The Formal Lab Report

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The Glog Lab Report vs. The Formal Lab Report : 

Brandy Butcher 10/3/2010 EDU 590 The Glog Lab Report vs. The Formal Lab Report

Background Information : 

Background Information Grade Level: 7th Subject Area: Science Unit Title: Using the Scientific Method

Purpose and Hypothesis : 

Purpose Hypothesis To determine the affect of using digital resources (e.g. a “Glog”) to collaborate with peers, experts, and other audiences on the student’s ability to apply the scientific method, and the student motivation to complete a lab report The use of digital resources to collaborate with their peers and teacher will increase the student’s understanding of the scientific method and their ability and motivation to complete the lab report. This will be indicated by a higher score on the post assessment. Purpose and Hypothesis

Lesson Summary : 

Lesson Summary Students designed an experiment and then either created a formal lab report or a Glog to communicate their findings with their peers. Students completed notes and several activities before designing an experiment to become familiar with the scientific method.

Learning Outcomes/GLCE’s : 

Learning Outcomes/GLCE’s Grade 7 Science: Inquiry Process S.IP.07.11 Generate scientific questions based on observations, investigations, and research. S.IP.07.12 Design and conduct scientific investigations. S.IP.07.15 Construct charts and graphs from data and observations. Grade 7 Science: Inquiry Analysis and Communications S.IA. 07.11 Analyze information from data tables and graphs to answer scientific questions. S.IA.01.13 Communicate and defend findings of observations and investigations S.IA.0714 Draw conclusions from sets of data from multiple trials of a scientific investigation.

MET-S Connections : 

MET-S Connections

Experimental/Instructional Design: 1st Hour : 

Experimental/Instructional Design: 1st Hour Students were given a pre-assessment on the steps of the scientific method before the lesson. Students were divided up into groups of 2 or 3. Students designed an experiment based on an investigation question about M&Ms. Students performed the experiment and analyzed the data with their groups. Students were given a rubric for a formal lab report but applied it to a Glog to present findings and results to the class. Students were given a post-assessment on the steps of the scientific method after the completion of the Glog.

Experimental/Instructional Design: 4th Hour : 

Experimental/Instructional Design: 4th Hour Students were given a pre-assessment on the steps of the scientific method before the lesson. Students were divided up into groups of 2 or 3. Students designed an experiment based on an investigation question about M&Ms. Students performed the experiment and analyzed the data with their groups. Students were given a rubric for a formal lab report and must complete a rough draft in class and a final copy typed at home. Students were given a post-assessment on the steps of the scientific method after the completion of the formal lab report.

Summary of Instructional Strategies : 

Summary of Instructional Strategies **All instructional strategies were used in both 1st and 4th hours. ** All instructional strategies were chose from Using Technology with Classroom Instruction That Works by Howard Pitler, Elizabeth Hubbell, Matt Kuhn, and Kim Malenoski.

Results from Pre-Assessment: Prior Knowledge : 

1st Hour 4th Hour Results from Pre-Assessment: Prior Knowledge

Results from Pre-Assessment: Feelings/1st Hour : 

Results from Pre-Assessment: Feelings/1st Hour # of Student Response for each “feeling” for survey statements

Student Comments Before the Lesson:1st Hour : 

Student Comments Before the Lesson:1st Hour “Scientific method is really hard to memorize.” “Scientific method makes me want to crawl into a turtle shell.” “Scientific method is really hard.” “Scientific method is too much work.” “Scientific method has too many steps.”

Results from Pre-Assessment: Feelings/4th Hour : 

Results from Pre-Assessment: Feelings/4th Hour # of Student Response for each “feeling” for survey statements

Student Comments Before the Lesson:4th Hour : 

Student Comments Before the Lesson:4th Hour “Scientific method is confusing.” “I don’t know all the steps to the scientific method.” “The steps are confusing.” “I don’t understand the scientific method at all.”

Examples of Student Work: The Glog : 

Examples of Student Work: The Glog

Examples of Student Work: The Formal Lab Report : 

Examples of Student Work: The Formal Lab Report

Results from Post-Assessment: Knowledge : 

1st Hour 4th Hour Results from Post-Assessment: Knowledge

Results from Post Assessment: Feelings/1st Hour : 

Results from Post Assessment: Feelings/1st Hour # of Student Response for each “feeling” for survey statements

Student Comments from 1st Hour : 

Student Comments from 1st Hour “I really enjoyed doing the glogs. They helped me understand the experiment more thoroughly.” “ I loved doing glogs. I wish we could have eaten some of the M&Ms. Great way to teach!” “It was pretty alright.” “Glogs are really fun! I’d rather do a glog than write out the lab report.” “I’m not sure how I did on my conclusion paragraph.”

Student Comments from 1st Hour : 

Student Comments from 1st Hour “I LOVED THE GLOGS! They made science class a lot more fun and instead of just writing we got to be independent and figure things ourselves.”

Results from Post Assessments: Feelings/4th Hour : 

Results from Post Assessments: Feelings/4th Hour # of Student Response for each “feeling” for survey statements

Student Comments from 4th Hour : 

Student Comments from 4th Hour “Good and wasn’t too hard because you explained it for us well.” “It was easy. In fact, the only difficult part was finishing the experiment (due to time constraints). However the report was a piece of cake. (No, it isn’t, I looked at it 3 times and got someone else to look. It clearly is a lab report.)” It was fun and easy and I did it all on the computer so my mom was very impressed when I showed it to her. The outline made it really easy, and understandable.

Conclusion : 

Conclusion Would I use Glogs again? You bet! The students really enjoyed it and for the most part 1st hour scored better on their post assessment and all the Glogs were done on time therefore supporting my hypothesis. Unexpected Findings Scheduling 1st hour for 2 days in a row in the computer lab was challenging. It is very busy at our school. 1st Hour “Kinda True” Majority Glogster is very user friendly and easy to set up. Nice privacy settings This technology can be used by all teachers and students in all the content areas for an array of projects.

Works Cited : 

Works Cited Pitler, Howard, Elizabeth Hubbell, and Matt Kuhn. Using Technology with Instruction That Works. Alexandria, VA: ASCD, 2007. Print

Other Resources : 

Other Resources http://edu.glogster.com/ Computer with internet access MS Word MS Excel M&Ms And Fun!!! Happy Glogging 

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