Welcome to The East Valley Tech Prep Consortium: Introduction to Science Inquiry Integration Worksho

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Welcome to The East Valley Tech Prep
ConsortiumIntroduction to Science Inquiry
Integration Workshop Fall 2009
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Table 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
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Human Knot Ice Breaker
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INQUIRY IN SCIENCE
Science State Standards
http//www.fremonths.org/ourpages/auto/2006/9/7/11
57653040572/Scientific20Inquiry.ppt
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Standards 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).

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Standards 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.

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Welcome/Introductions

• Overview of Training review of
• objectives
• Materials in Resource Packet

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Rope 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.

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INQUIRY IN SCIENCE
http//www.fremonths.org/ourpages/auto/2006/9/7/11
57653040572/Scientific20Inquiry.ppt
10
Standards 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).

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Standards 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.

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INQUIRY 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.

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Four 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.
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Inquiry in Science Rationale for incorporating
science skills into CTE curricula
http//www.fremonths.org/ourpages/auto/2006/9/7/11
57653040572/Scientific20Inquiry.ppt
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Rationale for Incorporating Science Skills into
CTE Curriculum

• What areas do you feel you need to develop?

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Arizona CTE Matrix overview sample of science
matrix

• Access individual curricular matrices work with
  someone in the same career cluster

Science Matrix
10 Minutes
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Processing Questions

• What is jumping out at you as you review your
  career cluster matrix? What are you already
  doing in your classroom?

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"In the science classroom, wondering should be as
highly valued as knowing,"

• F. James Rutherford and Andrew Ahlgren in
  Science for All Americans

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15 minutes
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For a Prize, Name the Scientific Inquiry Steps
That Occurred in the Cartoon!

• Observations
• Asked a Question
• Hypothesized
• Tested his hypothesis
• Analyzed the results

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Scientific 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

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The 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

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Scientific Inquiry

• Often begins with a
  question about a
  natural phenomenon.

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Scientific 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.
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What do the Footprints Say???
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Mission

• 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.

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Position 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!

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Position 2

• With new info, revisit first explanation
• MODIFY your explanation and/or add new ones

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Interpret What Happened
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Questions 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?

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Remember!

• Any reasonable explanation must be based only on
  those proposed explanations that still apply when
  all of the puzzle is projected

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For 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
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WHAT IS THE SCIENTIFIC PROCESS?
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Scientific 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

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The Salt Pepper Demonstration

• In observing the Salt Pepper demonstration, you
  practiced the first 2 steps of the Scientific
  Process
• What did you do?

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1ST YOU MAKE OBSERVATIONS
2nd ask questions
3rd come up with possible explanations
4th perform your experiment
5th analyze your data
6th make conclusions
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Make 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???

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• 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

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ASK 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.

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WHAT 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?

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Scenario 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.

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WHY WON'T THE WASHER START?
good !!!
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now come up with a
POSSIBLE
reason why it won't start
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it's not plugged in
the circuit breaker is out
there is a wire loose
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Those possible explanations were.
HYPOTHESES (Step 3)
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WRITING HYPOTHESES
WHAT IS A HYPOTHESIS ANYWAY???
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THE DEFINITION OF A HYPOTHESIS IS.
A POSSIBLE EXPLANATION THAT CAN BE TESTED. IT IS
NOT A GUESS.
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Scenario 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?

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NOW 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

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ONE 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.
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INDEPENDENT VARIABLE (IV)

• THE VARIABLE THAT IS BEING CHANGED OR MANIPULATED
  BY THE EXPERIMENTOR

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DEPENDENT VARIABLE (DV)

• THE RESPONDING VARIABLE
• THE VARIABLE THAT IS BEING MEASURED.

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CONSTANTS

• ALL VARIABLES THAT REMAIN THE SAME THROUGHOUT THE
  EXPERIMENT.

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CONTROL GROUP

• In a control group, the factor being tested is
  not applied to this group.

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IN THE EARLY RISER SCENARIO
IDENTIFY THE IV , DV, CONSTANTS
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IV 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.
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Lets Now Revisit how to Write a Hypothesis

• The next slide show is fun! You will feel like
  you are in a Dr. Seuss book )

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Problem Solving
Another Look at Hypothesis Statements
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Table 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
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1.) 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.
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Hypothesis V.S. Hypothesis Statement
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All of these are Gligs.   
None of these are Gligs.
Which of these are Gligs?
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Sample Gligs Page
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All of these are Gligs.   
Write a Hypothesis For what makes a Glig. 
Hypothesis A Glig is a shape that is open. 
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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.
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Hypothesis 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
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None 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?
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YES Hypothesis is supported,
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Now lets try Looking at some Snorps
All of these are Snorps.               
Write a Hypothesis Statement about
Snorps             
IF__________________________________________ AND
_______________________________________ THEN_____
_________________________________
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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      
Now We TEST the hypothesis
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None 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?
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NO Hypothesis is not supported!!! ?
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Now write a new hypothesis statement
All of these are Snorps.               
None of these are Snorps.
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New 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
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YES Hypothesis is supported!!! ?
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Now use the definition of Snorp that you developed
All of these are Snorps.               
None of these are Snorps.
Which of these are Snorps?
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Try These Wibbles
All of these are Wibbles.
Write a Hypothesis Statement IF_________________
_______________________________ AND_____________
________________________________ THEN___________
__________________________________
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Test your Hypothesis Statement
None of these are Wibbles. 
Do you need to refine your hypothesis statement?
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All of these are Wibbles.
None of these are Wibbles.                      
                                                  
              
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All of these are Wibbles.
None of these are Wibbles.                        
          
Which of these are Wibbles?
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The 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!
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The Toothpick Star

• What did you observe during the activity?
• What kind of senses did you use to make your
  observations?

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Going Back to The Toothpick Star

• Please write one causal and one descriptive
  question about your observations!

You have 2 minutes!
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Questions 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?

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The Toothpick Star

• Now come up with a hypothesis statement to test
  your question.

You have 4 minutes!
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Toothpick Star Hypothesis

• If

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Term Introduction

• Adhesion
• Capillary
• Capillary action
• Cohesion
• Gravity
• Meniscus
• Surface Tension

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POs 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

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How 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
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ALL 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.

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Closure

• How will I incorporate the information learned
  today into my classroom on Monday?
• What additional information do I need?
• Workshop evaluation.