Procedural Writing...

Is it just me or do these kids not know a damn thing about writing procedures??

In an attempt to remedy this, I used a lesson that required the use of an in-class demonstration. And the kids would take notes and would write the procedure that I used to perform the demonstration.

I just want these kids to look in depth at how these experiments work. How the little details can't be ignored because they are all too often taken for granted.

What position did I place the beaker? Was the object centered? How much time passed?

Students need to comprehend how to identify "sequence" AND "consequences" for each step in their procedure. It's common sense, but they never give it a thought, they just accept it without considering the logic behind what they're doing.

We'll see what I can conjure up for tomorrow...