Students will work as a class to make sure their Evidence Wall (created in Idea Fishbowl) contains all the evidence they have collected throughout their investigations (Lobster Farming, Predator vs. Prey, and Through the Eyes) to understand why there are so many lobsters in the Gulf of Maine.
If students have participated in GMRI’s LabVenture! Lobster: Untold Tales program students are encouraged to reflect on their personal websites and include that evidence as well.
As a class, students will define a conclusion and parameters for forming a “good” conclusion. Using the Evidence Wall, each student will form a conclusion about “Why are there so many lobsters in the Gulf of Maine?” As a class, students will debate their ideas using evidence to come up with a class conclusion.
Standards (MLR)
Science and Technology
B1 Skills and Traits of Scientific Inquiry
3-5 Students plan, conduct, analyze data from, and communicate results of investigations, including fair tests.
d. Use data to construct and support a reasonable explanation.
6-8 Students plan, conduct, analyze data from, and communicate results of investigations, including simple experiments.
e. Use logic, critical reasoning and evidence to develop descriptions, explanations, predictions, and models.
C1 Understandings of Inquiry
3-5 Students describe how scientific investigations result in explanations that are communicated to other scientists.
6-8 Students describe how scientists use varied and systematic approaches to investigations that may lead to further investigations.
Learning Objectives
Students will be able to use evidence to develop a conclusion.
Students will be able to form a conclusion that is supported by evidence.
Materials
Access to Computers/Internet
Blank Paper
Time Needed
45 to 60 minutes
Activity Procedure
After students have completed all investigation activities in their Maine Lobster Industry Case Study examining the question, “Why are there so many lobsters in the Gulf of Maine?”, have students consider all of the evidence they have collected on their “Evidence Wall” and use that evidence to form a conclusion.
**If students have participated in GMRI’s LabVenture! Lobster: Untold Tales program have students log into their personal websites and examine their student pages for more evidence that may help them to answer the question “Why are there so many lobsters in the Gulf of Maine?”
Here are some things to consider:
What adaptations do lobsters have to help them survive in the Gulf of Maine?
Lobsters start their lives as planktonic larvae. What helps their chances of growing into adults?
Why are there lots of lobsters in the Gulf of Maine compared to the warm sandy waters of the Caribbean?
Did you find any new evidence? Post this to your Evidence Wall.
Before forming a conclusion it is important to consider the role evidence plays.
Share the following statements with the class:
It will rain tomorrow.
I think it will rain tomorrow because Joe said so.
It will rain tomorrow because the sky is overcast, humidity is increasing, and there is a low pressure front coming in.
Which one of these is a conclusion? Why are the other two not a conclusion?
As a class, define a good conclusion. If students have participated in GMRI’s LabVenture! program (Mystery of the X-Fish or Lobster: Untold Tales) have students log into their personal websites and view their conclusion videos.
Work as a class to create a format for writing a conclusion. “I know….because…” Based on their hypothesis for this investigation, their conclusion can be: “I know there are so many lobsters in the Gulf of Maine because…”
Examine the evidence posted to the Evidence Wall as part of the reflection/assessment of all investigation activities:
Give students time in small groups to examine the Evidence Wall.
While other groups are examining evidence, have students individually write a draft conclusion at their desks.
Each group/student may need several trips to examine the evidence and revise their conclusion.
Form your conclusion using evidence: Why are there so many lobsters in the Gulf of Maine?
Ask students to write their conclusion on a piece of paper. Use the format, “I know there are so many lobsters in the Gulf of Maine because…”
In small groups ask students to share their conclusion with each other. Work in small groups to create a conclusion that each student agrees with. Students must use evidence to back up their conclusion.
Once the small groups agree on one conclusion have them share their conclusion with the class.
Post your class’ conclusion(s) in the middle of your Evidence Wall.
Reflection/Formative Assessment Ideas
Is there one right answer?
Read your hypothesis(es) from Idea Fishbowl. Have you proven or disproven your hypothesis? What new questions does this raise for you?
Extension Ideas
Have a great idea to share? Please leave a comment below.
That’s Why
Author(s):
Gayle Bodge. Gulf of Maine Research Institute
Table of Contents
Question(s)
How can I use evidence to make a conclusion?
What makes a good conclusion?
Overview
Students will work as a class to make sure their Evidence Wall (created in Idea Fishbowl) contains all the evidence they have collected throughout their investigations (Lobster Farming, Predator vs. Prey, and Through the Eyes) to understand why there are so many lobsters in the Gulf of Maine.
If students have participated in GMRI’s LabVenture! Lobster: Untold Tales program students are encouraged to reflect on their personal websites and include that evidence as well.
As a class, students will define a conclusion and parameters for forming a “good” conclusion. Using the Evidence Wall, each student will form a conclusion about “Why are there so many lobsters in the Gulf of Maine?” As a class, students will debate their ideas using evidence to come up with a class conclusion.
Standards (MLR)
Science and Technology
B1 Skills and Traits of Scientific Inquiry
3-5 Students plan, conduct, analyze data from, and communicate results of investigations, including fair tests.
d. Use data to construct and support a reasonable explanation.
6-8 Students plan, conduct, analyze data from, and communicate results of investigations, including simple experiments.
e. Use logic, critical reasoning and evidence to develop descriptions, explanations, predictions, and models.
C1 Understandings of Inquiry
3-5 Students describe how scientific investigations result in explanations that are communicated to other scientists.
6-8 Students describe how scientists use varied and systematic approaches to investigations that may lead to further investigations.
Learning Objectives
Materials
Time Needed
45 to 60 minutes
Activity Procedure
After students have completed all investigation activities in their Maine Lobster Industry Case Study examining the question, “Why are there so many lobsters in the Gulf of Maine?”, have students consider all of the evidence they have collected on their “Evidence Wall” and use that evidence to form a conclusion.
**If students have participated in GMRI’s LabVenture! Lobster: Untold Tales program have students log into their personal websites and examine their student pages for more evidence that may help them to answer the question “Why are there so many lobsters in the Gulf of Maine?”
Here are some things to consider:
Did you find any new evidence? Post this to your Evidence Wall.
Before forming a conclusion it is important to consider the role evidence plays.
Which one of these is a conclusion? Why are the other two not a conclusion?
Examine the evidence posted to the Evidence Wall as part of the reflection/assessment of all investigation activities:
Form your conclusion using evidence: Why are there so many lobsters in the Gulf of Maine?
Reflection/Formative Assessment Ideas
Is there one right answer?
Read your hypothesis(es) from Idea Fishbowl. Have you proven or disproven your hypothesis? What new questions does this raise for you?
Extension Ideas
Have a great idea to share? Please leave a comment below.
Resources
http://mystery.gmri.org/community/login.aspx
References
Have a great idea to share? Please leave a comment below.