Lesson Plans > Module 2 > Lesson 4:

Conducting a Scientific Investigation: Analyzing and Presenting Data

Post Field Trip

Prep Time: 15 minutes     Class Time: 3 class periods

Overview

In this lesson, students will continue to carry out their own scientific investigations by making connections to their data gathered on the field trip and to their scientific questions established in Module 2 Lesson 2.  Students analyze their data using the Habitat Tracker website analysis tool, or by means determined by the teacher. The final student product will be the presentation of the analyzed data to their peer groups.

Learning Goals

The student will be able to:

  1. Review: Explanations are developed using data and accepted scientific knowledge.
  2. Review: Scientific explanations must be supported by evidence.
  3. Understand that data are facts generated within the context of a scientific process, and evidence is data that helps support a hypothesis/scientific theory.
  4. Know that science is TENTATIVE, meaning scientific knowledge is subject to change with new observations and reinterpretations of existing observations.

 

 Misconceptions to tackle

    1. Science is rigid; it never changes.
    2. There is only one correct way to analyze data.
    3. Scientific explanations are “revealed” by data.

 

Background

The visit to the Tallahassee Museum and previous Nature of Science lessons provide the background needed for this lesson.

Presentation Ideas

Presentation of the materials can vary. Ideas include (but are not limited to):

  • Charts, posters, PowerPoints, skits, dioramas, drawings, brochures, books, magazines, mobiles

Regardless of the presentation style, ALL presentations MUST meet the requirement of the attached rubric.

Procedure

Day 1

  • Show website and data to students from their experience.
  • Use this if website is down: Analysis of a Simple Data Set worksheet. (Use Guiding Questionpresentation, which walks you through the analysis of one question.)
  • Focus on the conceptual underpinnings of the different graphs (“How does this help organize our data?”), instead on how to make one.
  • Walk through the analysis to answer one question.
  • Extensions: Shows photos taken during the field trip.

 Day 2


  • Students talk about data presentation and using data to make an argument.
  • The homework is to develop a presentation and to post the answer(s) to their question(s) in their journals.  Use the “Exemplar Presentations” PowerPoint to provide examples of what the presentations should look like.  Students are free to use any presentation tools, such as poster boards, PowerPoint, white board, etc.  A PowerPoint template is provided, but it does not have to be used.

 Day 3 

  • Presentation
  • Review of concept of methods of science, on which the entire module is based.
  • Each group makes a final journal post on what they learned about the methods of science.

Assessment

  • Use attached rubric for the assessment.

Exit Tickets

Day 1

  • Have students answer the question, “What is the relationship between data and evidence?”
  • Have students answer the question, “How are scientific explanations developed? ”
  • Have students answer the questions, “Do scientific explanations need to be supported by evidence? Why or Why not?”

Day 2

  • Journal entry

Day 3

  • Presentation of data to peers

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