ed 540 science scientific inquiry eighth grade · students will also undoubtedly employ these in...

ED 540 Middle School Science

Scientific Inquiry

Eighth Grade

Highland Park Middle School

Fall Semester, 2009

Gregory J. Davis

University of Portland

School of Education

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Table of Contents I. The Class, School & Community .........................................................................................................3

The Community ..............................................................................................................................3 The School ......................................................................................................................................3 The Class.........................................................................................................................................4

II. Work Sample Overview ......................................................................................................................6

III. Integration of Literary Instruction......................................................................................................7

IV. Work Sample Goals ...........................................................................................................................9 Related Standards ...........................................................................................................................9

V. Work Sample Lessons.......................................................................................................................10 Data Analysis & Graph Making I. ................................................................................................11 Data Analysis & Graph Making II................................................................................................12 Butter-Side Up/Down Lab ............................................................................................................14 Graphs & the Bunsen Burner I. ....................................................................................................17 Graphs & the Bunsen Burner II. ...................................................................................................19 Music Inquiry Lab I. .....................................................................................................................21 Music Inquiry Lab II.....................................................................................................................23 Music Inquiry Lab III. ..................................................................................................................25

VII. Work Sample Assessment Plan ......................................................................................................26

VIII. Summary Analysis & Reflection ..................................................................................................31

IX. Appendix..........................................................................................................................................34 Graphic Organizer.........................................................................................................................35

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I. The Class, School & Community

The Community

Highland Park Middle School is located at 5000 Wilson Avenue, Beaverton Oregon, and is

part of the Beaverton School District in Washington County. The Highland Park community rests in a

suburban residential neighborhood within the greater Portland metropolitan area. The median income

is $51,909 and the median house value is $269,910.

Highland Park’s demographics and education program enrollments closely resemble the

greater Beaverton District as a whole. The 2008 school census enrollment for Beaverton School

District at all levels was 43,575 students, making it the third largest district in Oregon. The

demographics in Beaverton are, respectively with total and percentage; White/Caucasian (23,927)

(55%), Hispanic (7,702) (18%), Asian/Pacific Islander (6,382) (15%), Black (1,793) (4%),

Native/American Indian (576) (1%), Multi-Ethnic (2,981) (7%), and unknown (214) (.5%). Highland

Park closely mirrors the district as a whole, with White/Caucasian students making up slightly more

enrollment, and all others equally lower.

The School

The most current numbers available from the 2008-2009 school year show Highland Park’s

enrollment at 807 students, however, this has dropped over the previous four years when in 2004-2005

Highland Park served 1034 students. Highland now employs 51 full-time teachers. Enrollment in

Education Programs is as followed: TAG1 (12%), SpEd2 (11%), ESL3 (9%), Free/Reduced Lunch

(28%).

Spatially the school is sectioned (using color coding) into three semi-autonomous wings

containing a full curriculum set for 6th-8th grade in each wing (One 6th, one 7th, one 8th grade teacher of

each discipline). With an enrollment of 800-1000 students this model of grouping adds to

social cohesion and camaraderie as students typically stay within the same hall throughout their

matriculation.

1 Talented & Gifted 2 Special Education 3 English as Second Language

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The Class

This work sample was taught in in Red Hall’s Core 1 eighth grade science class. I taught this

particular class on even days, or every other day, because of a rotating schedule. On odd days my CT4

taught that class and I taught Core 3. This created a little stress on the work sample, as I needed to

gauge student achievement in gaps, however, it allowed me to grow relationships with more students

and see a larger spectrum of performance benefitting my own learning.

There were thirty-one students in the class: sixteen males and fifteen females. The class

seems to be an accurate portrayal of the district demographically, however, with the new eSIS

computer system 2009-2010 demographics were modified from previous years now showing only two

categories for ethnicity: Hispanic/Latino or non-Hispanic/Latino. This new system distorts the true

demographics, at least for this composition. Three students were labeled Hispanic/Latino, and the rest

were non-Hispanic/Latino.

There are three students labeled SpEd in Core 1. One of the students under this designation

has a hearing impediment; specifically they were able to hear roughly 50% of what a student with

average hearing is able to comprehend. This proved to be an obstacle, but a learning moment indeed.

One SpEd student (also behaviorally challenged) was allowed to use the designated SpEd room if

conditions in his general classes were not copasetic. This scenario was not strived for, but the

possibility was available, and helpful, if the need arose.

For the designated SpEd students, I attempted to foster more instruction to them without

being obvious in respect to the whole class. Work was generally the same for all the students in class.

I did not feel there needed to be a difference in the level of work for this unit. There were a few

students who could have been challenged more, but none showed signs of complete mastery on all

material and so they worked with the rest of the class. I attempted differentiated instruction when

possible.

Only one student was labeled TAG in this class, and instruction was not changed much to

take this into account. My perspective on this particular student was not to ignore his designation, but

work with them in class when the avenue was available. This student, however, showed few signs of

4 Cooperating Teacher

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higher comprehension compared to the rest of the students, and in fact often times seemed apathetic

and unprepared for the work.

Another student in the class had been TAG for the previous years, but was not on the eSIS list

for 2009. They, on the other hand, did show a gift for critical thought and deeper understanding of

material. I attempted to challenge that student whenever possible and give probing questions to spur

connections if possible. They eventually became a “go-to” student and I became conscious not to call

on them whenever their hand was raised and ready to answer.

I did not see any reason to differentiate for gender, however, I was conscious about one fact

particularly relevant to science and gender. Studies show that higher order thought questions are more

frequently directed at males, and my intent was to not fall into this stereotype. My questions went to

an array of students in the class no matter what gender and I attempted to involve as many people in

discussion as possible. I felt moderately successful at this, but needed to work on incorporating a

better range of students within group discussions.

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II. Work Sample Overview The content of this work sample falls under the umbrella of Scientific Inquiry, which fosters

empirical thought and factual conclusions. Oregon’s State Board of Education devotes one-fourth of

its eighth grade units to the practice and application of Scientific Method. Students are required to

maneuver the entire method from: (a) problem identification, (b) hypothesis building, (c) investigation

design, (d) variable, control, constant identification, (e) data organization, (f) evidence-based

explanation, (g) communication, (h) error sourcing, and (i) theoretical understanding of new

information’s evolving nature to further investigation.

In sixth and seventh grade students are introduced to this concept. By eighth grade the

individual components are employed in a summative project showing students’ mastery. The focus of

this work sample deals mainly with the second of three parts of the entire Scientific Inquiry Unit:

Organize, display, and analyze relevant data, construct an evidence-based explanation of the results

of a scientific investigation, and communicate the conclusions including possible sources of error.

Suggest new investigations based on analysis of results. The backbone of this work sample is to

instruct students how to properly collect data and graphically present it before concluding and

communicating results, however, using the scientific method as a whole is one of my learning targets.

This section (OR 8.3S.2) is a logical transition from previous component of Scientific Inquiry

(OR 8.3S.1), and lays a foundation for the upcoming year’s work collecting data in inquiry-based labs.

Students will also undoubtedly employ these in much of the upcoming work they will do in high

school science classes such as chemistry and biology, and in analytical thinking and discourse.

This work sample relied heavily on inquiry-based labs. Over the course of seven days the

class engaged in three experiments, and hopefully, through as much proper inductive reasoning as

possible by the student. Each lab was done in groups of two to four people. Not entirely constructivist,

but leaning towards that spectrum, this unit hoped to engage the student by using a top-down approach

to information acquisition and conclusions. Predesigned inquiry parameters were made for the

students for the sake of time and resources. Labs were distributed at the beginning of each class with

guidelines to assist the learner through each step, properly organize technical terms and assist in data

collection.

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III. Integration of Literary Instruction

This work sample incorporated Literary Instruction through a number of different methods,

most inclusively a scientifically focused approach through the collection and graphing of data. It may

not be a traditional approach, however, the ability to interpret observations to raw data and ultimately

to a graphically organized presentation requires a variation of literacy. A literate person engaging in

science is incorporating independent and dependent variables with precise meaning much as a reader

of fiction translates adverbs with adjectives to ultimately conceptualize the intended meaning of what

an author intends to invoke.

With that aside, the student used traditional sources of literacy in the course of this work

sample. For example, all abstracts will convey the intended purpose of the lab. In order to comprehend

the material a student must read the question at hand and visualize what it is they will need to do to

complete the required work. During data collection the student needed to write detailed findings for

later use. Tables and graphs were set up with important vocabulary to be correctly understood and

labeled. This proves a tough task for some students who routinely mix up constants, controls, and

variables within experiments. The act of prescribing certain treatments and effects (independent and

dependent variables) proves difficult, even for college level students. This work sample attempted to

help visualize the distinction.

*For example:

Title

Dependent

Variable⇒

⇑Independent Variable

Control vs. Constant

*Caption

(Data)

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Each component of this graphic organizer plays an important function in understanding the

meaning of the lab. By switching independent vs. dependent variables the graph is inherently

different. Knowing the difference between a constant and a control can prove confusing, but is

essential to a logically worded conclusion or understanding of results. A correctly labeled title is

necessary for reading the intended material in the graph, and writing and reading proper data comes

back to the more abstract skill of literacy; a foundation to being science-literate.

The final approach to laboratory literacy in this work sample was writing findings from the

experiments into concise, correct, and comprehensible conclusions and sources of error. This skill

exercised more structural and technical writing. I did not grade fastidiously on grammatical errors as

on conceptual knowledge. It seemed beyond my role as a student teacher at this time to adequately

assess grammar to any real extent. Eventually in my own class I will outline the necessity of grammar

more, but that might be easier to do after I have secured the foundations of running a class.

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IV. Work Sample Goals I. The learner will be able to interpret data and plot it correctly to a corresponding table. (This is

also part of my literacy goal: Reading Data)

II. The learner will interpret data from tables to a graph; visualize relationship.

I added goals I and II primarily because of their central theme in Oregon standard 8.3S.2. Each lab

throughout the unit incorporates organizing data and representing it in graphic form. Every lesson will

call upon this standard.

III. The learner will communicate findings to the class.

This is a central piece of the scientific method, and one that presents authentic experience throughout

this unit. Working with groups and discussing results will enable students to explain their learning,

practice working in groups, and engage in public speaking.

IV. The learner will conduct a lab using the Scientific Method.

This is a central goal to this unit. Oregon 8.3S encompasses scientific inquiry, and the scientific

method is the language that is needed. We will examine each aspect of the method, and use each step

numerous times. The attempt here is to get students comfortable with the method through repetition

and comprehensive practice.

Related Standards

*Beaverton District Standards: 8.3S.1 Based on observations and science principals propose questions or hypotheses that can be examined through scientific investigation. Design and conduct a scientific investigation that uses appropriate tools, techniques, independent variables, and controls of relevant data.

*Beaverton District Standards: 8.3S.2 Organize, display, and analyze relevant data, construct an evidence-based explanation of the results of a scientific investigation, and communicate the conclusions including possible sources of error. *Beaverton District Standards: 8.3S.3 Explain how scientific explanations and theories evolve as new information becomes available.

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V. Work Sample Lessons The work sample lessons were chosen to comply with Oregon & Beaverton’s 8th grade

scientific method unit. These lessons were taught over the course of a week and a half in late

September and early October. One lesson was an original creation, two lessons were recommended by

my CT, and one lesson was modified from an existing lesson at Highland Park into my own creation.

The modified lesson proved my personal favorite, however, they all served as worthwhile experiments

and activities for a neophyte teacher, and most importantly for the students. The following pages are

detailed lesson plans and reflections.

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Gregory Davis Highland Park M.S. Unit: Scientific Inquiry 9:38 a.m.-10:52 a.m. 8th Grade Science September 28, 2009

Data Analysis & Graph Making I. Overview Class will plot predetermined points from a table onto a graph. Goal Rationale Satisfy the requirement for graphing data. This is a part review and part new material, acting as a segway into an experiment dealing with a graphing component. Standard The Scientific Method standards for 8th grade. *Oregon Standards 8.3S.2-Organize, display, and analyze relevant data, construct an evidence-based explanation of the results of a scientific investigation, and communicate the conclusions including possible sources of error. Objectives TLW complete a pre-assessment of table/graph data. TLW identify key components of graphs and tables before moving into construction and use of tools. Resources Pre-assessment paper, pen, paper, “What do I do with these numbers?” worksheet, graphs, textbook. Modifications/Accommodations SPED students are able to leave the class and go to a designated classroom to finish work if needed. Lesson will be done as a whole class, but groups can vary progress if needed. Procedure

• Teacher calls class to order. Distribute the pre-assessment and explain its significance. Collect pre-assessment. (20 min)

• Teacher will distribute “What do I do with these numbers?” worksheet, and read directions with the class. (5 min)

• Get into table groups and begin looking at graphs and table. Do first 2 questions as a class, then as quads. (15 min)

• Come back as a class and finish loose ends. Review sheet and get questions. (15 min) • Assign unfinished work to take home. (5 min) • Teacher will wrap up with questions from the graphing lesson, and a discussion of what will

come over the next few days. (15 min) Assessment The Pre-assessment. The discussion at the end of the class will act as a formative assessment, and a pre-assessment of sorts. Reflection The class went all right, in my opinion, however, there is progress to be had. Mrs. Ervin helped out with paperwork needed at last minute. The class seemed relatively engaged. I will attempt to call on a broader range of people tomorrow. I seemed to stay with the same ten hands the entire class, out of familiarity and convenience. The material was old to some and new to others. I would like to be able to reinforce it tomorrow. My activities were cut short by 15 minutes, so they will carry over to Tuesday’s lesson. I could be a better facilitator of questions and answers, use 4-second wait-time, have a deeper knowledge of specific content (this is not necessarily my strong point, and broaden group of students I call on. The class was engaged however, and the lesson seemed to go fairly well.

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Gregory Davis Highland Park M.S. Unit: Scientific Inquiry 9:38 a.m.-10:52 a.m. 8th Grade Science September 29, 2009

Data Analysis & Graph Making II. Overview Class will paste blank table/graph templates into journal, then use material form previous day’s inductive lesson on graphing/tables and use them to reinforce learning. Class will end with a worksheet. Goal Rationale Facilitate tables/graph foundation before moving into experiments. Standard The Scientific Method standards for 8th grade. *Oregon Standards 8.3S.2-Organize, display, and analyze relevant data, construct an evidence-based explanation of the results of a scientific investigation, and communicate the conclusions including possible sources of error. Objectives TLW work in groups to create scientific pneumonic presentations. TLW insert graphic templates into journal for easy access later in class. TLW individually and collaboratively work on table construction and graphing. Resources “What do I do with all these numbers?” worksheet, table/graph templates, 4-question data analysis and graphing worksheet. Modifications/Accommodations SPED students are able to leave the class and go to a designated classroom to finish work if needed. Procedure

• Teacher calls class to order. Class will discuss the previous day’s activities and begin with instruction of the group collaborative effort and presentation they will give today. (10 min)

• With the “What do I do with these numbers?” worksheet, refer to bonus question. In groups the class will then create a poster, rap, skit, or anything else to reinforce knowledge of tables/graphs. (20 min)

• Groups will perform or display work to class (20 min) • Teacher will then pass out worksheet to class to complete in class, or homework if necessary.

(15 min) • Teacher will wrap up with questions from the graphing lesson, and a discussion of next day:

Butter-side Up/Down Lab. (5 min) Assessment Completion of acceptable product for display. This will be hung on the window as a reminder of scientific method steps. Homework will bridge assessment from today to tomorrow. Reflection The day seemed to go well, and the class seemed to really enjoy the activity. From the previous day’s material, Mrs. Ervin finished her lesson with the class before I could start mine, (because of the flipping of schedules every other day) leaving roughly fifty-two minutes for face-time. We talked about previous material, and the class got into groups and collaborated on rhymes, raps, posters, or other devices, which would facilitate mylenation of scientific method foundations. Groups stood in front of class and presented materials. It was entertaining and seemingly successful. The activity is more about the learning process than the finished product. I could have been more prepared and given

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more wait time. I am still figuring out the 8th grade science level material, and relearning some of it again for the first time in roughly 12 years. It is fun, and overwhelming. I feel confident in front of the class with the exception of some content or micro details, giving wait-time, and minor class control. I let the class get too loud a few times and it seemed to hurt the lesson somewhat. Classroom management is something I will need to work on.

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Gregory Davis Highland Park M.S. Unit: Scientific Inquiry 9:38a.m.-11:30a.m. 8th Grade Science September 30, 2009

Butter-Side Up/Down Lab Overview This activity will show the complete use of the scientific method, with emphasis on analyzing data and graphing. Goal Rational Demonstrate comprehension of Scientific Method, specifically; collect, analyze and plot data. By the end of 8th grade (to meet Highland Park standards for science) students must have in their portfolio a project showing mastery of the Scientific Method from problem statement to conclusions. This lesson will work on these areas. *Oregon Standards 8.3S.2-Organize, display, and analyze relevant data, construct an evidence-based explanation of the results of a scientific investigation, and communicate the conclusions including possible sources of error. Objectives TLW use scientific methodology to go through a prepared experiment in small groups. TLW collect and analyze data and create a graph of results. TLW make conclusions relating to their hypothesis and error sources. (Writing objective) Resources Lab Form, pencil, bread & butter, floor cover (for buttered bread) Internet/Netflix (Mythbusters-Season 3-Episode 9: 23:00-28:00 & 37:30-42:00) Rees, P (Writer), & Farrell, A. (Producer). (March 9, 2005). Is Yawning Contagious? [Mythbusters]. In Beyond Productions, Mythbusters. San Francisco: Discovery Communications, LLC. Modifications/Accommodations Students who are not able to complete this experiment with a group will be able to work individually under teacher supervision. The lesson could be done as a whole class (for example the class does the lesson one time together instead of groups if the teacher gages the situation as such). More modeling of the experiment by teacher if the class needs extra help. Procedure

• Review homework from night before, talk about data collection. We talked about importance of scientific method in our class. The students wrote a mock problem and hypothesis. Have the students volunteer ideas before we begin. Make sure students are clear on independent and dependent variables in the upcoming lesson. Have students delineate the control and constant. (5 min)

• Teacher will begin by placing students into groups of 4 (assigned table arrangement will suffice). The groups will then begin lesson.

• Create a problem statement about toast and buttered bread: with a partner or group discuss the problem of butter landing butter side up or down. How does this happen? Why do we think it happens? (5 min)

• Form a hypothesis (differences among groups are encouraged): Use an If...Then...Because statement. (5 min)

• Design experiment: Make the procedures and parameters you will use during your experiment (Trials/control/constants). Decide which person in each group will do the data collection, dropping of the toast, measuring of height: Task designation. (5 min)

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• Collect data: Perform the trials and put data into a table and then translate to a graph. Each person will have a table and graph. They will each need it for their individual write-up and in case they need to finish it at home. (15 min)

• Study the graph and draw conclusions: After the data is processed and you can visualize results, students will draw conclusion relating to their hypothesis and why they think results occurred as they did. (10 min)

• Each group (or as a class if modified) will summarize findings to the class from conclusions. (15 min)

• Wrap-up. Ask students basic questions from experiment-I.V., D.V., Control, Constants, hypotheses, sources of error, how to change this next time. (5 min)

Questions: 1. Is the bread a reliable tool to use in this experiment? Why or why not? 2. What else would be a substitute to this experiment but have similar effects in authenticity. 3. What made your hypothesis accepted or not? 4. Do the results match your hypothesis? Please give explanations as to why or why not you believe this

to be true. Linkage This lesson is building upon the first section of scientific inquiry, OR 8.3S.1. This included dependent and independent variables, design, hypothesis building, and controls. The second section, OR 83S. 2, is the natural progression from that section. It uses that terminology in graphic form and practical situations. Early Finishers Early finishers will be asked to read from their text on the upcoming chapter and complete 3-5 of the unit questions outlined in the first chapter. Because this lab will most likely take all period and be finished at home, this should not be an issue, but a back-up plan is in accordance. Management/Safety This lab is not necessarily a safety risk. Management strategies will be the same as everyday class. If a student has been individually placed to finish this lab and continues to be insubordinate, the hall partner to this class will be asked to accommodate the troubled student(s) until the end of the lab/class. The said students will not be able to finish the lab at a later date, as is class policy for poor behavior in laboratory settings. Assessment Pre-assessment would have been done at the beginning of the unit to gauge fluency of topic. Pre-assessment of this particular lab was done during the warm-up activity in the first 15 minutes of class. We rehashed controls, constants, variables, and hypotheses. Formative: Teacher will roam class throughout lab assisting troubled students. On the board will be 5 questions to answer while going through the lab. Along with the student write-up these 5 questions involving procedural work will be the focus points during the closure session at the end of class. Reflection I felt like the lesson went fairly well. To turn a phrase, “Hindsight is always better than foresight,” and I would say that after doing this lesson one time (the first time) there are things I would have done differently. Having a clearer worksheet, giving more specific instructions on the beginning, and maybe talking to the group more than the individual so much are a few. It would have saved time. The lesson was inquiry-based, however, my approach was more teacher-focused at points. It would have been beneficial to let them make up more of the experiment themselves. In the end it was more about the learning process and data collection, table construction, and graph making, rather completing the experiment from start to finish. Completion was important practice of the steps, but organization of data was the most important aspect. They did well, and it looks like everyone completed the work. I know where my strengths are at this point, and I feel they are part of my personality. I need to give more wait-time and I need to keep my wits sharp when in class. My absent-mindedness sets in when the lesson gets farther along, and class seems to go in fast forward. In time, I hope to correct this. It

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would make my teaching better. On inquiry labs, a more inquisitive approach by the students will need to be employed. The homework looks good. Generally speaking classes made gains from the pre-test in only a few days. The post-test may be looking good in that respect, but my concern is not that the students achieve well on that but learn the appropriate material and learn it well. I only now really understand how to target standards, goals, and objectives when writing lesson plans and assessments. It is a flaw in the timing for my student teaching. By getting a head start on lesson plans such as this, I am picking up important parts on keying into goals and matching them with assessment. We’ll have to wait and see what this looks like in a few weeks. I have a sneaking suspicion that my second semester lesson plans will benefit from this and come off stronger than the first semester’s.

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Gregory Davis Highland Park M.S. Unit: Scientific Inquiry 9:38 a.m.-10:52 a.m. 8th Grade Science October 1, 2009

Graphs & the Bunsen Burner I. Overview Finish previous day’s activity by watching an episode of Mythbusters dealing with their own Toast & Butter hypothesis. Then students will receive a problem/question to investigate and create a hypothesis. Class will get a safety walk of the materials to be used in this lesson, and get a worksheet to do in class or take home. (Lab is worth 50 points.) Goal Rationale Make connection to previous experiment and data collection through popular and scientific outlet: Mythbusters. Main goal: Learning the tools to complete tomorrow’s lesson: Graphs & the Bunsen burner. Standard *Oregon Standards 8.3S.2-Organize, display, and analyze relevant data, construct an evidence-based explanation of the results of a scientific investigation. Objectives TLW compare individual/group results from yesterday with video. TLW learn proper terminology and use laboratory equipment. TLW complete conversions. Resources Internet/Netflix (Mythbusters-Season 3-Episode 9: 23:00-28:00 & 37:30-42:00) pencil, lab manual, lab materials review worksheet, 250mL beaker, Bunsen-burner set-up, goggles, 3 thermometers, ring stand w/clamp, sinker and string, 100mL graduated cylinder, glass rod, 2 Styrofoam cups Procedure

• Greet Class and discuss agenda. (2 min) • Class will watch an episode of Mythbusters, which did 3 different tests of the toast and butter

experiment. Class will discuss own results compared with Mythbusters. (15-20 min) • Students will be given Bunsen burner lab manual. As a class we will read the abstract and

discuss the problem and hypothesis statement. (10 min) • Then class will look at the materials needed to conduct experiment. We will do a discussion

and safety walk for each tool used in the lab. (20 min) • Class will watch a YouTube video (a) Bunsen Burner song. Students will get worksheet on

metric units to do in class and take home. (10 min) • Closure: Give a refresher assessment on the tools of the upcoming lab. Ask students the

questions they have about proceeding lab. Instruct them to bring lab manuals to class the following day. (5 min)

Assessment Formative- Closing quiz regarding classroom tools before experiment. Reflection Today was a tough teaching experience. I froze up in front of the class while giving a safety lesson on using the Bunsen burner in tomorrow’s lab. It was definitely from lack of preparation in regards to the lab. I set it up with each piece ready and went through each step in my head, but didn’t actually do it. I learned a valuable lesson today. You need to do it to teach it. It was an awkward feeling being in front of the class being bombarded with questions and losing my confidence. A feeling of heat engulfed me at that point, and I opted out of direct instruction by asking my CT to show the class how to properly

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use a Bunsen burner. We will see how tomorrow will go. I plan on doing the lab a few times before leaving today. Hopefully that will prepare me for class tomorrow. This really hit me hard, freezing in front of the class. It is a feeling I hope to never have again.

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Graphs & the Bunsen Burner II. Overview This lesson will provide an opportunity for students to collect data and graph it in a line graph in groups of four. This uses knowledge learned in the past as well as practicing for science classes that will call on this method of thought in higher levels. Goal Rationale The learner will use material taught over past 4 days to accurately construct their experiment and correctly plot data onto table and then to a graph, labeling each individual piece of the graph and table. Standard The Scientific Method standards for 8th grade; specifically 8.3S.2 requiring construction of graph. *Oregon Standards 8.3S.2-Organize, display, and analyze relevant data, construct an evidence-based explanation of the results of a scientific investigation, and communicate the conclusions including possible sources of error. Objectives TLW complete a self-contained lab in groups of four. TLW collect data to put into a table and translate to a graph. TLW use authentic scientific equipment. Resources Pencil, lab manual, 250mL beaker, burner set-up, goggles, 3 thermometers, ring stand w/clamp, sinker and string, 100mL graduated cylinder, glass rod, 2 Styrofoam cups Modifications/Accommodations Group work/SIOP strategies are used to build communication as well as collaboration on weak areas. Procedure

• Teacher calls class to order. Discuss questions, and possible difficulties or hindrances some groups may think they have before beginning. Also discuss safety procedures and respect issues when conducting our experiments. When class is respectful and ready we will get in groups and begin. (10-15 min)

• Teacher will model if necessary, observe groups, and assist any who have difficulties as the class is in session. Group thinking and problem solving is a key component of this lab. Data collection is one of two main goals, and a record of solid information is needed to work on final conclusion. (35-40 min) (Detailed steps are found in lab manual)

-100mL in Graduated Cylinder transferred to the beaker -Measure 250 mL of water into each foam cup -Observe Styrofoam cup temp, record when at constant temp -Sinker in beaker with water -Heat Water till 100° C -Move to Styrofoam and immediately record temp. Record temp every 15 seconds till temp stops rising -Compare to constant temp

• When group is done, begin worksheet on last page. It is homework if not completed in class, due first thing on Monday. (10 min)

• Groups must be done by 10:40 and in seats by 10:45 for discussion. • Wrap-up: Discuss lab, ask where problems arose, how you worked as a group, what were

concerns you had. (5-8 min)

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Discussion Questions 1. What was the highest temperature of your thermometer? What was the lowest?

2. How different was the temperature of the control water cup from the tested cup? 3. What was a strategy your group used to do this experiment as easily as possible?

(i.e. Did you give different people separate job?) 4. What do you think the size of the ball has on the effect of temperature? 5. What is one thing you could do in this activity to make it easier next time? Assessment Formative Assessment- Completion of lab and all materials put back in correct location Teacher will assess this work and discuss findings with students in the following lesson. I am trying to get information back in as timely of a manner as possible. Reflection In all honesty, today was a new day, and it felt much better. The class went over well in my opinion, but in retrospect it couldn’t have been much more frustrating than yesterday. After asking Mrs. Ervin to take over the class for the safety section of the Bunsen Burner, I felt a sense of failure come over me. After the class I stayed to do the experiment two times to get the feel of it. I came in early Friday to rehash the steps again and get familiar with the process before doing it two times today. It was helpful. The class went over smoothly, not great, but it was a worthy attempt. My main focus in doing it another day will be modeling the steps slowly, verbally and visually. I did the first two classes and we finished the experiment without much interference. The main problem lied in students following directions, and with a better visual on the lab paper itself for students, that could be taken care of more efficiently. I would also rewrite it for more clarity. The classes were able to finish that day, mostly, with a few taking it home for weekend work. Doing it a second time was a great help to finding and spot-fixing glitches. Today was a marked improvement, I thought. It still has a ways to go before I can call myself confident in front of the class, but it was a better day.

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Gregory Davis Highland Park M.S. Unit: Scientific Inquiry 9:38a.m.-10:52 a.m. 8th Grade Science October 5, 2009

Music Inquiry Lab I. Overview Class will identify a problem, make a hypothesis, and design an experiment for tomorrow’s class. Goal Rationale The learner will conduct a lab using the Scientific Method, and in doing so touch on all four of my goals in the process. Student will go through the scientific method, use graphs & tables, and communicate. Standard *Oregon Standards 8.3S.1-Based on observations and science principals propose questions or hypotheses that can be examined through scientific investigation. Design and conduct a scientific investigation that uses appropriate tools, techniques, independent variables, and controls of relevant data. Objectives TLW identify a problem that can be tested using the scientific method. TLW design an experiment to test problem. TLW create a hypothesis for problem. Resources Lab, Miami University study, pencil, overhead projector. Modifications/Accommodations SPED students will be given option to use SPED room if not able to work with class. If class cannot come up with own hypothesis, teacher has an experiment. Work can be done as a class, or larger groups if needed. Procedure

• Call class to order, discuss weekend and week to come. Collect Bunsen burner lab homework. Ask if anyone had questions and if anybody in class could help them. Discuss sources of error and sources of success. (5 min)

• Review some of the things that we liked about the Bunsen Burner Lab. (5 min) Did the results come out the way you expected? What was a good way we worked together? What is another experiment we could use the Bunsen Burners for? (Combustion/Sterilization)

• Hand out Music lab sheet from University of Miami. Discuss what we will do. Have someone read abstract. (15 min)

• At tables we will come up with 4 ideas of what to test specifying IV/DV. (5 min) IV-Music Style/DV-Hearth Rate IV-Music Genre/DV- # of people who like it

• Now split into groups of two. Students can pick their partner on this activity. We will be in these groups for 20 minutes (or if done earlier). Come up with 4 different experiments. PICK ONE and Form Hypothesis to test tomorrow. (15 min)

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• Design Experiment. (20 min) a. What kind of music? e. How long? b. How many trials? f. Volume level c. What is best place to listen? g. What to read? d. Pick IV & DV, make sure student knows which the difference *Write all of this in the design part of the paper. Remind them bring paper, pencils, and iPod® tomorrow. Explain

• Wrap-up. Discuss any problems class might have for next lab, clarify details of what is acceptable, and discuss pros and cons of class today. (10 min)

Assessment Formative-Completed lab turned in on Thursday (50 points) Reflection Mrs. Ervin added the idea of stamping their papers for approval of hypothesis and design roughly halfway through class, and that was a good checkpoint before going to next step. Some students wanted to do elaborate projects, but I had to use executive decisions. Next time I do this we will have clearer parameters set up; however, I will allow more intricate designs. Next time, come into class with math sheets, cards, pictures, and things to read for students to get ideas from. This would give them added time. Model the experiment on an overhead setting up a simple IV/DV on a table graph and show how it will be done. I know they understand the basic concepts, but I think it would still help. I could bring my personal iPod to model a typical experiment, or maybe bring in a final piece another student has done before. Incorporate a film that studied this subject. My handout worked well, it engaged them, but that could be good and there has to be one out there. Closure- Mrs. Ervin explained the “Linking Chain” of class time as a group, and class time apart. Try to use that style: ex. <><><> (Together-apart-together-apart)

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Music Inquiry Lab II. Overview Class will conduct the experiment designed yesterday. Groups should be done with data collection by the end of class today and be working on write-up and analysis. Goal Rationale The learner will conduct a lab using the Scientific Method. The learner will interpret data from tables to a graph and visualize relationship Standard *Oregon Standards 8.3S.1 -Based on observations and science principals propose questions or hypotheses that can be examined through scientific investigation. Design and conduct a scientific investigation that uses appropriate tools, techniques, independent variables, and controls of relevant data. Objectives TLW conduct their own experiment and correctly collect data into a table. TLW plot data onto a graph for visual representation of findings. TLW analyze data and write findings in analysis. Resources Worksheets, pencil, iPod® (possibly) or other musical device, Lab write-up form, any materials they need for experiment (Book/Math Questions/Pictures) Modifications/Accommodations Teacher will assist students who might not have access to electronic equipment. SPED students will be given option to use SPED room if not able to work with class. If class cannot come up with own hypothesis, teacher has an experiment. Procedure

• Call class to order, discuss questions from yesterday. (5 min) • Read the lab report form and explain procedure today: (10 min)

1. Get a stamp of lab approval for design construction 2. Implement experiment; make sure students gather data with a correct table, correctly put into a corresponding graph. 3. When finished, check to see if data is correct, do a final graph & Lab Report Form

4. Finish tomorrow. • Conducting experiment and collect data in groups. (30 min) • Clean up if finished and start lab report form. (10 min) • Wrap-up with class, questions about lab and ideas for what we will do tomorrow.

We will finish graphing and data plotting tomorrow. My post-test tomorrow, it does count for grade. (Tables/Graphs)

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Assessment Completed lab turned in Thursday (50 points) Reflection Model a lab report form on overhead if needed. Do iPod check: don’t let students turn them on until specified time, confiscate if needed (I did confiscate one student’s iPod). Better checking of hypothesis/design paper. It was good, and the students seemed to understand procedure, but talking through it more might help. Have better finishing questions. Have someone explain results in front of class. Have math questions printed ahead of time. Make sure students bring everything to class, and aren’t going out to lockers. This was the big problem in the class. Students played on my inexperience and there was some wasted time by some. In the end the lesson went really well, and they got into the material enthusiastically. This seems like it hit a chord with the students, and the results seem to be interesting. I think we will get some good learning from this lab.

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Music Inquiry Lab III. Overview Class will take the post-test, then finish the experiment designed Monday. Groups will finish data collection by 10:30 and we will talk about the results and compare it with each other. Goal Rationale The class will employ all of the steps of the Scientific Method and communicate results with other. This class will hit each learning target I have set for this unit. Standard *Oregon Standards 8.3S.1 -Based on observations and science principals propose questions or hypotheses that can be examined through scientific investigation. Design and conduct a scientific investigation that uses appropriate tools, techniques, independent variables, and controls of relevant data. Objectives TLW complete post-test to synthesize learning from work sample TLW finish data collection from self designed experiment TLW analyze data and write findings in analysis. Resources iPod, lab worksheet, pencil, tools for gauging efficiency (cards, math problems) Modifications/Accommodations Early finishing students will assist students who are having difficulty. If behavior is not acceptable, student will be asked to work independently. Teacher will assist students who might not have access to electronic equipment. Procedure

• Call class to order and discuss daily activities. Explain post-test and culmination of lab today (5 min)

• Hand out post-test and explain students will finish this before going on to music lab. (20 min) • Get into groups and finish data collection quietly.

Assessment Summative-The completed lab worksheet submitted will be assessed as a formative piece. This is an assessment of learning. Collect the post-test as the official summative assessment for the unit. Reflection I would have attempted to assess students’ performance during the lab if I felt more comfortable. I plan on doing this lab in the future. It produced the best results of any lab in this unit. I enjoyed the process and the individual cooperation students showed with each other. For the most part this was a success, save a few students who took advantage of the music in class and individual time I granted them, however, everyone did turn in quality work on this lab.

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VII. Work Sample Assessment Plan

Assessments included a pre-test, formative assessment within the lessons, and a summative

post-test at the end of the work sample. Formative assessment incorporated worksheets, lab exercises,

and prompted questions usually at the beginning and/or end of classes. Examples of the worksheets

and labs can be found in the appendix.

The pre-test and post-test were not identical; however, they covered the same material in

different fashions. I thought this was wise to change the format to more accurately judge knowledge

gains. The pre-test served as a knowledge-based assessment with minor reasoning by the student.

Students were first asked to label basic components of a table and graph, and then translate data of a

single independent variable on a table to a line graph. The post-test was also knowledge-based, but

asked more reasoning and skills-based questions as well. The post-test required the student to apply

knowledge by inferring information from a written problem statement. Students had to construct their

own table and graph (label each piece without a template) and make conclusions by answering two

questions though written responses.

Formative assessment was mainly done using three lab forms/packets that students needed to

complete for each of the labs we did in class, and a worksheet dealing with aspects of data

collection/analysis. These lab assessments included the Butter-side Up/Down? Lab, Bunsen burner

Lab, and the Music vs. Concentration Lab. Worksheets included What do I do with all these

numbers?, and the lab safety check.

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Butter-side Up/Down?

The lab gauging if buttered toast will land up or down took up an entire class period to

complete, and students were asked to complete it as homework and submit it later that week. The idea

came from a friend in the M.A.T. cohort who saw this experiment done on television and included it

in a high school class she taught. I created my own version of the assessment for this class, and

intended to measure each of the learning goals with it. The lab hit Goal I, II, III, & IV. This goal is

important because it models authentic learning where professionals communicate with each other, and

also gives the students practice speaking to a group.

The grading scale is as follows:

-Butter-side Up/Down Grading Scale-

Goal vs. Grade (30 points)

Minimal Comprehension

F (<18)

Emerging Comprehension

D (18-20)

Adequate Comprehension

C (21-23)

Proficient/Highly Proficient Comprehension

A/B (24-30) Table Comprehension (Goal 1)

Does not understand components. Could not label or translate a table. No theoretical knowledge.

Some understanding lacks confidence, many errors in translating data to table.

Uses most terms correctly, labels most components, still unclear on some aspects.

Understands function of tables, can easily translate data to table, correct construction and components of table.

Elements of Graphs (Goal 2)

Little knowledge of graphing components, cannot translate from a table.

Vague understanding, some parts labeled correctly, general knowledge inadequate

Can translate data from a table, makes general sense of data and correctly plots data.

Little to no problem with moving data to a graph, few to no errors in data plotting and component function.

Communicate Results (Goal 3)

Cannot convey results with class, does not fully understand material well enough to explain to others.

Can vaguely communicate findings, however, does not fully understand material or data on graphs

General concepts understood, errors when translating info to class, conceptual knowledge still needs improvement.

Understands material well enough to relay to class, can explain step-by-step to others.

Use of Scientific Method (Goal 4)

Does not understand difference between steps, importance of each.

Basic understanding of 7 steps in method, does not correctly relate the steps in lab write-up.

Can understand the steps, may confuse some, but has general idea (how and why).

Understands most/all steps of scientific method, can move from each step and conceptually manipulate each to maximum advantage.

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Bunsen burner Lab

The Bunsen burner lab took one and a half class periods to complete, including a half class of

preparation, safety, and basics, and a whole period to do the lab, collect and graph data, and begin

writing conclusions before finishing at home. This lab touched on goals one, two, and four again

through conducting a lab with the steps of the scientific method. This lab attempted to allow students

authentic learning with lab equipment (Bunsen burner) and more practice using steps of the scientific

method. The design I will not mention here because I did not design it, however, it is a comprehensive

experiment using real tools and genuine practice of the scientific method.

Grading scale is as follows:

-Bunsen Burner Lab Grading Scale-



F (<18)


D (18-20)


C (21-23)

















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Music vs. Concentration Lab

The music vs. concentration lab took three days to complete, and incorporated all four

learning goals by using the scientific method. My CT used a similar lab to this in years past, and I

decided to write a similar version using that template, changing a few aspects, and incorporating a

study from Miami University that dealt with concentration levels and music.

I used that study to bring an authentic aspect into this lab. The lab was implemented over

three days and it showed the students and myself conclusive results. Students learned, in general, that

they do not concentrate better with lyrical music, and that instrumental or no music often led to higher

academic performance. I learned that students can reverse colloquial thinking by performing a

classroom activity (verified with scientific evidence), and most importantly a stereotype ingrained in

youth culture such as popular music. The results, and not the actual process, may have been the

strongest learning here.

Grading scale is as follows:

-Music vs. Concentration Grading Scale-



F (<18)


D (18-20)


C (21-23)












Communicate Results (Goal 3)

Cannot convey results with class, does not fully understand material well enough to explain to others.

Can vaguely communicate findings, however, does not fully understand material or data on graphs

General concepts understood errors when translating info to class, conceptual knowledge still needs improvement.

Understands material well enough to relay to class, can explain step-by-step to others.






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The worksheet “What do I do With All These Numbers?” is a starting point for a lesson on the

Scientific Inquiry. It asks the students to use multiple sources for information, work in groups, and

demonstrate knowledge. I assessed it for completion, however, not on the level the labs were as it

served more as a transition into the unit. The worksheet and exercise did lead well into goals one, two

and three.

These assessments, I believe, aptly measured their skills while raising the bar of knowledge to

a reasonable height. Overall they were not too difficult, yet not too easy. The students did relatively

well on them, also. As a side note, I feel my grading may have been more lax than experienced

teachers, however, I do not know that for sure. My hunch is that there might have been greater

diversity if I took a more stringent approach, but that being said I do not feel my style was too lenient

as there was a suitable distribution of scores.

This is a T-test of the pre-assessment and post-assessment. The class averaged 8.08 points on

the pre-test, and 15.08 on the post-test. Standard deviations from the pre-test and post-test scores were

2.216 and 3.968. With a population of 25 students, the t-score of 10.888 the data shows a significant

relationship between pre-test and post-test scores.

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VIII. Summary Analysis & Reflection

Scientific Inquiry proved to be a good topic to teach for my first work sample in the M.A.T.

program. I attribute this to a few keys reasons. First is the importance of the subject matter itself. As

said before, this is foundational material to grasp in respect to science. Throughout the work sample,

from dialogue with students, and assessing work, I dissected the general level of understanding from

the eighth grader and now feel more confident in accurately teaching this and other material. I took for

granted what the students did and did not know at first. The original pre-test was obviously too easy,

and yet I might have overlooked the importance of key vocabulary or general table and graph

construction skills at the student level. In hindsight, I glossed over the fine details before the labs

when they would have been best taught more thoroughly, and especially to those who may have not

initially learned the material as well as possible in sixth and seventh grades. I would have modeled the

labs more thoroughly on second thought, as well.

Another positive aspect of this material and lesson is the style in which it was taught. I was

fortunate to be under the tutelage of Mrs. Jacque Ervin, a veteran teacher of 27 years, who consciously

combines a good combination of relevant course work around the subject matter with fun. The balance

of the two within her class was obvious, and I was able to take some good ideas from her repertoire. If

I had attempted to teach this material without the help of her ideas and modifications my lesson plan

most likely would have looked drier and not as coherent. She guided me towards a more

inquiry/inductive-based strategy. I was not always successful in accomplishing this feat, but, with

ideas and guidance from Mrs. Ervin, was conscious of the fact while teaching and now have a

reference point from where to start next time.

Another thing that comes to mind when looking at the work sample now is the time I had

spent away from this material since my undergraduate degree. 8 years lapsed in between graduating

and beginning my student teaching of a science curriculum. To say the least cobwebs had settled in

and some of the material and framework needed to be reshaped. I may have been more successful at

conveying my ideas if the material would have been fresher.

So what did and didn’t work in class is clearer now. Group work was obviously a success.

Inquiry-based discussions before the labs, and wrap-up at the end of each class provided cohesion to

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the lessons. Giving students choice on their experiments was a helpful idea because it seemed to fuel

interest. Inquiry-based lessons provided a stage for more discussion, sometimes. Using an overhead

projector and video to supplement some of the lessons was positive. It gave a practical aspect to some

of the material we learned in class when students could see a broader picture. I would incorporate

more activities such as the Mythbusters and the Miami University Music vs. Attention study we read.

Using the iPods empowered the students by using personal technology and relating current interests to

a school project (This was the project that changed the minds of many students in relationship to

genres of music and their respective ability to assist concentration).

Negative aspects of the lesson plan include not being as familiar with the material as I would

have liked. That is something I will take care in future lessons, and will be easier when time is not

split between student teaching and student learning all at once. That was the overarching problem, and

it flowed into my preparedness. Some of the lessons were not as coherent as they could have been, for

example, the Bunsen burner lab. Running through the lab a few times before conducting is necessary

to smooth lessons.

One of the most glaring problems was getting finished work back to the students in a timely

fashion, or at least getting everything graded so feedback can be honestly distributed to those who

need it most. I was not able to grade all of the labs we did in class before doing the following ones,

which translated to student misconceptions going unchecked throughout the lesson. Another fact

associated with this problem was that all of the grading was to be done on time-consuming 3-4 page

lab reports, which took longer to assess than other forms of assessments. And, to the credit of my

neophyte ability or general indecisive nature, the assessments could have been better worded and

outlined for expectations. I think by seeing these problems first-hand my next work sample will

greatly benefit.

My plan for the next work sample will be to have every aspect of the work completed before

beginning the lesson, and hypothetically, piloting each piece to iron out kinks before administering

any work or tests. By doing this, along with less coursework in the following semester, I should be

able to stay on top of student work and better assess where the students are in their understanding.

On a side note, this came to mind while in the middle of teaching my work sample; because I

decided to start the work sample in late September, a few things arose that I did not earlier think

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about. First, by starting early, before the M.A.T. cohort Assessment or Methods classes got into the

topics that would ultimately be the driving force behind the work sample, I felt a disadvantage when

teaching. This probably translated into poorer lessons on my part. It was overwhelming at times.

However, the benefits of starting early do outweigh the negatives. I say this because it was more trial-

by-fire learning this way, and when we came to the material in our graduate classes I felt better

prepared for the material after having seen parts of it in class and being able to apply my practice with

the theory.

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IX. Appendix

These documents incorporate the materials used in the scientific inquiry unit. A Graphic

Organizer and Works Cited are also found here.

• Graphic Organizer • Works Cited

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Graphic Organizer

Works Cited Rebholz, M. et. al. How Music affects Concentration and Work Efficiency-Lab Packet. 10/21/2005. Retrieved from http://jrscience.wcp.muohio.edu/nsfall05/LabpacketArticles/HowMusicaffectsConcentrat.html Rees, P (Writer), & Farrell, A. (Producer). (March 9, 2005). Is Yawning Contagious? [Mythbusters]. In Beyoned Productions, Mythbusters. San Francisco: Discovery Communications, LLC.

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