Title: Welcome to The East Valley Tech Prep Consortium: Introduction to Science Inquiry Integration Worksho
1Welcome to The East Valley Tech Prep
ConsortiumIntroduction to Science Inquiry
Integration Workshop Fall 2009
2Table of Contents Boil it Down
Notes....1 Hypothesis v.s. Hypothesis
Statement..2 Gligs..3 Gligs
Notes4 Snorps5 Snorp
Notes.6 Wibbles.7 Wibble
Notes.8 Teacher Notes.9
3Human Knot Ice Breaker
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4INQUIRY IN SCIENCE
Science State Standards
http//www.fremonths.org/ourpages/auto/2006/9/7/11
57653040572/Scientific20Inquiry.ppt
5Standards We Just Covered With the Human Knot
Activity
Science Inquiry Strand One
- Concept 1 Observations, Questions, and
Hypotheses - Formulate predictions, questions, or hypotheses
based on observations. Evaluate appropriate
resources. - PO 1. Evaluate scientific information for
relevance to a given problem. - PO 2. Develop questions from observations that
transition into testable hypotheses. - PO 3. Formulate a testable hypothesis.
- PO 4. Predict the outcome of an investigation
based on prior evidence, probability, and/or
modeling (not guessing or inferring).
6Standards We Just Covered With the Human Knot
Activity
Science Inquiry Strand One
- Concept 4
- Communication Communicate results of
investigations. - PO 1. For a specific investigation, choose
an appropriate method for communicating
the results. - PO 2. Produce graphs that communicate
data. - PO 3. Communicate results clearly and
logically. - PO 4. Support conclusions with logical
scientific arguments.
7Welcome/Introductions
- Overview of Training review of
- objectives
- Materials in Resource Packet
8Rope Trick Activity
- Question to discuss Is it easier to start at
the end and work towards beginning or start at
the beginning and work towards end? What are the
advantages of solving problems using different
points of view? - Break into groups of 2 people and perform the
rope trick. - After the activity make a list on your butcher
paper all of the steps to the activity that you
walked through.
9INQUIRY IN SCIENCE
http//www.fremonths.org/ourpages/auto/2006/9/7/11
57653040572/Scientific20Inquiry.ppt
10Standards We Just Covered With the Rope Trick
Activity
Science Inquiry Strand One
- Concept 1 Observations, Questions, and
Hypotheses - Formulate predictions, questions, or hypotheses
based on observations. Evaluate appropriate
resources. - PO 1. Evaluate scientific information for
relevance to a given problem. - PO 2. Develop questions from observations that
transition into testable hypotheses. - PO 3. Formulate a testable hypothesis.
- PO 4. Predict the outcome of an investigation
based on prior evidence, probability, and/or
modeling (not guessing or inferring).
11Standards We Just Covered With the Rope Trick
Activity
Science Inquiry Strand One
- Concept 4
- Communication Communicate results of
investigations. - PO 1. For a specific investigation, choose
an appropriate method for communicating
the results. - PO 2. Produce graphs that communicate
data. - PO 3. Communicate results clearly and
logically. - PO 4. Support conclusions with logical
scientific arguments.
12INQUIRY in the Classroom
- When students are doing inquiry based science, an
observer will see that - Students View Themselves as Scientists in the
Process of Learning. - Students Accept an "Invitation to Learn" and
Readily Engage in The Exploration Process. - Students Use Observation.
- Students Raise Questions
- Students Propose Explanations and Solutions and
Build a Store of Concepts. - Students Plan and Carry Out Investigations.
- Students Communicate Using a Variety of Methods.
- Students Critique Their Science Practices.
13Four Corners
- What are some examples of inquiry assignments in
your classroom? - What problems do you encounter when assigning
your students an inquiry based question? - How is science a life skill in industry?
- What science skills do you directly teach
students in your content area?
Spend about 5 minutes and add ideas to each
Question posted in each one of the 4 corners.
14Inquiry in Science Rationale for incorporating
science skills into CTE curricula
http//www.fremonths.org/ourpages/auto/2006/9/7/11
57653040572/Scientific20Inquiry.ppt
15Rationale for Incorporating Science Skills into
CTE Curriculum
- What areas do you feel you need to develop?
16Arizona CTE Matrix overview sample of science
matrix
- Access individual curricular matrices work with
someone in the same career cluster
Science Matrix
10 Minutes
17Processing Questions
- What is jumping out at you as you review your
career cluster matrix? What are you already
doing in your classroom?
18"In the science classroom, wondering should be as
highly valued as knowing,"
- F. James Rutherford and Andrew Ahlgren in
Science for All Americans
1915 minutes
20For a Prize, Name the Scientific Inquiry Steps
That Occurred in the Cartoon!
- Observations
- Asked a Question
- Hypothesized
- Tested his hypothesis
- Analyzed the results
21Scientific Inquiry
- Addresses the Arizona State Standard for
Developing Explanations
Based on Evidence
- These POs were chosen as a focus for the rest of
the workshop because students typically have
difficulty with employing inquiry strategies in
the content areas and because of medium/high
frequency on AIMS and applicability to CTE
curricula
22The Big Picture
- Often begins with a question
- Encourages you to think critically
- Creates the opportunity for
you to problem-solve
share analyses - Inquiry promotes COLLABORATION
23Scientific Inquiry
- Often begins with a
question about a
natural phenomenon.
24Scientific Inquiry
- Once asked, a process of scientific inquiry
begins - Eventually a proposed explanation
-
- Experimental design is also
part of the inquiry process.
From Teaching About Evolution the Nature of
Science, N.A.S.
25What do the Footprints Say???
26Mission
- Reconstruct happenings from the geological past
by analyzing a set of
fossilized tracks - Form defensible explanations
of past events from limited evidence. - As more evidence is available, modify or abandon
your hypotheses.
27Position 1
- Can you tell anything about size or nature of
organisms? - Were the tracks made at the same time?
- How many animals involved?
- Can you reconstruct a series of events
represented by this set of fossil tracks? - Suggest evidence to support your explanations!
28Position 2
- With new info, revisit first explanation
- MODIFY your explanation and/or add new ones
29Interpret What Happened
30Questions to Consider...
- In what directions did animals move?
- Did they change speed or direction?
- What might have changed the footprint pattern?
- Was the land level or irregular?
- Was the soil moist or dry?
- In what kind of rocks were the
prints made? - Were sediments coarse or fine?
- Characteristics of track environment?
31Remember!
- Any reasonable explanation must be based only on
those proposed explanations that still apply when
all of the puzzle is projected
32For Each Explanation...
- Be sure to indicate the evidence!
If you could VISIT the site, what evidence
would you look for to support your hypothesis?
Adapted from a BSCS lab
33WHAT IS THE SCIENTIFIC PROCESS?
34Scientific Modeling
- Salt Pepper Demonstration
- Investigate the teacher demonstration with all
your senses - Make a drawing of what took place during the
demonstration - Make list of questions regarding what happened
- Answer your list of questions
35The Salt Pepper Demonstration
- In observing the Salt Pepper demonstration, you
practiced the first 2 steps of the Scientific
Process - What did you do?
361ST YOU MAKE OBSERVATIONS
2nd ask questions
3rd come up with possible explanations
4th perform your experiment
5th analyze your data
6th make conclusions
37Make Observations
- What is an Observation?
- Data collected using any of the 5 physical
senses sight, hearing, taste, feeling, and
smell. It also includes data collected through
measurement. - Examples of observations???
38- Smelling the sweetness of a flower
- Tasting the spice in a meal
- Hearing a train go by
- Measuring your height every year
- Seeing a bird in a tree
- Feeling a drop of rain land on your arm
39ASK QUESTIONS
- There are 2 different types of questions
- CAUSAL DESCRIPTIVE
- CAUSAL
- - Inquires into the cause(s) or explanation(s)
- of a phenomenon by asking WHY or
HOW - something happens or is the way it
is. - DESCRIPTIVE
- - Asks WHAT, WHERE, WHEN,
- WHO about some observed object,
event or situation.
40WHAT TYPES OF QUESTIONS ARE THESE?
- Why is the sky blue?
- Who are my lab partners?
- What am I going to learn in this class?
- How does it get so hot in Arizona?
- When does school start?
- Why do dogs bark?
41Scenario 1 WORKING THE WASHING MACHINE
- YOUR MOM TOLD YOU TO DO A LOAD OF LAUNDRY.
- YOU GO TO START THE WASHING MACHINE AND NOTHING
HAPPENS. - COME UP WITH A CAUSAL QUESTION FOR THIS SCENARIO.
42WHY WON'T THE WASHER START?
good !!!
43now come up with a
POSSIBLE
reason why it won't start
44it's not plugged in
the circuit breaker is out
there is a wire loose
45Those possible explanations were.
HYPOTHESES (Step 3)
46WRITING HYPOTHESES
WHAT IS A HYPOTHESIS ANYWAY???
47THE DEFINITION OF A HYPOTHESIS IS.
A POSSIBLE EXPLANATION THAT CAN BE TESTED. IT IS
NOT A GUESS.
48Scenario 2 THE EARLY RISER SCENARIO
- Brett is a 2-yr old boy who was waking up at
about 2 oclock each morning. As far as his
parents were concerned, this was too early. - WHAT IS A CAUSAL QUESTION FOR THIS SCENARIO?
- GIVE A POSSIBLE EXPLANATION
- HOW WOULD YOU TEST THIS EXPLANATION?
- WHAT OUGHT TO HAPPEN IF YOUR TEST IS CORRECT?
49NOW YOU ARE READY TO WRITE A HYPOTHESIS
STATEMENT!!!
- IT IS WRITTEN IN AN IF.ANDTHEN. FORMAT.
- IF HYPOTHESIS
- AND HOW YOU WILL TEST YOUR
- HYPOTHESIS
- THEN EXPECTED OR PREDICTED
- RESULTS
50ONE POSSIBLE HYPOTHESIS STATEMENT FOR THE EARLY
RISER SCENARIO WOULD BE
If light coming through the window was awakening
Brett and a blackout curtain is installed then
Brett should sleep later.
51INDEPENDENT VARIABLE (IV)
- THE VARIABLE THAT IS BEING CHANGED OR MANIPULATED
BY THE EXPERIMENTOR
52DEPENDENT VARIABLE (DV)
- THE RESPONDING VARIABLE
- THE VARIABLE THAT IS BEING MEASURED.
53CONSTANTS
- ALL VARIABLES THAT REMAIN THE SAME THROUGHOUT THE
EXPERIMENT.
54CONTROL GROUP
- In a control group, the factor being tested is
not applied to this group.
55IN THE EARLY RISER SCENARIO
IDENTIFY THE IV , DV, CONSTANTS
56IV AMOUNT OF SUNLIGHT
DV HOW LONG HE SLEEPS
CONSTANTS
When he goes to bed, what time he eats last, bed,
position of bed, pre-bedtime rituals.
57Lets Now Revisit how to Write a Hypothesis
- The next slide show is fun! You will feel like
you are in a Dr. Seuss book )
58Problem Solving
Another Look at Hypothesis Statements
59Table of Contents Boil it Down
Notes....1 Hypothesis v.s. Hypothesis
Statement..2 Gligs..3 Gligs
Notes4 Snorps5 Snorp
Notes.6 Wibbles.7 Wibble
Notes.8 Teacher Notes..9
60(No Transcript)
611.) On the big sticky write your notes in NORMAL
writing. At least 5 facts.2.) On the medium
sticky write your notes in NORMAL writing, but
this time scale down the information to what you
find is important information.3.) On the small
sticky notes write the most important
information, facts or themes using your NORMAL
writing.
62Hypothesis V.S. Hypothesis Statement
63 All of these are Gligs.
None of these are Gligs.
Which of these are Gligs?
64Sample Gligs Page
65 All of these are Gligs.
Write a Hypothesis For what makes a Glig.
Hypothesis A Glig is a shape that is open.
66 All of these are Gligs.
Hypothesis A Glig is a shape that is open.
Experiment look at the objects that are not
Gligs
Expected Results All shapes should be
closed.
67Hypothesis Statement If a Glig is a shape that
is open and I look at the objects that are not
Gligs then all shapes should be closed.
Now We TEST the hypothesis
68None of these are Gligs.
Hypothesis Statement If a Glig is a shape that
is open and I look at the objects that are not
Gligs then all objects should be closed.
Is the Hypothesis Statement Supported?
69YES Hypothesis is supported,
70 Now lets try Looking at some Snorps
All of these are Snorps.
Write a Hypothesis Statement about
Snorps
IF__________________________________________ AND
_______________________________________ THEN_____
_________________________________
71Sample Hypothesis Statement If a Snorp is a
shape with a tail And I look at the objects
that are not Snorps Then all shapes should be
missing their tails
Now We TEST the hypothesis
72None of these are Snorps.
Sample Hypothesis Statement If a Snorp is a
shape with a tail And I look at the objects
that are not Snorps Then all shapes
should be missing their tails
Is the Hypothesis Statement Supported?
73NO Hypothesis is not supported!!! ?
74Now write a new hypothesis statement
All of these are Snorps.
None of these are Snorps.
75New Hypothesis A Snorp has a tail and is filled
with small dots.
Refined Hypothesis Statement a Snorp is a
shape with a tail and is filled with small
dots I look at the objects that are not
Snorps all shapes should be missing their tails
and small dots.
If
And
Then
Now test the Refined Hypothesis Statement
76YES Hypothesis is supported!!! ?
77Now use the definition of Snorp that you developed
All of these are Snorps.
None of these are Snorps.
Which of these are Snorps?
78Try These Wibbles
All of these are Wibbles.
Write a Hypothesis Statement IF_________________
_______________________________ AND_____________
________________________________ THEN___________
__________________________________
79Test your Hypothesis Statement
None of these are Wibbles.
Do you need to refine your hypothesis statement?
80All of these are Wibbles.
None of these are Wibbles.
81All of these are Wibbles.
None of these are Wibbles.
Which of these are Wibbles?
82The Toothpick Star
Lets Practice Making Observations!
- You are going to be asked to get into groups.
- When you get into your groups, read the
directions CAREFULLY on the handout! - Follow and perform the experiment.
- Observe what happened.
- Answer the questions from the handout.
You have 15 minutes! GO!
83The Toothpick Star
- What did you observe during the activity?
- What kind of senses did you use to make your
observations?
84Going Back to The Toothpick Star
- Please write one causal and one descriptive
question about your observations!
You have 2 minutes!
85Questions to ask
- How would the toothpicks react if different
quantities of water were applied? - How would the toothpick react if we used soapy
water, salty water, cold water or hot water?
86The Toothpick Star
- Now come up with a hypothesis statement to test
your question.
You have 4 minutes!
87Toothpick Star Hypothesis
88Term Introduction
- Adhesion
- Capillary
- Capillary action
- Cohesion
- Gravity
- Meniscus
- Surface Tension
89POs You Just Were Taught
- These POs were chosen as a focus for the rest of
the workshop because students typically have
difficulty with employing inquiry strategies in
the content areas and because of medium/high
frequency on AIMS and applicability to CTE
curricula
90How Can You Apply What We Just Did to Your
Classroom?
- Divide into content/career cluster groups
- Develop a sample lesson plan (mini-lesson)
incorporating the inquiry strategy. Identify the
Arizona POs and essential skills covered. - Present mini-lesson to group
- Debrief
15 minutes
91ALL Strands We Covered Today
- Science
- Strand 1 Inquiry Process
- Concept 1 Observations, questions, and
hypothesis Formulate predictions, questions, or
hypotheses based on observations. Evaluate
appropriate resources. - PO 1 Evaluate scientific information for
relevance to a given problem. - PO 2 Develop questions from observations that
transition into testable hypothesis. - PO 3 Formulate a testable hypothesis.
- PO 4 Predict the outcome of an investigation
based on prior evidence, probability, and/or
modeling (not guessing or inferring). - Concept 2 Scientific Testing (Investigation and
Modeling) Design and conduct - controlled investigations.
- PO1 Demonstrate safe and ethical procedures
(e.g., use and care of technology, materials,
organisms) and behavior in all science inquiry. - PO2 Identify the resources needed to conduct and
investigation. - PO3 Design an appropriate protocol (written plan
of action) for testing a hypothesis - Identify dependent and independent variables
in a controlled investigation - Determine an appropriate method for data
collection (e.g., using balances, thermometers,
microscopes, spectrophotometer, using qualitative
changes). - Determine an appropriate method for recording
data (e.g., notes, sketches, photographs,
videos, journals (logs), charts
computer/calculators). - PO 4 Conduct a scientific investigation that is
based on a research design. - PO5 Record observations, notes, sketches,
questions, and ideas using tools such as
journals, charts, graphs, and computers.
92Closure
- How will I incorporate the information learned
today into my classroom on Monday? - What additional information do I need?
- Workshop evaluation.