How do you write a conclusion to support your prediction or hypothesis?

“The data supports my hypothesis. I predicted that more water poured in the

model would create more erosion of the soil.In container A, there was 5 cc of soil and in

container B there was 7.5 cc of soil. Since we poured more water in container B, and 7.5 is

greater than 5, more water created more erosion.”

This writing is helpful in math and science too!

In this lesson you will learn how to write detailed

conclusions by using numerical data as support.

Let’s Review

In math and science, you are often asked to analyze data to draw a

conclusion.

Amount of water

Amount of soil moved

Container A

50 mL 5.0 cc

Container B

100 mL 7.5 cc

A Common Mistake

Sometimes, students forget to refer back to the data they collected in

their experiment.

They may say, “The data shows that my prediction was correct.”

But they don’t support it with evidence.

I’ve always

wondered…

Core Lesson

Write a sentence to accept or reject your hypothesis/prediction, then restate your hypothesis/prediction.

1

2 Restate the numerical data from the table. Tell what happened using specific numbers.

3 End by wrapping up and generalizing back to your hypothesis/prediction.

Core Lesson

Write a sentence to accept or reject your hypothesis/prediction, then restate your hypothesis/prediction.

1

The data supports my hypothesis. I predicted that more water poured in

the model would create more erosion of the soil.

Core Lesson

2 Restate the numerical data from the table. Tell what happened using specific numbers.In container A, there was 5 cc of soil

and in container B there was 7.5 cc of soil.

Core Lesson

3 End by wrapping up and generalizing back to your hypothesis/prediction.

Since we poured more water in container B, and 7.5 is greater than 5,

more water created more erosion.”

In this lesson you have learned how to write detailed

conclusions by using numerical data as support.

Guided Practice

This is sample data from an experiment that tested the speed of two different toy cars.

Size of Tires Time fromPoint A to Point B

Car A: small tires 3.25 secondsCar B: large tires 4.75 seconds

Pretend you predicted that small tires would make the car move faster. Write your conclusion.

Guided Practice

Step 1: Write a sentence to accept or reject your hypothesis/prediction, then restate your hypothesis/prediction.

The data supports my hypothesis. I predicted that small tires would make the car move faster.

Guided Practice

The car with small tires moved from point A to point B in 3.25 seconds and the car with large tires moved from point A to point B in 4.75 seconds.

Step 2: Restate the numerical data from the table. Tell what happened using specific numbers.

Guided Practice

Step 3: End by wrapping up and generalizing back to your hypothesis/prediction.Since Car A moved faster than Car B, smaller tires move the car faster.

Extension Activities

Extension Activities

Using the same data, write a conclusion that rejects your hypothesis. Remember to use the numerical data to tell why cars with large tires didn’t move faster.

Extension Activities

Extension Activities

The data does not support my hypothesis. I predicted that large tires would make the car move faster. The car with small tires moved from point A to point B in 3.25 seconds and the car with large tires moved from point A to point B in 4.75 seconds. Since Car A moved faster than Car B, large tires do not move cars faster.

Here’s a sample response.

Extension Activities

Extension Activities

Use this data to write two conclusion statements: one that accepts (or confirms) the prediction and one that rejects (or denies) the prediction.Trial 1 Trial 2 Trial 3 MedianCar on sandpaper 17 cm 25 cm 19 cm 19 cmCar on waxed paper 34 cm 42 cm 49 cm 42 cm

Note: Median is the middle number when ordered sequentially; for example, the median of the numbers 5, 12, 8 is 8 (when the numbers are put in order 5, 8, 12, the number in the middle is 8).

Extension Activities

Extension Activities

Use one of your recent Science Inquiry tasks to generate some data of your own. Write a conclusion statement that accepts or rejects your hypothesis/prediction.

Let’s ReviewQuick Quiz

The data _____A_____ my hypothesis. I predicted that more water poured in the model would create _____B_____ erosion of the soil.In container A, there was _____C_____ and in _____D_____ there was 7.5 cc of soil. Since we poured more water in container B, and 7.5 is greater than 5, _____E_____.

Amount of water

Amount of soil moved

Container A

50 mL 5.0 cc

Container B

100 mL 7.5 cc

Use this data to complete the

conclusion statement.

Let’s ReviewQuick Quiz

How did you do? Here are the answers.

Blank A: did not supportBlank B: lessBlank C: 5 cc of soilBlank D: container BBlank E: more water created more erosion

Lesson Slides RubricUse this rubric to ensure your

lesson plan is great!

Writing Lesson Rubric Criteria for Success Things to avoid

Storyline or Arc of the Lesson

There is a clear arc to the lesson. One slide leads naturally to the next so that there is a flow and a building of meaning

All the components of the lesson are there but they seem disconnected, as if the author wrote each without thinking about how they fit into the whole.

Hook Slide

The teacher poses a simple question that illicits the response, “yeah, I do wonder how that works…”

The question is short A relevant example is included when it is short and

further pulls the learner in The question mirrors what the student will do in

the guided practice

The question seems formulaic, inauthentic, or overly “school-ish” (message: you have to learn this because you’re in school rather than, this is genuinely interesting)

The hook is overly-complicated and potentially confusing The question does not parallel the guided practice

questions

Objective Slide

The objective follows the form (you will learn X by doing Y)

Is concise and follows the form provided in the examples

Does not follow the form Is overly vague in describing either the X or the Y Is too long Is written for teachers but not students

Let’s Review

Reminds the student of how this lesson fits within the writing process

Is as concise as possible

Is either too detailed or not detailed enough in connecting the lesson to other lessons

Leaves out important touch points Makes the lesson overly dependent on the other lessons

(student will be confused or feel like they’ve made a mistake, if they watch this lesson alone)

Is too elaborate

Common Mistake Points out a “common mistakes” that students

make and quickly explains why that is a mistake The mistake is overly simplistic or complicated. Does

not feel authentic

Steps

Clearly connects with the objective Includes 2-3 steps that a writer can take to achieve

the objective Is student focused (the steps accurately imagine

what a student who has never done this before will need to do)

Is logical and specific (you can visualize the act of doing the step. There is no magic leap that happens between steps)

The connection with the objective is unclear Includes 4+ steps (and therefore should be split into two

or more lessons) Involves a magic leap that assumes a student can make

a leap between steps that is natural to an adult

Modeling

Is in “think aloud” format. The teacher is opening up his/her thought process to the student and modeling the struggle; showing how he/she drafts and revises ideas in his/her mind

Engages the learner by asking questions along the way to build suspense

Examples are authentic - they show empathy for the learner and his/her interests, concerns, problems without speaking down the learner

Fails to explain his/her thinking along the way. The teacher effortlessly runs through the steps as if it’s all obvious and easy

Does not ask any questions along the way to pull the learner in

Uses examples which are unlikely to connect with the learner’s life

Steps and Objective Review

Reviews the steps and objective in a “see what I just did” way

Serves as a “let’s pull this all together” moment that helps organize the lesson in the learner’s mind

Creates abrupt feeling between the modeling and the reviewing (subtext: “we’re done modeling, let’s quickly bring this lesson to a close.”)

Guided Practice Challenges the learner to carry out the same steps Is at the same difficulty level modeled in the lesson

Seem unrelated to the hook question Is at a different difficulty level than that modeled in the

lesson

Extension Activity Suggestions

Includes suggestions for at least 2 extensions Includes a suggestion for a struggling student who

needs more opportunities for practice as well as a student ready to be challenged more

Suggestions should clearly build from the approach in the core lesson

Does not include differentiation Does not thoughtfully connect or flow from the lesson Does not clearly build from the approach in the core

lesson

Aesthetics

The slides use the correct colors (blue, green, red) in the correct sequence

The slides use the correct fonts The slides use handwriting and the handwriting

appears as written in the right places The slides only use the headers/titles provided The slides use the provided visuals or include

visuals created by the author or LearnZillion The slides use animation, highlighting, and circling

to scaffold the learning, keeping the eye focused on what the teacher is introducing/explaining

The slides clean and uncluttered. The visuals and text do not exceed the maximum amount (see tutorial for example of maximum)

The slides use other colors or vary the order of the colors

The slides add new headers/titles that aren’t part of the template

The slides use clip art The slides are cluttered Animation is distracting and feels more like sizzle than

part of the steak

Graphic and Image TemplatesCopy and Paste items from these slides to

make your presentation look great!

You can copy and paste these items into any slide

Green text box that appears letter by letterGreen text box that fades inBlue text box that appears letter by letter

Blue text box that fades inRed text box that appears letter by letterRed text box that fades in

You can copy and paste these items into any slide—make sure you copy both the bubble and

the text!Do I feel strongly about it?Do I have a

lot to say?

Do I feel strongly about

it?

Do I have a lot to say? Do I have a lot to

say?

You can copy and paste these items into any slide. You can resize them as

needed! Use black text when you write in me please! Also, keep my text left-justified rather than centered!

Use black text when you write in me please! Also, keep the text left-justified rather than centered!

All arrows can be recolored by changing the “shape fill.” You can also resize them or rotate

them!

[Write first step here…]1

2 [Write second step here…]

3 [Write third step here…]

You can use these when discussing main ideas or steps in a process…

You can resize any of these boxes and use them to highlight text or ideas.

Let’s Review

A Common Mistake

Guided Practice

Quick Quiz

Extension Activities

Core Lesson