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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

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

    • BLUE GREEN


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)



QPOE Investigation Organizer

2

Q

uestion

Application

Knowledge Probe

E

E

P

xplanation

valuation

rediction

Data Analysis

Investigative Plan

O

bservation


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.



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.



Self directed investigation with m m s differentiated
Self-Directed Investigation with M&M’s (differentiated) water?

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 water?

  • Lab report

  • Video

  • Speech/presentation

  • Blog

  • Pictures

  • Website

  • Etc.



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