The Prediction Guide learning strategy is used to assist students in accessing their prior knowledge in order to make predictions related to questions presented to them. A good Prediction Guide provokes critical thinking and reveals students level of understanding.
The Data to Tables learning strategy provides students with a process of converting raw data collected during inquiries into various table formats.
The Predict-Compare-Share learning strategy is a collaborative strategy based on the Think-Pair-Share learning strategy that provides structure for students to make individual predictions about an inquiry question, and then share and refine their predictions with a partner and with other classmates.
An I Predict…Chart learning strategy is used to assist students in developing the skill of predicting about events and phenomena that they explore through observation and investigation.
An Inquiry Summary learning strategy is used to make conclusions and summarize various aspects of an inquiry, including the testable question, predictions/hypotheses, observations and data, conclusions, and discussion.
The Conclusions-Evidence-Reasoning (C-E-R) learning strategy provides students with a framework in which to use evidence from an inquiry process together with inference and reason to develop conclusions about an inquiry.
Grades 7 and 10 (Secondary I,II, IV)
If you and your students wish to extend the Tomatosphere™ program to include additional plant-based inquiries or if you plan to grow the tomato plants until they produce fruit, follow these transplanting and growing recommendations.
The skill of using appropriate vocabulary involves exploring new vocabulary in context and developing the ability to use vocabulary to communicate thinking and learning.
The skill of recording involves the documenting and preserving of data and observations in a variety of forms for the purpose of capturing information for later analysis.
The skill of predicting involves forecasting what is believed will occur in the future. Predictions should be based on student’s prior knowledge, experiences, observations and research.
The skill of planning involves identifying methods, materials and a sequence of events to reach goals, complete projects or accomplish tasks.
The skill of observing involves using the senses, as appropriate, to find out about the characteristics, properties and attributes of objects, places and events.
The skill of displaying data involves organizing and presenting data collected during an inquiry in various visual forms for the purpose of summarizing results and deriving conclusions.
The skill of making conclusions involves connecting the data gathered in an inquiry back to the question and hypothesis that formed the basis of the inquiry.