Based on local results and other variables such as location of
cup and weather, students predict the shortest and longest
meltdown time and state reasons for predictions. (Note: Students
will not yet have the messages which contain the final meltdown
times although teachers may want to "release" a few of these so
that students have some additional information on which to base
predictions for other locations.)
Disclose all results and then have students graph and chart
the project data. Graphs and charts can be generated by first
having students input data on a spreadsheet on the computer.
Discuss reasons why local predictions were or were not
accurate. Students will also discuss possible reasons for
variations, by class, in local results.
Show meltdown times right on the map by placing a post-it or
other label at each location.
Drawing Conclusions:
Have students work in small groups to compare predictions to
the actual data that has been collected and put on
spreadsheets.
Fill in the last page of the booklet and decide whether or not
the hypothesis needs to be revised.
Facilitate a class discussion of group findings.
Students complete open ended self reflection questions.