At various points throughout the project, the teacher logs in to the Teacher Workspace where he can review and comment on any team’s work. Anywhere a small triangle appears in the corner of an evidence description, quality rating, support rating, or claim, a comment can be made by the teacher, team member, or a reviewing team.
To view a comment, look for a bright triangle that indicates that a comment has been created. Click once on the triangle to open the comment.
Near the end of the second to last work period, the teacher explains that peer-review teams have been set up. Each team will review another team’s evidence and explanations. He directs them to use the rubrics and discussions they’ve had to help provide good feedback to the other team. Peer-review teams are expected to make a minimum of three comments. He writes on the board the kind of comments that are expected and gets additional ideas from the students. He makes it clear that student teams should not make comments about whether they think the outcome is wrong or right, but instead base their comments on the quality of the argumentation.
Another comment feature is located at the bottom of the screen. This feature supports open-ended communication between the teacher and students in the team for comments on the project as a whole. The comment box at the bottom of the screen can only be seen by the student team who has created the case and the teacher. This box is provided for more general comments and concerns that the teacher wants to share with the team, the team members want to share with each other when not working together, or comments back from the students to the teacher.
Students use the comments made by their reviewing team and teacher to look at the evidence, claim, and overall project in a fresh light. They make any necessary edits and then write a conclusion with their recommendation to the EPA as to the most-likely cause and source of the sickness. Students print their case to review for their presentation to the grand jury.
After the claims have been presented to the grand jury, the class votes on the cause of the illness. They discuss whether their claim and outcome of the trial were similar to that of the actual results of the case and how this relates to the question - How do we decide which scientific claims to believe?