Assignment for Tuesday: Read Inquiry Cycle Section of Teaching Science for Motivation and Understanding

1. Assignment for Tuesday: Read Inquiry Cycle Section of Teaching Science for Motivation and Understanding

2. Learning Cycle Requirements 1. An objective focusing on inquiry or application 2. Sets of examples (experiences), patterns, and explanations 3. Clearly defined patterns in student practice (scaffolding for modeling and coaching)

3. 3. Clearly defined patterns in student practice Needed when doing the objective is a multi-step process Often not necessary for Telling the Story or simple Using objectives--just do it Needed for more complicated Using objectives One or more steps connecting examples to patterns One or more steps connecting patterns to explanations

4. Example: Changes of State Objective: Use atomic molecular theory to explain changes of state Steps in process Given: real-world example of changes of state Connecting observations to patterns Identify the substance that is changing Identify the change taking place Connecting patterns to explanations Describe changes in the arrangement and motions of the molecules

5. Example: Explaining an Earthquake Objective: Use the theory of plate tectonics to explain earthquakes at plate boundaries Steps in process Given: Location of quake Connecting observations to patterns Identify plates (and faults) close to earthquake Describe motion at the fault line Connecting patterns to explanations Describe relative motion of plates Connect motion of plates to local motion at fault line

6. Example: Predicting Speed of a Falling Object Objective: Predict the speed of a falling object when it hits the ground Steps in process Given: Height of object above the ground Connecting observations to patterns Calculate the time needed for the object to reach the ground (s = 1/2 G t2) Calculate the velocity of the object at that time (V = G t)

7. Using Inquiry Cycles to Help Students Construct Arguments from Evidence

8. Five Principles for Teaching for Motivation and Understanding WYDIWYL Usefulness and connectedness Arguments from evidence Learning as socialization into a community of practice Expectancy times value

9. Focus on Lesson Sequences

10. Why Focus on Lesson Sequences Now? Starting learning cycles that we will complete next semester and next year. Importance of context: You can�t plan meaningful individual lessons without thinking of what comes before and after.

11. Two Types of Lesson Sequences Learning cycles: students learn from other people by participating in their practices Inquiry cycles: students learn from experience by constructing evidence-based arguments

12. Why is Science a Required School Subject? Science provides an account of the material world--what is in it and how it works (Telling the story). Science provides a set of intellectual tools--patterns and models--that we can use to explain and predict the events of the world (Using). Science provides a kind of argument--arguments from evidence--that we can use to learn about the world and settle disputes (Constructing). (Suggestion for trade book report: Think and write about how the scientist(s) in that book developed these resources for themselves and other people)

13. Arguments from Evidence Students come to understand the essential role that arguments from evidence play in developing scientific knowledge. The usefulness and connectedness of scientific knowledge ultimately rely on its connection to our observations of the material world, not on arguments from authority of teachers, texts, or leaders.

14. Who is the Ultimate Authority in Different Kinds of Arguments? Religious arguments: God and the church Political and legal arguments: The people and the laws passed by their representatives School arguments: The teacher and the text Scientific arguments: Evidence from observations of the material world

15. Niels Bohr on Scientific Reasoning The task of science is both to extend our experience and reduce it to order, and this task represents various aspects, inseparably connected with each other. Only by experience itself do we come to recognize those laws which grant us a comprehensive view of the diversity of phenomena. As our knowledge becomes wider we must always be prepared, therefore, to expect alterations in the points of view best suited for the ordering of our experience.

16. Important Grading Criteria for Lesson 1 Clarifying goals Coherence and consistency Responsiveness to comments on plans Assessment plans Connection to focus objective Responsiveness to comments Story of what happened and assessment results Observations to support claims or conclusions Alignment with focus objective Critique, revisions Thoughtfulness about motivation and understanding

17. Additional Expectations for Lesson 2 Reports Using five principles of teaching for motivation and understanding Considering your lesson in the context of the lesson sequence

18. Details for Lesson 2 Clarifying goals Big Ideas and EPE for lesson sequence, with those covered in this lesson highlighted Lesson plans Connections to lessons before and after Connections of STUDENT activities to objectives Story of what happened Story focusing on issue(s) connected to 5 principles Assessment results Assessing useful and connected knowledge Critique, revisions Focusing on issues connected to 5 principles

19. Teaching Characteristics of Life Telling the story: Here is the list of characteristics of living things Using/Application: Use the characteristics of living things to classify the following things as alive or not alive Constructing/Inquiry: How can we decide whether we are seeing evidence of life?

20. Which of the Following are Caused by Living Organisms? Iron rusting Wood rotting Bread dough rising after adding baking powder Bread dough rising after adding yeast Wine fermenting (Pasteur was a chemist called in to figure out why wine was going bad)

21. How Do You Know? Arguments from authority: Here�s the right answer, and it will be on the test Arguments from evidence: Here are the organisms Here is the evidence that they are alive

22. What Evidence Do We Have That Yeast Is Alive and Baking Soda Is Not? Observing structures: cells vs. crystals Observing rates of reaction: does reaction build or decline over time Koch�s postulates (for later) Observing what substances are consumed and produced

23. Barb Neureither: Objectives and Cycles Learning cycle for a constructing objective: Design experiments to answer questions or test hypotheses Students are learning from Barb how to do this This is the coaching phase of the cycle; they have already established the problem and modeled Inquiry cycle for a using objective: Use evidence from observations to decide whether something is alive Barb does not tell students whether yeast is alive Students develop and test hypotheses

24. Model-based Reasoning

25. Activities in an Inquiry Cycle Questions or hypotheses Evidence: Data and patterns Students� explanations Scientific explanations Communication

26. Questions to Consider about Neureither Video What are the observations, patterns, and models in this video? What is the argument from evidence that the students are developing? What inquiry activities do you observe? What is Barb Neureither�s role in supporting the students� inquiry and arguments?

27. Key Questions for Distinguishing Inquiry How do the students learn the answers to their questions? From the teacher or another authoritative source From data Scientific and applied inquiry Scientific inquiry: Aimed at finding and explaining patterns in data (developing models) Applied inquiry: Aimed at making practical decisions Product testing Forensics: identifying substances Engineering: developing systems or products

28. These Are Not Inquiry 1. Confirmation labs: students follow directions. Purposes: ? Practicing lab techniques ? Confirming accuracy of laws and theories 2. Explanation labs: students observe phenomena, then use models and theories to explain what they saw. Purposes: ? Connecting representations at different levels of abstraction ? Practicing detailed explanations of real-world examples 3. Library or Internet research in which students read about scientific patterns and models. Purposes: Develop skills in using sources of information ? Use a wider range of information resources in science class

29. These Are Scientific Inquiry 1. Naturalistic or field inquiry: students look for patterns in observations that they make. Examples: ? Geological or ecological field work ? Astronomical observations, such as sun and moon 2. Experimental inquiry: students create new experience in the lab, often with planned variation. Examples: ? Systematically observing products of different reactions ? Comparing plant growth under different conditions 3. Data analysis: students look for and explain patterns in �experientially real� data sets that are given to them. Examples: ? Looking for patterns in weather or geographic data ? Explaining reported results of dangerous experiments 4. Simulations: students look for patterns and explain results in �virtual worlds� that imitate reality. Examples: ? Models of moving objects or electrical circuits ? Ecosystem models

30. These are Applied Inquiry Product testing (Consumer Reports): students find the best product for some purpose. Purposes: Applying scientific principles to consumer problem Developing experimental design skills Forensics or materials identification: students detect and identify materials. Purposes Applying scientific principles to forensics problem Developing observation and classification skills 3. Design labs (engineering inquiry): students use scientific principles to design systems that accomplish specific purposes (e.g., egg drop lab, building bridges, maximizing crop yield). Purposes: ? Applying scientific theories to practical design problem. ? Building engineering skills

31. Characteristics of Classroom Inquiry

32. Learning and Inquiry Cycles Prerequisites Model or theory Set of real-world examples Pattern for students to follow in applying theory to examples Stages or activities Establishing the problem Modeling Coaching Fading Maintenance Prerequisites Question or hypothesis �Experientially real� data Pattern(s) that students will be able to see Theory or model that explains patterns Activities Questions Evidence: Data and patterns Students� explanations Scientific explanations Communication

33. Note how both inquiry and learning cycles depend on having several (or many) observations that are related to one pattern or explanation

34. Classroom Environments for Learning and Inquiry Cycles Personal and emotional safety for students, including moderate levels of risk and ambiguity Motivating students to learn: Expectancy times value Social norms for participation and communication

35. Coaching on Inquiry Cycles Develop an inquiry cycle related to the topic you are teaching OR a different topic Prerequisites for scientific inquiry Question or hypothesis �Experientially real� data Pattern(s) that students will be able to see Theory or model that explains patterns Activities Questions or hypotheses Evidence: Data and patterns Students� explanations Scientific explanations Communication