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INQUIRY with Anything

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2.9A identify the external characteristics of. different kinds of plants and animals ... digestive track of birds. Which hypothesis is best supported by these data? ... – PowerPoint PPT presentation

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Title: INQUIRY with Anything


1
INQUIRY with Anything
  • San Antonio Science and Mathematics Saturday
  • October 7, 2006
  • Presented by
  • Virginia Malone

2
Learning That SticksTakes Time.
  • There Are No Short Cuts.
  • by Rafe Esquith

3
  • People only see what they are prepared to see.
  •  
  • Ralph Waldo Emerson. 1863

4
Planning Ahead For Inquiry
  • Know the TEKS to be covered.
  • Formulate questions before class.
  • Reflect.
  • Keep a record.

5
  • TAKS Obj 2.Make a prediction based on an
    understanding of properties of a system.
  • 5.5B describe some interactions that occur
  • in a simple system
  • 5.7A classify matter based on its physical
  • properties...
  • 2.9A identify the external characteristics of
  • different kinds of plants and animals
  • that allow their needs to be met
  • 2.9B compare and give examples of ways
  • living organisms depend on each
  • other and on their environments.

6
Ask As Many Questions As Possible
  • What is it? Expert
  • Why is it shaped like this? Great question
  • Where does it come from? Expert
  • Who grows them? Expert
  • When did you find it? Expert
  • What is its mass? Inquiry only you will know
    the answer

7
Inquiry Question Starters
  • What will happen if I ...
  • What are the effects of ...
  • Will it ... if I do ...
  • How will... affect ...
  • How many ...
  • How much ...
  • How does it ... (any sense except taste)

8
Ask a question you can answer by experimenting.
  • What will happen if I
  • Will it
  • How much
  • What are the effects of on
  • Etc.

9
Experiment
  • Choose one question that can be answered in
    the next few minutes.
  • Complete your experiment using only the
    materials available.

10
Report Your Results
  • How is related to survival of the plant?
  • How is what we did like the things scientists
    do?
  • What if groups do the same thing and get
    different results? Same results?
  • How reliable are the results?

11
Reflections
  • What did we do first?
  • What did we do second?
  • Etc.

12
  • I hear, I forget.
  • I see, I question.
  • I do, I learn.
  • I teach, I understand.
  • I reflect, I improve.
  • Adapted from
    Chinese Proverb
  • by Virginia Malone

13
Flower
14
Maturing ovary
15
Green Devils Claws before Splitting
16
Properties
  • The devils claw is well suited to holding
    onto a horses tail for a long time because it
    has long claws which are
  • A. ductile and smooth
  • B.  flexible and curved
  • C.  brown and sharp
  • D.  soft and pliable
  • E.  malleable and brittle

17
Adaptive Characteristic
  • The shape of the devils claw is an example of
    an adaptation for
  •    A. root development
  •         B. leaf protection
  •        C. plant growth
  •        D. seed dispersal

18
Adaptive Characteristics
  • Which of these is the best supporting evidence
    that the devils claws can be carried by an
    animals fur?
  • A.  The shape of the claws
  • B. The color of the claws
  • C.  The number of seeds in the claws
  • D.  The size of the seeds in the claws

19
Going beyond direct teaching
  • How does this seed pod probably travel?
  • A. By blowing in the wind
  • B. By floating on water
  • C. By catching on to animal fur.
  • D. By passing through the
  • digestive track of birds.

20
  • Which hypothesis is best supported by these data?
  • Different types of dogs will carry the devils
    claws different distances.
  • Bigger dogs will carry the devils claws longer
    distances.
  • C. Devils claws will rarely get caught in the
    fur of dogs with curly hair.
  • D. Running will cause the devils claws to fall
    out of a dogs hair.

21
Floating Clip
22
Ask a question you can answer by experimenting.
  • What will happen if I
  • Will it
  • How much
  • What are the effects of on
  • Etc.

23
What Might Students Learn?
  • Shaking the water causes the clip to fall.
  • More than one clip will come together like a
    magnet (ask to place two close together on the
    desk top)
  • The clip cannot float if water has soap in it.

24
Reflections
  • What did we do first?
  • What did we do second?
  • How was this activity like the first?

25
  • The fatal pedagogical error
  • to throw answers like stones at the heads of
    those who have not yet asked the questions.
  • Paul Tillich

26
Learning That SticksTakes Time.
  • There Are No Short Cuts.
  • by Rafe Esquith

27
  • Every Student Can Learn.

28
  • Every Teacher Can Improve.

29
  • Every school can become a center of excellence.

30
The Road to Success Is Always Under
Construction.
31
  • For text version go to http//www.wetheteachers.co
    m/plan.php?id37
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