170 – Developing the Argument

Today I tried to reinforce the idea of scientific investigation being cyclic. Peer review, feedback and revision are very important parts of the process. In honors biology the students worked in their learning groups to construct an informal poster based on the framework here:

Screen Shot 2014-08-20 at 11.01.56 AM In this activity the students were given 4 claims to evaluate and they did not generate them. This was done only for time purposes and to emphasize the support/refute aspect of the activity. 

On the left side of the poster they were to support a claim, provide collected evidence and then a reasoning statement below that. On the right, they were to pick a claim to argue against or refute, providing evidence for their challenge. 

Friday they will post their work and use simple Post-It notes to offer each other feedback on the poster content. We will have a discussion about feedback and what qualifies, since they are not used to this. 

In AP we wrapped up the Dust Bowl activity with students completing their CER explanation tool and white boarding their claim/evidence/reasoning similar to the poster above, but no counter claim. Again, they will offer each other feedback and then look to revise their work or respond to feedback as they see fit. 

This year I am also giving the kids more options to express their work. There will be a class grid (below) and discussion about which type of output is applicable for each type of lab or activity. The grid can be edited but I feel this provides a variety of ways for expression. 

Screen Shot 2014-08-20 at 11.09.35 AM

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