1. A collection of Research Investigation Process (RIP) projects Palolo Elementary School Grade 5

2. Fifth grade students 100% disadvantage 72% Native Hawaiian/Pacific Islander 24% Asian 2% African-American 2% Hispanic/Latino 63% Male, 37% Female 56% Limited English Proficiency (LEP) 52% Home Language not English Demographics

3. Standards 1. Content Standard A- Science as Inquiry 2. Content Standard B- Physical Science 3. Content Standard C- Life Science 4. Content Standard D- Science and Technology 5. Content Standard F- Science in Personal and Social Perspectives National Science Content Standards Hawaii State Science Standards 1. Standard 1: Scientific Investigation- 2. Standard 6: Nature of Matter and Energy 3. Standard 4: Structure and Function in Organisms 4. Standard 2: Nature of Science 5.Standard 2: Nature of science

4. Student Generated Inquiry Topics 1. I can feel my heart beating on my wrist and on my neck. Does my heart beat the same on my wrist and my neck? Heart Pulse Study 2. Can I see more details of a microorganism with my naked eye or under a microscope? Microscope Study 3. I know that exercise effects heart rate, does different soda effect heart rate? Sodas Effect on the Heart Rate Study

5. Student Generated Inquiry Topics 4. Can different peanuts found in a grocery store grow? Peanut Study 5. Does the amplified sound from electric fish change as the fish environment is changed? Electric Fish Study 6. If the amplified sound from a potato is similar to the sound generated from the electric fish, is the potato electric? Electric Potato Study

6. Heart Pulse Study

7. If I take my pulse rate from the radial artery and compare it with the pulse rate from the carotid artery then the pulse rates will be the same because blood circulates through these arteries that are connected to one heart. Students take their pulse rate from their radial artery for 15 seconds.

8. Discoveries Students and teacher became scientists. The RIP asked the students to critically think, question and investigate their inquires. The process promoted hands-on learning that engaged and motivated the students to participate and learn. Students looked beyond the textbook for information.

9. Microscope Study

10. If I look at the Daphnia (water flea) with my naked eye and compare the Daphnia using the microscope then I will see more details of the Daphnia because the microscope magnifies the Daphnia The students observed the Daphnia using their Naked eye. The students drew what they observed.

11. Students observing the Daphnia using the microscope and drawing what they see.

12. Discoveries The students discovered that microscopes helped them to see more details of a subject as compared to using their naked eye. The students agreed that their hypothesis was correct. The students connected the use of the microscope to crime scene investigations, blood analysis, study of germs, and finding cures for illnesses.

13. Sodas Effect on Heart Rate Study Use of the Daphnia, (water flea) a micro- organism that scientist use to test substances that can be dangerous to the human heart.

14. If I add 10 drops of Coke Blak soda to a daphnia and compare 10 drops of distilled water to another daphnia using microscopes then the daphnias heart will beat more with the Coke Blak soda because the soda contains a high amount of caffeine that increases heart rate.

15. Discoveries Students connected relevance to their learning by questioning how science helps us to be better consumers. Students became aware of the need for better health choices. Science is important.

16. Which peanut kernel will grow? Roasted/ Salted Raw Roasted/ Unsalted Peanut Study

17. If you put the roasted salted peanuts, the roasted unsalted peanuts and the raw peanuts in a container with soil, then only the raw peanuts will mostly grow because the raw peanuts are uncooked and the roasted peanuts are cooked. Roasted salted Raw Roasted Unsalted

18. Discoveries Students looked beyond the textbook for information. Other content areas were addressed through science. Science unlocked the students creativity. The study of science effects us everyday.

19. Electric Fish Study

20. If we place an amplifier and probes that produces a sound when a electrical current is found in the water with an electric fish and in the water with a common fish then we will find that the electric fish will cause the amplifier to sound because the electric fish conducts electricity. Why does the fish make the amplifier sound? Is it electric?

21. Discoveries An electric charge flows through a closed circuit. Electrons have the tendency to move from one point to another. Electric fish are transferring energy from themselves to the amplifier.

22. Electric Potato Study

23. If we take a potato with a nail and a penny, attach it to a sound amplifier and compare it to the sounds amplified by the electric fish, then we will find that the potato will amplify the same sounds as the electric fish because the phosphoric acid in the potato reacts with the penny and nail.

24. Discoveries Use of Socratic questioning to help the students become critical thinkers. Teacher becomes the facilitator. Extended learning outside the classroom. Storyboard lesson plans assist the teacher.

25. Rigor and Relevance-connecting critical thinking to student learning Knowledge (Rigor) Marzano Knowledge Utilization Analysis Comprehension Knowledge Retrieval Bloom Evaluation 6 Synthesis 5 Analysis 4 Application 3 Understanding 2 Awareness 1 C D Assimilation Adaptation A B Acquisition Application Knowledge Apply in Apply Apply to real Apply to real- discipline across world predi- world unpredi- disciplines ctable c table situations situations Application (Relevance)

26. Student Data Q6: How much do you like using the RIP to learn about science? Elementary Teacher #12 Class Data: Beginning Year End of Year

27. Students and the RIP Knowledge Score Mean (± SEM ) * Assessment Period ** Assessment Period ** * Knowledge Score Mean (± SEM ) ** * Behaviorally Challenged Class: Student performance on assessment items was influenced by RIP inquiry-based instruction [one-way repeated measures ANOVA: F(2, 32) = 89.68, p<0.001]. Non-Behaviorally Challenged Class : Student performance on assessment items was influenced by RIP inquiry-based instruction [one-way repeated measures ANOVA: F(2, 24) = 23.03, p<0.001]. Demonstrated Knowledge/Understanding of Standards-Based Scientific Process

28. Reflections The RIP has rejuvenated my professional learning that ignites my passion to teach and energizes me with new ideas and strategies. The behavior of my students changed causing them to pause, think, question and reflect as part of learning. Gained an improvement of teaching in learning through experimentation, reflection and sharing best practices.

29. Reflections Gained an analytical approach to evaluate innovative practices like RIP. Increased use of technology. Integrating science in all content areas. Love to RIP through the content areas.

30. RIP~ing in Language Arts Developed by Wendy Gonzalves Lunalio Elementary School ~ Grade 3 Honolulu, HI

31. Learning Goals The students will… use the character web graphic organizer to gather information about a character. use the character web graphic organizer to gather information about a character. use the information from the character web graphic organizer to successfully draw conclusions about the character. use the information from the character web graphic organizer to successfully draw conclusions about the character.

32. Learning Goals (cont.) effectively draw conclusions about a character in a story one can use the character web graphic organizer. effectively draw conclusions about a character in a story one can use the character web graphic organizer. pose a question and develop a hypothesis based on observations. pose a question and develop a hypothesis based on observations. accurately collect and analyze data to answer a question. accurately collect and analyze data to answer a question.

33. Key Concepts Key Concepts Various strategies exist to draw conclusions about characters. Various strategies exist to draw conclusions about characters. Graphic organizers (i.e. character web) can be used to organize ideas and thoughts in order to help draw conclusions about characters versus just arbitrarily looking through the story. Graphic organizers (i.e. character web) can be used to organize ideas and thoughts in order to help draw conclusions about characters versus just arbitrarily looking through the story. The RIP can be used as a critical thinking model to learn other content areas in an engaging and student centered format. The RIP can be used as a critical thinking model to learn other content areas in an engaging and student centered format.

34. Character Web Stuart Little

35. OBSERVATIONS 1. Students wrote objective observations about the character Stuart Little using the text and the character Stuart Little using the text and focusing on describing Stuart and the things focusing on describing Stuart and the things that Stuart has done in the story. that Stuart has done in the story. 2. Students described the character Stuart based on what they read in the story. (The responses on what they read in the story. (The responses were very few and limited to mostly retellings were very few and limited to mostly retellings of what Stuart did in the story or descriptions of of what Stuart did in the story or descriptions of Stuarts physical appearance.) Stuarts physical appearance.)

36. RESEARCH QUESTION Can I find out more about who the character is by using a character web than I could by looking back in the story?

37. BACKGROUND INFORMATION Different ways to obtain character information Different ways to obtain character information The character web as a tool to organize ideas and attributes about a character The character web as a tool to organize ideas and attributes about a character Revisiting the text to obtain information (Looking Back Strategy) Revisiting the text to obtain information (Looking Back Strategy) Personal Response: Asks the reader to connect and compare his/her own opinions or experiences to the situation and/or characters experience in the text. Personal Response: Asks the reader to connect and compare his/her own opinions or experiences to the situation and/or characters experience in the text. Interpretive Response: asks the reader to move from what the text says to what it means by going back to parts of the text and using his/her personal experiences, prior knowledge, and new information to make meaning. Interpretive Response: asks the reader to move from what the text says to what it means by going back to parts of the text and using his/her personal experiences, prior knowledge, and new information to make meaning. The reader must give evidence from the text to support his/her information. The reader must give evidence from the text to support his/her information. Drawing conclusions entails going beyond using evidence from the text. Drawing conclusions entails going beyond using evidence from the text.

38. BACKGROUND INFORMATION (cont.) Accurately identifying main ideas, problems and solutions encountered by characters in the story are key to comprehension of text. Accurately identifying main ideas, problems and solutions encountered by characters in the story are key to comprehension of text. Understanding of essential vocabulary supports comprehension of text. Understanding of essential vocabulary supports comprehension of text.

39. Language Arts Standards Addressed Reading ~ READING COMPREHENSION: Use reading strategies to construct meaning from a variety of strategies to construct meaning from a variety of texts texts Identify the main idea or problem and solution in a text. Identify the main idea or problem and solution in a text. Reading ~ LITERARY RESPONSE AND ANALYSIS: Respond to literary texts from a range of stances: Respond to literary texts from a range of stances: personal, interpretive, critical personal, interpretive, critical State and support a personal opinion about a text. State and support a personal opinion about a text.

40. Language Arts Standards Addressed (cont.) Writing ~ CONVENTIONS AND SKILLS: Use the writing process and conventions of language and research to construct meaning and communicate effectively for a variety of purposes and audiences using a range of forms Write in a variety of grade-appropriate formats for a variety of purposes and audiences, such as responses to literature Write in a variety of grade-appropriate formats for a variety of purposes and audiences, such as responses to literature Oral Communication ~ CONVENTIONS AND SKILLS: Apply knowledge of verbal and nonverbal language to communicate effectively in various situations: interpersonal, group, and public: for a variety of purposes Use oral language to obtain information, complete a task, and share ideas and personal opinions with others Use oral language to obtain information, complete a task, and share ideas and personal opinions with others

41. HYPOTHESIS If I make a character web about the character in a story then I can draw conclusions about the character that tells me more about who the character is because I learned that I can use a character web to gather information about the character to use as evidence. If I make a character web about the character in a story then I can draw conclusions about the character that tells me more about who the character is because I learned that I can use a character web to gather information about the character to use as evidence. If I make a character web about the character in a story to organize my ideas and I compare it to looking back in the story for information then the character web will give more information and evidence about who the character is because I learned that I can use a character web to gather information about the character to use as evidence to support an opinion. If I make a character web about the character in a story to organize my ideas and I compare it to looking back in the story for information then the character web will give more information and evidence about who the character is because I learned that I can use a character web to gather information about the character to use as evidence to support an opinion.

42. METHOD ~ subjects, materials, procedure ~ The students worked on planning a study by The students worked on planning a study by looking at who their subjects would be and what looking at who their subjects would be and what materials they would need. materials they would need. Since this was the first time the students really Since this was the first time the students really worked on planning a study, I helped guide worked on planning a study, I helped guide them in their procedures. them in their procedures.

43. METHOD (cont.) ~ subjects, materials, procedures ~ Materials: Class set of the novel Stuart Little by E.B. White Class set of the novel Stuart Little by E.B. White Chart Paper Chart Paper Character Web Graphic Organizer Worksheets Character Web Graphic Organizer Worksheets Folder Paper Folder Paper

44. METHOD (cont.) ~ subjects, materials, procedures ~ Procedure: 1. 1. Students read the novel Stuart Little. 2. 2. Students use the Look Back and the Character Web methods to study the characterMargalo. 3. 3. The number of different items about the character were quantified and graphed for each method. 4. 4. The data were then compared to see which whether either method yielded more information.

45. Students all used the Looking Back strategy then all used the Character Web strategy with the same character - Margalo. Students all used the Looking Back strategy then all used the Character Web strategy with the same character - Margalo. Students found that some errors may have occurred since they were doing the same character twice, but using different strategies. They said that they already found information using the first strategy and that it made it easier to just find the same information using the second strategy. Students found that some errors may have occurred since they were doing the same character twice, but using different strategies. They said that they already found information using the first strategy and that it made it easier to just find the same information using the second strategy. Students were bored having to do the same character using 2 strategies. Students were bored having to do the same character using 2 strategies. Initial Study Procedure

46. Procedure: Re-designing the Study The class went back and revised their procedures in order to remedy some of the previous errors. The class went back and revised their procedures in order to remedy some of the previous errors. Students were randomly selected to each of the two strategies for collecting and gathering information. Students were randomly selected to each of the two strategies for collecting and gathering information. This time the students wanted to look at the character Snowbell. This time the students wanted to look at the character Snowbell.

47. RESULTS The students compiled their data as groups to create a class tally table of the number conclusions drawn using each strategy. The students compiled their data as groups to create a class tally table of the number conclusions drawn using each strategy. Students were then guided to find the mean for each groups data. Students were then guided to find the mean for each groups data. Students then graphed their data. Students then graphed their data.

48. Discussion & Conclusion During a 90 minute class session, the students collected their data and did their best to draw conclusions about Snowbell based on the information gathered using their respective strategies. During a 90 minute class session, the students collected their data and did their best to draw conclusions about Snowbell based on the information gathered using their respective strategies. This reinforced the students skills in stating and supporting a personal opinion about a text through drawing conclusions and using evidence to support the conclusions. This reinforced the students skills in stating and supporting a personal opinion about a text through drawing conclusions and using evidence to support the conclusions. Each student gave their conclusions and the class needed to agree whether or not it was a conclusion supported by evidence. Each student gave their conclusions and the class needed to agree whether or not it was a conclusion supported by evidence. The class discussed the results of their inquiry The class discussed the results of their inquiry based on their data and whether they retained based on their data and whether they retained or rejected their hypothesis. or rejected their hypothesis.

49. NEXT STEP RIP~ing with Simple Machines How could Stuart Little simplify his life? For example… For example… How can Stuart Little get his mail How can Stuart Little get his mail package down the stairs? package down the stairs?

50. Additional Website Information Research Investigation Process (RIP ® ) Research Investigation Process (RIP ® )ScientificInquiry.com RIP ® ~ing@Science In Kaimuki Project RIP ® ~ing@Science In Kaimuki Project http://kaimukirip.k12.hi.us http://kaimukirip.k12.hi.ushttp://kaimukirip.k12.hi.ushttp://kaimukirip.k12.hi.us

51. Related NSTA RIP ® Presentations RIP~ing@Science in a K–12 ComplexWhere Scientific Inquiry Is Used as a Critical-thinking Tool for Learners, Boston Convention & Exhibition Center, Room 253B, Thursday, March 27 3:30–4:30 PM. RIP~ing@Science in a K–12 ComplexWhere Scientific Inquiry Is Used as a Critical-thinking Tool for Learners, Boston Convention & Exhibition Center, Room 253B, Thursday, March 27 3:30–4:30 PM. NSTAs Exemplary Science Program (ESP) Symposium III: ESP Focusing on Grades 9–12, Boston Convention & Exhibition Center, Room 261, Friday, March 28 2:30–3:30 PM. NSTAs Exemplary Science Program (ESP) Symposium III: ESP Focusing on Grades 9–12, Boston Convention & Exhibition Center, Room 261, Friday, March 28 2:30–3:30 PM. With RIP-ing Speed, Students Test the Physics of Law Enforcement Through Scientific Inquiry, Renaissance Boston Waterfront Hotel, Pacific H, Friday, March 28, 3:30–4:30 PM. With RIP-ing Speed, Students Test the Physics of Law Enforcement Through Scientific Inquiry, Renaissance Boston Waterfront Hotel, Pacific H, Friday, March 28, 3:30–4:30 PM. Effective Inquiry-based Professional Development Leads to Successful Inquiry-based Student Learning, Seaport World Trade Center, North End I, Saturday, March 29, 9:30–10:30 AM. Effective Inquiry-based Professional Development Leads to Successful Inquiry-based Student Learning, Seaport World Trade Center, North End I, Saturday, March 29, 9:30–10:30 AM. Investigating Termite Nature to Control Destructive Behaviors, Seaport World Trade Center, Back Bay I/II, Saturday, March 29, 2:00–3:00 PM. Investigating Termite Nature to Control Destructive Behaviors, Seaport World Trade Center, Back Bay I/II, Saturday, March 29, 2:00–3:00 PM. Turn Up the Noise; Bring on the Sound: Science Building on Science, Boston Convention & Exhibition Center, Room 213, Saturday, March 29, 3:30–4:30 PM. Turn Up the Noise; Bring on the Sound: Science Building on Science, Boston Convention & Exhibition Center, Room 213, Saturday, March 29, 3:30–4:30 PM.