1. “Endler’s guppies” A reading on Scientific Inquiry A reading on Scientific Inquiry

3. OVERVIEW “TEACHING SCIENCE THROUGH INQUIRY ALLOWS STUDENTS TO CONCEPTUALIZE A QUESTION AND THEN SEEK POSSIBLE EXPLANATIONS THAT RESPOND TO THAT QUESTION.” INQUIRY AND THE NATIONAL SCIENCE EDUCATION STANDARDS “TEACHING SCIENCE THROUGH INQUIRY ALLOWS STUDENTS TO CONCEPTUALIZE A QUESTION AND THEN SEEK POSSIBLE EXPLANATIONS THAT RESPOND TO THAT QUESTION.” INQUIRY AND THE NATIONAL SCIENCE EDUCATION STANDARDS

4. RATIONALE FOR THE “ENDLER’S GUPPIES” ACTIVITY If students are to learn how to do inquiry they need models of scientific inquiry. One form of modeling is to read about authentic scientific investigation. If students are to learn how to do inquiry they need models of scientific inquiry. One form of modeling is to read about authentic scientific investigation.

5. DO I HAVE TO SACRIFICE CONTENT IN ORDER TO TEACH BY INQUIRY?  Not necessarily, this activity is a means to teach about how natural selection operates as well as providing a clear example of scientific inquiry.

6. READING GUIDE  I designed the guide to focus on how a scientist goes about his research, that is, scientific inquiry.  Many of the questions were written with particular inquiry goals in mind. For example…  I designed the guide to focus on how a scientist goes about his research, that is, scientific inquiry.  Many of the questions were written with particular inquiry goals in mind. For example…

7. INQUIRY-FOCUSED QUESTIONS Question  #1 and #20 -- prompt students to ask questions  #3 -- asks students to make a hypothesis  #5 -- focuses attention on the systematic collection of data  #13 and #17 -- highlight experimental design  #16 -- asks students to make a judgment about the experiment  #21 -- asks students how they would go about researching a question Question  #1 and #20 -- prompt students to ask questions  #3 -- asks students to make a hypothesis  #5 -- focuses attention on the systematic collection of data  #13 and #17 -- highlight experimental design  #16 -- asks students to make a judgment about the experiment  #21 -- asks students how they would go about researching a question

8. Other design considerations  I tried to consistently use terms related to inquiry: hypothesis, conclusion, predict, experiment, pattern.  I made the posing of questions a central focus.  I tried to consistently use terms related to inquiry: hypothesis, conclusion, predict, experiment, pattern.  I made the posing of questions a central focus.

9. Teacher Notes  #3 five parts of activity  #4 PBS Evolution website http://www.pbs.org/wgbh/evolution/sex/guppy/low_ bandwidth.html  #6 Transparency with respect to inquiry  #3 five parts of activity  #4 PBS Evolution website http://www.pbs.org/wgbh/evolution/sex/guppy/low_ bandwidth.html  #6 Transparency with respect to inquiry

10. Your feedback?  Would you use this activity?  Does it provide a model of inquiry?  How would you change the activity?  How would you suggest I modify the activity?  Would you use this activity?  Does it provide a model of inquiry?  How would you change the activity?  How would you suggest I modify the activity?