1. Science Curriculum Standards Workshop Proficient Level -Secondary Science Curriculum Standards Workshop Proficient Level -Secondary “ SCIENTIFIC INQUIRY “ WEEK N O.4

2. A GENDA 10:00 – 10:05 AM Welcome and Agenda 10:05 – 10:40 AMStarter activity 10:40 –11:20 AMScientific inquiry 11:20 - 12:15 AMActivity 12:15 - 12:30 PMBreak 12:15 - 01:15 PMScientific inquiry standards 01:15 – 01:30 PMFeedback

3. S TARTER ACTIVITY : C OUNT THE YELLOW CORN Materials: Each group of 5 or 6 trainees gets a complete set of 1 bottle full off yellow-corn 1 large tea cup 1 small Arabian coffee cup Pencils Papers Your task : Using the material count the yellow corn in the bottle approximately in 10 minutes

4. أسمعني فأنسى أرني فقد أتذكر شاركني فلن أنسى Tell me >> I will forget Show me >> I may remember Share me >> I will not forget

7. I NQUIRY LEVELS Heather Banchi and Randy Bell (2008) suggest that there are four levels of inquiry-based learning in science education:four levels 1-Confirmation (demo) inquiry عروض توضيحية 2-Structured inquiry الاستقصاء المبني 3-Guided inquiry الاستقصاء الموجّه 4-Open inquiry الاستقصاء المفتوح

8. T HE I NQUIRY C ONTINUUM - Douglas Llewellyn, Inquire Within Learner Teacher Learner Teacher Results Procedure Question Open Inquiry Guided Inquiry Structured Inquiry Demo

9. I NQUIRY OR NOT ? The first question to ask when determining whether an activity is inquiry based is, “Are students answering a research question through data analysis?

10. A CTIVITY : WORK IN GROUPS Sit in groups according to your subject. Each group has three inquiries. Identify each type. Each group present their thought.

11. A CTIVITY : T HINK PAIR SHARE Sit in groups according to your subject. Work in pairs. Each participant choose one standard and plan for this standard there different types of scientific inquires.

12. M ORNING T EA / S ALAH 15 minutes to recharge batteries

13. A CTIVITY : D ENSITY, FLOATING AND SINKING Work in groups. What is the type of this activity? Use the scientific inquiry standards to evaluate the activity? What changes you have to do in this activity to put in higher level?

14. S CIENTIFIC ENQUIRY STANDARDS G RADE 10 A 1 Use methods of scientific investigation 2 Know how scientists work 3 Process and communicate information 4 Handle equipment and make measurements

15. T HINK In the previous activity : 1-Is there a question to be investigated or not ? 2-Is there a prediction or not ? 3-is there a testing for the prediction or not ? 4-Is there an analyzing of data or not ? 5-Is there a clear conclusion related to the prediction gives a clear information can be presented for a lay person or not? 6-Is there a handling with equipments or not ? 7-Is there measurements or not ? 8-Is there an assessment for the measurements or not ? 9-Is there a graph drawing or not ? 10-Is there variable controlling or not ?

16. M ETHODS OF SCIENTIFIC INVESTIGATION Cover a range of skills relating to scientific investigations. 1)planning skills such as: A) Turning a question into a form that can be investigated, B) Controlling variables, C) Making preliminary investigations and allocating tasks to a team. 2)Intellectual skills such as: A) Making predictions B) Drawing appropriate conclusions, 3)Observational skills including : A)Assessing accuracy B)The ability to adapt skills to new situations. C)The ability to find, assess and make use of secondary information.

17. أساليب البحث العلمي

18. H OW SCIENTISTS WORK 1)The development of scientific ideas; 2)How these have accumulated over time, 3) How scientists work collaboratively and how they make their work known and open to challenge. 4)Allows, in the higher grades, some reflection on the nature of scientific knowledge, such as the distinction between scientific activity associated with the painstaking development of an existing paradigm and that associated with the replacement of a paradigm with a new one, and also the importance of refutation in this process. This section begins in Grade 7.

19. كيف يعمل العلماء يعالج : 1- تطور الأفكار العلمية 2- كيف تراكمت الأفكار العلمية مع الوقت 3- كيف يعمل العلماء في تعاون وكيفية إعلانهم عن عملهم وجعله عرضة للتحديات 4- يسمح هذا القسم في الصفوف العليا إبداء بعض الملاحظات حول طبيعة المعرفة العلمية كالتمييز بين النشاط العلمي المتعلق بتطوير نموذج علمي قائم أصلا ، وما يرافق ذلك من جهد مضني ، والنشاط المتعلق باستبدال نموذج حالي بنموذج جديد ، دون أن ينسى أهمية التفحص والنقد في هذا السياق. ويبدأ هذا القسم في الصف السابع

20. PROCESSING AND COMMUNICATING INFORMATION 1)The steps following scientific observation. 2) It promotes the development of a variety of mathematical and graphing skills 3) Encourage students to develop ways of presenting information in a clear manner, so that it can be easily understood by the lay person. 4) Intellectual skills such as evaluating predictions and evidence and classification of observations and data also fall under this heading.

21. معالجة المعلومات وإيصالها

22. H ANDLING EQUIPMENT AND MAKING MEASUREMENTS 1) Allows a progressive development of the manipulative skills necessary for a practical approach to science learning. 2) Also cover specific skills related to the use of scientific instruments such as the microscope and the oscilloscope and equipment that uses ICT techniques in the collection, logging and processing data.

23. التعامل مع الأجهزة والمعدات وأخذ القياسات

24. T HE SCIENTIFIC INQUIRY COULD BE : 1-Drawing a graph 2-Solving a problem 3-Practical activity with controlling the variables 4-Constructing an electric or electronic circuits 5-Using information and data to investigate the answer of a question starting with a prediction. 6-Making measurements and assess the accuracy 7- Dealing with equipment that uses ICT techniques in the collection, logging and processing data.

25. F EED B ACK Thank you for opinion. Remember you have to submit your first assignment next week. 1. one reflection on previous workshops. 2. one reflection on your work in your classroom accompanied with lesson plan, evidence from students’ work, report from your coordinator or academic vice principal.

26. S ECONDARY P ROFICIENT IN WIKISPACES http://proficient1112s1.wikispaces.com/