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.