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Posted: June 5, 2015

Attached is a fictional scenario that was created with the 5/6 class.  Students can use it as the scaffold for writing their conclusions.
Attached is the working copy of the Grade 5/6 Class Slime Project.  Please note for the writing of the individaul project that the full hypothesis was not added, nor the materials and procedures of the slime formula.  Students will be responsible for submitting a digital copy of the conclusion along with their completed Group project forlder on Tuesday, June 9.

Posted: May 28, 2015

For all 5/6 and 7/8 Students who are responsible for formally writing up their individual and group projects, please use the attached document as a reference to formating and sections.  Please note that there will be 5% of your write up mark that is generated from simply following the correct fonts, spacing and layout.  The remaining 95% of the mark will be structured around the content of your writing.  Each individual skills will have its own criteria, this will be communicated to the students once both projects near completion.  Students are currently being asked to get their first draft of formal write up on a digital copy, we will then refine the work to meet these criteria.  Having said that, all criteria have been previously assessed for the individual skill so students should have a good understanding of the expectations of each skill. 
The conclusion should:Be stated in paragraph formState the purpose (testable question) of the experiment Identify the prediction made in the hypothesis with the specific parametersState evidence from analyzed dataState a reasonable conclusion based on the results, referencing your final calcualted answersCompare your results to your prediction - Does the data support or refute your claim in the hypothesis? Never say "you proved" anything, rather, say "results support our prediction"Comment on the validity of the results and explain how you know your resutls are valid or not.  If they are not valid comment on what about your procedure caused the problemsSuggest improvements that would improve the experimentComment on the real life applications of the resultsSuggest further research that could be done
File the_conclusion.docx87.83 KB

Posted: May 22, 2015

Graphing is a skill used to make sense of quantitative data.  Once you have created your data you have to take the next steps.There are 3 distinct parts that are used to analyze graphical dataIdentify and Explain Trends and PatternsIdentify Discrepancies in DataIdentify Sources of Error Identify and Explain Trends and PatternsData Trends are most common in continuous data (line graphs).  You should look for data points that continously happen over and over again.  This may not be as simple to see, you have to look to see if there is a pattern of evetns that is established over a long period of time.Identify Discrepancies in DataDiscrepancies in data are the outliers or oddities that vary greatly from the normal pattern or trend.  When a discrepancy is identified, scientists try to explain and calcualte the error that has occured.  For our purpose, students should be able to formulate a logical explanation of how a discrepancy occured.Identify Sources of ErrorThese sources of error tie back to our controlled variables.  This is the "get out of jail free" section, where its safe to explain what variables you may have overlook in the design of controls or it may be things that could not be controlled.  When we identify the sources of error we recognize that and account for imperfections in the design of the investigation. 

Posted: May 14, 2015

When creating a graph to analyze your data please keep the following criteria in mind: §  X axis – Variable you are testing (IV)§  Y axis – Variable you are Measuing (DV)§  Labels that describes the axis and a Title that summarizes the purpose of the graph§  Appropriate Scale (y axis)§  Proper choice of graph - Bar or Line based on type of data§  Accurate plotting of data

Posted: May 14, 2015

Posted: May 7, 2015

This document overviews all 4 major planning and performing skills.  Each skill and its criteria is given.  Also a sample question that is answered for all 4 skills is included. Please remember that we use the writing scaffolds in Testable Questions and Hypothesis to make the writing simpler, but the criteria for each are what we are assessed on.
Each individual process skill has certain criteria it requires and every skill involves the identification of variables.  Please keep in mind that we are using writing scaffolds in class to make the writing process a bit simpler, but there are other ways to write these skills then how they have appeared in the scaffold.  The key to remember is that you apply the criteria to the task.Testable Question - 5 CriteriaIndependent Variable (to test)Dependent Variable (to measure)Cause and effect relationshipApplying specifics parametersGood WritingHypothesis - 4 CriteriaWrite a Tentative StatementDescribing how the dependent variable (to measure) is related to the independent variable (to test)Applying a plausible change to the variablesWrite a predictionDesiging the Experiment - 4 PartsIdentify the VariablesUsing Control groupsMaterials ListProcedures

Earth Day - Fracking Assignment

Posted: April 23, 2015

Use the weblink and read the Fracking article. Then, using the tablets, you will go to the google form below and answer the question directlyon the form. have to put a response in each text box in order to submit the form.  Once you hit submit, your answers automatically come to me.


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Added: Thu, May 14 2015


Planning Phase - Unit Overview
Testable Question Class Notes
Science Project Overview
Grades 5/6 Identification of Variables - Class Notes