Overview:
Students will synthesize what they have learned from their hypothesis testing database research by preparing a poster, PowerPoint presentation, or other final product and presenting it to their peers.
Class Time: Minimum of 50 minutes for preparing presentations and 50 minutes for presenting to class
| Learning Objectives | Evidence |
|---|---|
| Students will analyze their results from hypothesis testing and hypothesis generation to create a final presentation | Students demonstrate their understanding of their hypothesis testing and hypothesis generating research by developing a presentation using a format you assign (PowerPoint, poster, or other). |
| Students will take part in scientific argumentation by critiquing the presentations of their peers and responding to the questions and comments of others during their own presentations. | Students are able to respond to questions asked by their peers and provide reasonable justifications for their analyses and conclusions. Students demonstrate their understanding of their peers’ research by asking relevant, thoughtful questions. They demonstrate their ability to take part in reasonable discourse by posing and responding to questions respectfully and with a focus on providing deeper scientific understanding. |
Instruction:
Presenting the Lesson
1. Describe the final project format and requirements to your students. Some format ideas are provided below.
2. Provide student teams with the final project template, which will help them to organize the information, evidence, and conclusions they have gathered throughout the unit. Also give them the Final Presentation Rubric so they know what the expectations are for the final project. You may also want to give them the PowerPoint template.
3. Provide guidance as needed while students prepare their projects.
Project presentations:
4. The format for presentations will vary, depending on your preference and the type of presentations. Some ideas are provided in the next section.
5. Provide students with a copy of the Presentation Notes and Self & Peer Evaluation sheets to complete during the presentations.
6. Discuss your expectations for asking questions and providing critique to their peers during the presentations.
Final Project Ideas
The final project should help students synthesize and communicate what they have learned during the Exploring Databases curriculum and hypothesis testing. Students should use the content of the Research Project Pages as their guide. Below are descriptions of a few options for final projects to help guide you in asking students to share their work. This stage may be used to help facilitate the argumentation process. Please note that all projects require students to include all information from the Final Project Template
| Video- Practice Engaging in Argument from Evidence. Argumentation Standards expected by 12th graders. |
PowerPoint presentation: Students use the attached template to create a PowerPoint presentation to display their research findings and suggestions for future research. Students respond to questions from other students and the teacher to defend their research.
| Video- Model student final project presentation |
Poster or Mini-poser: Students create a poster (large poster or using two manila folders to make a small stand-up poster) with all the components of the attached abstract. Here are a few options for having students present their posters: (a) Students do a gallery walk of posters with half the students presenting their work as the other half of students walk around and discuss and evaluate the posters using a rubric; (b) Students participate in an “expo” open to the school community (peers, teachers, administrators, members of the community), in which they present their posters and defend their research to people who attend the expo. See Example Miniposter_1 and Example Miniposter_2 for guidance.
| Video- Description of mini-poster presentation session |
Pamphlet: Students design a pamphlet for the public explaining the genetic and environmental influences (or lack thereof) on smoking behavior. Students present this pamphlet to the class and defend their research.
Write-Up: Students use the template provided to write an abstract describing their research and to write a proposal for future research based on their hypothesis generation work. You can have students peer-review the abstracts and proposals for future research based on the rubric and they can make a decision about whether or not they would fund the proposal for future research. See Example Abstract for guidance.
Take-home questions: You can choose to have your students respond to questions in a take-home test format. You choose the focus of the questions, but they could include questions about design of a case control study (i.e. Student Sheet 5.4), neurobiology and addictive behaviors, the effect of genetic and environmental factors on smoking behavior, causality and association in their own work, etc.
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