A collection of Research

Investigation Process (RIP)

projects

Palolo Elementary SchoolGrade 5

Fifth grade students 100% disadvantage 72% Native Hawaiian/Pacific Islander 24% Asian 2% African-American 2% Hispanic/Latino 63% Male, 37% Female 56% Limited English Proficiency (LEP) 52% Home Language not English

Demographics

Standards

1. Content Standard A- Science as Inquiry

2. Content Standard B- Physical Science

3. Content Standard C- Life Science

4. Content Standard D- Science and Technology

5. Content Standard F- Science in Personal and Social Perspectives

National Science ContentStandards

Hawaii State Science Standards

1. Standard 1: Scientific

Investigation- 2. Standard 6:

Nature of Matter and Energy

3. Standard 4: Structure and Function in

Organisms4. Standard 2:

Nature of Science

5. Standard 2:Nature of science

Student Generated Inquiry Topics1. I can feel my heart beating on my wrist and on

my neck. Does my heart beat the same on my wrist and my neck?

Heart Pulse Study

2. Can I see more details of a microorganism with my naked eye or under a microscope?

Microscope Study

3. I know that exercise effects heart rate, does different soda effect heart rate?

Sodas Effect on the Heart Rate Study

Student Generated Inquiry Topics

4. Can different peanuts found in a grocery store grow?

Peanut Study

5. Does the amplified sound from electric fish change as the fish environment is changed?

Electric Fish Study

6. If the amplified sound from a potato is similar to the sound generated from the electric fish, is the potato electric?

Electric Potato Study

Heart Pulse Study

If I take my pulse rate from the radial artery and compare it with the pulse rate from the carotid artery then the pulse rates will be the same because blood circulates through these arteries that are

connected to one heart.

Students take their pulse rate from their radial artery for 15 seconds.

DiscoveriesStudents and teacher became scientists.

The RIP asked the students to critically think, question and investigate their inquires.

The process promoted hands-on learning that engaged and motivated the students to participate and learn.

Students looked beyond the textbook for information.

Microscope Study

If I look at the Daphnia (water flea) with my naked eye and compare the Daphnia using the microscope then I will see more

details of the Daphnia because the microscope magnifies the Daphnia

The students observed the Daphnia using their Naked eye.

The students drew what they observed.

Students observing the Daphnia using the microscope and drawing what they see.

DiscoveriesThe students discovered that microscopes helped

them to see more details of a subject as compared to using their naked eye.

The students agreed that their hypothesis was correct.

The students connected the use of the microscope to crime scene investigations, blood analysis, study of germs, and finding cures for illnesses.

Sodas Effect on Heart Rate Study

Use of the Daphnia, (water flea) a micro-organism that scientist use to test substances that can be dangerous to the human heart.

DiscoveriesStudents connected relevance to their

learning by questioning how science helps us to be better consumers.

Students became aware of the need for better health choices.

Science is important.

Which peanut kernel will grow?

Roasted/ Salted

Raw

Roasted/ Unsalted

Peanut Study

If you put the roasted salted peanuts, the roasted unsalted peanuts and the raw peanuts in a container with soil, then only the raw peanuts will mostly grow because the raw peanuts are uncooked and the roasted peanuts are cooked.

Roasted salted Raw Roasted Unsalted

Discoveries

Students looked beyond the textbook for information.

Other content areas were addressed through science.

Science unlocked the students’ creativity.

The study of science effects us everyday.

Electric Fish Study

If we place an amplifier and probes that produces a sound when a electrical current is found in the water with an electric fish and in the water with a common fish then we will find that the electric fish will cause the amplifier to sound because the electric fish conducts electricity.

Why does the fish make the amplifier sound? Is it electric?

Discoveries

An electric charge flows through a closed circuit.

Electrons have the tendency to move from one point to another.

Electric fish are transferring energy from themselves to the amplifier.

Electric Potato Study

If we take a potato with a nail and a penny, attach it to a sound amplifier and compare it to the sounds amplified by the electric fish, then we will find that the potato will amplify the same sounds as the electric fish because the phosphoric acid in the potato reacts with the penny and nail.

DiscoveriesUse of Socratic questioning to help the

students become critical thinkers.

Teacher becomes the facilitator.

Extended learning outside the classroom.

Storyboard lesson plans assist the teacher.

Rigor and Relevance-connecting critical thinking to student learning

Knowledge (Rigor)

MarzanoKnowledgeUtilization

Analysis

Comprehension

Knowledge

Retrieval

BloomEvaluation 6 Synthesis 5

Analysis 4

Application 3

Understanding 2

Awareness 1

C DAssimilation Adaptation

A B Acquisition ApplicationKnowledge Apply in Apply Apply to real Apply to real- discipline across world predi- world unpredi- disciplines ctable c table situations situations Application (Relevance)

Student Data Q6: How much do you like using the RIP to learn about science? Elementary Teacher #12 Class Data:

Beginning Year End of Year

Students and the RIP

K

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core

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0

3

6

9

12

15

18

21

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Assessment Period

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0

3

6

9

12

15

18

21

Pre- Implement.

Post-Implement.

End-of-Year

Assessment Period

**

*

K

now

led

ge S

core

M

ean (

± S

EM

)

** *

Behaviorally Challenged Class: Student performance on assessment items was influenced by RIP inquiry-based instruction [one-way repeated measures ANOVA: F(2, 32) = 89.68, p<0.001].

Non-Behaviorally Challenged Class: Student performance on assessment items was influenced by RIP inquiry-based instruction [one-way repeated measures ANOVA: F(2, 24) = 23.03, p<0.001].

Demonstrated Knowledge/Understanding of Standards-Based Scientific Process

Reflections

The RIP has rejuvenated my professional learning that ignites my passion to teach and energizes me with new ideas and strategies.

The behavior of my students changed causing them to pause, think, question and reflect as part of learning.

Gained an improvement of teaching in learning through experimentation, reflection and sharing best practices.

Reflections

Gained an analytical approach to evaluate innovative practices like RIP.

Increased use of technology.

Integrating science in all content areas.

Love to RIP through the content areas.

RIP~ing in RIP~ing in Language ArtsLanguage Arts

Developed by Developed by Wendy GonzalvesWendy Gonzalves

Lunalio Elementary Lunalio Elementary School ~ Grade 3 School ~ Grade 3 Honolulu, HIHonolulu, HI

Learning GoalsLearning GoalsThe students will…The students will…

use the character web graphic use the character web graphic organizer to gather information organizer to gather information about a character. about a character.

use the information from the use the information from the character web graphic organizer to character web graphic organizer to successfully draw conclusions successfully draw conclusions about the character. about the character.

Learning Goals Learning Goals (cont.)(cont.)

effectively draw conclusions about a effectively draw conclusions about a character in a story one can use the character in a story one can use the character web graphic organizer. character web graphic organizer.

pose a question and develop a pose a question and develop a hypothesis based on observations. hypothesis based on observations.

accurately collect and analyze data accurately collect and analyze data to answer a question. to answer a question.

Key ConceptsKey Concepts Various strategies exist to draw Various strategies exist to draw

conclusions about characters. conclusions about characters.

Graphic organizers (i.e. character web) Graphic organizers (i.e. character web) can be used to organize ideas and can be used to organize ideas and thoughts in order to help draw thoughts in order to help draw conclusions about characters versus just conclusions about characters versus just arbitrarily looking through the story. arbitrarily looking through the story.

The RIP can be used as a critical The RIP can be used as a critical thinking model to learn other content thinking model to learn other content areas in an engaging and student areas in an engaging and student centered format.centered format.

Character WebCharacter Web

Stuart Little

OBSERVATIONSOBSERVATIONS1.1. Students wrote objective observations about Students wrote objective observations about the character the character Stuart LittleStuart Little using the text and using the text and

focusing on describing Stuart and the things focusing on describing Stuart and the things that Stuart has done in the story.that Stuart has done in the story.

2.2. Students described the character Stuart based Students described the character Stuart based on what they read in the story. on what they read in the story. (The responses (The responses were very few and limited to mostly retellings were very few and limited to mostly retellings of what Stuart did in the story or descriptions of of what Stuart did in the story or descriptions of Stuart’s physical appearance.)Stuart’s physical appearance.)

RESEARCH QUESTIONRESEARCH QUESTION

““Can I find out more about who Can I find out more about who the character is by using a the character is by using a character web than I could by character web than I could by

looking back in the story?”looking back in the story?”

BACKGROUND INFORMATIONBACKGROUND INFORMATION Different ways to obtain character informationDifferent ways to obtain character information

The character web as a tool to organize ideas and attributes The character web as a tool to organize ideas and attributes about a characterabout a character

Revisiting the text to obtain information (“Looking Back Revisiting the text to obtain information (“Looking Back Strategy”)Strategy”)

Personal Response:Personal Response: Asks the reader to connect and compare Asks the reader to connect and compare his/her own opinions or experiences to the situation and/or his/her own opinions or experiences to the situation and/or character’s experience in the text.character’s experience in the text.

Interpretive Response:Interpretive Response: asks the reader to move from what the asks the reader to move from what the text says to what it means by going back to parts of the text and text says to what it means by going back to parts of the text and using his/her personal experiences, prior knowledge , and new using his/her personal experiences, prior knowledge , and new information to make meaning. information to make meaning. The reader must give evidence from the text to support The reader must give evidence from the text to support

his/her information. his/her information. Drawing conclusions entails going beyond using evidence Drawing conclusions entails going beyond using evidence

from the text.from the text.

BACKGROUND INFORMATIONBACKGROUND INFORMATION(cont.)(cont.)

Accurately identifying main ideas, Accurately identifying main ideas, problems and solutions encountered problems and solutions encountered by characters in the story are key to by characters in the story are key to comprehension of text. comprehension of text.

Understanding of essential Understanding of essential vocabulary supports comprehension vocabulary supports comprehension of text.of text.

Language Arts Language Arts Standards AddressedStandards Addressed

ReadingReading ~ READING COMPREHENSION: Use reading ~ READING COMPREHENSION: Use reading strategies to construct meaning from a variety strategies to construct meaning from a variety

ofof textstexts

Identify the main idea or problem and solution in a Identify the main idea or problem and solution in a text.text.

ReadingReading ~ LITERARY RESPONSE AND ANALYSIS: ~ LITERARY RESPONSE AND ANALYSIS: Respond to literary texts from a range of Respond to literary texts from a range of

stances:stances: personal, interpretive, criticalpersonal, interpretive, critical

State and support a personal opinion about a text.State and support a personal opinion about a text.

Language Arts Language Arts Standards Addressed Standards Addressed (cont.)(cont.)

WritingWriting ~ CONVENTIONS AND SKILLS: Use the ~ CONVENTIONS AND SKILLS: Use the writing process and conventions of language and writing process and conventions of language and research to construct meaning and communicate research to construct meaning and communicate effectively for a variety of purposes and audiences effectively for a variety of purposes and audiences using a range of formsusing a range of forms Write in a variety of grade-appropriate formats for a variety of Write in a variety of grade-appropriate formats for a variety of

purposes and audiences, such as responses to literaturepurposes and audiences, such as responses to literature

Oral CommunicationOral Communication ~ CONVENTIONS AND SKILLS: ~ CONVENTIONS AND SKILLS: Apply knowledge of verbal and nonverbal Apply knowledge of verbal and nonverbal language to communicate effectively in various language to communicate effectively in various situations: interpersonal, group, and public: for a situations: interpersonal, group, and public: for a variety of purposesvariety of purposes Use oral language to obtain information, complete a task, and share Use oral language to obtain information, complete a task, and share

ideas and personal opinions with othersideas and personal opinions with others

HYPOTHESISHYPOTHESIS ““IfIf I make a character web about the character in a I make a character web about the character in a

story story thenthen I can draw conclusions about the character I can draw conclusions about the character that tells me more about who the character is that tells me more about who the character is becausebecause I learned that I can use a character web to I learned that I can use a character web to gather information about the character to use as gather information about the character to use as evidence.”evidence.”

“ “IfIf I make a character web about the character in a I make a character web about the character in a

story to organize my ideas and story to organize my ideas and I compare it to I compare it to looking back in the story for informationlooking back in the story for information thenthen the character web will give more information and the character web will give more information and evidence about who the character is evidence about who the character is becausebecause I I learned that I can use a character web to gather learned that I can use a character web to gather information about the character to use as evidence to information about the character to use as evidence to support an opinion.”support an opinion.”

METHODMETHOD~ ~ subjects, materials, proceduresubjects, materials, procedure ~ ~

The students worked on planning a study by The students worked on planning a study by

looking at who their subjects would be and looking at who their subjects would be and what what

materials they would need.materials they would need.

Since this was the first time the students Since this was the first time the students really really

worked on planning a study, I helped guide worked on planning a study, I helped guide

them in their procedures.them in their procedures.

METHODMETHOD (cont.)(cont.) ~ ~ subjects, materials, proceduressubjects, materials, procedures

~~

Materials:Materials: Class set of the novel Class set of the novel Stuart LittleStuart Little by E.B. by E.B.

White White Chart PaperChart Paper Character Web Graphic Organizer Character Web Graphic Organizer

WorksheetsWorksheets Folder PaperFolder Paper

METHODMETHOD (cont.)(cont.) ~ ~ subjects, materials, proceduressubjects, materials, procedures

~~Procedure:Procedure:

1.1. Students read the novel Stuart Little.

2.2. Students use the “Look Back” and the “Character Web” methods to study the character—Margalo.

3.3. The number of different items about the character were quantified and graphed for each method.

4.4. The data were then compared to see which whether either method yielded more information.

Students all used the “Looking Back” strategy Students all used the “Looking Back” strategy then all used the “Character Web” strategy with then all used the “Character Web” strategy with the same character - Margalo.the same character - Margalo.

Students found that some errors may have Students found that some errors may have occurred since they were doing the same occurred since they were doing the same character twice, but using different strategies. character twice, but using different strategies. They said that they already found information They said that they already found information using the first strategy and that it made it easier using the first strategy and that it made it easier to just find the same information using the to just find the same information using the second strategy.second strategy.

√ Students were bored having to do the Students were bored having to do the same character using 2 strategies.same character using 2 strategies.

Initial Study ProcedureInitial Study Procedure

Procedure: Re-designing the Procedure: Re-designing the StudyStudy

The class went back and revised their The class went back and revised their procedures in order to remedy some of the procedures in order to remedy some of the previous errors.previous errors.

Students were randomly selected to each Students were randomly selected to each of the two strategies for collecting and of the two strategies for collecting and gathering information.gathering information.

This time the students wanted to look at This time the students wanted to look at the character Snowbell.the character Snowbell.

RESULTSRESULTS The students compiled their data as The students compiled their data as

groups to create a class tally table of the groups to create a class tally table of the number conclusions drawn using each number conclusions drawn using each strategy.strategy.

Students were then guided to find the Students were then guided to find the mean for each group’s data.mean for each group’s data.

Students then graphed their data.Students then graphed their data.

Discussion & ConclusionDiscussion & Conclusion During a 90 minute class session, the students During a 90 minute class session, the students

collected their data and did their best to draw collected their data and did their best to draw conclusions about Snowbell based on the information conclusions about Snowbell based on the information gathered using their respective strategies. gathered using their respective strategies. This reinforced the students’ skills in stating and This reinforced the students’ skills in stating and

supporting a personal opinion about a text through supporting a personal opinion about a text through drawing conclusions and using evidence to support drawing conclusions and using evidence to support the conclusions.the conclusions.

Each student gave their conclusions and the class Each student gave their conclusions and the class needed to agree whether or not it was a conclusion needed to agree whether or not it was a conclusion supported by evidence.supported by evidence.

The class discussed the results of their inquiryThe class discussed the results of their inquiry based on their data and whether they retainedbased on their data and whether they retained or rejected their hypothesis.or rejected their hypothesis.

NEXT STEPNEXT STEPRIP~ing with Simple MachinesRIP~ing with Simple Machines

““How could Stuart Little simplify his life?”How could Stuart Little simplify his life?”

For example…For example…

““How can Stuart Little get his mail How can Stuart Little get his mail

package down the stairs?”package down the stairs?”

Additional Website Additional Website InformationInformation

Research Investigation Process (RIPResearch Investigation Process (RIP®®))

ScientificInquiry.comScientificInquiry.com

RIPRIP®®~ing@Science In Kaimuki Project~ing@Science In Kaimuki Project

http://kaimukirip.k1http://kaimukirip.k122.hi.us.hi.us

Related NSTA RIPRelated NSTA RIP® ®

PresentationsPresentations RIP~ing@Science in a K–12 Complex—Where Scientific Inquiry Is Used as a RIP~ing@Science in a K–12 Complex—Where Scientific Inquiry Is Used as a

Critical-thinking Tool for Learners, Critical-thinking Tool for Learners, Boston Convention & Exhibition Center, Room Boston Convention & Exhibition Center, Room 253B253B, Thursday, March 27 3:30–4:30 PM., Thursday, March 27 3:30–4:30 PM.

NSTA’s Exemplary Science Program (ESP) Symposium III: ESP Focusing on NSTA’s Exemplary Science Program (ESP) Symposium III: ESP Focusing on Grades 9–12, Grades 9–12, Boston Convention & Exhibition Center, Room 261Boston Convention & Exhibition Center, Room 261, Friday, March 28 , Friday, March 28 2:30–3:30 PM.2:30–3:30 PM.

With RIP-ing Speed, Students Test the Physics of Law Enforcement With RIP-ing Speed, Students Test the Physics of Law Enforcement Through Scientific Inquiry, Through Scientific Inquiry, Renaissance Boston Waterfront Hotel, Pacific HRenaissance Boston Waterfront Hotel, Pacific H, , Friday, March 28, 3:30–4:30 PM. Friday, March 28, 3:30–4:30 PM.

Effective Inquiry-based Professional Development Leads to Successful Effective Inquiry-based Professional Development Leads to Successful Inquiry-based Student Learning, Inquiry-based Student Learning, Seaport World Trade Center, North End ISeaport World Trade Center, North End I, , Saturday, March 29, 9:30–10:30 AM. Saturday, March 29, 9:30–10:30 AM.

Investigating Termite Nature to Control Destructive Behaviors, Investigating Termite Nature to Control Destructive Behaviors, Seaport Seaport World Trade Center, Back Bay I/IIWorld Trade Center, Back Bay I/II, Saturday, March 29, 2:00–3:00 PM., Saturday, March 29, 2:00–3:00 PM.

Turn Up the Noise; Bring on the Sound: Science Building on Science, Turn Up the Noise; Bring on the Sound: Science Building on Science, Boston Boston

Convention & Exhibition Center, Room 213Convention & Exhibition Center, Room 213, Saturday, March 29, 3:30–4:30 PM., Saturday, March 29, 3:30–4:30 PM.