot of attention is differentiated instruction. This
concept says that instruction should be delivered to the student at a level where the student is
comfortable, but challenged. It is meeting the student where he is at, and leading them to where
they need to be. Differentiated instruction also involves a level of choice, which gives the
student a sense of ownership in his learning.
Kathy Nunley has devised a differentiated instruction strategy called “Layered Curriculum.” It
consists of instruction divided into three layers, or levels. Level C tasks involve acquiring the
knowledge needed for the unit. Level B tasks involve applying and using that knowledge to in a
classroom setting to solve problems. Level A involves using what you have learned to make a
critical analysis of a real-world problem.
Book: Layered Curriculum, Second Edition, by Kathy Nunley. ISBN 978-1-929358-12-0
Website: help4teachers.com
I discuss the pros and cons of using this strategy. I will explain how the strategy is grounded in
current educational research. I will share some units using this strategy.
NAME:_________________________________ HR:____
Chapter 4 Chemistry DI Unit (100 points)
A. Choose one of the following Vocabulary Assignments to complete. It is due by: ____
Use the following vocabulary words: matter, solid, liquid, gas, element, period, group, atom,
proton, neutron, electron, nucleus, valence electron, electron configuration, atomic number,
oxidation number, energy levels, mass number, atomic mass, compound, chemical bond, ion,
cation, anion, ionic bond, covalent bond, chemical property, physical property, chemical
equation
a) Write the word, the text’s definition, and your own definition
b) Find another Biology text, write its definition, and your text’s definition for each word
c) Make flashcards: write the definition on one side, the vocabulary word on the other and
quiz with a classmate for ________ minutes
d) Make flashcards: write the word on one side, place a labeled, colored, detailed drawing
on the other side
e) Fold a piece of computer paper 4 times (16 squares) and create a vocabulary puzzle.
Trade it with a classmate and put each other’s together
/10pts
B. Choose one of the following Reading Assignments to complete. It is due by: ______
a)
b)
c)
d)
Create a Reading Guide: ask 2 questions per paragraph in your text and answer them
in complete sentences
Copy the text pages, highlight the most important details in each paragraph, number
each paragraph, and then summarize each paragraph in your own words (2-3
sentences)
Create a Cornell notes outline of the entire reading
Listen to a recording/read-aloud session of the reading material; summarize each
paragraph in 2-3 sentences
/10pts
C.
Choose one of the following Lecture Assignments to complete while listening to your
instructor explain material and provide opportunity for questions.
a) Complete the fill-in-the-blanks notes provided by your teacher
b) Draw and label 1-2 key items from the day’s lecture and write down at least 7 key
facts on the back side
/10pts
D.
Know your elements! Study the provided Element List. Know how to spell element
names correctly and provide the correct symbol for each element. An Element Test will
be given the last day of every week for four weeks. The highest score will be the one
recorded.
/10pts
E. Reinforcement Activities all are due by _____; formal test is _______
Everyone must complete any starred (*) items.
*Chemistry Review Packet (reviewing Chemistry items learned in IPEC A)
/10pts
Ionic Binary Compounds
*Bonding Basics - 5pts
Section 6.1 Ionic Bonding: Data Analysis - 3pts
It’s a Bonding Experience - 3pts
Bond With a Classmate - 3pts
Criss Cross Method/Naming Ionic Compounds - 5pts
Online Activity worksheet 4.1-4.3 - 2pts
Section 6.1 worksheett - 2pt
/10pts
Covalent Binary Compounds
*Naming Covalent Compounds - 5pts
Section 6.2-6.3 worksheets - 2pts
Bonding Basics Practice Page - 5pts
Venn Diagram: Covalent & Ionic Bonds - 3pts
/10pts
Chemical Equations
Section 7.1 Describing Reactions - 3pts
Balancing Chemical Equations - 5pts
Word Web 7.1 & 7.3 - 2pts
Carbon Cycle Drawing - 5pts
/10pts
Chemical & Physical Properties
*Evidence for Chemical Change Lab - 5pts
States of Matter Manipulative - 2pts
Section 3.1 & 3.3 worksheets - 2pts
Concept Connections - 3pts
Section 3.1 Analyzing States of Matter - 5pts
/10pts
Bonding Unit Vocabulary
Vocabulary Testing will occur starting Monday, October 31.
You must learn the definitions of the following vocabulary words:
a.
Molecule
b.
Molecular compound
c.
Ions
d.
Cation
e.
Anion
f.
Ionic compounds
g.
Chemical formula
h.
Molecular formula
i.
Formula unit
j.
Law of Definite Proportions
k.
Law of Multiple Proportions
l.
Monoatomic ions
m.
Polyatomic ions
n.
Binary compounds
o.
Ternary compounds
p.
Electron dot structures
q.
Valence electrons
r.
Octet rule
s.
Ionic bonds
t.
Metallic bonds
u.
Alloys
v.
Ductile
w.
Malleable
x.
Luster
y.
Covalent bonds
z.
Single covalent bonds
aa.
Double covalent bonds
bb.
Triple covalent bonds
cc.
Coordinate covalent bonds
dd.
Binary acids
ee.
Oxyacids
You will need to prove to me that you have learned the unit vocabulary in one of the ways outlined
below.
i.
Create flashcards for all of the vocabulary terms by putting the term on one side of the
card and the definition of the term on the other side of the card. When ready, the teacher
will quiz you orally by randomly drawing 10 cards from your stack and asking you the
definition.
ii.
Study the vocabulary any way that you choose and then take a written quiz in which you
will match all of the vocabulary terms to their definition.
iii.
Complete a word web template for each term (see below). When ready, the teacher will
quiz you orally by choosing 10 terms from your template and asking you the term’s
definition.
Definition
Picture of word
Vocabulary
TERM
Two adjectives
Complete sentence containing term
iv.
Draw a picture or pictures illustrating the meaning of the vocabulary words. The
drawings do not have to be detailed or in color. When ready, the teacher will ask you
questions about your drawing(s) and the definitions of at least ten of the terms chosen
randomly from the list.
v.
Create a crossword puzzle using at least 15 of the words from the list. Use graph paper to
help you keep your lines and column straight. Provide a key for your puzzle. When
ready, the teacher will ask you questions about your puzzle and the definitions of at least
ten of the terms chosen randomly from the list.
vi.
Create a poem or short story that uses at least ten of the vocabulary words correctly. The
poem or short story should make the definitions of your ten words clear to the reader.
Underline the vocabulary word in the poem or short story. When ready, the teacher will
ask you questions about your story and the definitions of at least ten of the terms chosen
randomly from the list.
Name ____________________________
Chemistry
Methods and Measurement Unit
Relevant Content Expectations
C1.1A
Generate new questions that can be investigated in the laboratory or field.
C1.1B
Evaluate the uncertainties or validity of scientific conclusions using an
understanding of sources of measurement error, the challenges of controlling
variables, accuracy of data analysis, logic of argument, logic of experimental
design, and/or the dependence on underlying assumptions.
C1.1C
Conduct scientific investigations using appropriate tools and techniques (e.g.,
selecting an instrument that measures the desired quantity – length, volume,
weight, time interval, temperature – with the appropriate level of precision).
C1.1D
Identify patterns in data and relate them to theoretical models.
C1.1E
Describe a reason for a given conclusion using evidence from an investigation.
C1.1f
Predict what would happen if the variables, methods, or timing of an investigation
were changed.
C1.1g
Based on empirical evidence, explain and critique the reasoning used to draw a
scientific conclusion or explanation.
C1.1h
Design and conduct a systematic scientific investigation that tests a hypothesis.
Draw conclusions from data presented in charts or tables.
C1.2A
Critique whether or not specific questions can be answered through scientific
investigations.
C1.2B
Identify and critique arguments about personal or societal issues based on
scientific evidence.
C1.2f
Critique solutions to problems, given criteria and scientific constraints.
C1.2h
Describe the distinctions between scientific theories, laws, hypotheses, and
observations.
Learning Objectives (what students will be able to do)
At the end of this unit, the student will be able to...
1.
discuss what the science of chemistry is and differentiate between the five branches of
chemistry.
2.
compare and contrast the similarities and the differences between pure and applied
chemistry.
3.
list and define the steps of the scientific method.
4.
classify data as either qualitative or quantitative.
5.
tell the number of significant figures in a quantity.
6.
do mathematical calculations and then express the answer in the proper number of
significant figures.
7.
identify lab equipment and tell what they are used to measure (volume, mass,
temperature, etc.).
8.
measure a quantity to the precision allowed with the supplied measuring instrument.
9.
conduct a laboratory experiment using the lab safety rules.
10.
create a testable hypothesis.
11.
identify the independent and dependent variables, the constant variables, and the control
in an experiment.
12.
organize data into a properly formed data table.
13.
graph a set of two-variable data correctly.
14.
draw scientifically sound conclusions from data found in data tables and graphs.
15.
suggest future possible testable experiments given an experimental set-up.
16.
discuss sources of error in an experiment and suggest ways to minimize or prevent those
errors.
17.
discuss the differences between scientific theories, laws, hypotheses, and observations.
Methods and Measurement Layered Curriculum
General Directions
You will be choosing from the listed activities below to master the Learning Objectives
for this unit. In general, you will work on Level C assignments, then Level B assignments, and
finally the Level A assignment. The unit will end with a final written test over the Learning
Objectives. As this is your first experience with layered curriculum, I will be giving you
deadlines for getting sections done and will be giving you short quizzes in order to help motivate
you to continue learning the objectives.
If a choice is printed in bold, then you must do that assignment. We will be doing all of
the choices in Level B as a complete class. Most assignments can be completed during class
time; some will need to be completed at home.
I will be moving around the room daily to see if you have any questions or need any help.
Additionally, I will be asking you questions to see how you are progressing through the material.
As you read through the assignment choices, you will see that you will often be proving to me
that you are mastering the material by showing me your assignments and the two of us orally
discussing the assignment.
After we have discussed the assignment, I will be writing the points you earned on this
assignments sheet. It will be important for you to keep track of this sheet and to turn it in on
the day of the test.
Let’s have fun learning together!
Grade Scale (for Level assignments only)
270-300 points = A
240-269 points = B
210-239 points = C
Assignments
Level C – Knowledge
Worth 170 points total. A minimum of 136 points must be earned before you will be
allowed to do the Design Your Own Experiment under Level B.
You must do an option or options under each letter. Items in bold are required to be
done by all students.
A.
Lecture Options (Five points daily for a total of 20 points):
On each lecture day, you can either choose i, ii, or ii:
i.
Listen to the daily lecture and take notes. Show the notes to your teacher.
ii.
Fill out an information outline on your own quietly at your seat. Show the
completed outline to your teacher.
iii.
Read the pages of your textbook and take notes. Answer the practice problems
and/or section review questions assigned. Pages and questions will be posted on
the chalkboard. Show the completed notes and questions to your teacher.
_____/5
_____/5
_____/5
_____/5
B.
Vocabulary (Choose one for 10 points):
You must find and learn the definitions of all of the words on the Methods and
Measurement Unit Vocabulary sheet. You will then prove to your teacher that you have
learned the unit vocabulary in one of the ways below.
Must be completed by_____________________.
_____/10
i.
Create flashcards for all of the vocabulary terms by putting the term on one side
of the card and the definition of the term on the other side of the card. When
ready the teacher will quiz you orally by randomly drawing 10 cards from your
stack and asking you the definition.
ii.
Study the vocabulary any way that you choose and then take a written quiz in
which you will match all of the vocabulary terms to their definition.
iii.
Complete a word web template for each term (see below). When ready the
teacher will quiz you orally by choosing 10 terms from your template and asking
you the term’s definition.
Definition
Picture of word
Vocabulary
TERM
Two adjectives
Complete sentence containing term
iv.
Draw a picture or pictures illustrating the meaning of at least 10 of the vocabulary
words. The drawings do not have to be detailed or in color. When ready the
teacher will ask you questions about your drawing(s) and at least five of the terms
chosen randomly from the list.
v.
Create a crossword puzzle using at least 15 of the words from the list. Use graph
paper to help you keep your lines and column straight. Provide a key for your
puzzle. When ready the teacher will ask you questions about your puzzle and at
least five of the terms chosen randomly from the list. See the attached Crossword
Puzzle Rubric.
C.
Reading for Understanding/Finding Information (Choose one from category one for 10
points and choose one from category two for 10 points):
Category One – General Chemistry Information
_____/10
i.
Use your textbook and/or another textbook from the chemistry textbook library
and answer all of the questions on the Category One Reading Guide.
ii.
Use the internet to answer all of the questions on the Category One Reading
Guide.
Category Two – Scientific Method
_____/10
i.
Outline the steps of the scientific method in order and write a brief description of
each step. Give an example of each step from a real scientific experiment.
ii.
Draw a flowchart illustrating the steps of the scientific method in order with a
brief description of each step. See the attached Flowchart Rubric.
iii.
Write a short story or poem about the steps of the scientific method. See the
attached Creative Writing Rubric.
iv.
Design and illustrate, with color, a poster explaining the steps of the scientific
method, in order. See the attached Poster Rubric.
v.
Create a PowerPoint presentation about the scientific method. It must have
minimum of eight (8) slides with transitions in between each slide, a minimum of
four illustrations, and be easy to read when projected onto a screen.
vi.
Watch the movie Flubber (starring Robin Williams) and discuss how the scientist
in the movie used the steps of the scientific method in his experiments.
Required quiz over the information in both categories on ________________ for 10
additional points.
D.
Laboratory Safety (You can earn 30 points in this section.)
The two assignments in bold will be completed together in class. In addition, pick one
other assignment for 10 points.
i.
Have lab rules signed by you and a parent or guardian by ______________.
_____/5
ii.
Watch the lab safety video and fill out the video guide. Take
part in the classroom safety tour.
_____/15
iii.
Design a board game that teaches the names, functions, and locations of all the
safety equipment in the room. Game must have a solid playing surface and clear
rules. See the attached Board Game Rubric.
iv.
Draw a map of our classroom to scale. Use small objects to represent all the
safety equipment in the room. Place the objects correctly on the map. Explain
the map to your teacher.
v.
Make an 81/2 x 11” cartoon that visually explains one of the safety rules on your
signed Laboratory Rules. Include how the rule should be followed and some
possible outcomes if the rule is broken. See the attached Cartoon Rubric.
_____/10
E.
Graphing and Measuring Skills (Each activity is worth 10 points each. Choose two for a
total of 20 points):
i.
Worksheet: Graphing and Measuring Skills
ii.
Measuring Scavenger Hunt Activity
iii.
Graphs in the Media Activity
iv.
Create your own ruler, name the main unit and the subunits, and use your ruler to
measure five objects.
v.
Watch an episode of one of the CSI or NCIS TV shows and list three ways they
used precise measuring to solve their cases. Make sure your notes include the
name of the TV show, the episode name, and the date the episode aired.
vi.
Survey 25 classmates about either their favorite genre of music, or their favorite
genre of movie. Place the data into a proper data table. Create a bar graph and a
circle (pie) graph using the data.
_____/10
_____/10
Required quiz over this information ________________ for 10 additional points.
F.
Proper Laboratory Experiment Design (Choose a Part 1 worksheet, worth 10 points; and
a Part 2 worksheet, worth 10 points, for a total of 20 points.):
i.
Bounty: The Quicker Picker Upper – Parts 1 and 2
ii.
Does your Chewing Gum Lose its Flavor on the Bedpost Overnight? – Parts 1 and
2
iii.
A Big Blast: Mentos and Diet Coke – Parts 1 and 2
iv.
How Well Does Your Garden Grow? – Parts 1 and 2
_____/10
G.
_____/10
Significant Figures, Scientific Notation, Metric System (Each assignment is worth 10
points. Choose two for a total of 20 points):
i.
Worksheet: Significant Figures, Scientific Notation, and Metric System
ii.
Measure the Room Activity
iii.
Astronomical Measurements Activity
iv.
Create a song or rap that will help you remember the prefixes and base units of
the metric system. See the attached Song/Rap Rubric.
v.
Create a board game or trivia game based on significant figures and the metric
system. See the attached Board Game Rubric.
_____/10
_____/10
Required quiz over this information on ______________________ for 10 additional
points.
Level B – Application
Worth 100 points total.
All of the following activities must be completed.
i.
Making and Writing Observations Lab
_____/15
ii.
Using Equipment and Instruments Correctly in the Laboratory
_____/25
iii.
Design Your Own Experiment
Write a Formal Lab Report
_____/60
Level A – Critical Thinking
Worth 30 points total.
Choose one and complete the Level A template.
i.
The federal government provides money to colleges, universities, and government
laboratories to do scientific research. You as a citizen get to decide what percentage of
the money will be applied to doing pure research and what percentage will be spent on
applied research. Take a position on how much money should be spent on each type of
research and cite at least one source in your writing that helps you support this position.
ii.
Choose a groundbreaking scientific investigation and research it completely. Did the
famous researcher use the scientific method when doing his/her research? Write a
detailed report about how the researcher did their research and why it followed the
scientific method.
iii.
When I was in elementary school, we practiced the metric system in math class because
the United States was going to start using the metric system exclusively. Of course, that
has not happened, but many products we purchase have a metric quantity on the label.
Should the United States use only the metric system? Why or why not?
iv.
Write a letter to a scientist who is trying out a new drug on people without using a control
group. Take a position on whether his experimental design is sound or not. Will the
research be valid or will it be flawed? Why or why not?
_____/30
Final Assessment – Written Test on ______________________________.
Worth 100 points.
Use your assignments from this unit and the learning objectives listed on the second page to
study for this test.
RUBRICS
Crossword Puzzle
-
Each word intersects with another in at
least one space
- Correct spelling of vocabulary terms
- Accurate definitions of terms
- Neat writing
- Blank puzzle and answer key provided
Creative Writing
-
Title is descriptive
Written neatly with correct spelling
School appropriate
All steps present and in order
All steps described
Story or poem is logical and
entertaining
Board Game
- Descriptive title
- Has a solid playing surface
- Rules are very clear
- Clearly teaches the concepts
- Well constructed
- Visually appealing
Song/Rap
-
School appropriate – no profanity
Includes at least five facts
Includes use of the metric system in
daily life
Has definite rhythm and auditory
appeal
Words and beat/music go together
Performed for teacher and at least 2
peers (may do with 1-3 other people –
see teacher for guidelines)
Flowchart
Poster
Descriptive title
Items are in sequential order
Relationships are shown by arrows
Labels and items neatly written
Correct spelling
Short explanation of each item
-
Title is descriptive
Items written are neat and spelling is
correct
- All steps present and in order
- All steps described
- At least three illustrations
- Color is used
Cartoon
-
Descriptive title
Visually appealing and colorful
Neat writing and correct spelling
Clearly demonstrates safety rule
Clearly explains outcomes if rule is
broken
Graphing and Measuring Skills Worksheet
There are three main types of graphs used to display science data. The graph types are
bar graphs, line graphs, and pie chart. Remember good graphs have the following
characteristics: fill the page of graph paper, have a descriptive title, have labeled scaled axes in
which the independent variable is placed on the x-axis and the dependent variable is placed on
the y-axis, and have a key if necessary.
A bar graph is used when your independent variable is not numerical – such as names of
people, places data obtained, or colors of objects. The dependent variable is numerical. A bar
graph shows how the independent variables compare to each other.
A line graph is used when both the independent variable and the dependent variable are
numerical. It is great for showing how continuous changes to the independent variable affect the
dependent variable.
A pie chart is used to illustrate the parts of a whole. Pie charts are great for survey results
in which you make wedges in a circle that represent the percent of each response answered. The
independent variables are the response choices and the dependent variable is the percentage of
each response.
Below are three sets of data points. Graph each set of data on graph paper correctly, choosing
the correct graph type.
Number of Students Who Want Each Type of Mascot
Type of Mascot
Number of Students (out of 50) Who
Prefer that Mascot
Ram
29
Tiger
7
Viking
14
Type of Flower
Daisy
Tulip
Black-eyed Susans
Hyacinths
Snap Dragons
Height of Flowers in Garden
Average Height (cm)
7.24
17.89
15.65
27.94
24.28
Effect of Water Temperature on pH Value
pH (pH units)
Temperature of Water (C)
0
7.47
10
7.27
20
7.08
30
6.92
40
6.77
50
6.63
Graphs in the Media Activity
Directions: Often in newspaper articles, magazine articles, and Internet articles, the author will
use a graph to help explain the points being made in the article.
You need to find three different articles in which the author used a graph. Then answer
the questions below about each graph. Please attach a copy of each article to this handout.
1.
2.
3.
4.
5.
What type of graph – i.e. bar, circle, line, etc.?
Did the title of the graph help you understand what data was being displayed?
Is the data being displayed qualitative or quantitative data?
If your graph is a line graph or a bar graph, on which axis was the dependent variable
graphed and on which axis was the independent variable graphed?
Summarize what conclusion you could draw from the graph.
Bounty – The Quicker Picker Upper
Part 1
Phyllis wondered which paper towel she should purchase at the supermarket. She wanted the
paper towel that would pick up the largest amount of liquid in the quickest amount of time. She
wondered if she could run some type of experiment to figure this out so she bought a roll of her
usual brand of Scott paper towels, and also a roll of Bounty paper towels, a roll of Spartan paper
towels, and a roll of Brawny paper towels.
1.
Which of the two questions Phyllis was curious about are you going to test? (Circle one)
Amount of liquid
OR
Time to pick up a given amount of liquid
2.
What will be your independent variable?
3.
What three changes will you make to this variable? Be specific.
4.
What will be your dependent variable?
5.
What will you use as your control paper towel?
6.
What variables will you keep constant from experimental trial to experimental trial? List
a minimum of four things.
7.
Write a testable hypothesis here.
8.
Write a list of materials needed to test your hypothesis.
9.
Write a detailed, step-wise procedure on the back of this sheet.
When you are happy with your experimental design, share and discuss it with your teacher.
Bounty – The Quicker Picker Upper
Part 2
Phyllis decided that she would test how long it took each paper towel to soak up the same
amount of water. She cut all of the paper towels into 3-inch diameter circles and she always
placed 10.0 mL of tap water into the same shallow bowl. She used the same stopwatch and
started to time as soon as the paper towel was placed on top of the water in the bowl and stopped
timing as soon as all of the water was soaked completely into the paper towel.
She decided to run three trials for each paper towel type as that is good scientific practice. The
Scott paper towel was her control as that is the brand of paper towel she usually purchased. For
the Scott paper towels it took 15.4 seconds, 15.7 seconds, and 14.9 seconds to soak up the water.
It took Bounty paper towels 14.7 seconds, 14.8 seconds, and 14.2 seconds. It took Spartan paper
towels 17.8 seconds, 17.9 seconds, and 18.1 seconds to soak up the water. Lastly, Brawny paper
towels took 15.7 seconds, 15.9 seconds, and 16.1 seconds to soak up the water.
1.
2.
3.
4.
5.
Place the data that Phyllis collected into a proper data table.
Using graph paper, graph the data. Make sure to give your graph a descriptive title,
labeled axes with units, a key, and clearly plotted data connected with lines-of-best fit (if
a line graph).
What conclusion(s) can you come up with based on the data table and graph? Write a 5-7
sentence paragraph that references the data specifically.
What are two possible sources of error and how could they be prevented?
Name one other possible experiment that could be done with the paper towels.
When you are happy with your data analysis and experimental conclusions, share and discuss
it with your teacher.
Design Your Own Experiment
Now that you have been studying about all the different parts of a good scientific laboratory
experiment, it is time to design and conduct an experiment of your own choosing. You can
design your lab to answer any sort of problem you wish.
The experiment that you design must allow you to collect quantitative data about some situation.
In other words, you must be able to measure some change in one variable, using a numerical
scale. Secondly, your experiment must follow the scientific method. You should have a
working hypothesis, a minimum of three different situations or environments that you will
subject your variable to, a minimum of three trials in each environment, and a control situation.
The attached rubric should help you design and conduct your lab experiment, and then write the
final lab report. Look at it carefully. Your experimental design will be written first, and checked
by your teacher before you get started. Then there will be two days set aside in class in which
you will be allowed to work on the lab experiment that you designed. You are expected to
supply the materials you need to conduct your experiment; see the teacher if you need help
gathering supplies. The lab report about the completed experiment will be due three days later.
Problem Statement, Hypothesis, Materials List, and Procedure Due Date _____________
Teacher initials that OK to conduct experiment _______
Conducted lab experiment safely ______/10 points
Final Formal Lab Report Due Date _____________________________
10 points will be awarded for conducting your lab experiment in a safe manner in lab and 50
points will be awarded for your final formal lab report. Formal lab reports must be either typed
or written in black or blue ink neatly. Graph must be done on graph paper. A self/peer edit
checklist is included in this handout to help you write the best report possible.
Lab Report Format and Rubric
(50 points)
Your formal lab report should have all of these sections. The sections should be separated
with the headings in bold (except title page).
I.
Lab Report Title (centered, descriptive, on own page)
5 points
II.
Problem/Question (stated in complete sentences)
The problem must be quantitatively measurable. The data
collected must be numeric and graphable.
5 points
III.
Hypothesis (If…then form, measurable)
State what you will do and what you expect will
happen in a single sentence.
5 points
IV.
Materials (Numbered list, not paragraph)
List all materials used
5 points
V.
Procedure
5 points
Your procedure should be a minimum of four steps.
Your procedure should be in a numbered outline form, sequentially.
The procedure should be concise, complete, and able to be duplicated without asking you
any questions. Procedure demonstrates that three changes and a control, with a minimum
of three trials each situation is present.
VI.
Experimental Results
10 points
Your results should include:
a.
Observations related to the experiment, in a table.
b.
Data collected in a data table. Data table should be organized into columns with
headings and units of measure. All trials and situations are represented in the data
table.
c.
Graph on graph paper or on computer. Axes must be labeled, with units, and
properly calibrated. Graph must have a title. Data must be graphed properly.
Line graphs must display the line of best fit.
VII.
Conclusion
15 points
The conclusion should be expressed in paragraph form and include:
a.
Restatement of the hypothesis
b.
Summary and analysis of results – be sure to support with references to your data
c.
Concluding statement(s) – did your data support or refute your hypothesis?
d.
Two potential sources of error and how they could be corrected. (Remember –
human error is not acceptable, as it is correctable by redoing the experiment.)
e.
Other possible experiments with your materials
SELF OR PEER EDITING CHECKLIST
Use the following sets of questions to help you write the most complete lab report possible. You
can either use this checklist yourself or ask a classmate, friend, or family member to read your
lab report and complete the checklist in order to give you feedback. Make sure that you use this
checklist after you have written a rough draft of your formal lab report, but early enough that you
can make any changes needed before the report is due to your teacher.
TITLE PAGE
Is the title page on its own sheet of paper
Does the title describe the main ideas of the lab?
Name is on the title page
Class and hour is on the title page
Date lab report is due is on the title page
YES
YES
YES
YES
YES
NO
NO
NO
NO
NO
PROBLEM/QUESTION
Problem is stated in complete sentences
Problem is quantitative
Includes background information about the lab
YES
YES
YES
NO
NO
NO
HYPOTHESIS
Single sentence
In if…then form or when…I think form
Experimenter is committed to one outcome
YES
YES
YES
NO
NO
NO
MATERIALS
Numbered list, not paragraph
All materials used are listed
Material amounts or sizes are specified
YES
YES
YES
NO
NO
NO
PROCEDURE
Steps are numbered
Steps are written as complete sentences
Minimum of four steps in procedure
Procedure seems sequential
Procedure seems logical and do-able
Control and three changes mentioned
Three trials of each situation mentioned
YES
YES
YES
YES
YES
YES
YES
NO
NO
NO
NO
NO
NO
NO
EXPERIMENTAL RESULTS
Data table present
Table has a descriptive title
Table has column headings and units
All three trials for all four situations present in table
Observations made during experiment in table form
Graph is on graph paper or done on computer
Graph has a descriptive title
YES
YES
YES
YES
YES
YES
YES
NO
NO
NO
NO
NO
NO
NO
Graph has labeled, properly calibrated axes
Data is graphed properly and neatly
Key to data on graph is present and correct
Graph fills the whole sheet of graph paper
CONCLUSION
Hypothesis is restated
Results are summarized using the data obtained
Results are analyzed (i.e. think about why results
occurred – any surprises?)
Concluding statement linking results and hypothesis
(hypothesis supported or refuted)
Two non-human sources of error discussed
Another possible experiment discussed
Conclusion is at least three paragraphs long
Complete sentences are used
OVERALL
Does the report appear professional?
Few grammatical errors
Few spelling errors
Data/results are neat
Any additional comments or suggestions?
YES
YES
YES
YES
NO
NO
NO
NO
YES
YES
NO
NO
YES
NO
YES
YES
YES
YES
YES
NO
NO
NO
NO
NO
YES
YES
YES
YES
NO
NO
NO
NO
Design Your Own Experiment Project
Lab Report Format and Rubric
(50 points)
I.
Lab Report Title (centered and descriptive)
_____/5 points
II.
Problem/Question (stated in complete sentences)
_____/5 points
III.
Hypothesis (If…then form, measurable)
State what you will do and what you expect will
happen in a single sentence.
_____/5 points
IV.
Materials (Numbered list, not paragraph)
List all materials used
_____/5 points
V.
Procedure
_____/5 points
Your procedure should be a minimum of four steps. (1)
Your procedure should be in a numbered outline form, sequentially. The procedure
should be concise, complete, and able to be duplicated without asking you any questions.
(2)
Procedure demonstrates that three changes and a control, with a minimum of three trials
each situation is present. (2)
VI.
Experimental Results
_____/10 points
Your results should include:
a. Observations related to the experiment, in a table. (2)
b. Data collected in a data table. Data table should be organized
into columns with headings and units of measure. (3)
c. Graph on graph paper or on computer. Axes must be labeled, with units, and
properly calibrated. Graph must have a title. Data must be graphed properly. Line
graphs must display the line of best fit. (5)
VII.
Conclusion
_____/15 points
The conclusion should be expressed in paragraph form and include:
a. Restatement of the hypothesis (2)
b. Summary and analysis of results – be sure to support with reference to your data (3)
c. Concluding statement(s) – did your data support or refute your hypothesis? (4)
d. Two potential sources of error and how they could be corrected. (Remember that
human error is not acceptable, as it is correctable by redoing the experiment.) (3)
e. Other possible experiments with your materials (3)
TOTAL _____/50 points
Comments:
Level A Template
Name ____________________________________
Unit _____________________________________
Topic Choice # _____
Hour _____
Summarize below three recent magazine, journal, or Internet articles on your topic. On the back
of this sheet, write two good paragraphs (5-7 sentences) on your opinion. Make sure to directly
cite at least one source as you support your opinion.
Title and Author of Article _________________________________________________
Magazine, Newspaper, Book, or Internet Source ________________________________
Date of Article _______________
Summary of Article:
Title and Author of Article _________________________________________________
Magazine, Newspaper, Book, or Internet Source ________________________________
Date of Article _______________
Summary of Article:
Title and Author of Article _________________________________________________
Magazine, Newspaper, Book, or Internet Source ________________________________
Date of Article _______________
Summary of Article:
Position taking on topic ________________________________________
Two paragraph discussion (a good paragraph is 5-7 sentences) about your position. Make sure to
reference at least one article/source while discussing your opinion.