Grade 4 Science InquiryHale Kula Elementary,

May 11, 2010

By Rampal SinghCentral District Science Resource Teacher

DESIRED OUTCOMES

•To develop deeper content knowledge of the scientific inquiry and process skills

•To incorporate a variety of learning materials and resources to enhance the Science curriculum

•Review existing IDUs/curriculum

Objectives/Guiding Questions

1. Have a resource binder/self teaching.2. Learn (and apply) 5-E model of Science

Instruction3. What processes of Science are used in schools4. What activities are useful in teaching students

how to apply specific process of science?

PROCESSES of Science • Observing• Classifying (sort…based on common properties)

• Inferring (based on obs. & prior knowledge)

• Measuring (quantify variables using Metric System)

• Communicating (report, displays- data table, graphs etc)

• Hypothesizing (If…then….because… to guide an investigation of a question)

• Predicting (based on results, patterns – extra, intrapolation)• Experimenting (A controlled Investigation, Variables)

Observing(gathering info using 5 senses and instruments that

extend the senses).• Pre- and K: start making use of these senses; see

differences but may miss similarities• How will you teach Observing to K-3? OBSERVE FOR DETAILS (examples of objects: candies, coins).

Two type of observations: • A. Qualitative• B. Quantitative (measurable)

What makes a good scientific observing? ---- A Checklist

1. Senses- use all (safely)2. Measurements- quantitative3. Questions- --- lead to new investigations4. Changes- alter the object to answer new

questions5. Communication (recording it may help you compare)

(Use this checklist with Skittles/M & Ms)

Classifying

• Sorting according to common attributes- based on observations, relationships among the properties.

A.Binary Classification: divide up in to 2 groups

B.Multistage Classification (organisms) (Discussion: How will you teach this process of Science? )

Note: Focus on similar (common) properties and ask questions….What, Why?

e.g. Life Cycles

Inferring• Observation is a statement through use of 5 senses

• Inference is interpretation of observations (and prior knowledge). Inference looks backward…explanation of what has already happened.

• Students must make observations and interpretations explicit in their work.

How can you help students achieve this? • Observation statement- which senses did you use?• Inference statement - what is your evidence? How do

you know? Why do you think so? Ex: Black Box (Brown bag) activity

Predicting

• Forecast based on knowledge of patterns and relationships in a data. Prediction looks forward to what might happen!

• Ex: On a cloudless sunny day,

• Intrapolation• Extrapolation

TIME (a.m.) AIR TEMPERATURE (0C)

8:00 18

9:00 19

10:00 21

11:00 23

Hypothesizing• A statement about a possible answer to a

question that might be found through investigating- it is an educated guess about WHY an outcome occurred

• PREDICTIONS: AN EDUCATED GUESS about the expected outcome of a specific test.

• Theory: broad explanation based on several hypotheses tested over time.

• (Practice: handout hypothesis vs. prediction)

Measuring• Founded on ‘observing’ & ‘comparing’• 1st grade – design measuring lessons to teach: Comparing (similarities, differences)Comparing by matchingCommon starting line is needed to make FAIR

comparisons. Use beginning and end point; placing units end to

end are two important factorsCan use non standard units (arm length, shoe, pencil)

Standard units give more consistent results than non-standard units.

By second grade:

Use of standard units• Students should know to make use of marks

on Rulers (centimeters)balance scale (grams) thermometers (degrees in F or C)

Grades 3-6Students should begin to • Understand the meaning of property being

measured. Ex: volume, mass• How to use a variety of measuring instruments• Meaning and use of standard units• Meaning and use of prefixes… milli, centi, kilo etc

• Interpolate between numbers in reading thermometers, rulers and other instruments.

• Express measurements in decimals where appropriate• Estimate measurements and determine when estimation is

appropriate.

CommunicatingEQ: what makes a good data table/graph?• Data Table (well-labeled)• Bar Graph (well-labeled)• Line Graph (well-labeled)

Experimenting/Investigating

• In a controlled experiment : 1.Test one variable at a time (Manipulated/Independent Variable)

2. Observe the effect on another Variable (Responding/ Dependent Variable)

3. Keep all other variables constant (Controlled Variables)

Mnemonic Aid: which variable goes where on a graph?

(DRY MIX)

DRY MIX (for graphing)

DRYD: dependent or R: Responding variable; Y: Y-axis MIXM: Manipulated or I: Independent variable; X: X-

axis

Scientific Inquiry- 5 tasks

1. Asking a question (from observations etc.) about objects, organisms, events

2. Plan and conduct an investigation3. Gather and interpret data using appropriate

tools/techniques….. Examples..ruler, thermo m., measuring

4. Use this evidence to develop explanations (answer the question)…. to support thinking

5. Communicate findings to others…How? (speaking, writing, drawing)

Learning Science w/ Understading

True understanding means one can-Interpret questions and express in own wordsInterpret what you learnedRelate concepts to real-worldPlan and conduct investigationsInterpret dataApply knowledge to infer, predict, explain

and solve problems

How can you help Enhance Understanding?Provide for access to prior knowledge How? - Recall, Rehearse (frequent review)

If none exists: Create Instant prior knowledge!Transfer of knowledge: use it in a new situation!Organize knowledge: Use of graphic organizers like

outlines, spider maps, webs, Venn diagram, concept map.

Provide Scaffolding : varying degrees of teacher and peer assistance.

Build Learning Communities

5E Model of Science Instruction

• Engage• Explore• Explain• Elaborate• Evaluate

• 1. Select Science Content• 2. Write Instructional Objectives• 3. Select and Design Learning Activities • 4. Design Assessments (making use of rubrics)

Planning Science Inquiry (Lesson Plans)

Planning Science Inquiry (Lesson Plans)

1. Select Science Content

A. Standards 3-8 (Life, Physical, Earth/Space)B. Standard 1-2 (Science Inquiry)

(Discuss: understanding of science content? Compared to science content teachers! )

• 2. Write Instructional Objectives: specific learning outcomes (student will be able to………..)

Useful performances for Science Instruction

Cognitive Process Action words 1.Remembering identify, name, define, state

2. Doing distinguish, describe, compare

3.Understanding classify, interpret, explain, apply, demonstrate

Planning Science Inquiry (Lesson Plans)

• 3. Select and Design Learning Activities Make use of 5-E model1. ENGAGE: a. Have a big idea (Velcro question/statement)b.Intro to lesson: Create a hook, prior knowledge

2. EXPLORE, EXPLAIN, ELABORATE (Activities in part II of your textbook)

Planning Science Inquiry (Lesson Plans)

• 1. Select Science Content• 2. Write Instructional Objectives• 3. Select and Design Learning Activities • 4. Design Assessments (making use of rubrics)

Planning Science Inquiry (Lesson Plans)

Classroom Assessment

5 keys to Quality Classroom Assessmenta.Clear Purposeb.Clear Targetsc. Task Design is soundd. Effective communicatione.Student Involvement

• WHAT makes a good Task?

Assessment Involves Multiple Methods Collected Over Time

Authentic

Essays/PromptsTraditional

Informal Checks for Understanding