Key Concepts From Reading Instruction Past And Present...

Honesty Statement: I solemnly swear that this is my own work, and I will not share it with anyone else ever. __KM__(initials) Key concepts from Reading Instruction—Past and Present Perspectives: Medical Model of Literacy Assessment: first the problem has to be â€Å"diagnosed† and once it is identified, we can come up with a way of â€Å"curing† the problem. This is Remediation and is no longer the way we look at reading instruction for struggling readers. Causes of Reading Difficulties: some reading difficulties can be a result of a disability but others can be a result of English as a non-native language, the experiences, or lack of, that they may have been exposed to at home with both education as a whole but also reading specifically, and the lack of knowledge about resources (school/public library, books at home, etc.) What can we do?: The earlier we can identify and start to try and fix the problem (both with reading and with any subject, really), the better the chances are that the student will be able to remain on grade level and learn successfully with their peers throughout the rest of their educational experiences How do we fix it?: One-on-one instruction is often the way most intervention is administered. Pros: Individualized instruction, direct student-teacher interactions, no falling through the cracks or being â€Å"looked over† Cons: Being pulled out of the classroom often has a negative stigma attached to it. Students can also feel left out or miss out on manyShow MoreRelatedPrinciples of Scientific Management1149 Words   |  5 Pages 1) Replace rule of thumb work methods with methods based on a scientific study of the tasks. 2) Scientifically select and then train, teach, and develop the workman, whereas in the past the employee (or workmen) chose his own work and trained himself as best he could. 3) Provide Detailed instruction and supervision of each worker in the performance of that worker s discrete task (Montgomery 1997: 250). 4) Divide work nearly equally between managers and workers, so that the managersRead MoreGrouping Literature Review3900 Words   |  16 PagesPractices in the Elementary Reading Classroom Abstract Reading instruction has a long history of being one of the most highly debated topics in education. American teachers have been criticized for not producing effective readers. Teachers recognize the need to differentiate reading instruction and provide a balanced literacy program. In an effort to meet the needs of all students, teachers use a variety of grouping methods while teaching reading. In recent history, the typeRead MoreDeductive and Inductive Grammar Teaching2897 Words   |  12 Pagesattention to some specific grammatical form in such a way that it helps them either to understand it metalinguistically and/or process it in comprehension and/or production so that they can internalize it. Further, Ellis (2006) points out some key concepts in teaching grammar. First, some grammar lessons might consist of presentation by itself (i.e., without any practice), while others might entail only practice (i.e., no presentation). Second, grammar teaching can involve learners in discoveringRead MoreEED 465 Interview And Investigate Standards1850 Words   |  8 Pagesaffects what social studies content is being taught to our students( Passe,J 2002). In past years students were forced to learn at a relatively low cognitive levels, it lack the full meaning social studies that could be transferred into real life situations. It is because of this reason why some many students had very little interest in social studies discipline( Vogler,K.E.,2011 ). Instead of us dwelling on past mistakes made in the teaching of social studies, we are finding the best teachingRead MoreStrategic Management Assignment2863 Words   |  12 Pagesdevelopment. †¢ To develop knowledge and practice in the application of strategic management concepts and techniques. †¢ To develop analytical, evaluative and enterprise skills/competences associated with the formulation of organisational strategy. The learning outcomes assessed in this assignment include the student’s ability to: 1. Understand and apply a range of strategic management principles/concepts and contribute to the development of strategic options. 2. Critically evaluate how analysisRead MoreStrategic Management Assignment2850 Words   |  12 Pagesdevelopment. †¢ To develop knowledge and practice in the application of strategic management concepts and techniques. †¢ To develop analytical, evaluative and enterprise skills/competences associated with the formulation of organisational strategy. The learning outcomes assessed in this assignment include the student’s ability to: 1. Understand and apply a range of strategic management principles/concepts and contribute to the development of strategic options. 2. Critically evaluate how analysisRead MoreDesigning And Implementing Social Studies Instruction5967 Words   |  24 PagesElementary Methods Unit 6: Designing and Implementing Social Studies Instruction Summary: Social studies is an important content area that is often overlooked since it is not part of the standardized testing that occurs nation wide. This course will explain the importance of social studies in children?s lives and how educators can successfully and efficiently integrate social studies into other content areas using multiple perspectives and trade books. Course Objectives: By the end of this unit, learnersRead MoreThe Video Of Simon Sineks Speech At Ted Talk1656 Words   |  7 Pagesbegan with telling a military story, which he saw it from a personal-recorded video and the military story is about the Captain William Swenson (US) rescuing his soldiers under the attack from some local anti-governmental organizations in Afghanistan when they trying to convoy few governmental officers from the US and Afghanistan to meet the local village elders. And Simon found that the captain kissed each injured soldiers’ neck when he saved them from the war; Simon believe that the thing behind theRead MoreThe Video Of Simon Sineks Speech At Ted Talk1658 Words   |  7 Pagesbegan with telling a military story, which he saw it from a personal-recorded video and the military story is about the Captain William Swenson (US) rescuing his soldiers under the attack from some local anti-governmental organizations in Afghanistan when they trying to convoy few government al officers from the US and Afghanistan to meet the local village elders. And Simon found that the captain kissed each injured soldiers’ neck when he saved them from the war; Simon believe that the thing behind theRead MoreThe Pillars Of School Leadership1740 Words   |  7 Pagesleader in one of our urban school system today is a questions asked repeatedly in our class reading? The qualities of a leader are courage, flexibility and confidence. 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Noras Symbolism in Henrik Ibsens A Dolls House Essay

Noras Symbolism in Henrik Ibsens A Dolls House In every society power is the bringer of fortune and influence. In his play A Dolls House, Henrik Ibsen portrays, through the character of Nora, the power women are gaining in patriarchal societies. Nora, who symbolizes all women, exercises her power throughout the entire play. She cleverly manipulates the men around her while, to them, she seems to be staying in her subordinate role. In all three acts of the play Nora controls many situations and yields the most power. Act I, along with the introduction of Ibsens tone and style, brought the introduction of power. It seems that since the Helmer household is symbolizing patriarchal European society that male†¦show more content†¦Krogstad feels threatened by her influence because she can be the pivotal deciding factor in whether or not he keeps his job. Nevertheless, Krogstad tries to turn her influence to benefit himself by threatening to reveal her crime if she does not help him to keep his job. This backfires on Krogstad when two women, Nora and Mrs. Linde, manipulate Krogstad into feeling obstinate and therefore he promises never to tell anyone of what Nora has done. Noras power helped her to remain protected throughout the entire play. Torvald, Noras husband, feels powerful by referring to Nora as different types of feeble animals. Nora realizes this and uses it to her advantage. During act II she wants a favor from Torvald so she manipulates him by calling herself the animal names that make Torvald feel dominant. She says, Nora: If your little squirrel were to ask for something very, very prettily--? Torvald: What then? Nora: Would you do it? Torvald: I should like to here what it is first. Nora: Your squirrel would run about and do all her tricks if you would be nice, and do what she wants. Torvald: Speak plainly. Nora: Your skylark would chirp about in every room, with her song rising and falling- (33) By saying all these things Nora is seemingly proving to Torvald that he has power over her. Luckily, Torvald is not incredulous and feels that Nora is beingShow MoreRelatedRights of Women in the Nineteenth Century and in Henrik Ibsen’s A Doll’s House1103 Words   |  5 PagesHenrik Ibsen, who was born in Norway but made his name internationally, was a painter as well as the one of most famous playwrights during the period of Realism. Ibsen’s plays are well-known by the themes of domestic and political issues and conflict in nineteenth century. Scholars call it â€Å"Ibsen’s problems play† (Henrik Ibsen, 650). In addition, in Ibsen’s plays, the general topics that are usually discussed are hypocrisy of the society, restriction of women, and the self-sacrifice. Under theRead MoreAnalysis of A Dolls House Essay1108 Words   |  5 Pageshistorical reality has on an audience. Henrik Ibsens widely regarded work, A Dolls House, was first introduced in 1879 as a theatrical presentation of human rights. Today, Ibsens work remains as such, although often conveyed as more focused on womens rights. The Norwegian playwrights vision of a seemingly common home is quickly translated through Ibsens use of symbolism, setting, and diction. Symbolism is a key aspect in much of Ibsens writing, much of which can be dually interpretedRead More Symbolism in A Doll’s House Essay949 Words   |  4 PagesHenrik Ibsen’s â€Å"A Doll’s House† is a controversial play focusing on the marriage of Nora and Torvald Helmer. The play is filled with symbols that represent abstract ideas and concepts. These symbols effectively illustrate the inner conflicts that are going on between the characters. Henrik Ibsen’s use of symbolism such as the Christmas tree, the locked mailbox, the Tarantella, Dr. Rank’s calling cards, and the letters allows him to give a powerful portrayal to symbolize aspects of characters andRead More Symbolism in A Dolls House by Henrik Ibsen Essay example2771 Words   |  12 PagesSymbolism in A Dolls House by Henrik Ibsen      Ã‚   A Dolls House by Henrik Ibsen is perhaps one of the most hotly debated plays to come out of the 19th century.   The 19th century continued the process of the demystification that began with the Enlightenment.   Because of the discoveries of the Enlightenment, humans could no longer be sure about their place in the universe.   This, of course, had an impact on the theater.   The movement toward realism, which, like the 19th century in generalRead MoreUse of Symbols in Ibsens Play, A Dolls House Essay845 Words   |  4 Pagesto stimulate the mind. Henrik Ibsens play, A Dolls House, is filled with symbols that represent abstract ideas and concepts. These symbols successfully illustrate the inner conflicts that are going on between the characters. A few of the symbols are the Christmas tree, New year’s day, the title of the book and the nicknames Torvald called Nora emphasizes a theme of comparing perfect marriage relationship to the reality of the relatio nship, that is an artificial â€Å"Doll’s House† relationship. TheRead MoreHenrik Ibsen’s Symbolism in A Doll House695 Words   |  3 PagesA Doll House was written in 1879 by playwright Henrik Ibsen. Ibsen is known as the creator of modern realistic style drama. The play tells the story of a nineteenth century woman who breaks the chains of society that decide her role in life so that she can find herself. The woman, Nora, lives a relaxed and seemingly untroubled life until her husband Torvald Helmer becomes sick. She then must forge her father’s name on a contract that would allow her to borrow enough money from a lawyer named NilsRead MoreHenrik Ibsen’s A Doll’s House Essay example1182 Words   |  5 Pages Phylogeny versus misogyny, arguable one of the greatest binary oppositions in a work of literature, is present in Henrik Ibsen’s 1879 Norwegian play A Doll’s House. The title itself suggests a misogynist view, while the work mainly consists of feminist ideology, as Ibsen was a supporter of the female as an independent, rather than a dependent on a male. Nora knew herself that her husband did not fully respect her, and this became a major conflict in the play as Nora progressively became more self-reliantRead MoreHenrik Ibsens A Dolls House1489 Words   |  6 Pagesmany other types of literature, drama relies on several separate components all working together to tell a story. These components serve to draw an audience in, create a believable situation, and illicit a particular response. The play â€Å"A Doll’s House† by Henrik Ibsen provides an excellent example for analysis, with each component strongly supported. Often the first, and most obvious, component that can be observed when reading drama is the point of view that it is written from. Point of viewRead MoreSymbolism and Sexism in Ibsen’s â€Å"a Doll’s House† Essays949 Words   |  4 Pages Symbolism and Sexism in Ibsen’s â€Å"A Doll’s House† Henrik Ibsen, the author of the controversial play â€Å"A Doll’s House† said, â€Å"There are two kinds of moral laws, two kinds of conscience, one for men and one, quite different, for women. They don’t understand each other; but in practical life, woman is judged by masculine law, as though she weren’t a woman but a man†¦A woman cannot be herself in modern society.† Isben created the plot of â€Å"A Doll’s House† from those ideas. IbsenRead MoreA Doll s House By Henrik Ibsen1288 Words   |  6 Pages Henrik Ibsen’s A Doll’s House is based in the Victorian society of the 19th century. It assesses the many struggles and hardships that women faced because of marriage â€Å"laws† that were crucial during that time period. The society was male- dominated with no equality. Nora is the protagonist in A Doll’s House and the wife of a man named Torvald. This play is about Nora’s voyage to recognizing her self- determination and independence. She transforms from a traditional, reserved woman to a new, independent

Early Childhood Performing Arts Essay Example For Students

Early Childhood Performing Arts Essay First, introduce the puppets to the children. Inform the children that this is Forte Frog and this is Piano Penguin. Say hello to them! Let the children greet the puppets. Else the puppets in hand and reply the children accordingly; loudly for Forte Frog and softly for Piano Penguin. Explain to the children that Forte Frog is a very noisy frog that loves loud music. Now, can you say hello to Forte Frog again but loudly this time round Reply the children loudly and proceed to introduce Piano Penguin. With the Piano Penguin puppet in your hand, pretend that he is whispering something to your ear and ask the children to be very quiet first. Then tell the children Oh, this is Piano Penguin. He told me that he is very very very shy and he only likes quiet music. Now, lets say hello to Piano penguin softly shall we? Again, reply to the children but softly this time round. Lesson Development: New Skills/Concepts: Attentive listening skills, move responsively to music- dynamics in music Process: Now that the children are aware of the two different puppets, put on a classical piece that changes its dynamics levels often. Hide the two puppets behind you. Play the music, when the music is quiet hold out Piano Penguin and ask the children to make themselves as small as they can when they see Piano Penguin. When the music gets louder, hide Piano Penguin behind you and hold out Forte Frog. Ask the children to make themselves as big as they can. As the music continues, the children Will slowly have to recognize which dynamic the song is at when either Forte Frog or Piano Penguin appears and grow or shrink their bodies accordingly to the dynamics of the song. This will give them a sense of dynamics in the music. Remove the use of the puppets when the children are able to recognize and distinguished the dynamics of the song without looking at them. This activity not only helps the children to appreciate and understand music but also aids in their physical development gross motor skills which is most evident in this age group as they have just spent a good portion tooth developing gross and fine motor skills (Walsh, 2009), a-year-olds are often described as energetic and Imaginative (Ostriches, 1995) thus this activity touches on these two aspects to aid in their development as the children gets to express themselves via music by using their body as a creative expression. Transition: When getting the children ready for their closure activity, you can use the puppets again to inform the children to settle down and get ready for the next activity. Poor example, you can use the Porte grog and speak loudly to he children alright children, Piano Penguin have something to say now. Can we lower down our volume a little so that we can hear our friend? After the children has settle down, use Piano Penguin and say Hello friends, I really enjoyed today hope you all feel the same way too. Porte grog and I hue to go soon, shall we do this one more time before we say our goodbyes? Proceed on to the closure activity after this. Closure: NOW that the children have developed a sense Of dynamics in the music, let the children try it out again but with another song this mime round. Let the children pick the song themselves. This closure activity will help to reinforce what the children have learnt and also it helps the teacher to check at which level the children are at; fifthly have understood everything or are having some difficulties in certain aspects. .u0492a0553a761490cd54514049978795 , .u0492a0553a761490cd54514049978795 .postImageUrl , .u0492a0553a761490cd54514049978795 .centered-text-area { min-height: 80px; position: relative; } .u0492a0553a761490cd54514049978795 , .u0492a0553a761490cd54514049978795:hover , .u0492a0553a761490cd54514049978795:visited , .u0492a0553a761490cd54514049978795:active { border:0!important; } .u0492a0553a761490cd54514049978795 .clearfix:after { content: ""; display: table; clear: both; } .u0492a0553a761490cd54514049978795 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u0492a0553a761490cd54514049978795:active , .u0492a0553a761490cd54514049978795:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u0492a0553a761490cd54514049978795 .centered-text-area { width: 100%; position: relative ; } .u0492a0553a761490cd54514049978795 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u0492a0553a761490cd54514049978795 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u0492a0553a761490cd54514049978795 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u0492a0553a761490cd54514049978795:hover .ctaButton { background-color: #34495E!important; } .u0492a0553a761490cd54514049978795 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u0492a0553a761490cd54514049978795 .u0492a0553a761490cd54514049978795-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u0492a0553a761490cd54514049978795:after { content: ""; display: block; clear: both; } READ: Sexuality EssayFollow up: Leave the puppets in the learning corner or the table tops. Children can play with the puppets and play around with their intonations when indulging in pretend play with the puppets. For example, the children will speak loudly when they are playing with Forte Frog ND they will whisper when they use Piano Penguins in their role play. Activity 2 Cold and Hot Game Activity Title: Cold and Hot Game I _ Children Will be able to recognize rhythm patterns in music 2. Children Will be able to develop a sense of rhythm in music through creative movement Materials/Resources: Object to be hidden Teddy Bear Introduction: As this activity is a continuation from their previous lesson on dynamics, it is good to Start Of the day by reiterating What they have learnt. Ask them if they remembered Forte Frog and Piano Penguin. Teach them a simple once movement to reinforce their lesson on dynamics and also to lead them to the main activity for the day. You can ask the children to sing a simple tune that they are familiar with, egg: twinkle twinkle little star, ask them to stamp their feet rhythmically to this notating rhythm: xx xx xx X, xx xx xx X, xx xx xx X etc. (Horn, 2001). Demonstrate this with the children and go through this with them so that they will understand it. Lesson Development: New Skills/Concepts: Communicating through creative enactment, teamwork, using body percussion to perform rhythm patterns, process: For this activity, SE an item trot the classroom that is portable and easy to spot when hidden. For example, you can use a teddy hear as the object to be hidden, Now, explain to the children the game that they are playing, explain the rules and what is expected of them during this game play. Pick one child to be the Hider and another child to be the Seeker. Ask the Seeker to stand in a corner far away where he/she is unable to see or hear vatu is going on the classroom. Now, ask the Hider to hide the Teddy Bear anaphora within the classroom As the Hider is hiding the Teddy Bear, the rest of the classmates are able to see this. When the Hider is done, ensure with the rest of the class that they know where the Teddy Bear is hidden before you ask the Seeker to re-enters the classroom. Once the Seeker is back in the classroom, have the class starting singing a simple song, egg: baa baa black sheep, while stamping their feet to the rhythm of the song as they have done so during the introduction. DO this dance movement along With the children as a form of guidance for them to follow. The children will have to tip toe softly and tap their feet lightly (Piano) if the Seeker is far away from the Object ND then the children will have to gradually stamp their feet hard and loudly (Forte) when the Seeker is close to the object. This activity not only touches on what the children have learn previously, Dynamics, but also allows the children to be expose to the rhythm of the song during their dance movement. Children at this level are interested in rhythms and rhythm instruments and should be able to play along with songs even though they might not be able to keep a steady beat yet, (England, BIBB) 50 this activity caters to their interest as they uses their body as a percussion to make the rhythm. Transition: To settle the children down, you can clap your hands in a certain rhythm that indicates the children that is time to settle down and hurdle together. Most of the centers adopt this practice to easy manage the children during transitions and switch of activities. .u918b32b11adc1dd068bc01d8cf4dbedd , .u918b32b11adc1dd068bc01d8cf4dbedd .postImageUrl , .u918b32b11adc1dd068bc01d8cf4dbedd .centered-text-area { min-height: 80px; position: relative; } .u918b32b11adc1dd068bc01d8cf4dbedd , .u918b32b11adc1dd068bc01d8cf4dbedd:hover , .u918b32b11adc1dd068bc01d8cf4dbedd:visited , .u918b32b11adc1dd068bc01d8cf4dbedd:active { border:0!important; } .u918b32b11adc1dd068bc01d8cf4dbedd .clearfix:after { content: ""; display: table; clear: both; } .u918b32b11adc1dd068bc01d8cf4dbedd { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u918b32b11adc1dd068bc01d8cf4dbedd:active , .u918b32b11adc1dd068bc01d8cf4dbedd:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u918b32b11adc1dd068bc01d8cf4dbedd .centered-text-area { width: 100%; position: relative ; } .u918b32b11adc1dd068bc01d8cf4dbedd .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u918b32b11adc1dd068bc01d8cf4dbedd .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u918b32b11adc1dd068bc01d8cf4dbedd .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u918b32b11adc1dd068bc01d8cf4dbedd:hover .ctaButton { background-color: #34495E!important; } .u918b32b11adc1dd068bc01d8cf4dbedd .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u918b32b11adc1dd068bc01d8cf4dbedd .u918b32b11adc1dd068bc01d8cf4dbedd-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u918b32b11adc1dd068bc01d8cf4dbedd:after { content: ""; display: block; clear: both; } READ: Musicmakesmehigh EssayClosure: Have the children sit down and ask them to sing another song, be star light star bright. After singing the song and familiarizing with the tune of the song, have the children to listen to the song and clap the rhythm onto their knees. This Veil show if the children are able to apply what they have learnt onto another song. Assist them if they are still having any difficulties in doing so. Googol up: As a follow up activity, you Can teach the children the notation rhythm to the song that they have learnt in this lesson.

Scientific Method Matching free essay sample

A scientist observes that a pond adjacent to an industrial plant has heavier algae growth than ponds farther away (G). I chose this as an example of observation because the sentence explains in detail how the scientist first gathered the idea to for conducting the experiment. 2. Ask a question. A scientist wonders if the waste water emitted from an industrial plant is accelerating the growth of algae in a pond. I believed this sentence to be where the scientist asked himself whether or not the industrial plant had any bearing on the accelerated growth. I believe this sentence shows this. 3. Create a hypothesis. A scientist, based on his observation of the pond, believes that if a pond is exposed to the waste of an industrial plant, then the growth of algae will be accelerated (A). This to me is an educated guess. Although the scientist has not tested or proven anything yet, his educated guess is clearly stated here in this sentence. We will write a custom essay sample on Scientific Method Matching or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page .Conduct an experiment. In her laboratory, a scientist pours a vial of waste water, collected from the industrial plant, and adds it to a dish containing pond water. A second dish (the control dish), containing the same pond water, does not receive the waste water sample (B). This sentence gives the reader a hint by stating that the scientist is in her laboratory. It is here where the scientist usually conducts any experiment so it is only right that I would believe this to be the appropriate sentence for this step. . Collect data. After 5 days, the scientist measures the amount of algae present in each dish (D). Here the scientist is about to actually see if his hypothesis was correct. It is here that he will gather the information he needs to either prove or disprove his assumption. 6. Interpret results. After the data is collected, the scientist discovers that the dish containing both the pond water and waste water had more than twice the amount of algae than the control dish. I choose this sentence or step in the scenario because it is after you gather your data that you are able to make a proven statement about what it is you have discovered in an experiment. 7. Report results. The scientist submits his findings to a scientific journal (E). By sending or submitting his findings to a scientific journal leads me to believe that the scientist has concluded his experiment and are satisfied with his findings. Therefore he is ready to submit results.