<p>
	Scientific Claim Proposal Videos</p>
<p>
	<strong>Goals:</strong></p>
<p>
	Students understand the elements of a good scientific argument</p>
<p>
	Students state and defend their research claim</p>
<p>
	Students use a multimedia approach to sharing with other researchers</p>
<p>
	Objectives:</p>
<p>
	Students will develop, practice and record a scripted presentation of their scientific claim.</p>
<p>
	Students will critique fellow students&#39; videos (within the class).</p>
<p>
	Students will upload their videos for critique by students from other schools.</p>
<p>
	<strong>Materials:</strong></p>
<p>
	Scientific Claim Video Review worksheet</p>
<p>
	Video camera (if there is no video then recording sound only is a fine alternative)</p>
<p>
	Upload capabilities</p>
<p>
	<strong>Place of this Lesson in Project Sequence:</strong></p>
<p>
	This video sharing should happen after the students have developed their claim and know the evidence they will need to back up their claim.</p>
<p>
	<strong>Lesson Duration:</strong></p>
<p>
	approximately 80 minutes</p>
<p>
	<em>Note: Depending on the students and the amount of time available you can lead the students in a discussion of what they need to include to make a compelling argument, give the students an outline that they write the script for, or give the students a script. </em></p>
<p>
	<strong>Introduction (2 minutes):</strong></p>
<p style="margin-left:.5in;">
	You&#39;re going to be sharing your claims about your mercury in the watershed research with other researchers so that they can test the strength of your claim <em>(you can mention that because the students have been working so closely with their own work they need someone else to look at it)</em>.</p>
<p>
	&nbsp;</p>
<p>
	<strong>Teacher-led Discussion (15 minutes):</strong></p>
<p style="margin-left:.5in;">
	<strong>ask:</strong></p>
<p style="margin-left:.5in;">
	What do you need to include in your video to make your claim as airtight as you can?</p>
<p style="margin-left:1.0in;">
	Solicit ideas, write them on the board.</p>
<p style="margin-left:1.0in;">
	<em>(if necessary refer to ads if you have to-which ads do you believe versus which ads do you like?)</em></p>
<p style="margin-left:.5in;">
	<strong>example:</strong></p>
<p style="margin-left:.5in;">
	Make an example of what the kids have offered for ideas..</p>
<p style="margin-left:1.0in;">
	<em>Students say to present claim only</em></p>
<p style="margin-left:1.5in;">
	<em>O.K. So I should state my claim?</em></p>
<p style="margin-left:1.5in;">
	<em>My name is hannah and my dirt bike is faster than your dirt bike.</em></p>
<p style="margin-left: 1in;">
	&nbsp;</p>
<p style="margin-left:1.0in;">
	<em>Or if the students give claim and because statement</em></p>
<p style="margin-left:1.5in;">
	<em>O.K. So I should state my claim and tell you why I think that?</em></p>
<p style="margin-left:1.5in;">
	<em>My name is hannah and my dirt bike is faster than your dirt bike. Because mine has a 110 cc 4- stroke engine and your riding a Rupp from1973.</em></p>
<p style="margin-left:1.0in;">
	&nbsp;</p>
<p style="margin-left:1.0in;">
	<em>Or if the students give claim and because statement and evidence statement</em></p>
<p style="margin-left:1.5in;">
	<em>My name is Hannah and my dirt bike is faster than yours <u>because</u> my dirt bike has a 110 cc 4-stroke and your bike is a Rupp from 1973. You want me to prove mine is faster? <u>O.K. a race, after school, at the gravel pit, no funny business, we&rsquo;ll time it... we&rsquo;ll see who&rsquo;s is faster.</u></em></p>
<p style="margin-left:1.5in;">
	If your students give &ldquo;make a claim, a because statement and an evidence statement&rdquo; as what they need to make an airtight claim video then skip to &lsquo;<strong>guided discussion&rsquo;</strong> section below and then to &lsquo;<strong>relate to watershed project by asking&rsquo; </strong>section below</p>
<p>
	&nbsp;</p>
<p style="margin-left:.5in;">
	<strong>ask:</strong></p>
<p style="margin-left:.5in;">
	With this claim what are some questions that come to mind?</p>
<p style="margin-left:1.0in;">
	Solicit ideas, write them on the board.</p>
<p style="margin-left:1.0in;">
	<em>(how do you know your dirt bike is faster? yah, how are you going to prove it? </em></p>
<p style="margin-left:1.0in;">
	<em>What makes you say that? how are you going to prove it?)</em></p>
<p>
	&nbsp;</p>
<p style="margin-left:.5in;">
	<strong>continue guided discussion:</strong></p>
<p style="margin-left:.5in;">
	What I think you are saying is you want some background reasons? (the because statement)</p>
<p style="margin-left:.5in;">
	And you want to know how I am going to back up or prove my claim? (evidence, data and/or method)</p>
<p style="margin-left:.5in;">
	&nbsp;</p>
<p>
	<strong>Summarize discussion (2 minutes): &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; </strong></p>
<p style="margin-left:.5in;">
	<strong>refer back to your example:</strong></p>
<p style="margin-left:.5in;">
	Tell students-</p>
<p style="margin-left:.5in;">
	So each of you rewrite this claim with the background reasons for why I might have stated it and how I am going to prove it to you. This can also be done as a group!</p>
<p style="margin-left:.5in;">
	<em>the students should state something like:</em></p>
<p style="margin-left:.5in;">
	<em>My name is Hannah and my dirt bike is faster than yours <u>because</u> my dirt bike has a 110 cc 4-stroke and your bike is a Rupp from 1973. You want me to prove mine is faster? <u>O.K. a race, after school, at the gravel pit, no funny business, we&rsquo;ll time it... we&rsquo;ll see who&rsquo;s is faster.</u></em></p>
<p style="margin-left:.5in;">
	<em>(Give me a because statement and a way-to-prove-it statement)</em></p>
<p style="margin-left:.5in;">
	Have students read some of these new claim statements. (or you can give the italicized statement above) These statements should include a claim, a because and a reference to evidence. Ignore this if the class has done this as a group.</p>
<p>
	&nbsp;</p>
<p class="rteindent1">
	<strong>relate to watershed project by asking: </strong></p>
<p style="margin-left:.5in;">
	When you state your claim for other researchers to review what should you include?</p>
<p style="margin-left:.5in;">
	<em>(State claim, background reasoning and evidence you&#39;ll use to support your claim.)</em></p>
<p>
	<strong>Direct (15 minutes):</strong></p>
<p style="margin-left:.5in;">
	Work with your group to write a script that does just that- states your claim, gives the background and shares what data you&#39;re going to collect or use to support your claim.&nbsp; If you finish before 15 minutes you can practice your script and record it.</p>
<p>
	<strong>Student-directed script writing and recording (15 minutes)</strong></p>
<p class="rteindent1">
	When the students are done they will record their scripts (this is a dry run, a first draft). Each group should review the video of at least one other group and then use the Scientific Claim Video Review worksheet to review another group&#39;s work.</p>
<p>
	<strong>Discussion (10 minutes):</strong></p>
<p style="margin-left:.5in;">
	Have students explain each other&rsquo;s claims, reasoning and evidence in their own words. They should then return the review sheets to the reviewed group (or the teacher).</p>
<p>
	<strong>Revision (15 minutes):</strong></p>
<p style="margin-left:.5in;">
	They will then make the changes they need to make to their scripts (if any), record their scripts and post them to vimeo.</p>
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	&nbsp;</p>
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