1. TECHNOLOGY INTEGRATION & INSTRUCTION FOR THE 21 ST CENTURY LEARNER JUNE 15-17, 2009 HOPE BROWN, HIGH SCHOOL SCIENCE, ST. EDMOND, FORT DODGE VALERIE JERGENS, MATH AND SCIENCE CONSULTANT, PRAIRIE LAKES AEA Using Graphing Calculators & Motion Detectors for Inquiry

2. Every Learner Inquires Vision The vision of the Every Learner Inquires (ELI) project is one in which all students engage in investigating significant scientific questions in supportive, collegial learning communities. Students will come to deeply understand important science ideas and master complex skills and reasoning processes that are essential to scientific literacy.

3. Every Learner Inquires Definition of Scientific Inquiry Scientific Inquiry refers to the diverse ways in which scientists study the natural world and propose explanations based on the evidence derived from this work. Inquiry also refers to activities of learners in which they develop knowledge and understanding of scientific ideas, as well as understanding about how scientists study the natural world. Current research indicates that, although they rarely discover knowledge that is new to humankind, learners engaged in inquiry discover knowledge that is new to them.

4. Every Learner Inquires Definition of Scientific Inquiry, cont… Scientific inquiry is multi-faceted. It involves  making observations;  posing questions;  examining multiple sources of information to see what is already known in light of experimental evidence;  using tools to gather, analyze, and interpret data; and  communicating results. Inquiry also identifies assumptions, uses critical and logical thinking, and considers alternative explanations.

5. 5E Learning Cycle Engagement – Learners experience questions and activities that engage prior knowledge of major concepts and abilities in the domain of instruction Exploration – Learners express prior knowledge and investigate the efficacy of their understanding and abilities Explanation – Learners are introduced to scientific facts, concepts, and abilities Elaboration – Learners apply their newly formulated understanding and abilities Evaluation – Learners’ attainment of primary outcomes of instructional sequence are assessed

6. 5 Essential Features of Classroom Inquiry Learners engage in scientifically oriented questions Learners give priority to evidence, which allows them to develop and evaluate explanations that address scientifically oriented questions Learners formulate explanations from evidence to address scientifically oriented questions Learners evaluate their explanations in light of alternative explanations, particularly those reflecting scientific understanding Learners communicate and justify their proposed explanations

7. Scientifically Oriented Questions How are distance and time related?

8. Scientifically Oriented Questions How are distance and time related? How can a graph represent an object’s motion?

9. Activity # 1-Graphing Your Motion Purpose: Produce graphs of your motion Interpret the graphs Materials: Graphing Calculator (TI-84 Plus) Sonic Motion Detector (CBR2) Car Crash Partners Clear wall space

10. Activity #1-Graphing Your Motion Process: Follow instructions on pages 11-13 With one partner, discuss and record the answers to these questions in your notebook:  How do the slopes of the lines compare when you walked toward the CBR2 v. away from the CBR2?  Away from CBR2  Toward CBR2  How do the slopes of the lines compare when you walked slowly v. when you walked quickly?  Walking Slowly  Walking Quickly

11. Activity #1-Graphing Your Motion Discussion  What did the slope look like when you stood still?  What does the line look like when the slope is one?  What does the slope of the line mean?

12. Formative Assessment In your notebook describe the motion represented in this graph: d t O 1 23 5 4

13. Activity #2-Match the Graph Purpose: Match your motion to the graph as a way of understanding the motion represented on the graph Materials: Same things from Activity #1 Roller Coaster Partners

14. Activity #2-Match the Graph Process: Follow instructions on pages 15-16 Consider this question with your group and be ready to defend your position and give real-life examples to the class:  What physical property does the slope, or steepness of the line segment, represent?

15. Assessment In your notebook, describe the motion represented in each of these graphs: #1 #2 #3#4 d d dd t t tt #5 t d

16. Iowa Core Inquiry Standard Think critically and logically to make the relationships between evidence and explanations Use mathematics in all aspects of scientific inquiry Discussion How do these statements match with the 5 Essential Features of Inquiry?

17. Iowa Core Physical Science Standard Understand and apply knowledge of motions and forces Discussion What would student have experienced? What would students have learned?

18. Iowa Core 21 st Century Skills-Technology Literacy Apply digital tools to gather, evaluate, and use information Demonstrate critical thinking skills using appropriate tools and resources to plan and conduct research, manage projects, solve problems and make informed decisions Demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology Discussion How would these activities have been different if there had not been technological tools available? Did students learn the Inquiry or Physical Science content differently? Did students learn different Inquiry or Physical Science content?

19. Iowa Core 21 st Century Skills-Employability Skills Communicate and work productively with others, incorporating different perspectives and cross cultural understanding, to increase innovation and the quality of work Adapt to various roles and responsibilities and work flexibly in climates of ambiguity and changing priorities Demonstrate leadership skills, integrity, ethical behavior, and social responsibility while collaborating to achieve common goals. Discussion How would these activities have been different if collaborative groups were not used? Did students learn the Inquiry or Physical Science content differently? Did students learn different Inquiry or Physical Science content?

20. Thank you for coming! If you have further questions, contact Valerie Jergens vjergens@aea8.k12.ia.us 712-335-3588 ext 2029