differentiating science practices

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DIFFERENTIATING SCIENCE PRACTICES Dr. Ellen Schiller Grand Valley State University Ms. Jacque Melin Grand Valley State University

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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 - PowerPoint PPT Presentation

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Page 1: Differentiating Science  Practices

DIFFERENTIATING SCIENCE PRACTICES

Dr. Ellen Schiller

Grand Valley State University

Ms. Jacque Melin

Grand Valley State University

Page 2: Differentiating Science  Practices

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

Page 3: Differentiating Science  Practices

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

Page 4: Differentiating Science  Practices

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

Page 5: Differentiating Science  Practices

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)

Page 6: Differentiating Science  Practices

Levels of Inquiry (Llewellyn)Demonstrated Inquiry or Discrepant Event

Structured Inquiry

Guided Inquiry or Teacher-Initiated Inquiry

Self-Directed Inquiry or Student-Initiated Inquiry

Posing the question

Teacher Teacher Teacher Student

Planning the procedure

Teacher Teacher Student Student

Analyzing the results

Teacher Student Student Student

Page 7: Differentiating Science  Practices

uestion

xplanation

bservation

valuation rediction

Q

O

E E P

Knowledge Probe

Investigative Plan

Application

Data Analysis

QPOE Investigation Organizer2

Page 8: Differentiating Science  Practices

Habits of Mind Goal:Self-Direction

Page 9: Differentiating Science  Practices

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.

Page 10: Differentiating Science  Practices

Explain a Structured Investigation with M&M’s

• 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

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

Page 11: Differentiating Science  Practices

Learning about collecting dataQualitative 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.

Page 12: Differentiating Science  Practices

CER Graphic

Page 13: Differentiating Science  Practices

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.

Page 14: Differentiating Science  Practices

Do Self-Directed Inquiry with M&M’s

Page 15: Differentiating Science  Practices

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?

Page 16: Differentiating Science  Practices

Students present findings• Lab report• Video• Speech/presentation• Blog• Pictures• Website• Etc.

Page 17: Differentiating Science  Practices

Your Questions?????