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The Inquiry Cycle: Faculty Discussion INQUIRY THE PROCESS OF SCIENCE INVESTIGATION Sally Blake 364.

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Presentation on theme: "The Inquiry Cycle: Faculty Discussion INQUIRY THE PROCESS OF SCIENCE INVESTIGATION Sally Blake 364."— Presentation transcript:

1 The Inquiry Cycle: Faculty Discussion INQUIRY THE PROCESS OF SCIENCE INVESTIGATION Sally Blake 364

2 Class Outline Case Study Presentations The Inquiry Heuristic Engage Questions

3 Claims and evidence Teaching Through Guided Inquiry: First-Hand Investigations Reporting Prepare to Report Investigate Prepare to Investigate Engage Small Group Public Sharing Classroom Community Evaluation Theories Predictions conclusions Observation representation question Empirical relationship explanations Hypothesis

4 Defining the Problem: Engage Start with your state requirements Pick a subject you like and are willing to spend time investigating. Do some background research. Identify possible misconceptions. Become familiar with the academic talk related to your subject. Identify what you are specifically going to research. As a teacher:

5 Engage: Ask and Discuss What types of activities might spark interest in science concepts? How can you use the engage phase to integrate other domain specific content? What thinking levels of questions would be appropriate at this stage? How can you use student interest to develop investigations?

6 Engage: Elementary Level Social Science: Knowledge of time, continuity, and change (i.e., history) Relate physical and human geographic factors to major historical events and movements. Identify the causes and consequences of exploration, settlement, and growth. Science: Knowledge of the nature of science Demonstrate knowledge of basic science processes (e.g., observing, classifying, communicating, qualifying, inferring, predicting). Life Science Demonstrate knowledge of how plants respond to stimuli (e.g., heat, light, gravity).

7 Engage: Introducing investigations On your tables you have a square of foil Do not open this foil yet Inside this foil is something that changed the history of man Talk to your colleagues and make a prediction as to what is in this packet. What is your prediction? Open the foil and use your hand lens to observe the material. What is this?

8 Engage: Introducing Integrative Investigations eos+hunter+gathers+&view=detail&mid=A18538F5 293C1A5B7EE2A18538F5293C1A5B7EE2&first=0&F ORM=LKVR29

9 Engage: Primary level Books Readers Theatre – Little Red Hen n/flash/english.html n/flash/english.html KWL charts Student questions

10 Developing research questions. The examples of the engage phase of an exploration clearly address plants. What questions might you use as you move into the prepare to investigate stage? Zembal-Saul p. 9 Figure 1.2 Discuss this in your team, identify one or two questions about plants (based on state or national standards) use your white boards to share possible questions to investigate.

11 Hypothesis A hypothesis (plural hypotheses) is a proposed explanation for an observable phenomenon. It is not a random guess but requires some information on which to build your hypothesis. It is an idea of what you think might happen based on your engagement.

12 Variables – Cause/Effect Relationships A variable is any factor, trait, or condition that can exist in differing amounts or types. The independent variable is the one that is changed by the scientist. The scientist focuses his or her observations on the dependent variable to see how it responds to the change made to the independent variable. Controlled variables are quantities that a scientist wants to remain constant.

13 Variables – Cause/Effect Relationships QuestionIndependent Variable (What I change) Dependent Variables (What I observe) Controlled Variables (What I keep the same) Do plants need light to grow? How does light affect seed growth? Amount of light Plant growth or seed sprout Same size container for each plant Same type of seed in each container Amount of water Growth conditions Make measurements of growth for each plant at the same time

14 Preparing to Investigate: How to collect data Data to collectHow to collect dataWhen to collect data frequencyTally sheetDetermine and keep records timeStop watch or cell phone seconds, minutes, hours, days Linear measurements : length, width, height etc. Meter stick or standard American measuring devices Pre, middle, post constantly Other: Volume, area,CalculationsPre, middle, post constantly

15 Data collection: What to do 1. Observe. 2. Compare. 3. Classify. 4. Measure. 5. Sequence. 6. Quantify. 7. Field Notes.

16 Data collection: What data to collect 1. Observe – what observations are needed ? 2. Compare. – What are you comparing? 3. Classify – What are your identifiers? 4. Measure –What will you measure? 5. Sequence –Ordering procedure 6. Quantify – Graphs, charts, figures 7. Field Notes – as you work

17 Determine in your group what data you will collect and how. Make a list of this as a field note. Follow the same procedure for each data Collection session.

18 Now what???? Prepare your seed experiments in your teams.

19 Questions

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