1. Modifying science tasks
Classroom Connections

2. Pumpkin chunkin’ 2

3. 4-Question Strategy
Q1 How do(es) _____ act? Q2 What materials are readily available for conducting experiments on______? Q3 How can I change the set of _____ materials to affect the action? Q4 How can I measure or describe the response of _____ to the change?

4. 1. How does pumpkin chunker act?
Have Ss fill in on SmartBoard.

5. 2. What materials are readily available for conducting experiments on the pumpkin chunker?
Have Ss fill in on SmartBoard.

6. Materials available: Measuring tape Flippers with lengths marked
Angle braces
Rubber stoppers
Cork stoppers
Aluminum foil
Pennies

7. 3. How can I change the set of pumpkin chunker materials to affect the action?
Have Ss fill in on SmartBoard.

8. 4. How can I measure or describe the response of the Pumpkin chunker to the change?
Have Ss fill in on SmartBoard.

9. Experimental Design Diagram
Question:
Prediction:
Procedure:
Independent Variable:
Dependent Variable:
Levels of Independent Variable (including the control)
Repeated Trials (# of times each I.V. level will be tested)
Constants:
Hypothesis:

10. Experimental Design Diagram
Question: What is the impact of (Q#3) on the pumpkin chunker?
Prediction: (Relate Q3 to Q4 – How do you think these variables are related?)
Procedure: Based on the question you chose
Independent Variable: (Selected from Q#3)
Dependent Variable: (Selected from Q#4)
Levels of Independent Variable (including the control)
Repeated Trials (# of times each I.V. level will be tested)
Constants: (All factors from Q#3 that you didn’t choose)
Hypothesis: Based on the data and results you collect – How are the variables related? AND what explains how the variables are related based on your data and prior knowledge.

11. Pumpkin chunkers GO INVESTIGATE!! Place milk in bowl
Add 1 drop of food coloring at the 12-, 3-, 6-, and 9- o’clock positions
Using a toothpick, add a tiny amount of detergent to the center of the milk
GO INVESTIGATE!! 11

12. Pumpkin Chunkers What were your results?
What hypotheses and conclusions can we make?
How is this related to force, motion, and energy? 12

13. Pumpkin chunkers debrief
What scientific and engineering practices were a part of this investigation?
How demanding was this investigation cognitively?
How could you modify what we’ve done to be more or less cognitively demanding?
How could you use the 4-question strategy in your own classroom?
What content might you teach with it?

14. Modifying cookbook labs

15. Modifying cookbook labs
Question
Methods
Solution?
Cognitive Demand?

16. Modifying cookbook labs
Question
Methods
Solution?
How could we increase the cognitive demand for this activity?

17. Modifying cookbook labs
Question?
Methods?
Solution?

18. Other Strategies to Modify Typical “Textbook” Tasks
Assigning student roles
Mix-up the steps of the procedure and have students work-out the correct order
Give only the procedure
Student/teacher develop the procedure together
Give only the data table
Ask students to create a concept map for the procedure
Report results in paragraph form for students to then replicate
Give students question and independent and dependent variables
Give students the first two steps of the procedure
Give students the problem statement only

19. Modifying your own tasks
How could you modify tasks you already have to increase the cognitive level?
What are some high cognitive level tasks you could incorporate into your unit?

20. BREAK TIME