1. Please go to www.gibneyscience.com. Session #2.www.gibneyscience.com Please download Inquiry #1 Article and read it. If you finish that – check out the Fire up the Inquiry article. I promise – both are worth your time

2. Objectives TeacherWBAT describe different levels of inquiry. TeacherWBAT design labs / demos of different levels of inquiry. TeacherWBAT identify crucial science safety classroom procedures.

3.  John Gibney  10 th Grade Biology and AP Biology at Frankford High School  Teaching:  New Orleans: 04-07  Richmond VA: 07-09  Philly: 09-present  BA Economics from William and Mary  Masters in Ed from University of Virginia

4.  Rebecca (Becky) Epting  7 th /8 th Grade Science Teacher  KIPP Philadelphia Charter School  ‘02 TFA NY Corp Member  ’04-Present at KPCS  BS in Biology from PSU

5. Agenda Inquiry Jigsaw: 25 minutes Teacher Presented Demos / Labs: 35 minutes Science Classroom Procedures: 20 minutes Flex Time: 10 minutes Leftover time – Making Inquiry Labs for Strawberry DNA or Bouncy Balls

6. Kick Off Demos: Safety First Water and the plate? Dancing Raisins What scientific principles were demonstrated? What science classes / topics could this demo be used for? What would you need to take into consideration before performing this demo in a classroom?

7. Mnemonics MIX DRY PMAT MIX ◦ Manipulated, Independent Variable, X-axis DRY ◦ Dependent Variable, Responding, Y-axi PMAT ◦ Hand motions

8. Inquiry KWL Chart ◦ What do you “KNOW” about Inquiry? ◦ What do you “WANT” to know about Inquiry?

9. Levels of Inquiry Jigsaw – Click on the Inquiry Article #1 document read a section. 4 person groups: ◦ Person 1 – Confirmation Inquiry (p.1) ◦ Person 2 – Structured Inquiry (p.1-2) ◦ Person 3 – Guided Inquiry (p.3) ◦ Person 4 – Open Inquiry (p.3-4) Be prepared to share the following with your group: ◦ What your level of Inquiry Looks like ◦ What are some pros of this? What are some cons?

10. Levels of Inquiry Whole Group Share Out ◦ Description, pros, cons ◦ 1 – Confirmation Inquiry ◦ 2 – Structured Inquiry ◦ 3 – Guided Inquiry ◦ 4 – Open Inquiry

12. Apply the Inquiry Pick an activity / lab that you have already done at Institute or that you plan on doing. ◦ 1. What level of inquiry is it? Why? ◦ 2. Is it appropriate to move it up a level of inquiry? ◦ 3. If you were to move it up a level of inquiry how would you do that? Take 5 minutes please The Fire up Inquiry article on the website gives a good overview of ways to raise Inquiry

13. Where I get the fun stuff

14. S CIENCE C LASSROOM P ROCEDURES SAFETY IN SCIENCE IS ALWAYS OUR #1 CONCERN

18. M Y T HOUGHTS Always run through your experiments and demos before doing them in class. Even if this means postponing a lab / demo for a day – better safe than sorry. If you do not feel like you have the classroom culture and safety needed for an experiment – do it as a Demo. Have backup reading articles for students who need to be removed from a Lab Setting. Make sure Goggles, Fire Blankets, Eye Wash are all available. Even if lab does not involve anything toxic or fire. Better safe than sorry. Check out some of Flinn’s Science Safety Resources: http://labsafety.flinnsci.com/Home.aspx http://labsafety.flinnsci.com/Home.aspx

19. A DDITIONAL D EMOS Using your bag of supplies – come up with a demo / lab. Check out the hint cards I put in the bags but feel free to come up with a completely different lab. Please be ready to explain the following. Time = 10 minutes to prepare then we present the Labs / Demos. Be prepared to answer the following questions... What scientific principles were demonstrated? What science classes / topics could this demo be used for? What would you need to take into consideration before performing this demo in a classroom? What level of inquiry would you most likely use for this demo / lab? Why?

20. G ALLERY W ALK Take the next 10 minutes to write out Vital science classroom procedures on your poster paper with a partner. Then take 5 minutes to walk around the gallery and note any differences / items you left off of your poster. Discuss with your partner how you will make safety and classroom procedures a priority for your students.

21. S TRAWBERRY DNA OR B OUNCING S LIME B ALLS - D IRECTIONS 1. Using my website or google please research how to extract DNA from a strawberry or how to make Bouncing Slime Balls! 2. Type up a lab outline for one of these topics and pick either confirmation, structured, guided, or open inquiry. Why did you choose this lab type? 3. Have someone another group try your lab and then you try theirs. Hopefully you get to extract DNA and make bouncing slime balls! 30 minutes

22. Closing and Reflection 1.What was useful from today’s session? 2. What are some questions or concerns that you would like to see addressed in future science content sessions?