Differentiating science practices
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Differentiating Science Practices. Dr. Ellen Schiller Grand Valley State University Ms. Jacque Melin Grand Valley State University. GRANT - Science Teacher Education and Development – Part 3 (STEAD–3). Other Differentiated Strategies www.formativedifferentiated.com. Choice Boards

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Differentiating Science Practices

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Differentiating science practices

Differentiating Science Practices

Dr. Ellen Schiller

Grand Valley State University

Ms. Jacque Melin

Grand Valley State University

Grant science teacher education and development part 3 stead 3

GRANT - Science Teacher Education and Development – Part 3 (STEAD–3)

Other differentiated strategies www formativedifferentiated com

Other Differentiated Strategieswww.formativedifferentiated.com

  • Choice Boards

    • Station 1- Tic Tac Toe

    • Station 2 – Triarchic – “Trimind”

    • Station 3 - RAFT

    • Station 4 - Show and Tell

    • Station 5 - Profiler

  • Tiering

    • Station 6 - Thinkdots or Cubes

    • Sara Schuemann (4th grade) and Lindsey Lantz (7th grade) examples


Llewellyn seven segments of scientific inquiry

Llewellyn Seven Segments of Scientific Inquiry

  • The Question

    • 1. Exploring a Phenomenon

    • 2. Focusing on a Question

  • The Procedure

    • 3. Planning the Investigation

    • 4. Conducting the Investigation

  • The Results

    • 5. Analyzing the Data and Evidence

    • 6. Construction New Knowledge

    • 7. Communicating the Knowledge

Llewellyn approaches to inquiry

Llewellyn Approaches to Inquiry

  • Demonstrated Inquiry

  • Structured Inquiry

  • Guided Inquiry

  • Self-Directed Inquiry

    • Students formulate the question

    • Students plan and carry out the procedure

    • Students analyze the results

    • Students communicate what was learned (this could also be differentiated)

Levels of inquiry llewellyn

Levels of Inquiry (Llewellyn)

Differentiating science practices

QPOE Investigation Organizer





Knowledge Probe







Data Analysis

Investigative Plan



Habits of mind goal self direction

Habits of Mind Goal:Self-Direction

Differentiation and choice

Differentiation and Choice

  • While some students may need more direction and guidance from an adult, others are ready to move on to an open, self-directed science inquiry.

    Three C’s

    Helping students feel capable, connected and in control…

  • Capable – held to high expectations, provided with appropriate support, given task-specific feedback, focus is on students’ academic progress

  • Connected – teach cooperation, encourage collaboration, transfer responsibility to working groups

  • Control – offer choices, teach decision making, make curriculum relevant and interesting, show the value of learning.

Explain a structured investigation with m m s

Explain a Structured Investigation with M&M’s

Can you predict the number of each color of M&M’s in this king-sized bag?

  • What would happen if you placed an M&M in a container of water?

    As students are working on planning the procedure and organizing the results, are students…

  • Using qualitative and quantitative observations?

  • Stating claim/evidence (reasoning)?

Explain a Guided Investigation with M&M’s

Learning about collecting data

Learning about collecting data

Qualitative Observations:

Data I collect using by five senses (feeling, seeing, hearing, smelling, or tasting). I check with my teacher about tasting.

Record by writing descriptions, making sketches, taking photos, using video/audio, samples

Quantitative Observations:

Data I collect by taking measurements and by counting. Recorded using numbers. Need to be labeled.

Cer graphic

CER Graphic

What would happen if you placed an m m in a container of water

What would happen if you placed an M&M in a container of water?

  • Claim: (answers the question): The outside colored coating dissolves into the water and the “m” floats to the top of the water.

  • Evidence: (how do you know that happened): We put a blue plain M&M with the “M” facing up in a paper bowl filled with room temperature water. We observed the colored shell dissolving into the water, then the “m” floated to the top. This took 3 minutes to happen.

  • Reasoning: (why?): The “m” on M&Ms are printed in edible white ink. The ink won't dissolve in water. When the candy shell dissolves, the letters peel off and float to the top.

Do self directed inquiry with m m s

Do Self-Directed Inquiry with M&M’s

Self directed investigation with m m s differentiated

Self-Directed Investigation with M&M’s (differentiated)

Explanation of …….(Question)

  • Do plain M&M’s dissolve at the same rate as peanut M&M’s?

  • Claim(Using sentences, answer your original Question):

  • Evidence (Summarize how the data you gathered is used to support your claim, include specific examples):

  • Reasoning:

  • How does your data support or challenge your personal knowledge?

Students present findings

Students present findings

  • Lab report

  • Video

  • Speech/presentation

  • Blog

  • Pictures

  • Website

  • Etc.

Your questions

Your Questions?????

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