inquiry-based teaching: an instructional guide for middle school

Inquiry-Based Teaching: An Instructional Guide

for Middle School Science Educators

Renee M. Lust

Sierra Nevada College

Summer 2015

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We recommend that the Professional Project by Renee M. Lust prepared under our supervision be accepted in partial

fulfillment of the requirements for the degree of

MASTER of ARTS in TEACHING

Beth Taliferro, M.A., Project Director

Committee Member

Committee Member

Summer 2015

Inquiry-Based Teaching: An Instructional Guide for Middle School Science Educators

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Table of Contents

INTRODUCTION

Title Page Page 1

Signature Page Page 2

Table of Contents

Abstract Page 5

Rationale Page 6

Note to Teachers/Background Information Page 8

METHODOLOGY

Inquiry Implementation Method Page 10

STANDARDS

Professional and Content Standards Page 18

Standards Matrix Page 20

LESSON PLANS

Life Science Page 22

Earth Science Page 34

Space Science Page 50

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Physical Science Page 66

Assessment Rubric Page 79

INQUIRY DEVELOPMENT STRATEGIES

Protocols Page 82

Design challenge Page 84

Product testing Page 86

Black boxes Page 87

Intrinsic data space Page 88

Discrepant event Page 90

Taxonomy Page 92

Modeling Page 93

RESOURCES

Resource Worksheets Page 94

Internet Resources Page 117

References Page 122

ANNOTATIONS

Annotated Bibliography Page 124

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Abstract

Lust, R. (2015). Inquiry-Based Teaching: An Instructional Guide for Middle School Science

Educators (Unpublished master’s professional project). Sierra Nevada College,

Incline Village, Nevada.

In recent years, student interest and enrollments in science at the high school and

collegiate levels have notably declined in the United States. This has resulted in a critical

education policy shift—from traditional science teaching to student-centered inquiry

methods (Areepattamannil, 2012). Traditional methods are often disconnected from

students’ reality, experiences, and current research in the scientific community. Inquiry

provides educators authentic assessment opportunities in which students apply scientific

concepts to new situations (Yager & Akcay, 2010). The purpose of this instructional guide

is to enable teachers to integrate inquiry instruction into existing curricula at a suitable

pace for their students. This guide presents a research-based inquiry implementation

method and sample lesson plans in four middle school science domains. Additionally, it

includes inquiry strategies to equip science teachers to develop their own lessons and

activities. A list of current resources, references, and an Annotated Bibliography conclude

the instructional guide.

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Rationale

In recent years, student interest and enrollments in science at the high school and

collegiate levels have notably declined in the United States and other Organisation for

Economic Co-operation and Development (OECD) countries (Areepattamannil, 2012).

This decline has resulted in a critical education policy shift—from traditional science

teaching to student-centered inquiry methods. Education researchers have established

that science teachers can view inquiry implementation as intimidating, impractical, and

inherently difficult (Eick, Meadows, & Balkcom, 2005; Jensen & Kindem, 2011; Meyer et al,

2012). One reason some teachers hold this view is that traditional science teaching is an

educator-centered, prescribed method while inquiry is a student-directed process that

requires the science teacher to manage a collaborative learning environment rather than

being the sole bearer of knowledge in the classroom.

According to the National Research Council, inquiry requires “identification of

assumptions, use of critical and logical thinking, and consideration of alternative

explanations” (as cited in Areepattamannil, 2012, p. 135). In my experience as a middle

school science teacher, I have facilitated a variety of traditional lessons with methodical,

generic activities and experiments. Students participating in these activities generally gain

little from the experience and can become bored by the lack of choice and missing

element of discovery.

To complete a traditional science activity or experiment, students must simply be

able to follow instructions. They are not always required to think critically or logically,

and are rarely free to adjust the procedure based on curiosity or their unique ideas.

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Teachers are not generally imbued with excitement at potential outcomes because they

know what will happen, and exactly what steps students will take to arrive at the known

conclusion. In addition to the disengagement that teachers and students alike sense,

traditional activities are often disconnected from students’ realities, experiences, and

current issues being researched by the scientific community (Yager & Akcay, 2010).

Inquiry lessons are cognitively demanding for students from beginning to end. In

my professional experience, inquiry activities allow students more creative freedom and

opportunities for meaningful, collaborative scientific discourse, reading, writing, and

revision. Inquiry methods, as opposed to traditional science teaching, provide teachers

authentic assessment opportunities in which students apply scientific concepts to new

situations (Yager & Akcay, 2010). “If students are taught science in the context of inquiry,

they will know what they know, how they know it, and why they believe it” (as cited in

Ruiz-Primo & Furtak, 2006, p. 206).

This instructional guide presents a research-based inquiry implementation method,

sample lesson plans in four middle schools science domains. In addition to an

implementation method, research-based inquiry strategies are described to enable science

teachers to develop their own inquiry lessons and activities. Due to the varied science

curricula taught in middle schools, this guide is adaptable and applicable across a wide

range of student populations and subject matter addressed in grades six through eight.

The ultimate goal of this guide is to equip teachers to integrate inquiry instruction into

existing curricula at a suitable pace and depth for their students, content, and individual

teaching style.

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Note to Teachers/Background Information

Most people who have participated in formal education for any length of time

have experienced the monotony of a science lecture followed by a systematic, yet

confusing laboratory experiment intended to reinforce the lecture content. After my first

year of teaching, I reflected on the laboratory activities I had planned and attempted to

teach. Sadly, I realized that I had conformed to the traditional science teaching

methodology that allowed very little room for student-directed learning, or scientific

discourse.

The strategies that made me feel robotic and disillusioned as a student were the

very same ones I was using on my students. The worst part was realizing that I did not

know any other way to run an experiment, so I felt helpless to transfer my desire for

more interactive learning in my classroom into actual practice.

Throughout the process of creating this professional project, I researched a variety

of science teaching methodologies focused on laboratory activities. Many were half-

measures that I did not envision being much different from the step-by-step process used

by so many teachers. Then, I came across the idea of inquiry learning—aptly named in a

student-focused format. Further research revealed empirical evidence to support the

inquiry methodology, but differing ideas on how to put research into practice to reach

the desired outcome: student-driven inquiry.

In creating this instructional guide, I drew upon my experience in what I call

accidental inquiry implementation—those lessons and activities that engaged almost

every student, produced the desired learning outcomes, and required the students to put

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forth much more effort. I supplemented these accidental teaching experiences with a

variety of researched-based strategies for inquiry implementation. Ultimately, I generated

a user-friendly inquiry implementation method that is both practical and applicable

across a wide array of student demographics as well as teaching and learning styles.

The purpose of inquiry is to guide students through a process that their

curiosities direct, scaffolding as needed, but not to provide them with answers or

information necessary to complete a prescribed task. In traditional teaching methodology,

the teacher is the sole possessor of information in the classroom, but inquiry requires

that students learn to question and seek answers on their own—using collaborative

learning and resources that do not require teacher explanations and interventions.

In order for inquiry to be effective, students must wrestle with difficult concepts

and new ideas like puzzle pieces that do not seem to fit together. The struggle that

students undergo with their peers to complete a challenging activity is the meaningful

learning that is produced with the inquiry model. The teacher’s role is to facilitate

student discovery, only intervening to avert issues such as non-content-related discussion,

off-task behavior, and frustrated students who need encouragement or direction. With

this in mind, teachers, please be cautious when answering questions that students pose.

The shift from a traditional science teaching mindset to student-driven inquiry can

be challenging for teachers and students alike. Commit to starting the process. The

teacher can allow his or her unique circumstances to guide how quickly inquiry is

implemented. Ultimately, students will be able to learn more independently, and the

teacher will feel less pressure to perform.

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Inquiry Implementation Method

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The INQUIRE process is purposefully broad and non-specific to allow for

incremental, student-specific implementation. When integrating inquiry teaching into

current curriculum, a useful approach is to choose one single step to adapt from the

standard lesson. Recreate the traditional step into a meaningful inquiry process and then

allow students to complete the remainder of the activity in a traditional manner. Use a

second inquiry-based step in addition to maintaining the first inquiry step for the next

activity.

Teachers can incrementally introduce inquiry with any of the seven INQUIRE

steps, in any order. The purpose is to smoothly transition planning, instruction, and

student learning from a traditional methodology to inquiry. The students, content,

curriculum, and teaching style should greatly influence the manner and method with

which the teacher introduces and implements inquiry in their classrooms.

I ntroduction

N otice

Q uestion and Hypothesize

U nique Procedure Development

I nvestigate

R ender Data

E xplain Results and Evaluate Inquiry

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Introduction: teacher briefly presents the task, problem, or concept to be explored.

During this step, the teacher provides students with the rubric that will be used

to assess student learning, and leads a classroom discussion regarding the

activity—timeline for completion, expectations of behavior and standard of work,

whether students will work individually or in groups, and all assignments or

products that will be submitted. Because the introduction is a teacher-centered

transfer of vital information, it should be as brief as possible.

Notice: students are prompted to make, record, and discuss observations.

*This step is critical in generating student inquiry and engagement in the lesson.

Activities should be short, promote curiosity, and draw on prior knowledge.

What types of shared experiences or phenomena can be used for observations?

Environments specific to the topic being covered

Life science example: the playground ecosystem

Teacher demonstrations, videos of demonstrations, or student-performed

exploratory activity

Physical science example: using iron filings to reveal the magnetic field

lines of different types of magnets

Real-world scientific data

Earth science example: real time data from earthquake.usgs.gov

Scientific literature

Space Science example: NASA.gov article “Journey to Mars Overview”

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Question and Hypothesize: students work to develop a testable question.

Students can work in groups or individually, but discussion is integral for

students to generate, critique, and refine their ideas, questions, and hypotheses.

The teacher monitors question development using a guided or open inquiry

approach to ensure that questions are testable and tethered to content/standard.

- Testable questions: have something to measure, something to compare, and

generally begin with what or how.

- Guided inquiry: teacher facilitates as students develop questions in a whole

group or small group setting. Question variety is minimal. If using this approach,

integrate student choice by allowing the class to vote on the question that will

be used in the investigation.

- Open inquiry: students generate questions with little teacher support.

Questions vary between individuals or groups.

Scaffold: provide question stems: “I wonder…”, “How will…”, “What would

happen if…”, “How can we use…”, “What might happen if we change…”

Once a final, testable question is approved by the teacher, students work to

develop multiple hypotheses using a variety of ideas from peers within the class

or cooperative learning group. Time for discussion should be given.

Students may need to collect peer background information on the topic from

prior experiences and knowledge before developing and refining a single

hypothesis.

The one final hypothesis can be individual, small group, or whole group.

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Unique Procedure Development: students create a plan or procedure to

implement.

*This step is best carried out in small groups to allow for discussion and feedback.

Scaffold: this step can be completed by the teacher or whole group.

Depending on the class, the teacher could introduce this step with a short

discussion of independent and dependent variables in science experiments.

The teacher articulates time and material restrictions at the outset.

Students must know the materials available for use and any quantity limits

that the teacher sets. Depending on the activity, groups might all receive

the same materials, choose their own, or not need any materials at all.

Groups create a first draft, and after receiving feedback from the teacher or

peers, refine their plan in a final draft that is approved by the group.

Students acknowledge dependent and independent variables and discuss

what steps to design so their procedure will lead to a valid conclusion.

The final plan must include step-by-step procedures, materials, and data

collection methods—using charts or tables is encouraged.

Investigate: students carry out the experiment and collect data.

Scaffold: This step can be completed by the teacher if the class worked

together to create one procedure and resources limit the ability of students

to carry out the experiment, or the focus of the lesson is on another step.

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Students follow their procedure exactly as written, even if they discover issues

with it. This is a critical aspect of scientific inquiry. When students are able to

uncover mistakes on their own, it enhances their metacognitive abilities.

If students are working in groups, each member records the data on a worksheet

or in a lab/science notebook. Each member takes an active role in carrying out

the steps of the procedure to complete the experiment.

Render Data: students analyze and organize data, then use it to form conclusions.

Students choose the best way to present data using charts, tables, or graphs.

Scaffold: groups share out observations and the teacher leads a class

discussion of results, working to develop visual representations that the

group or whole class can use to write a conclusion and present results.

Students draw conclusions based on evidence from the experiment and describe

what happened and why—making real-world connections based on prior

knowledge and experiences.

Each student completes this step individually, even if the previous steps were

scaffolded by the teacher in a whole class setting. This allows the teacher to

assess individual student knowledge and inquiry skills, as well as the integrated

math and writing inherent in the process of creating a conclusion.

Explain Results and Evaluate Inquiry: Students communicate their results like

actual scientists and then reflect on the activity and inquiry process.

When students are given the opportunity to explain their results using evidence and

data collected during their experiments, they are engaging in meaningful scientific

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discourse. If exposed to a variety of questions, hypotheses, procedures, and results

produced by their peers, students are able to enhance their scientific knowledge and

inquiry skills more than by completing a systematic laboratory activity.

Presentations can be peer-to-peer, group-to-group, individual to group,

individual to class, or group to class.

Presentation formats can vary widely, and depend on the structure of the class,

students involved, and level of inquiry and differentiation in the activity, as well

as available time and resources.

Oral presentations are the most beneficial if time allows. Visual aids can

include posters or poster boards, PowerPoint, Prezi.com, pictures, or other

mediums.

If time does not allow all students to explain their results to the class,

the teacher can create a rotating schedule in which all groups or

students present to peers, but only a few present to the class at the

conclusion of each inquiry activity. This may be a desirable option if

students would benefit more from an in-depth discussion of one

experiment rather than an overview of all experiments and results.

Written assignments or lab reports are an option, but can lack the

authenticity of scientific discourse. If lab reports are assigned, provide

opportunities for students to receive peer-review and feedback in addition

to teacher feedback and assessment. The peer interaction is beneficial for

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both the reviewer and reviewee and provides more growth opportunities

than simply receiving a graded assignment after the activity is over.

Student-made videos, if time and resources allow, are an excellent way to

incorporate technology and student choice into the explanation of results.

Evaluation of Inquiry and Reflection: Students self-evaluate and reflect.

After the explanation of results, students need to be given focused time for self-

evaluation and reflection. This task is not graded, but rather, encourages the

students to think about their learning process and reflect on ways to improve.

If time allows, students can write a self-reflection, then share it in a one-on-

one or small group setting to extend the metacognitive process.

Every step of the INQUIRE process, other than the introduction, is intended to be

student-centered. Inquiry activities may require much more time than their traditional

versions, but in return, students experience a richer, deeper, and more meaningful

learning experience. As students increasingly participate in student-directed lessons, they

will become more confident and be willing to take responsibility for their learning and

learning outcomes.

The more students are exposed to inquiry, the smoother the process will become

for both them and the teacher, but expect to scaffold a substantial amount in the

beginning. The Inquiry Activity Summary Worksheet is a useful tool for students to

complete for each inquiry laboratory activity. It provides both them and the teacher a

summary of the critical aspects of the INQUIRE method and is a helpful resource for

students as they complete activities.

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Professional and Content Standards

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Professional Standards

National Science Teacher Association (NSTA)

Professional Principle 1: The importance of promoting the growth of all students The NTSA recommends that science educators: show respect for each individual; recognize the abilities and strengths of students; model and emphasize the skills, attitudes, and values of scientific inquiry; help students reflect and use inquiry skills to become problem solvers; respect diverse ideas, skills, and experiences; and facilitate scientific discourse among students.

Interstate Teacher Assessment Support Consortium (InTASC) Standards

Standard 3: Learning Environments The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation.

Content Standards: Next Generation Science Standards (NGSS)

MS-ETS1-1. (Engineering Design)

Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.

MS-LS1-3. (Life Science)

Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

MS-LS2-5. (Life Science)

Evaluate competing design solutions for maintaining biodiversity and ecosystem services.

MS-ESS1-1. (Earth Systems Science)

Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons.

MS-PS1-5. (Physical Science)

Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved.

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Standards Matrix

CONTENT STANDARD

MS-P

S1-5

MS-E

SS1-1

MS-LS2-5

M

S-LS1-3

MS-E

TS1-1

LESSON

Life Science: Lung Modeling

X X Earth Science: Water Purification Device, Product Testing

X X Space Science: Lunar Phase Modeling

X X Physical Science: Chemical Reaction Taxonomy

X X

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Lesson Plans

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Life Science: Lung Modeling

Background:

Prior to introducing this activity, students need to understand the structure and

function of the human respiratory system. It is helpful for students to have notes or a

diagram of the respiratory system from the previous lesson to refer to throughout the

modeling activity. An anatomy and physiology note-taker is provided with the handouts

for this lesson (p. 29).

I ntroduction

N otice



I nvestigate

R ender Data


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Respiratory System: Lung Modeling (Lesson Overview) Grade Level:

6-8

Subject:

Life Science

Time:

Two 60-minute class periods

Essential Question: Why is the structure, function and interconnectivity of body systems essential for living organisms?

Education Standards Addressed: MS-LS1-3. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. [Clarification Statement: Emphasis is on the conceptual understanding that cells form tissues and tissues form organs specialized for particular body functions. Examples could include the interaction of subsystems within a system and the normal functioning of those systems.]

Learning Objectives: I can identify how the respiratory system works by developing a functioning model. I can show my knowledge of the respiratory system by drawing and labeling a diagram of my completed lung model.

Materials: - Notes and handouts - plastic bottles - plastic bags -balloons - modeling clay - 3-way Y valves - rubber bands - surgical tubing

Vocabulary: Structure, function, respiratory system, lungs, trachea, mouth, nose, diaphragm, inhale, exhale

Building Background: The teacher will build background for students by connecting current content to students’ real-world experiences such as breathing at rest versus breathing while exercising.

Assessments/ Checks for Understanding: Day 1 Day 2

☒ ☒ Discussion/Partner Talk

☐ ☒ Model building

☐ ☒ Diagramming

☒ ☒ Probing Questions

☐ ☒ Reflection

☐ ☒ Summary assignment

Anticipated Challenges: Students lacking the ability or confidence to think independently through model building without specific instructions Solutions: Teacher guidance and scaffolding, notes/diagram as a resource, partner assistance

Lesson Summary: Day 1 Objective – students will write objective in agenda or planner

I ntroduction – teacher presents activity information, students take notes

N otice – video and written observations, partner share, and class discussion

Q uestion and Hypothesize – students develop questions and hypotheses

U nique Procedure Development – small groups create a unique procedure given their allotted list of materials- referring to their Inquiry Activity Summary Worksheet

Closing/Review Progress – teacher ensures everyone has a procedure written

Lesson Summary: Day 2

Objective – students will write objective in agenda or planner

Lab Instructions – teacher reviews expectations and material distribution

I nvestigate – in small groups, students create a functioning model of 1 lung

R ender Data – students diagram and label their model on a worksheet

E xplain Results – depending on time, groups can present their model to the class, or small groups can present to one other small group

Evaluate and Reflect – students complete the “Evaluation of Inquiry and Reflection” portion of the Inquiry Activity Summary Worksheet and turn in assignment

Homework: Day 1: Study/review the anatomy and physiology of the respiratory system in preparation for modeling. Day 2: Complete diagram and reflection.

Differentiation: Teacher modeled instructions for struggling students, prompting specific to student learning needs; strategic grouping Extension: Students can use available resources to build or diagram a model of the heart to demonstrate the interconnectedness of the respiratory and circulatory systems.

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Introduction

Notice

Teacher:

- Introduce the activity: building a

functioning model of one lung

- INQUIRE Timeline: INQU completed during

one 60-minute class period.

IRE completed during the second 60-

minute class period

- Pass out and explain grading rubric (p. 31)

Student:

- Take notes on the Inquire

Activity Summary Worksheet

(IASW), p. 30, under the

“Introduction” section

- Ask clarifying questions

Teacher:

- Show video: YouTube: The Midwest’s first breathing lung transplant

https://www.youtube.com/watch?v=CUUq7fLMruM&oref=https%3A%2F%2Fwww.youtube.com%2Fwatc

h%3Fv%3DCUUq7fLMruM&has_verified=1

Allow silent, individual thinking time for students to write two observations in the

“Notice” section of the IASW (p. 30).

Students then share their observations with a partner or small group.

Guide large group discussion focusing students’ attention on how the lungs were

inflating and whether or not that applies to a normal person’s breathing.

Scaffold: for students who struggled to write observations the first time,

encourage them to complete that section using ideas they have heard from peers.

- Optional: replay video and encourage students to look for specific observations that

their classmates made when the video was first shown.

Student:

- Write two observations in the “Notice” section of the IASW (p. 30)

- Share observations with a partner or small group, editing as needed

- Participate in classroom discussion about observations

https://www.youtube.com/watch?v=CUUq7fLMruM&oref=https%3A%2F%2Fwww.youtube.com%2Fwatch%3Fv%3DCUUq7fLMruM&has_verified=1


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Question and Hypothesize

Teacher:

- Guide students through the questioning process.

Depending on how self-directed students are, either complete this as a whole class,

or allow students to work with their lab partner or a small group with no more

than four students.

- Refer to the video and scaffold questioning by asking students how the lungs in the

video inflated (answer: air was forced into them), and how our bodies work differently

than lungs on a respirator machine (nothing is forcing air into us).

- Ultimately, all students should arrive at some form of the question:

What causes us to breathe in and out?

This will be answered by the students as they create a functioning lung model.

Answer: the diaphragm moving up and down, creating pressure differences

- Have students hypothesize in their groups, allowing a short time for discussion, then

instruct students to write down both the question and their final hypothesis on the

IASW (p. 30). Student may have a hypothesis that differs from their group or

partner.

Student:

- Actively discuss possible questions that could

be answered by building a functioning lung

model

- Put forth at least one hypothesis to answer the

question and support the hypothesis with

logical, scientific reasoning.

- Write down the final question and hypothesis

on the IASW (p. 30)

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Unique Procedure Development

Investigate and Render Data

Teacher:

Materials List: Display the list of materials that each lab group will be using to

create a model: 1 plastic bottle, 1 plastic bag, 2 balloons, one 8-inch piece of

surgical tubing, 3 rubber bands, one 3-way valve, a 1 inch ball of modeling clay,

and the use of 1 pair of scissors.

- Instruct students to create a procedure with enumerated steps, a material list, and a

data collection method (trial numbers and results suggested).

Student:

- Work with lab group to develop a procedure

- Write down the materials and procedure steps on the Unique

Procedure Development/Investigate worksheet (p. 32)

- Discuss and decide on a data collection method

-

Teacher:

- Review expectations

Students will follow the exact procedure that they created yesterday. If they

need to change it, students must ask the teacher first, and record it on their

Unique Procedure Development/Investigate worksheet (p. 32) under “Data

Collection”

Material distribution

- Distribute materials

* The students only need the top half of the 2-liter bottle (or if using a smaller

bottle, just the bottom should be removed). If possible, cut these ahead of time to

prevent time loss during model building.

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Teacher, continued:

* Surgical/plastic tubing and the 3-way valve can be found at most hardware stores.

* To save materials, cut the plastic bags ahead of time into circles two to three

inches wider than the diameter of the cut 2-liter bottle.

- Scaffold groups as needed—see picture below

- Formative Assessment

Monitor the groups to ensure that students are completing their models and

recording their data (trials and results)

When they finish, prompt students to diagram and label their model on the

Render Data: Lung Model worksheet (p. 33)

modeling clay

plastic bag

rubber

bands (if

needed)

Chest Cavity

Student:

- Work with lab group to follow procedure as written and create model

- Record data: for each trial and result

- After model is built, ask teacher to evaluate whether or not it is an anatomically

correct, functioning model. Once approved, begin to diagram the model on the

Render Data: Lung Model worksheet (p. 33) and answer the two questions under

the “Explain Results” section.

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Explain Results and Evaluate Inquiry

The summative assessments in this activity are the IASW, Unique Procedure

Development/Investigate, and Render Data: Lung Model worksheets, as well as a scored

rubric. Each assignment is worth ten points for a total of 40 for the entire activity, but

the teacher can adjust the point scale to meet his or her needs.

Teacher:

- Depending on time and students’ abilities, they may orally present their model and

results to another group, or the class. If time will not allow, the teacher can use the

rubric (p. 31) to score each group’s model individually as they finish.

- Summative assessments include the scored rubric (p. 31), and the IASW (p. 30) that

students will turn in at the end of the class or the following class if they need to

finish their results and reflection for homework.

- Closing: manage the time and ensure that materials are put away. For the last few

minutes of class, students can be completing the “Evaluation of Inquiry and

Reflection” section of the IASW (p. 30).

If students finish before the end of class, the teacher can instruct students to turn

in the IASW and then lead a reflective class discussion. Students who do not

finish before the end of class can complete their worksheets for homework.

Student:

- Finish questions regarding results on both worksheets.

- Explain Results and demonstrate model according to teacher instructions, making

sure that the assessment rubric is completed by the teacher.

- Complete the “Evaluation of Inquiry and Reflection” section of the IASW (p. 30).

- Turn in IASW, Unique Procedure Development/Investigate worksheet (p. 32), Render

Data: Lung Model worksheet (p. 33), and scored rubric (p. 31).

Notes: The Respiratory System

Name: Date: ______________ Class/Period: __________________

Structure (anatomy):

Function (physiology):

The function of the ____________________________________ system is to

___________________________________, or breathe in, ____________________________________

and to ____________________________________ , or breathe out,

____________________________________ ____________________________________.

Anatomy

Word Bank:

- trachea

- mouth

- diaphragm

- nose

- lung

- chest cavity

Other Notes:

Physiology

Word Bank:

- inhale

- carbon dioxide

- respiratory

- exhale

- oxygen

INQUIRE Activity Summary Worksheet (IASW)

Name: _________________________________ Date: ______________ Class/Period: _______ Group: __________________________

I ntroduction

- What is the topic?

- What is due and when?

N otice

- Observation 1:

- Observation 2:


- Final question:

- Final hypothesis:


- What did you contribute to the development of the procedure?

I nvestigate

- Did your experiment or procedure go as planned? Why or why not?

R ender Data

- How will you present your data and results?

E xplain Results

- What was your most significant result and why?

Evaluation of Inquiry and Reflection

What was the most important

step in this process? Why?

Name one thing that went well.

Name one that didn’t go well.

What will you do differently in

the next inquiry activity?

-

-

-

-

Rubric: Investigation, Render Data, and Explain Results

Student Name: ___________________________________ Date: ______________ Class/Period: _______ Points: ________

0-3 4-6 7-8 9-10 Student attempted to answer investigation question

-OR- Evidence to support answer has many inaccuracies or no evidence is given Explanation is difficult to follow or does not make sense

Answer to investigation question is not completely explained

-OR- Evidence to support answer is described but there are several inaccuracies or details are missing Explanation is not well reasoned

Answer to investigation question is explained Evidence to support answer is described but there are some inaccuracies or details are lacking Explanation is well reasoned but clarity could be improved

Answer to investigation question is clearly explained Evidence to support answer is described with accuracy and detail Explanation is well reasoned and clear

(Adapted from: Jensen & Kindem, 2011, p. 52)









(Adapted From: Jensen & Kindem, 2011, p. 52)

Unique Procedure Development/ Investigate

Name: ___________________________________ Date: ______________ Class/Period: _______ Group: ________________________

Materials: Procedure: (list each step in order) Data Collection:

Render Data: Lung model


Explain Results

1. Describe how your model represents a functioning respiratory system.

2. What part of the respiratory system is specifically responsible for starting inhalation (breathing in)

and exhalation (breathing out)? How does your model represent this process?

Human Respiratory System, labeled

Respiratory System Model Diagram, labeled

Word Bank: trachea, mouth, diaphragm, nose, lung, chest cavity

P a g e | 34

Earth Science: Water Purification Device, Product Testing

Building Background:

Prior to introducing the INQUIRE portion of this activity, students will complete a

background lesson, which includes a brief discussion with students about the importance

of water followed by a drinking water web quest. This will provide students with the

background information to enable them to compare the effectiveness of water

purification devices. The Drinking Water Web Quest worksheet (p. 42) is provided with

the handouts for this lesson.

I ntroduction

N otice



I nvestigate

R ender Data


P a g e | 35

Water Purification Device, Product Testing (Lesson Overview) Grade Level:

6-8

Subject:

Earth Science

Time:

Five 60-minute class periods

Essential Question: How does a system of living and non-living things operate to meet the needs of the organisms in an ecosystem?

Education Standards Addressed: MS-LS 2-5 Evaluate competing design solutions for maintaining biodiversity and ecosystem services. [Clarification Statement: Examples of ecosystem services could include water purification, nutrient recycling, and prevention of soil erosion. Examples of design solution constraints could include scientific, economic, and social considerations.]

Learning Objectives: I can compare and contrast different water filters by planning and conducting an experiment. I can form and defend a conclusion based on experimental data.

Materials: - IASW and activity handouts - Article and web quest - Computers/iPads/tablets - Water testing kits - Various water purification devices - Dirty water (ex: fish tank)

Vocabulary: (defined through web quest research on day 1)

contaminant, pathogen, purify, disinfect, byproduct

Building Background: The teacher will build background for students by drawing out their knowledge about how they use water and our society’s access to clean water. Then, they will grasp the reality of specific children in an impoverished community in Africa by reading an article.

Assessments/ Checks for Understanding: Day 1 Day 2 Day 3 Day 4 Day 5

☒ ☒ ☒ ☒ ☒ Discussion/Partner Talk

☒ ☒ ☒ ☒ ☒ Probing Questions

☒ ☐ ☒ ☐ ☒ Summative assignment

☐ ☐ ☐ ☒ ☐ Product Testing

☒ ☐ ☐ ☐ ☒ Reflection

☐ ☐ ☐ ☐ ☒ Summary assignment

Anticipated Challenges: Students lacking the ability or confidence to think independently through procedure development and product testing without specific instructions Solutions: Teacher guidance and scaffolding, strategic grouping, peer help


Opener – discussion: why is water important?

Building Background – drinking water web quest (created by Kathryn Fitzpatrick, teacher, Dilworth STEM Academy, adapted for use in this lesson)

Closing/turn-in – students turn in completed web quest



N otice – video and first written observation, then partner share

– article and second written observation, partner share, and class discussion

Closing/Review Plan – teacher reviews QUIRE timeline for the next 3 classes

Homework: Day 1: Complete web quest conclusion Day 2: None

P a g e | 36



U nique Procedure Development – small groups create a unique procedure to evaluate and compare the performance of various water filters

Closing/Review Progress – teacher ensures that everyone has a procedure written



Lab Instructions – teacher reviews expectations and material distribution

I nvestigate – students carry out their experiment and collect data

Closing/Review Progress – teacher reminds students that their experimental data must be written Lesson Summary: Day 5


R ender Data – students diagram and label their model on a worksheet

E xplain Results – depending on time, groups can present their model to the class, or small groups can present to one other small group Evaluate and Reflect – students complete the “Evaluation of Inquiry and Reflection” portion of the Inquiry Activity Summary Worksheet and turn in assignment

Closing/Review Process – students turn in IASW if completed and teacher leads a brief activity reflection class discussion

Homework: Day 3: Finish writing procedure steps and drawing data collection tables or charts on the IASW Day 4: None Day 5: Complete IASW evaluation of inquiry and reflection

Differentiation: Teacher modeled instructions for struggling students, prompting specific to student learning needs; strategic grouping, technological research aids available for use as needed Extension: Students can research and diagram their own water purification device design solution that is able to eliminate both water contaminants and pathogens. As a further challenge, the design solution can be made portable for third

world application.

P a g e | 37

Introduction

Notice

Teacher:

- Introduce the activity: product testing—

comparing water filters for effectiveness

- Timeline: The first class period was devoted to

student research on background information.

INQUIRE will be completed during the next four

60-minute class periods


Student:

- Take notes on the

Inquire Activity

Summary Worksheet

(IASW), p. 46, under the



Teacher:

- Show video: YouTube: Water, The World Water Crisis

https://www.youtube.com/watch?v=iRGZOCaD9sQ

Allow silent, individual thinking time for students to write the first observation in

the “Notice” section of the IASW (p. 46).

Students share their observations with a partner

- Read article: “Dirty Water Kills 5,000 Children a Day” (p. 44)

Allow silent, individual thinking time for students to write the second observation

in the “Notice” section of the IASW.

Students share their observations with a partner

- Guide large group discussion

Focus on the necessity of water for life and inequalities to fresh water access

- Scaffold: for students who struggled to write observations the first time, encourage

them to complete that section using ideas they have heard from peers.

Student:





P a g e | 38


Teacher:

- Guide students through the questioning process.

Depending on how self-directed students are, either complete this as a whole class,

or allow students to work with their lab partner or small group

- Refer to the web quest from lesson one and scaffold questioning by asking students:

Is the water people drink treated? Why?

Why do people use devices in their homes to filter water that has already been

treated?

- Ultimately, all students should arrive at some form of the question:

What water purification device works best to remove contaminants and why?

This will be answered by the students as they investigate

- Have students hypothesize in their groups, allowing a short time for discussion and

then instruct students to write down both the question and their final hypothesis on

the IASW (p. 46). Student may have a hypothesis that differs from their group or

partner.

Student:

- Actively discuss possible questions that could

be answered by product testing different

water filters

- Put forth at least one hypothesis to answer

the question and support the hypothesis

with logical, scientific reasoning.

- Write down the final question and

hypothesis on the IASW (p. 46)

P a g e | 39


Investigate

Teacher:

Materials List: Display the list of materials that each lab group will be using for

product testing: a variety of filtered water, water testing kits (Flynn Scientific)

- Instruct students to create a procedure with enumerated steps, a material list, and a

data collection method (suggest using charts or tables).

Procedure specifications: Students must

1. determine the products’ desired attributes

2. devise ways to consistently test those attributes

3. determine how to integrate the results to reach a conclusion

* Students must consistently compare items and quantify comparisons. Procedures

must be controlled, reproducible, and create measurable outcomes.

Student:



Procedure Development and Investigate worksheet (p. 48)

- Discuss and decide on a data collection method

Teacher:


Students will follow the exact procedure that they created yesterday. If they need

to change it, students must ask the teacher first, and record it on the Unique

Procedure Development and Investigate worksheet (p. 48) under “Data Collection”

- Material distribution: provide groups with a testing kit, contaminated water (for a

baseline test), and samples of the contaminated water after being purified by at

least three different water purification devices.

P a g e | 40

Render Data, Explain Results, Evaluate and Reflect

Teacher, continued:

- Formative Assessment

Monitor the groups to ensure that they are completing their product testing

according to their procedure and recording their data (trials and results)

When they finish, prompt them to ensure that all group members have recorded

the complete data set on the Unique Procedure Development and Investigate

worksheet (p. 48)

Student:

- Work with lab group to follow procedure as written and test water purifiers

- Record data: for each trial/test

- Complete “Investigate” and “Render Data” sections of the IASW (p. 46)

Teacher:

- Instruct students to organize the data they collected in their experiment into a

presentable format that displays the difference between the devices they tested.

Required: at least one descriptive chart or graph, and a written conclusion

- Provide students a presentation format (group to class is preferable)

- Evaluate each student or group with the rubric provided (p. 47)

- Ensure that students complete the “Explain Results” and “Evaluation of Inquiry

and Reflection” section of the IASW (p. 46), and turn it in along with the Unique

Procedure Development and Investigate (p. 48) and Render Data/Explain Results

worksheets (p. 49) as well as the graded rubric.

- Closing: If there is time left, the teacher can lead a reflective class discussion.

Students who do not finish before the end of class can complete their worksheets

for homework.

P a g e | 41

The summative assessments in this activity are the Drinking Water Web Quest,

IASW, Unique Procedure Development/Investigate, and Render Data/Explain Results

worksheets as well as a scored rubric. Each assignment is worth ten points for a total of

50 for the activity, but the teacher can adjust the point scale to meet his or her needs.

Student:

- Work with group to organize experimental data collected into a presentable format

that displays the difference between the devices they tested.

Required: at least one descriptive chart or graph, and a written conclusion

- Complete IASW (p. 46) and worksheets listed in the student section below

- Explain Results using rendered experimental data

- Turn in the Drinking Water Web Quest (p. 42), IASW (p. 46), Unique Procedure

Development and Investigate (p. 48) and Render Data/Explain Results worksheet (p.

49), as well as the graded rubric (p. 47).

Drinking Water Web Quest Created by Kathryn Fitzpatrick, teacher, Dilworth STEM Academy

Name: ___________________________________ Date: ______________ Class/Period: _______ Group: ________________________ Go to: http://water.epa.gov/drink/contaminants/

1. Click on “List of Contaminants and their maximum Contaminant levels.” The first table gives

you maximum contaminant levels (MCLs) this is how much of the contaminant is allowed to be in drinking water. What microorganisms are allowed to be in drinking water?

2. What is the source of these contaminants? (where do they come from)

3. Scroll down to “Inorganic Chemicals” to fill in the chart below.

Name of Chemical

Chemical information Health risks Sources

Antimony Atomic number: Atomic Mass: Protons: Neutrons: Electrons:

Decrease in blood sugar

Barium Protons: Neutrons: Electrons:

Leftover chemicals from metal factories

Sores in intestines

Fluoride (fluorine)

Protons: Neutrons: Electrons:

Atomic number: Atomic Mass: Protons: Neutrons: Electrons:

Kidney Damage Runoff from landfills and

http://water.epa.gov/drink/contaminants/

Drinking Water Web Quest, pg. 2

4. Scroll up to Disinfection Byproducts (chemicals left over in the water after it is disinfected). How many chemicals from disinfection are allowed to be in your drinking water? ___________ .

5. What can happen to the body if you drink too much water containing these chemicals?

6. Now scroll down to “organic chemicals.” How many organic chemicals are allowed to be in clean drinking water? Does this number surprise you?

7. Now scroll down to “inorganic chemicals.” What is the source of nitrates in our water?

Conclusion

8. How did this activity help you to understand water and the process scientists must go through to clean it?

9. What do you think happens when someone drinks unclean water?

10. What was the most interesting chemical that you researched today? Predict how it can be removed from water.

Children playing in Kibera, Africa's biggest

slum. Photograph: David Levene

“Dirty water kills 5,000 children a day” The Guardian online

Author: Ashley Seager Friday 10 November 2006 11.45 EST http://www.theguardian.com/business/2006/nov/ 10/water.environment Nearly two million children a year die for want of

clean water and proper sanitation while the world's

poor often pay more for their water than people in

Britain or the US, according to a major new report.

The United Nations Development Program, in its annual Human Development report, argues that 1.1 billion

people do not have safe water and 2.6 billion suffer from inadequate sewer systems. This is not because of

water scarcity but poverty, inequality and government failure.

The report urges governments to guarantee that each person has at least 5.5 gallons of clean water a day,

regardless of wealth, location, gender or ethnicity. If water was free to the poor, it adds, it could trigger the

next leap forward in human development.

Many sub-Saharan Africans get less than 5.5 gallons of water a day and two-thirds have no proper toilets. By

contrast, the average Briton uses 40 gallons a day while Americans are the world's most profligate, using 158

gallons a day. Phoenix, Arizona, uses 264 gallons per person on average - 100 times as much as Mozambique.

"Water, the stuff of life and a basic human right, is at the heart of a daily crisis faced by countless millions of

the world's most vulnerable people," says the report's lead author, Kevin Watkins.

Hilary Benn, international development secretary, said: "In many developing countries, water companies

supply the rich with sponsored water but often don't reach poor people at all. With around 5,000 children

dying every day because they drink dirty water, we must do more."

“Dirty water kills 5,000 children a day” page 2

Many countries spend less than 1% of national income on water. This needs to rise sharply, as does the share

of foreign aid spent on water projects, the UNDP says. It shows how spending on clean water and sanitation

led to dramatic advances in health and infant deaths in Britain and the United States in the 1800s.

In the world's worst slums, people often pay five to 10 times more than wealthy people in the same cities.

This is because they often have to buy water from water pipe and pay a middle man by the bucket. "The

poorer you are, the more you pay," says Mr. Watkins.

Poor people also waste much time walking miles to collect small amounts of water. The report estimates that

40 billion hours are spent collecting water each year in sub-Saharan Africa - an entire working year for all the

people in France.

And the water the poor do get is often contaminated, spreading diseases that kill people or leave them unable

to work. The UNDP estimates that nearly half of all people in developing countries at any one time are

suffering from an illness caused by bad water or sanitation and that 443 million school days are missed each

year.

There is plenty of water globally, but it is not evenly distributed and is difficult to transport. Some countries

use more than they have due to watering crops and population growth. But many simply do not handle their

water properly. The Middle East is the world's most "water-stressed" region, with Palestinians, especially in

Gaza, suffering the most.

Climate change is likely to hit the developing world hardest, reducing the availability of water, lowering

agricultural productivity and leaving millions hungry. Changing weather patterns are already causing

drought in countries such as Kenya, Mali and Zimbabwe, but wet areas are likely to become wetter still,

causing devastating floods and loss of life.

It says governments need to get more water to people, either through the public sector or through a regulated

private sector. The end, the UNDP concludes, is more important than the means.



I ntroduction



N otice

- Observation 1:

- Observation 2:


- Final question:

- Final hypothesis:



I nvestigate


R ender Data


E xplain Results









-

-

-

-

Render Data/ Explain Results


Render Data (organize into charts/graphs/tables) Write a concluding paragraph based on your experimental evidence. Explain what happened and why.

P a g e | 50

Space Science: Lunar Phase Modeling

Background:

Prior to introducing this activity, students need to understand Earth’s general

place in the universe: Planet Earth, the Earth-Moon system, the Solar System, the Milky

Way Galaxy, the Local Group, the Virgo Supercluster, and the Observable Universe. They

must be aware that Earth has one orbiting moon and is one of eight planets that orbit

the sun—the center of our solar system.

To ensure that students have a solid background for this activity, confirm that

they know the following vocabulary terms: lunar, reflect, orbit, rotate, and axis.

I ntroduction

N otice



I nvestigate

R ender Data


P a g e | 51

Lunar Phase Modeling (Lesson Overview) Grade Level:

6-8

Subject:

Space Science

Time:


Essential Questions: What is Earth’s place in the Universe? What makes up our solar system and how can the motion of Earth explain seasons and eclipses?

Education Standards Addressed: MS-ESS1-1. 1-1 Develop and use a model of the Sun-Earth-Moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons.

Learning Objectives: I can describe the relative locations of the Earth, moon, and sun by discussing. I can explain why the moon has phases by developing and completing an experiment.

Materials: - IASW - Notice worksheet - Procedure worksheet - Data/Results worksheet - poster paper & markers - flashlights -round dowels - 2 ½ inch Styrofoam balls

Vocabulary: lunar, reflect, orbit, rotate, axis

Building Background: The teacher will build background for students by connecting what they know of the moon and its phases to new concepts of how Earth and the moon’s place in our solar system create lunar phases.



☐ ☒ Modeling

☐ ☒ Diagramming


☐ ☒ Reflection


Anticipated Challenges: Students lacking the ability or confidence to think independently through lunar modeling without specific instructions Solutions: Teacher guidance and scaffolding, notes/diagram as a resource, partner assistance



N otice – students work in groups to put the moon phases pictures in order, then phase pictures are ordered as a class, students make observations about them


U nique Procedure Development – small groups create a unique procedure given their allotted list of materials- referring to their Inquiry Activity Summary Worksheet

Closing/Review Progress – teacher ensures everyone has a procedure written



Lab Instructions – teacher reviews expectations and distributes materials

I nvestigate and R ender Data – in small groups, students model the lunar phases in order, taking notes about how their procedure could be improved

E xplain Results – once groups have a working understanding of how to model the lunar phases, they complete the Render Data/Explain Results: Lunar Phase Modeling worksheet as a group

Evaluate and Reflect – students complete the “Evaluation of Inquiry and Reflection” portion of the Inquiry Activity Summary Worksheet and turn in assignment

Homework: Day 1: Finish writing procedure steps Day 2: Complete conclusion and IASW reflection

Differentiation: Teacher modeled instructions for struggling students, prompting specific to student learning needs; strategic grouping Extension: Students can use available resources to build a stationary model of the Sun-Moon-Earth system and color/label the moon to show its current phase.

P a g e | 52

Introduction

Notice

Teacher:

- Introduce the activity: Task: use your

experience with modeling lunar phases to

create a simple activity guide that a 5th grade

class could use to model lunar phases.

- Timeline: INQU will be completed during the

first day and IRE the second class period.


Student:

- Take notes on the Inquire

Activity Summary

Worksheet (IASW), p. 57,

under the “Introduction”

section


Teacher:

- Provide lunar phase manipulatives (p. 62), one set per group.

- Instruct groups to try to put the lunar phases in order

Scaffold: Instruct groups to begin and end with “New Moon,” and tell them the

phrase “light starts from the right” which describes the progression of light from

new moon to full moon.

- Pass out a Notice: Lunar Phase Modeling worksheet (p. 63) to each student

- Review the correct order as a class, alternately asking different groups for their

suggestion of the next phase in order. Students draw phases on worksheet (p. 63).

As students name the correct phases in order, teachers can draw the phases on a

whiteboard/chalkboard/active board, or order the phases under a document camera.

- Instruct students to complete the Notice: Lunar Phase Modeling worksheet (p. 63) and

then allow a few minutes for group discussion about the order of lunar phases, and

have students write two observations on their IASW (p. 57).

- Guide a class discussion about the observations students made on their IASW (5 min.)

Scaffold (for students who struggled to write observations during small group

discussion): Encourage them to complete the “Notice” section of the IASW (p. 57)

using ideas they hear from peers during the class discussion.

P a g e | 53


Teacher:

- Instruct students to develop questions about the moon as a group

Each group writes their questions on poster paper either at a table or on a wall

- Lead class discussion as groups share out their questions

Guide students toward what is most important to discover so that they can complete

their concluding task: create a 5th grade lunar modeling activity guide

- Answer students questions about the moon as they share them using the article: “All

About the Moon” (p. 59)

Ultimately, the class should arrive at some form of the final question:

What causes the different phases of the moon?

- Have students hypothesize in their groups, allowing a short time for discussion and

then instruct students to write down both the question and their final hypothesis on

the IASW (p. 57). Student may have a hypothesis that differs from their group or

partner.

Student:

- Work with group members to put the lunar phase pictures in order

- Participate in classroom discussion about the order

- Draw the correct order of the phases on the Notice: Lunar Phase Modeling worksheet

(p. 63)




Student:

- Actively discuss and write down questions that about the moon and lunar phases.

- Put forth at least one hypothesis to answer the final question and support the

hypothesis with logical, scientific reasoning.

- Write down the final question and hypothesis on the IASW (p. 57)

P a g e | 54


Investigate and Render Data

Teacher:

- Display materials List: Per group: one flashlight, one 12” by 5/16”

diameter round dowel (available at hardware stores—dowels are

usually 48” long, and can be cut into 4 sections each) attached to

a 2 ½” Styrofoam ball (available at craft stores)

- Instruct students to create a procedure for lunar modeling with

enumerated steps and a material list

Student:



Procedure Development and Investigate worksheet (p. 64)

Teacher:


Students will follow the exact procedure that they created yesterday. They will

need to make notes under “Data Collection” on the Unique Procedure

Development and Investigate worksheet (p. 64) during the investigation. The

focus is how to modify (improve and clarify) their existing procedure.

- Material distribution: provide groups with their materials, and make the classroom

dark enough so students can distinguish between the lit and unlit portions of their

group’s moon (the Styrofoam ball)

- Formative Assessment: monitor the groups to ensure that they are modeling

correctly and taking notes on how to modify their procedure

- Scaffold: refer students to their completed Notice: Lunar Phase Modeling worksheet

(p. 63)

P a g e | 55

Explain Results

Student:

- Work with lab group to follow procedure as written

- Record data: on how to modify the existing procedure

- Complete “Investigate” and “Render Data” sections of the IASW (p. 57)

Teacher:

- Instruct students to organize the data they collected into a more refined procedure

- Ensure that students complete the Render Data/Explain Results: Lunar Phase

Modeling worksheet (p. 65) as a group and the “Explain Results” section of the

IASW (p. 57) individually.

- Provide students a presentation format (group to class, group to group, or group to

teacher)

- Evaluate each student or group with the rubric provided (p. 58) as they explain

their Lunar Phase Modeling Activity Guide: 5th grade science and the modifications

they made to their group’s original procedure

Student:

- Work with group to organize experimental

data into a refined procedure.

- Complete the “Explain Results” section of

the IASW (p. 57) and the Render

Data/Explain Results: Lunar Phase Modeling

worksheet (p. 65).

- Present the Lunar Phase Modeling Activity

Guide: 5th grade science and explain

modifications that they made to the

original procedure.

P a g e | 56

Evaluate and Reflect

The summative assessments in this activity

are the IASW, Notice: Lunar Phase Modeling, Unique

Procedure Development/ Investigate, and Render

Data/Explain Results: Lunar Phase Modeling

worksheets as well as a graded rubric. Each

assignment is worth ten points for a total of 40 for

the activity, but the teacher can adjust the point

scale to meet his or her needs.

Student:

- Complete the “Evaluation of Inquiry and Reflection” section of the IASW

- Turn in the IASW (p. 57), graded rubric (p. 58), Notice: Lunar Phase

Modeling (p. 63), Unique Procedure Development/Investigate (p. 64), and

Render Data/Explain Results: Lunar Phase Modeling (p. 65) worksheets.

Teacher:

- Ensure that students complete the “Evaluation of Inquiry and Reflection” section

of the IASW (p. 57), and turn it in along with the worksheets listed in the student

section below.



for homework.



I ntroduction



N otice

- Observation 1:

- Observation 2:


- Final question:

- Final hypothesis:



I nvestigate


R ender Data


E xplain Results









-

-

-

-

Adapted from the Scholastic article: “All About the Moon” [for teacher reference] Retrieved from: http://www.scholastic.com/teachers/article/all-about-moon The following questions were answered by Dr. Cathy Imhoff of the Space Telescope Science Institute.

How big is the moon?

The moon is about 2,000 miles across.

How far is it from Earth to the moon? It is about 250,000 miles from Earth to the moon.

How old is the moon? The moon is the same age as the Earth and the rest of the solar system — about 4.5 billion years. Our solar

system was all formed at that time.

How did the moon form? We think that the moon and Earth formed at about the same time, back when our whole solar system was

formed. Earth was forming from many chunks of rock and icy material. Possibly a big chunk hit the new

Earth and knocked loose a big piece, which became the moon.

How hot and cold does it get on the moon?

As you may have learned, the moon doesn't have any air around it. The air that surrounds our earth acts as a

nice blanket to keep us warm and comfy! But the moon, since it doesn't have this blanket, gets much colder

than the earth — and much hotter than the earth. On the side of the moon that the sun is shining on, the

temperature reaches 260°Fahrenheit! That is hotter than boiling. On the dark side of the moon, it gets very

cold, -280° Fahrenheit.

What is the surface of the moon like?

The surface of the moon has about two inches of dust. Much of this dust has fallen to the moon from the

spaces between the planets over the last several billions years. It probably feels pretty soft. You can see this in

some pictures taken by the astronauts of their footprints on the moon.

How many holes are in the moon? We call those holes "craters." They are the places where many years ago meteors hit the surface of the moon

and put dents into it. There are thousands of big craters, but even more little ones.

Why does the moon change its shape (as in full, half, and quarter moon)? The bright part of the moon is the part that the sun is shining on. This is like daytime on earth. The dark part is

in shadow, like night on earth. Now the moon goes around the earth once every 29 days (approximately).

At new moon, the moon and the sun are on the same side of Earth. We see the part of the moon that is in

shadow, so the moon is dark. Then the moon moves around in its orbit. At first quarter, it has gone one-fourth

of the way around Earth. Now we can see part of the moon that is sunlit, but part still in shadow. Note that if

the sun is setting in the west, the bright part of the moon is on the side toward the sun and the dark part is

away.

About a week later, the moon has moved halfway around its orbit. Now it is on the opposite side of Earth,

away from the sun. Now we see only the sunlit side — that is the full moon. Note that if the sun is setting in

the west, the moon is just rising in the east.

About a week later, the moon has moved now three-fourths of the way around in its circle around Earth. Once

again only part of the moon is sunlit and part is dark. Now you can see the moon in the morning, and note that

once again the sunlit side is on the side towards the sun, and the shadow side away. Another week and we are

back to the new moon.

It's easier to demonstrate if you have a ball to represent the moon and a flashlight for the sun. Have someone

stand several feet away, holding the flashlight so it shines on the ball. Hold the "moon" ball and slowly turn

around, watching the moon go around you (you are Earth). Do you see the moon's phases?

What is a lunar eclipse? What is a solar eclipse?

Anytime there are three bodies (the sun, the moon, or planet) lined up so that one blocks the light from

another, we call that an eclipse. During a solar eclipse, our moon moves between us (on Earth) and the sun

and blocks the sunlight. During a lunar eclipse, Earth blocks the sun's light that normally lights up the moon.

Since we are standing on Earth, what we see is that the moon gets dark. Other kinds of eclipses happen too.

For instance if you were standing on the surface of Jupiter (kind of hard, but we can imagine) you might see

one of its moons eclipse the sun!

How come we can sometimes see the moon during the day? The reason that you don't see the stars during the day is that the sky is too bright. Sunlight scatters around in

the air and makes the sky look bright blue. But if you had a telescope and pointed it at a bright star you could

still see it during the day! The stars are still there, just hard to see. The moon is bright enough that we can see

it during the day or night. It orbits Earth once every 29 days. So during some of that time, it is easiest to see

during the day and sometimes during the night.

Does it ever rain or snow on the moon or the other planets of our solar system?

To have rain or snow, we need to have water and an atmosphere of some kind. The moon has no atmosphere,

so it has no weather at all! Mars has only a very thin atmosphere but it does have weather. Strong winds can

blow up big dust storms. Pictures from the Mariner spacecraft show that sometimes thin frost forms on the

surface of the planet. Sometimes just after Martian dawn, we see an icy fog rising from the craters! I believe

that it is too cold for rain, but frost and icy fogs have definitely been seen. And of course, Mars has polar caps

of frozen water and carbon dioxide ("dry ice"). Perhaps it snows at the polar caps. The atmosphere of Venus is

very thick and very hot. There is a little water in its clouds, but I don't believe it ever rains. Mercury has no

atmosphere. The outer planets — Jupiter, Saturn, Uranus, Neptune, and Pluto — are extremely cold. Their

atmospheres are mostly made up of methane, ammonia, nitrogen, and stuff like that. There are probably some

ice crystals in their atmospheres too, but they probably just blow around in the strong winds. So there might

be a sort of "snow" but not very much like what we are used to on Earth.

Is there really water on the moon?

Water that would be found on the moon may have existed from the days when our solar system was formed.

Comets that may have hit the moon could also be a source of water. Generally we think water, that was part of

the moon as it formed, would have probably evaporated away. Water from comets would have evaporated too.

However, the area where Clementine found the possible signature of water is at the very cold south pole of the

moon, in a dark, cratered area where the sun never shines. So it seems possible that the water (or ice) has

survived there. We are hoping that other observations can be made with other satellites that can confirm

whether this is really water on the moon. If so, it would be a great help for manned space travel in the solar

system!

Is the moon moving away from Earth?

Yes, it is! But it is moving only about an inch farther away each year.

Why are parts of the moon called seas? Galileo was responsible for naming the major features on the moon. You may know that he was the first

person to study the night sky using a telescope. He thought the dark, smooth areas were seas, and called them

"maria" (Latin for seas; "mare" is the singular). For instance, the first Apollo landing occurred in Mare

Tranquilitatis (the Sea of Tranquility). Of course we know now that there are no seas. The "seas" look flat

from ancient lava flows. But the names stayed.

If a man was walking on the moon and he picked up a rock and threw it really hard, would it go past

the moon's atmosphere? The gravity on the surface of the moon is one-sixth of Earth's, so the astronaut could certainly throw that rock

a lot farther. Did you know that one of the Apollo astronauts took a golf club to the moon and hit a golf ball a

really long way? Even so, the gravity is strong enough that the ball or rock would not go into orbit or leave the

moon. But it would go six times as far.

How long would it take to fly in a 747 to the moon? Of course we know that this can't happen, because there is no air and a plane couldn't fly fast enough to

escape the earth's gravity. But we can pretend. A 747 airplane normally flies at about 400 miles per hour. The

moon is about 250,000 miles away. So if we divide 250,000 by 400, we find that the plane would take 625

hours — or 26 days — to fly to the moon! Boy that would be a looong trip! Twenty-six days of eating airline

food — yuck!

In a spaceship, how long does it take to get to the moon? It depends on how fast the spaceship can travel. When the Apollo astronauts went to the moon, it took about

two days.

What is "the man in the moon"? Have you looked at the moon and noticed the dark patches? Some people think that they make the moon look

like it has two eyes and a big smile. The next time the moon is nearly full, it would be a good time to look in

the early evening at the moon and see if you can see the "face." In other cultures people see different things on

the moon. The Japanese people talk about the rabbit on the moon. I have looked at the moon and seen the

"rabbit" too — it looks like a rabbit is walking up the left side of the moon.

How did the moon get its name? The moon is something that even the cavemen must have seen and given a name to. Maybe something like

"big light in the sky at night when the sun isn't around." According to my dictionary, the Old English word for

the moon was mona. In Latin it was mensis. In Greek it was mene (mee-nee). The words moon and month

come from the same roots. That is probably because a month was originally measured by the phases of the

moon. It takes 29.5 days for the moon to go from full moon to full moon.

Why does the moon affect the tides?

The moon actually CAUSES the tides. If there were no moon, we would have no tides. The tides arise due to

the pull of the moon's gravity. On the side of Earth nearest the moon, the moon's gravity is the strongest and it

pulls up the water slightly (high tide). On the side of Earth furthest from the moon, the moon's gravity is the

weakest and the water can move a little away from the moon (which is also high tide).

How come the moon reflects the sun's light and things on earth (like rocks) don't reflect the sun's light?

Actually everything DOES reflect sunlight. If something doesn't reflect light, it looks completely black. There

aren't many things like that around. If you stand outside in the sunlight, you are seeing because the sun's light

is bouncing off of everything and your eyes see that light. When you are inside, you see things because the

light from the lamps or the fluorescent lights bounces off things in the room.

Retrieved from: http://www.hillsdaleschools.com/cms/lib03/NJ01000198/Centricity/Domain/133/moonphases.jpg

Teacher Instructions: Make one copy per lab group. Laminate if possible to preserve longevity, and cut each moon phase out to create a set of nine pictures and one title per group. The phase names should be left attached to the pictures to assist students in ordering

the manipulatives correctly. Extension: phase names can be separated from the pictures.

Notice: Lunar Phase Modeling

Name: ___________________________________ Date: ______________ Class/Period: _______ Group: ______________________

Instructions: label the phases of the moon in order, beginning with “New Moon.” Then shade the portion of the circle that is in shadow during that lunar phase. Leave the lit portions blank.

New Moon

Render Data/ Explain Results: Lunar Phase Modeling


Lunar Phase Modeling Activity Guide: 5th Grade Science

Materials:

Procedure:

Instructions: use your experience with modeling lunar phases to create a simple activity guide that

a 5th grade class could use to model lunar phases.

Include a list of materials, and a step-by-step list of procedures for students to follow.

Your activity guide is a modified version of your group’s original procedure; it demonstrates a

new understanding of lunar phases that you gained during the Investigate step.

P a g e | 66

Physical Science: Chemical Reaction Taxonomy

Background: Prior to introducing this activity, students must have been introduced to the

periodic table of the elements. Students need to have a basic understanding that each

element can be represented by an atomic symbol, and that chemical equations use atomic

symbols rather than element names. They need to be familiar with the differences

between elements and molecules, and be acquainted with simple chemical equations, such

as: 2H2 + O2 2H2O. It is preferable, but not imperative, to teach this lesson after

students have learned how to balance chemical equations.

To ensure that students have a firm background for this activity, ensure that they

understand the following vocabulary terms: element, molecule, reactant, and product.

I ntroduction

N otice



I nvestigate

R ender Data


P a g e | 67

Chemical Reaction Taxonomy (Lesson Overview) Grade Level:

6-8

Subject:

Physical Science

Time:


Essential Question: How do atomic and molecular interactions explain the properties of matter that we see and feel?

Education Standards Addressed: MS-PS1-5. Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved.

Learning Objectives: I can deepen my knowledge of chemistry by comparing and contrasting chemical reactions. I can sort chemistry data by creating categories.

Materials: - IASW - Procedure/investigate worksheet - Data/Results worksheet - Chem. Eq. data set - Math Eq. data set

Vocabulary: element, molecule, reactant, product

Building Background: The teacher will build background for students by connecting what they know of the periodic table and elements encountered in daily life to new information: categorizing types of chemical reactions.



☒ ☐ Creating categories

☐ ☒ Sorting data


☐ ☒ Reflection


Anticipated Challenges: Students lacking the ability or confidence to think independently through sorting into unspecified categories Solutions: Teacher guidance and scaffolding, partner assistance


Opener – class discussion: Why do humans sort things into categories?


N otice – students review the chemical equation samples with a partner


U nique Procedure Development – simple procedure provided for students

I nvestigate – students work with partner to sort data into a specific number of categories, finding at least 3 examples to fit each category

Closing/Review Progress – teacher ensures everyone has categories and examples written on the Unique Procedure Development/Investigate worksheet



R ender Data – partners create a categorized chart with examples E xplain Results – once groups have defined their categories, they write and present a

concluding paragraph defending the parameters of the selected categories Evaluate and Reflect – students complete the “Evaluation of Inquiry and Reflection” portion

of the Inquiry Activity Summary Worksheet and turn in assignment

Homework: Day 1: Finish writing procedure steps Day 2: Complete conclusion and IASW reflection

Differentiation: Teacher modeled instructions for struggling students, prompting specific to student learning needs; strategic grouping Extension: Students can work to balance chemical equations from the data set after they have created categories and sorted all the data.

P a g e | 68

Introduction

Notice

Teacher:

- Introduce the activity: Task: create

meaningful organization out of a variety of

chemical equations

- Timeline: INQUI will be completed during

the first 60-minute class period and RE

during the second.


Student:

- Take notes on the

Inquire Activity

Summary Worksheet

(IASW), p. 73) under the



Teacher:

- Provide each group with a chemical equation

data set (p. 75) with individual equations cut

out

- Instruct students to make general observations

about the equations and record them on the

IASW (p. 73)

Students discuss observations with their lab

partner, record two on the IASW, and then

share during a brief class discussion.

- Guide a class discussion about the observations

students made on their IASW

Scaffold (for students who struggled to write

observations during small group discussion):

Encourage them to complete the “Notice”

section using ideas they hear from peers

during the class discussion.

Student:

- Work with partner to put

make and record two

observations about the

chemical equation data set

in the “Notice” section of

the IASW (p. 73)

- Participate in classroom

discussion about their

observations

P a g e | 69



Teacher:

- Instruct students to develop questions about categorizing chemical equations

- Lead class discussion as groups share out their final question

Ultimately, the class should arrive at some form of the final question:

How can chemical equations be separated into different categories?

- Have students work with their lab partner to develop one shared hypothesis in

response to their final question. Instruct students to write down both the question

and their final hypothesis on the IASW (p. 73).

Student:

- Discuss questions with lab partner and agree on one to

share during a class discussion.

- Cooperate with partner to develop one final hypothesis

- Record the final class question and shared partner-

hypothesis on the IASW (p. 73).

Teacher:

- Provide students with the following

procedure:

1. Arrange chemical equations on

table/desk

2. Match similar equations

3. Create categories with set

parameters and sort equations

based on similarities

4. Record examples and parameters

Student:

- Write down the materials and procedure

steps on the Unique Procedure

Development and Investigate worksheet

(p. 77)

Note: in this activity, inquiry and

individuality are displayed during

the investigation because group

category development for each

group will be a unique process.

P a g e | 70

Investigate

Teacher Guide to pre-determined categories of chemical equations:

Students do not have to conform to these specific parameters, but if in need of

scaffolding, can be shown one of the variable-sample equations pictured below.

Teacher:

- Instruct students to follow the procedure and

collect data

- Formative Assessment: monitor the groups to

ensure that they can provide reasoned

explanations for their categorizing process

- Scaffold: limit the number of categories to less

than six, show sample equation (pictured below),

or guide students using the following questions:

What changed between the reactants and

products in this equation?

Is there another equation where the same

thing happens?

Can you describe the pattern you found in

this category?

Why does this equation fit into this category?

Student:

- Work with lab partner

to follow the procedure

- Develop categories

based on observable

similarities and be able

to explain a rationale

behind the unique

categorization process

- Record data on category

parameters and at least

three examples for each

category created.

- Complete “Investigate”

and “Render Data”

sections of the IASW

(p. 73)

P a g e | 71

Render Data

Explain Results

Teacher:

- Instruct students to discuss categorization

rationale with lab partner and write a

concluding paragraph on the Render

Data/Explain Results worksheet (p. 78) as a

group

- Ensure that students individually complete the

“Explain Results” section of the IASW (p. 73).

- Provide students a presentation format (group

to class, or group to teacher)

- Evaluate each student or group with the

rubric provided as they explain their rationale

categorization and display their rendered data

with equation examples

Teacher:

- Instruct students to organize the data they collected into a chart or table

- Ensure that students complete the Render Data/Explain Results worksheet (p. 78)

with their lab partner

Categories must have specified, written parameters and at least three examples

of equations that fit into each category

Student:

- Work with group to organize experimental data into a chart or table

- Define parameters for each category and provide at least three example equations

that fit into each category

Student:

- Write a concluding

paragraph on the Render

Data/Explain Results

worksheet (p. 78)

Must explain and

defend the parameters

for each category

- Explain Results and defend

categories to teacher or

another group

- Complete the “Explain

Results” section of the

IASW (p. 73)

P a g e | 72

Evaluate and Reflect

The summative assessments in this

activity are the IASW, Unique Procedure

Development/ Investigate, and Render

Data/Explain Results worksheets as well as

a graded rubric. Each assignment is worth

ten points for a total of 40 for the activity,

but the teacher can adjust the point scale

to meet his or her needs.

Student:

- Complete the “Evaluation of Inquiry and Reflection” section of the

IASW

- Turn in the IASW (p. 73), graded rubric (p. 74), Unique Procedure

Development/Investigate (p. 77), and Render Data/Explain Results

(p. 78) worksheets.

Teacher:

- Ensure that students complete the “Evaluation of Inquiry and Reflection” section

of the IASW (p. 73), and turn it in along with the worksheets listed below.



for homework.



I ntroduction



N otice

- Observation 1:

- Observation 2:


- Final question:

- Final hypothesis:



I nvestigate


R ender Data


E xplain Results









-

-

-

-

Chemical Equation data set (2 pages)

PbCl2 + AgNO3 Pb(NO3)2 + AgCl

NH3 + HCl NH4Cl

AlCl3 + Na2SO4 Al2(SO4)3 + NaCl

Zn + S ZnS

Al2(SO4)3 + BaCl2 BaSO4 + AlCl3

Al2S3 Al + S

H2SO4 + Fe H2 + FeSO4

C12H22O11 + O2 CO2 + H2O

Mg(OH)2 + H2SO4 MgSO4 + H2O

NaOH + CuSO4 Na2SO4 + Cu(OH)2

C4H12 + O2 H2O + CO2

Fe + O2 Fe2O3

Mg3(PO4)2 + H2 Mg + H3PO4

NH4NO3 N2O + H2O

Cl2 + KBr KCl + Br2

S8 + O2 → SO2

K + H3PO4 K3PO4 + H2

Na2SO4 + BaCl2 BaSO4 + NaCl

3H8 + O2 CO2 + H2O

HNO3 + NaOH H2O + NaNO3

Sn + Cl2 SnCl4

Al(O3)3 + Fe(ClO3)3 Al(ClO3)3 + Fe(NO3)3

KCl K + Cl2

NaBr + Ca(OH)2 CaBr2 + NaOH

NH3 + H2SO4 (NH4)2SO4

C5H9O + O2 CO2 + H2O

Pb + H3PO4 H2 + Pb3(PO4)2

Li3N + NH4NO3 LiNO3 + (NH4)3N

HBr + Al(OH)3 H2O + AlBr3

Na3PO4 + KOH NaOH + K3PO4

MgCl2 + Li2CO3 MgCO3 + 2 LiCl

C6H12 + O2 CO2 + H2O

Pb + FeSO4 PbSO4 + Fe

CaCO3 CaO + CO2

P4 + O2 P2O3

RbNO3 + BeF2 Be(NO3)2 + RbF

AgNO3 + Cu Cu(NO3)2 + Ag


C5H5 + Fe Fe(C5H5)2

SeCl6 + O2 SeO2 + Cl2

MgI2 + Mn(SO3)2 MgSO3 + MnI4

O3 O + O2

NO2 O2 + N2

SiO2 + Mg Si + MgO

SO2 + O2 SO3

CaCl2 + K3PO4 Ca3(PO4)2 + KCl

CO + O2 CO2

H2CO3 CO2 + H2O

CaCO3 + HCl H2CO3 + CaCl2

C4H10 + O2 H20 + CO2

P4O10 + H2O H3PO4

Cu + HgNO3 Cu(NO3)2 + Hg

NCl3 N2 + Cl2

Ag2SO4 + NH4I (NH4)2SO4 + AgI

NaHCO3 CO2 + Na2CO3 + H2O

Li + H20 LiOH + H2

H2SO4 + Ca CaSO4 + H2

BaO + HNO3 Ba(NO3)2 + H2O

P a g e | 79

Assessment Rubric

P a g e | 80


Student Name: ____________________________ Date: ___________ Class/Period: _______ Points: ________








Teachers can formatively assess students throughout each inquiry activity with

discussion, group check-ins, and by reviewing students’ progress on the Inquiry Activity

Summary Worksheet and other activity assignments.

The summative assessment for each activity can be completed with the rubric

above, given that the teacher presents the rubric to students at the outset of the lesson

during the Introduction. The rubric is broad enough to apply to oral presentations as

well as written assignments, provided students are required to explain their results and

conclusions based on evidence.

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Inquiry Development Strategies

P a g e | 82

Inquiry Development Strategies

In their theoretical article, Meyer, Kubarek-Sandor, Kedvesh, Heitzman, Yaozhen,

and Faik (2012) reviewed over 300 inquiry tasks from a variety of resources and identified

eight models for conducting inquiry activities. This section provides a brief description of

each inquiry model with a developed example for each. The purpose of this section is to

serve as an inquiry planning tool that science teachers can use to develop their own

activities specific to their content and teaching scenario.

Protocols: a well-defined procedure for collecting data

Used as a tool that can be applied to a variety of situations, rather than the

entire lab.

Example: a bioassay, measurement of the concentration or potency

of a substance by its effect on living cells or tissues, testing the

effect of salt water concentrations on lettuce seed germination

Sample protocol activity: calculating the density of regularly- and irregularly-

shaped solids. Student worksheet provided on the following page (83).

Sample problem: Calculate the density of the rock in the picture above if the mass is

75 grams.

Protocol: Calculating Density


Density describes how heavy an object is for its size, or how

much matter it contains per unit of volume. Think about an

inflated birthday balloon and a bowling ball. Both objects

occupy approximately the same amount of space, so they

have a similar volume, but the bowling ball feels much

heavier. To describe this idea, scientists use the word

density. A bowling ball is denser than a balloon. To

calculate density, you must know the mass and volume of

the object: density (g/cm3) = mass (g) / volume (cm3).

Often, scientists need to calculate the density of real-world objects that

are irregularly shaped. For example, the density of pure gold, which you

calculated in the sample problem, is compared to the density of gold that

is mined from the earth. If the density of the metal that is mined is less

than the density of pure gold, then scientists know that there must be

lighter metals or substances mixed

into the gold making it impure.

While we can weigh objects of all shapes to find mass, it is very

difficult to calculate the volume of an irregularly shaped object, like

a pile of metal; and if we don’t know the volume, we can’t calculate

density. Don’t worry! There is a way. To calculate the volume of an

irregularly shaped solid object, simply measure out a specific

amount of water in a graduated cylinder or beaker. Place the object

in the water, making sure there is enough water to completely

cover the object, and then subtract the first volume

measurement (before the object was put into the water) from

the second measurement (when the object is in the water),

and it will give you the volume of the object. Note: 1 ml = 1 cm3

Sample problem: Calculate the density of gold if 950 grams occupies a volume of

50 centimeters cubed.

P a g e | 84

Design challenge: activities center around an explicit task to produce a product

The task and activities must create tension without a clear-cut resolution.

Requires students to acquire certain knowledge bases needed for the design

challenge, always in the context of needing it for the challenge, whether

information is given through direct instruction or not.

Example: using a jigsaw to teach an “expert” representative from

each home group, then students return to their home group to

teach what they learned.

Sample design activity: design and build a bridge that can hold as much mass as

possible without breaking given specific design constraints. Student worksheet

provided on the following page (85).

Design Challenge: Build a Bridge


Instructions: Your group’s task is to design a bridge that can hold as much mass (science textbooks)

as possible without breaking.

Constraints:

The surface of the bridge must be flat and at least four inches above the ground or table

The bridge must span at least the length of a science textbook, or 12 inches

Your group may use the following amounts of materials:

o 36 inches of yarn

o 75 large and 200 small popsicle sticks

o As much wood glue as needed

Advice: Before sketching and building your bridge, your group can (and should) research different

bridge structures and engineering designs to gather ideas.

Design Sketch:

P a g e | 86

Product testing: students evaluate and compare performance. They must

consistently compare items and quantify comparisons. Students create a

controlled, reproducible, and measurable phenomenon of which there are three

parts:

Determine a product’s desired attributes

Devise ways of consistently testing those attributes

Determine how to integrate the results to reach a conclusion

- Example: comparing brands of paper towels: desirable attributes—absorption

ability, strength, and price.

*Product testing is the inverse of the design challenge protocol: rather than

finding situations in which to apply an existing protocol, students create a

protocol to evaluate a given situation, and rather than creating a product that

meets certain criteria, students create the criteria to assess given products.

Sample product testing activity: water purification device testing—refer to pages

33-40 of this guide.

P a g e | 87

Black boxes: challenge students to determine the nature of things hidden from

view by utilizing multiple senses and making predictions.

Illustrates the ability to reach conclusions despite a lack of direct

observation—relates to atomic theory

Example: determine size or shape of objects in the box by probing

with marbles

Example: closed box pierced with dowels on which washers have

been placed. Removing a dowel gives information about the washers’

location, but also changes the object.

The object is not to find only one acceptable, simple solution. Rather the

argument and defense of conclusions is more essential than the conclusion

itself.

Example retrieved from:

http://www.teacherlink.org/content/science/class_examples/Bflypages/timlinepages/nosactivities.htm

P a g e | 88

Intrinsic data space: Inherent question, task, or challenge allows for easy

exploration of data.

Can be simulated environments to allow freedom of exploration—refer to

the Web Resources section of this guide for free simulated environments.

Sample intrinsic data space activity: mystery bones—students are given bone

cutouts of fossils. The task of arranging them into possible forms presents itself.

Then as an extension, students can attempt to make conclusions about the nature

of the animals they form. Student worksheet provided on the following page (89).

Intrinsic Data Space:

Instructions: cut out the bones below and arrange in a logical manner to recreate the S. crassirostris fossil.

Fossil Sheet (S. crassirostris) retrieved from http://www.indiana.edu/~ensiweb/lessons/gff.pdf.html

P a g e | 90

Discrepant event: a distinct, non-intuitive, surprising, and impressive event that

naturally poses the question “what’s going on?”

Most often, this strategy involves a teacher-led demonstration. It is a way

for the teacher to be in control, and still execute the activity in an inquiry

manner. This strategy can also be used to turn traditional labs into inquiry

activities.

The non-intuitive aspect is critical so the questions posed by students are

meaningful and non-trivial.

Example: ammonia fountain (Shakhashiri 1989)

Sample discrepant event activity: to introduce the concept of magnetic fields in

physical science, the teacher can use a magnetic field demonstrator (pictured at

left). Without describing any of the scientific nature

of the process, the demonstrator can be shaken to

create a three-dimensional model of the magnetic

field surrounding the inner cylinder magnet. The case

can also be opened, separating one compartment of

filings from the bar magnet, and displaying gravity as the more dominant force on

iron filings away from the magnet. A Discrepant Event Observation Protocol

worksheet is provided on the following page (91).

Note: A demonstrator can be purchased using at the following website:

http://prolabscientific.com/3-D-Magnetic-Field-Demonstrator-p-26210.html

http://prolabscientific.com/3-D-Magnetic-Field-Demonstrator-p-26210.html

Discrepant Event Observation Protocol


Name of phenomenon or demonstration:

Describe or draw what you observed. Hypothesize why you observed what you did. Reality-check: Using scientific terminology, write a paragraph explaining what actually caused the event.

P a g e | 92

Taxonomy: Students are provided a wide variety of samples and are challenged to

create meaningful organization.

Sufficient number and variety is critical so the task is not reduced to

students only finding predetermined categories. There should be more than

one way to categorize, so that students have different opinions leading to

meaningful discussion, and are forced to defend their arguments and

conclusions.

Example: In astronomy, students can be given data on a variety of

objects (without names to create preconceived notions) and have to

form categories.

Sample taxonomy activity: refer to the chemical equation taxonomy lesson on

pages 65-71 of this guide.

P a g e | 93

Modeling: students construct functioning models of natural phenomena

Used when time or size prevent use of the real phenomena, for example:

ecosystems and cells.

Models can be physical or virtual—see Web Resources in this guide.

Example: mystery tube (National Academy of Sciences 1998) presents

students with a tube containing various ropes. Pulling on a rope may or

may not affect the other rope. Initially, this is a black box strategy, but the

teacher can extend the activity and challenge students to create a model

that mimics the behavior of the target tube. The inside of the target tube

cannot be directly observed, so it allows room for argument and discussion

regarding the nature of the original model.

Sample modeling activities: refer to the life science lung model lesson on pages 21-

27 of this guide, and the lunar phase modeling lesson on pages 49-54.

P a g e | 94

Resource Worksheets



I ntroduction



N otice

- Observation 1:

- Observation 2:


- Final question:

- Final hypothesis:



I nvestigate


R ender Data


E xplain Results









-

-

-

-

Notes: The Respiratory System

Name: Date: ______________ Class/Period: __________________

Structure (anatomy):

Function (physiology):

The function of the ____________________________________ system is to

___________________________________, or breathe in, ____________________________________

and to ____________________________________ , or breathe out,

____________________________________ ____________________________________.

Anatomy

Word Bank:

- trachea

- mouth

- diaphragm

- nose

- lung

- chest cavity

Other Notes:

Physiology

Word Bank:

- inhale

- carbon dioxide

- respiratory

- exhale

- oxygen

Render Data: Lung model


Explain Results

3. Describe how your model represents a functioning respiratory system.

4. What part of the respiratory system is specifically responsible for starting inhalation (breathing in)

and exhalation (breathing out)? How does your model represent this process?

Human Respiratory System, labeled

Respiratory System Model Diagram, labeled

Word Bank: trachea, mouth, diaphragm, nose, lung, chest cavity

Drinking Water Web Quest Created by Kathryn Fitzpatrick, teacher, Dilworth STEM Academy

Name: ___________________________________ Date: ______________ Class/Period: _______ Group: ________________________ Go to: http://water.epa.gov/drink/contaminants/

11. Click on “List of Contaminants and their maximum Contaminant levels.” The first table gives

you maximum contaminant levels (MCLs) this is how much of the contaminant is allowed to be in drinking water. What microorganisms are allowed to be in drinking water?

12. What is the source of these contaminants? (where do they come from)

13. Scroll down to “Inorganic Chemicals” to fill in the chart below. Name of Chemical

Chemical information Health risks Sources

Antimony Atomic number: Atomic Mass: Protons: Neutrons: Electrons:

Decrease in blood sugar

Barium Protons: Neutrons: Electrons:

Leftover chemicals from metal factories

Sores in intestines

Fluoride (fluorine)

Protons: Neutrons: Electrons:

Atomic number: Atomic Mass: Protons: Neutrons: Electrons:

Kidney Damage Runoff from landfills and

http://water.epa.gov/drink/contaminants/

Drinking Water Web Quest, pg. 2

14. Scroll up to Disinfection Byproducts (chemicals left over in the water after it is disinfected). How many chemicals from disinfection are allowed to be in your drinking water? ___________ .

15. What can happen to the body if you drink too much water containing these chemicals?

16. Now scroll down to “organic chemicals.” How many organic chemicals are allowed to be in clean drinking water? Does this number surprise you?

17. Now scroll down to “inorganic chemicals.” What is the source of nitrates in our water?

Conclusion

18. How did this activity help you to understand water and the process scientists must go through to clean it?

19. What do you think happens when someone drinks unclean water?

20. What was the most interesting chemical that you researched today? Predict how it can be removed from water.

Children playing in Kibera, Africa's biggest slum.

Photograph: David Levene

“Dirty water kills 5,000 children a day” The Guardian online

Author: Ashley Seager Friday 10 November 2006 11.45 EST http://www.theguardian.com/business/2006/nov/10/water.environment Nearly two million children a year die for want of

clean water and proper sanitation while the world's

poor often pay more for their water than people in

Britain or the US, according to a major new report.

The United Nations Development Program, in its annual Human Development report, argues that 1.1 billion

people do not have safe water and 2.6 billion suffer from inadequate sewer systems. This is not because of

water scarcity but poverty, inequality and government failure.

The report urges governments to guarantee that each person has at least 5.5 gallons of clean water a day,

regardless of wealth, location, gender or ethnicity. If water was free to the poor, it adds, it could trigger the

next leap forward in human development.

Many sub-Saharan Africans get less than 5.5 gallons of water a day and two-thirds have no proper toilets. By

contrast, the average Briton uses 40 gallons a day while Americans are the world's most profligate, using 158

gallons a day. Phoenix, Arizona, uses 264 gallons per person on average - 100 times as much as Mozambique.

"Water, the stuff of life and a basic human right, is at the heart of a daily crisis faced by countless millions of

the world's most vulnerable people," says the report's lead author, Kevin Watkins.

Hilary Benn, international development secretary, said: "In many developing countries, water companies

supply the rich with sponsored water but often don't reach poor people at all. With around 5,000 children

dying every day because they drink dirty water, we must do more."

“Dirty water kills 5,000 children a day” page 2

Many countries spend less than 1% of national income on water. This needs to rise sharply, as does the share

of foreign aid spent on water projects, the UNDP says. It shows how spending on clean water and sanitation

led to dramatic advances in health and infant deaths in Britain and the United States in the 1800s.

In the world's worst slums, people often pay five to 10 times more than wealthy people in the same cities.

This is because they often have to buy water from water pipe and pay a middle man by the bucket. "The

poorer you are, the more you pay," says Mr. Watkins.

Poor people also waste much time walking miles to collect small amounts of water. The report estimates that

40 billion hours are spent collecting water each year in sub-Saharan Africa - an entire working year for all the

people in France.

And the water the poor do get is often contaminated, spreading diseases that kill people or leave them unable

to work. The UNDP estimates that nearly half of all people in developing countries at any one time are

suffering from an illness caused by bad water or sanitation and that 443 million school days are missed each

year.

There is plenty of water globally, but it is not evenly distributed and is difficult to transport. Some countries

use more than they have due to watering crops and population growth. But many simply do not handle their

water properly. The Middle East is the world's most "water-stressed" region, with Palestinians, especially in

Gaza, suffering the most.

Climate change is likely to hit the developing world hardest, reducing the availability of water, lowering

agricultural productivity and leaving millions hungry. Changing weather patterns are already causing

drought in countries such as Kenya, Mali and Zimbabwe, but wet areas are likely to become wetter still,

causing devastating floods and loss of life.

It says governments need to get more water to people, either through the public sector or through a regulated

private sector. The end, the UNDP concludes, is more important than the means.

Adapted from the Scholastic article: “All About the Moon” [for teacher reference] Retrieved from: http://www.scholastic.com/teachers/article/all-about-moon The following questions were answered by Dr. Cathy Imhoff of the Space Telescope Science Institute.

How big is the moon?

The moon is about 2,000 miles across.

How far is it from Earth to the moon? It is about 250,000 miles from Earth to the moon.

How old is the moon? The moon is the same age as the Earth and the rest of the solar system — about 4.5 billion years. Our solar

system was all formed at that time.

How did the moon form? We think that the moon and Earth formed at about the same time, back when our whole solar system was

formed. Earth was forming from many chunks of rock and icy material. Possibly a big chunk hit the new

Earth and knocked loose a big piece, which became the moon.

How hot and cold does it get on the moon?

As you may have learned, the moon doesn't have any air around it. The air that surrounds our earth acts as a

nice blanket to keep us warm and comfy! But the moon, since it doesn't have this blanket, gets much colder

than the earth — and much hotter than the earth. On the side of the moon that the sun is shining on, the

temperature reaches 260°Fahrenheit! That is hotter than boiling. On the dark side of the moon, it gets very

cold, -280° Fahrenheit.

What is the surface of the moon like?

The surface of the moon has about two inches of dust. Much of this dust has fallen to the moon from the

spaces between the planets over the last several billions years. It probably feels pretty soft. You can see this in

some pictures taken by the astronauts of their footprints on the moon.

How many holes are in the moon? We call those holes "craters." They are the places where many years ago meteors hit the surface of the moon

and put dents into it. There are thousands of big craters, but even more little ones.

Why does the moon change its shape (as in full, half, and quarter moon)? The bright part of the moon is the part that the sun is shining on. This is like daytime on earth. The dark part is

in shadow, like night on earth. Now the moon goes around the earth once every 29 days (approximately).

At new moon, the moon and the sun are on the same side of Earth. We see the part of the moon that is in

shadow, so the moon is dark. Then the moon moves around in its orbit. At first quarter, it has gone one-fourth

of the way around Earth. Now we can see part of the moon that is sunlit, but part still in shadow. Note that if

the sun is setting in the west, the bright part of the moon is on the side toward the sun and the dark part is

away.

About a week later, the moon has moved halfway around its orbit. Now it is on the opposite side of Earth,

away from the sun. Now we see only the sunlit side — that is the full moon. Note that if the sun is setting in

the west, the moon is just rising in the east.

About a week later, the moon has moved now three-fourths of the way around in its circle around Earth. Once

again only part of the moon is sunlit and part is dark. Now you can see the moon in the morning, and note that

once again the sunlit side is on the side towards the sun, and the shadow side away. Another week and we are

back to the new moon.

It's easier to demonstrate if you have a ball to represent the moon and a flashlight for the sun. Have someone

stand several feet away, holding the flashlight so it shines on the ball. Hold the "moon" ball and slowly turn

around, watching the moon go around you (you are Earth). Do you see the moon's phases?

What is a lunar eclipse? What is a solar eclipse?

Anytime there are three bodies (the sun, the moon, or planet) lined up so that one blocks the light from

another, we call that an eclipse. During a solar eclipse, our moon moves between us (on Earth) and the sun

and blocks the sunlight. During a lunar eclipse, Earth blocks the sun's light that normally lights up the moon.

Since we are standing on Earth, what we see is that the moon gets dark. Other kinds of eclipses happen too.

For instance if you were standing on the surface of Jupiter (kind of hard, but we can imagine) you might see

one of its moons eclipse the sun!

How come we can sometimes see the moon during the day? The reason that you don't see the stars during the day is that the sky is too bright. Sunlight scatters around in

the air and makes the sky look bright blue. But if you had a telescope and pointed it at a bright star you could

still see it during the day! The stars are still there, just hard to see. The moon is bright enough that we can see

it during the day or night. It orbits Earth once every 29 days. So during some of that time, it is easiest to see

during the day and sometimes during the night.

Does it ever rain or snow on the moon or the other planets of our solar system?

To have rain or snow, we need to have water and an atmosphere of some kind. The moon has no atmosphere,

so it has no weather at all! Mars has only a very thin atmosphere but it does have weather. Strong winds can

blow up big dust storms. Pictures from the Mariner spacecraft show that sometimes thin frost forms on the

surface of the planet. Sometimes just after Martian dawn, we see an icy fog rising from the craters! I believe

that it is too cold for rain, but frost and icy fogs have definitely been seen. And of course, Mars has polar caps

of frozen water and carbon dioxide ("dry ice"). Perhaps it snows at the polar caps. The atmosphere of Venus is

very thick and very hot. There is a little water in its clouds, but I don't believe it ever rains. Mercury has no

atmosphere. The outer planets — Jupiter, Saturn, Uranus, Neptune, and Pluto — are extremely cold. Their

atmospheres are mostly made up of methane, ammonia, nitrogen, and stuff like that. There are probably some

ice crystals in their atmospheres too, but they probably just blow around in the strong winds. So there might

be a sort of "snow" but not very much like what we are used to on Earth.

Is there really water on the moon?

Water that would be found on the moon may have existed from the days when our solar system was formed.

Comets that may have hit the moon could also be a source of water. Generally we think water, that was part of

the moon as it formed, would have probably evaporated away. Water from comets would have evaporated too.

However, the area where Clementine found the possible signature of water is at the very cold south pole of the

moon, in a dark, cratered area where the sun never shines. So it seems possible that the water (or ice) has

survived there. We are hoping that other observations can be made with other satellites that can confirm

whether this is really water on the moon. If so, it would be a great help for manned space travel in the solar

system!

Is the moon moving away from Earth?

Yes, it is! But it is moving only about an inch farther away each year.

Why are parts of the moon called seas? Galileo was responsible for naming the major features on the moon. You may know that he was the first

person to study the night sky using a telescope. He thought the dark, smooth areas were seas, and called them

"maria" (Latin for seas; "mare" is the singular). For instance, the first Apollo landing occurred in Mare

Tranquilitatis (the Sea of Tranquility). Of course we know now that there are no seas. The "seas" look flat

from ancient lava flows. But the names stayed.

If a man was walking on the moon and he picked up a rock and threw it really hard, would it go past

the moon's atmosphere? The gravity on the surface of the moon is one-sixth of Earth's, so the astronaut could certainly throw that rock

a lot farther. Did you know that one of the Apollo astronauts took a golf club to the moon and hit a golf ball a

really long way? Even so, the gravity is strong enough that the ball or rock would not go into orbit or leave the

moon. But it would go six times as far.

How long would it take to fly in a 747 to the moon? Of course we know that this can't happen, because there is no air and a plane couldn't fly fast enough to

escape the earth's gravity. But we can pretend. A 747 airplane normally flies at about 400 miles per hour. The

moon is about 250,000 miles away. So if we divide 250,000 by 400, we find that the plane would take 625

hours — or 26 days — to fly to the moon! Boy that would be a looong trip! Twenty-six days of eating airline

food — yuck!

In a spaceship, how long does it take to get to the moon? It depends on how fast the spaceship can travel. When the Apollo astronauts went to the moon, it took about

two days.

What is "the man in the moon"? Have you looked at the moon and noticed the dark patches? Some people think that they make the moon look

like it has two eyes and a big smile. The next time the moon is nearly full, it would be a good time to look in

the early evening at the moon and see if you can see the "face." In other cultures people see different things on

the moon. The Japanese people talk about the rabbit on the moon. I have looked at the moon and seen the

"rabbit" too — it looks like a rabbit is walking up the left side of the moon.

How did the moon get its name? The moon is something that even the cavemen must have seen and given a name to. Maybe something like

"big light in the sky at night when the sun isn't around." According to my dictionary, the Old English word for

the moon was mona. In Latin it was mensis. In Greek it was mene (mee-nee). The words moon and month

come from the same roots. That is probably because a month was originally measured by the phases of the

moon. It takes 29.5 days for the moon to go from full moon to full moon.

Why does the moon affect the tides?

The moon actually CAUSES the tides. If there were no moon, we would have no tides. The tides arise due to

the pull of the moon's gravity. On the side of Earth nearest the moon, the moon's gravity is the strongest and it

pulls up the water slightly (high tide). On the side of Earth furthest from the moon, the moon's gravity is the

weakest and the water can move a little away from the moon (which is also high tide).

How come the moon reflects the sun's light and things on earth (like rocks) don't reflect the sun's light?

Actually everything DOES reflect sunlight. If something doesn't reflect light, it looks completely black. There

aren't many things like that around. If you stand outside in the sunlight, you are seeing because the sun's light

is bouncing off of everything and your eyes see that light. When you are inside, you see things because the

light from the lamps or the fluorescent lights bounces off things in the room.

Retrieved from: http://www.hillsdaleschools.com/cms/lib03/NJ01000198/Centricity/Domain/133/moonphases.jpg

Teacher Instructions: Make one copy per lab group. Laminate if possible to preserve longevity, and cut each moon phase out to create a set of nine pictures and one title per group. The phase names should be left attached to the pictures to assist students in ordering the manipulatives correctly.

Extension: phase names can be separated from the pictures.

Notice: Lunar Phase Modeling


Instructions: label the phases of the moon in order, beginning with “New Moon.” Then shade the portion of the circle that is in shadow during that lunar phase. Leave the lit portions blank.

New Moon

Render Data/ Explain Results: Lunar Phase Modeling


Lunar Phase Modeling Activity Guide: 5th Grade Science

Materials:

Procedure:

Instructions: use your experience with modeling lunar phases to create a simple activity guide that

a 5th grade class could use to model lunar phases.

Include a list of materials, and a step-by-step list of procedures for students to follow.

Your activity guide should be a modified version of your group’s original procedure and

demonstrate a new understanding of lunar phases that you gained during the Investigate step.

Chemical Equation data set (2 pages)

PbCl2 + AgNO3 Pb(NO3)2 + AgCl

NH3 + HCl NH4Cl

AlCl3 + Na2SO4 Al2(SO4)3 + NaCl

Zn + S ZnS

Al2(SO4)3 + BaCl2 BaSO4 + AlCl3

Al2S3 Al + S

H2SO4 + Fe H2 + FeSO4

C12H22O11 + O2 CO2 + H2O

Mg(OH)2 + H2SO4 MgSO4 + H2O

NaOH + CuSO4 Na2SO4 + Cu(OH)2

C4H12 + O2 H2O + CO2

Fe + O2 Fe2O3

Mg3(PO4)2 + H2 Mg + H3PO4

NH4NO3 N2O + H2O

Cl2 + KBr KCl + Br2

S8 + O2 → SO2

K + H3PO4 K3PO4 + H2

Na2SO4 + BaCl2 BaSO4 + NaCl

3H8 + O2 CO2 + H2O

HNO3 + NaOH H2O + NaNO3

Sn + Cl2 SnCl4

Al(O3)3 + Fe(ClO3)3 Al(ClO3)3 + Fe(NO3)3

KCl K + Cl2

NaBr + Ca(OH)2 CaBr2 + NaOH

NH3 + H2SO4 (NH4)2SO4


Pb + H3PO4 H2 + Pb3(PO4)2

Li3N + NH4NO3 LiNO3 + (NH4)3N

HBr + Al(OH)3 H2O + AlBr3

Na3PO4 + KOH NaOH + K3PO4

MgCl2 + Li2CO3 MgCO3 + 2 LiCl

C6H12 + O2 CO2 + H2O

Pb + FeSO4 PbSO4 + Fe

CaCO3 CaO + CO2

P4 + O2 P2O3

RbNO3 + BeF2 Be(NO3)2 + RbF

AgNO3 + Cu Cu(NO3)2 + Ag


C5H5 + Fe Fe(C5H5)2

SeCl6 + O2 SeO2 + Cl2

MgI2 + Mn(SO3)2 MgSO3 + MnI4

O3 O + O2

NO2 O2 + N2

SiO2 + Mg Si + MgO

SO2 + O2 SO3

CaCl2 + K3PO4 Ca3(PO4)2 + KCl

CO + O2 CO2

H2CO3 CO2 + H2O

CaCO3 + HCl H2CO3 + CaCl2

C4H10 + O2 H20 + CO2

P4O10 + H2O H3PO4

Cu + HgNO3 Cu(NO3)2 + Hg

NCl3 N2 + Cl2

Ag2SO4 + NH4I (NH4)2SO4 + AgI

NaHCO3 CO2 + Na2CO3 + H2O

Li + H20 LiOH + H2

H2SO4 + Ca CaSO4 + H2

BaO + HNO3 Ba(NO3)2 + H2O

Sample problem: Calculate the density of the rock in the picture above if the mass is

75 grams.

Protocol: Calculating Density

Name: ___________________________________ Date: ______________ Class/Period: _______ Group: __________________________

Density describes how heavy an object is for its size, or how

much matter it contains per unit of volume. Think about an

inflated birthday balloon and a bowling ball. Both objects

occupy approximately the same amount of space, so they

have a similar volume, but the bowling ball feels much

heavier. To describe this idea, scientists use the word

density. A bowling ball is denser than a balloon. To

calculate density, you must know the mass and volume of

the object: density (g/cm3) = mass (g) / volume (cm3).

Often, scientists need to calculate the density of real-world objects that

are irregularly shaped. For example, the density of pure gold, which you

calculated to in the sample problem, is compared to the density of gold

that is mined from the earth. If the density of the metal that is mined is

less than the density of pure gold, then scientists know that there must

be lighter metals or substances mixed

into the gold making it impure.

While we can weigh objects of all shapes to find mass, it is very

difficult to calculate the volume of an irregularly shaped object, like

a pile of metal; and if we don’t know the volume, we can’t calculate

density. Don’t worry! There is a way. To calculate the volume of an

irregularly shaped solid object, simply measure out a specific

amount of water in a graduated cylinder or beaker. Place the object

in the water, making sure there is enough water to completely

cover the object, and then subtract the first volume

measurement (before the object was put into the water) from

the second measurement (when the object is in the water),

and it will give you the volume of the object. Note: 1 ml = 1 cm3

Sample problem: Calculate the density of gold if 950 grams occupies a volume of 50 centimeters cubed.

Design Challenge: Build a Bridge


Instructions: Your group’s task is to design a bridge that can hold as much mass (science textbooks)

as possible without breaking.

Constraints:

The surface of the bridge must be flat and at least four inches above the ground or table

The bridge must span at least the length of a science textbook, or 12 inches

Your group may use the following amounts of materials:

o 36 inches of yarn

o 75 large and 200 small popsicle sticks

o As much wood glue as needed

Advice: Before sketching and building your bridge, your group can (and should) research different

bridge structures and engineering designs to gather ideas.

Design Sketch:

Intrinsic Data Space:

Instructions: cut out the bones below and arrange in a logical manner to recreate the S. crassirostris fossil.

Fossil Sheet (S. crassirostris) retrieved from http://www.indiana.edu/~ensiweb/lessons/gff.pdf.html

Discrepant Event Observation Protocol


Name of phenomenon or demonstration:

Describe or draw what you observed. Hypothesize why you observed what you did. Reality-check: Using scientific terminology, write a paragraph explaining what actually caused the event.

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Internet Resources

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Internet Resources:

http://phet.colorado.edu/

o Free interactive simulations for science and math (mostly physical science)

http://onlinelabs.in/biology

o A list of free life science simulations and resource links

o “OnlineLabs.in aims to serve as a comprehensive, encyclopedic reference

about online labs in a variety of subjects, particularly virtual laboratory

simulations for science education. We categorize useful listings for online

lab simulations, virtual science experiments, and free educational software.”

http://www.sciencebuddies.org

o Student reference materials

o Activities for teachers to use in the classroom

o Information and resources for parents

http://earthquake.usgs.gov/

o Real-time earthquake data

https://youtu.be/kL8R8SfuXp8?t=2m10s

o Physical science demonstration of ferrous fluid suspended in water

interacting with magnets. Begin at 2:10, stop at 3:12 and play muted so

students are not given answers.

http://www.nasa.gov/content/journey-to-mars-overview

o Space science discussing NASA’s plans for a manned mission to Mars

http://phet.colorado.edu/

http://onlinelabs.in/biology

http://www.sciencebuddies.org/

http://earthquake.usgs.gov/

https://youtu.be/kL8R8SfuXp8?t=2m10s

http://www.nasa.gov/content/journey-to-mars-overview

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Lesson Resources:


o Lung transplant video


o Water, The World Water Crisis video

http://www.theguardian.com/business/2006/nov/10/water.environment

o “Dirty Water Kills 5,000 Children a Day” article in The Guardian

http://www.scholastic.com/teachers/article/all-about-moon

o “All About the Moon” article from Scholastic

http://www.hillsdaleschools.com/cms/lib03/NJ01000198/Centricity/Domain/133/moonphases.jpg

o Moon phases

http://msed.iit.edu/ids/curriculum/chemistry/model_lessons/12-%20Chem%20Cohort%201/Q3%20Chemistry/Unit_3_ClassifyingChemicalReactions_cohort_1.doc

o Chemical reaction examples

Pictures:

http://www.magic4walls.com/wp-content/uploads/2015/01/leaves-macro-transparent-pattern-background-colors.jpg

o Blue/green transparent leaves picture




http://www.theguardian.com/business/2006/nov/10/water.environment

http://www.scholastic.com/teachers/article/all-about-moon






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http://thumb101.shutterstock.com/display_pic_with_logo/2003945/279376427/stock-vector-watercolor-seamless-pattern-border-blue-green-turquoise-horizontal-strips-sea-wave-water-hand-279376427.jpg

o Blue/green boarder

http://images.fineartamerica.com/images-medium-5/blue-and-green-palm-leaves-linda-woods.jpg

o Leaves art

http://molokaihigh.weebly.com/uploads/4/2/5/6/4256204/6330554.gif

o “Way Cool Science Stuff” cartoon

http://www.clker.com/cliparts/9/E/n/I/q/X/unlabelled-respiratory-system-hi.png

o Unlabeled respiratory system

http://clipart.usscouts.org/library/WOSM/Canada/General/writing.gif

o Child writing clipart

http://clipartzebraz.com/cliparts/conclusion-clipart/cliparti1_conclusion-clipart_02.jpg

o Lightbulb clipart

http://oldschool.com.sg/modpub/13069781634cb53e9c705a4

o Lung model picture

http://www.clker.com/cliparts/a/9/4/5/11954440591199019806TheresaKnott_respiratory_system.svg.hi.png

o Labeled respiratory system diagram

http://www.wornthrough.com/blog/wp-content/uploads/2011/03/school_clipart_boy_writting.gif

o Clipart boy writing

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http://2.bp.blogspot.com/-xGdmUih5RPc/UhTby5dGErI/AAAAAAAAA8I/9WdH-T2Hd_8/s1600/IMAG2235.jpg

o Styrofoam ball on dowel

http://images.clipartpanda.com/procedure-clipart-checklist.jpg

o Checklist clipart

http://images.clipartpanda.com/assessment-clipart-478477512.jpg

o Assessment clipart

https://s-media-cache-ak0.pinimg.com/originals/80/f9/52/80f9525fdef1134b35ea7017e16d7ec9.jpg

o Types of chemical reactions

http://cliparts.co/cliparts/kiM/nXE/kiMnXEMaT.jpg

o Blue cartoon man writing observation

http://www.ssc.education.ed.ac.uk/BSL/pictures/density.jpg

o High versus low density

https://s3.amazonaws.com/engrade-myfiles/4031833327365900/Density_of_irregular_shapes.png

o Graduated cylinders

http://cdn.inspirationhut.net/wp-content/uploads/2013/10/0.52.jpg

o Graph paper

http://www.indiana.edu/~ensiweb/lessons/gff.pdf.html

o Fossil picture

http://prolabscientific.com/images/P/M-1322.jpg

o Magnetic field demonstrator

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References

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References

Kansas Association for Conservation & Environmental Education. (2015). Foundations of EE.

Retrieved from http://www.kacee.org/best-practices-and-foundations-ee

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Annotated Bibliography

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Areepattamannil, S. (2012). Effects of inquiry-based science instruction on science achievement

and interest in science: Evidence from Qatar. Journal of Educational Research, 105(2),

134-146. doi:10.1080/00220671.2010.533717

Shaljan Areepattamannil (2012) studied the effects of inquiry-based science instruction

on adolescent students. Areepattamannil’s (2012) empirical research focused on two questions:

How much variation in science achievement is there within and between schools, and what the

effects are of inquiry-based science instruction on achievement and interest in science for

adolescents. The research design was experimental. Areepattamannil (2012) reviewed inquiry

literature to date and concluded that current research is conclusive, “Students excel academically

in a learner-centered …environment in which the construction of knowledge is interactive,

inductive, and collaborative” (p. 136).

The participants in Areepattamannil’s (2012) study included 6,265 fifteen-year old

students in grades 7-12 from 131 schools in Qatar. Data were collected for all participants from

the 2006 PISA (Program for International Student Assessment), an international skills and

knowledge test for 15-year olds. The results were quantitatively analyzed and showed that

interactive science teaching and learning positively affected both scientific achievement and

interest in science. Areepattamannil (2012) concluded that teachers who are knowledgeable and

willing to engage in “model-based-inquiry in their classrooms may not only enhance students’

development of conceptual science content knowledge but also facilitate students’ acquisition of

critical scientific thinking skills” (p. 142).

Recent education legislation and teaching methodology trends have placed an emphasis

on preparing students to be meaningful contributors to global 21st century societies. Research

from this article (Areepattamannil, 2012) proves that when science teachers engage students in

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tasks that require complex cognition, such as inquiry, argumentation, and explanation, students

are more likely to become scientifically literate and capable of scientific reasoning. These skills

are a focal point for modern education and clear evidence regarding the positive effects of

inquiry-based teaching practices is helpful for both current and future teachers.

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Cobern, W. W., Schuster, D., Adams, B. (2010). Experimental comparison of inquiry and direct

instruction in science. Research in Science & Technological Education, 28(1), 81-96. doi

10.1080/02635140903513599

Cobern, Schuster, and Adams (2010) investigated high quality direct instruction versus

high quality inquiry instruction in a middle school setting. Their empirical research answered the

following question: Is an inquiry approach or a direct approach to experientially based

instruction more effective for science concept development when both approaches are expertly

designed and well executed. The research design was experimental.

The participants in the study were 180 incoming eighth grade students in the Western

Michigan area. Students were representative of urban, suburban, and rural school districts. Five

veteran science teachers instructed three inquiry and two direct instruction courses during three

summers. Data was collected in identical pre- and post- assessments and quantitatively analyzed

to determine average percent growth during the course of the study. Cobern et al. (2010)

established that both “inquiry and direct methods led to comparable science conceptual

understanding in roughly equal instructional times” (p. 5). There was not a statistically

significant gain in students’ content knowledge between the two types of instruction. The authors

concluded that, in regards to strict concept acquisition, neither direct instruction nor inquiry

instruction is superior.

This research is important for teachers to understand because, as Cobern et al. (2010)

elucidate, proponents of both types of instruction have published researched-backed claims to

support either direct or inquiry instruction. Research designs involving science instruction have

not historically controlled the quality of instruction, and can provide skewed data. Proof from a

strictly controlled environment can serve to inform teachers that there is value in both types of

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instruction in terms of content acquisition. For educators who are considering a shift from

traditional, direct instruction, this study provides evidence that students who learn by exploring

are not at higher risk for falling behind.

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Dias, M., Eick, C. J., & Brantley-Dias, L. (2011). Practicing what we teach: A self-study in

implementing an inquiry-based curriculum in a middle grades classroom. Journal of

Science Teacher Education, 22(1), 53-78. doi: 10.1007/s10972-010-9222-z

Charles Eick is a teacher education professor who previously taught science at the

secondary level for nine years. Eick advocates an inquiry-based approach to teaching science and

returned to the classroom as a middle school science teacher for one semester during this

empirical research study (Dias, Eick, & Brantley-Dias, 2011). The purpose was to enact a newly

developed inquiry-based curriculum. The guiding question was, “what new personal practical

knowledge on inquiry and its associated scientific practices will emerge from Charles’ teaching

experience with this curriculum?” (Dias et al., 2011, p. 54). The authors used a case-study

design.

Eick was the lone teacher-participant in this study. The study took place in a rural, public

school in the southeastern United States. He taught three block classes to 66 ethnically and

socioeconomically diverse students throughout one semester. Data were collected with a weekly

journal, formal observations, debriefings, and interviews. Dias and Brantley-Dias were

responsible for observations and data analysis to maintain the credibility of the study. They

analyzed data using the Reform-based Teaching Observation Protocol (RTOP). The study

demonstrated that: scientific inquiry was not engaging for all students all the time, especially

those of low socioeconomic status; strict adherence to a previously designed curriculum did not

connect with every student; and adolescents should be guided toward increased autonomy in the

learning process (Dias et al., 2011).

This study provides a first-hand account of the challenges in implementing an inquiry-

based curriculum. The results demonstrate that a one-size-fits-all approach is not sufficient to

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maintain student engagement throughout the course of a school year. Eick’s (Dias et al., 2011)

concluding advice is to implement a “tempered-inquiry approach with forms of inquiry that

make a difference for most kids most of the time, as well as other methods that balance out the

learning cycle” (p. 70). While teachers might prefer the ease of teaching a previously designed

curriculum, this study shows that a teacher’s knowledge of his or her students must be taken into

consideration and used to adjust both the pace of lessons, and the teaching methods used to

deliver them.

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Eick, C., Meadows, L., & Balkcom, R. (2005). Breaking into inquiry. Science Teacher, 72(7),

49-53. Retrieved from http://web.a.ebscohost.com.sierranev.idm.oclc.org

Eick, Meadows, and Balkcom (2005) published this theoretical article to provide a

systematic method for inquiry implementation in science classrooms. The authors acknowledge

that transitioning from a traditional methodology to inquiry can be difficult and intimidating for

educators. Eick, Meadows, and Balkcom (2005) propose that appropriately scaffolded inquiry

can provide a smooth transition for both teachers and students.

The authors describe four increasing levels of inquiry implementation–level one being

easily incorporated into existing curriculums through level four, student-led inquiry. Teachers

can introduce inquiry into their classrooms with a level one approach by engaging students in

scientifically oriented questions and encouraging them to prioritize evidence when responding.

Students then use data to explain scientific phenomenon, and approach that “stands in vivid

contrast to traditional textbooks in, in which the evidence for the scientific explanations

discussed typically does not appear” (Eick, Meadows, & Balkcom, 2005, p. 51). Level two

engages students in a cycle of predict-observe-explain using a discrepant event. After students

form appropriate explanations, they progress to level three: evaluating explanations and

connecting them to scientific knowledge. The final level of inquiry implementation requires

students to communicate and justify their explanations.

Science teachers are hesitant to implement inquiry in their classrooms due to many

factors (Eick, Meadows, & Balkcom, 2005). This article provides a method teachers can use to

introduce inquiry in a systematic manner that does not conflict with existing classroom

structures. Eick, Meadows, and Balkcom (2005) stated that beginning inquiry implementation

“within existing classroom routines and arrangements is essential if inquiry is to occur at all” (p.

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53). Rather than feeling overwhelmed by a complete shift in teaching methodology, everyone

involved in the process can benefit when teachers incorporate inquiry into current curriculum

and classroom routines.

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Jensen, J., & Kindem, C. (2011). Step up to full inquiry. Science and Children, 48(9), 48-53.

Retrieved from http://web.b.ebscohost.com.sierranev.idm.oclc.orb/ehost

“Step Up to Full Inquiry” is a theoretical research article written by Jensen and Kindem

(2011), elementary science specialists. The researchers found that “many teachers want to do full

inquiry, but just don’t know how to start” (Jensen & Kindem, 2011, p. 49). The purpose of this

study was to provide a methodology for implementing inquiry investigations that is practical for

both students and teachers.

Jensen and Kindem (2011) developed a five-step method for adapting science lessons

using an inquiry format. In the first step, observe, students are prompted to notice details of an

environment or phenomenon, record observations, and share with the class. Step two is student

generation of questions using the sentence stem “I wonder” (Jensen & Kindem, 2011, p. 50). In

step three, students choose an open-ended question to examine, and then plan the specifics their

investigation with assistance from the teacher. Step four is to carry out the investigation and

collect data using the procedure created in the previous stage. The final step is the student

organization of data with charts and graphs and a presentation of results. Throughout the inquiry

process, Jensen and Kindem (2011) advocate for the utilization of formative and summative

assessments to document students’ understanding of science skills and concepts. The authors

conclude that inquiry investigations often lead to more questions, but the key is to simply begin

the process.

This article provides very practical and manageable guidelines that teachers can use to

adapt their current science teaching methods. The strategy outlined by Jensen and Kindem

(2011) is broad enough to apply to a wide range of age groups and scientific fields of study, yet

specific enough to give teachers a realistic format with which to plan.

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Johnson, C. C., Zhang, D., & Kahle, J. B. (2012). Effective science instruction: Impact on high-

stakes assessment performance. Research in Middle Level Education Online, 35(9), 1-12.

Retrieved from http://web.a.ebscohost.com.sierranev.idm.oclc.org

Johnson, Zhang, and Kahle (2012) conducted an empirical, longitudinal study to

determine the impact of effective science instruction on student performance on high school

graduation assessments in science. The authors acknowledge a lack of education literature

focused on long-term performance for students who experience effective researched-based

instructional strategies in middle school. Two main questions guided this study: Does student

participation in effective middle school instructional environments effect performance on state

graduation assessments, and does student participation in effective science instructional

environments differentially affect certain races on state graduation assessments. The research

design was a prospective cohort study.

This study occurred over a seven-year period, and included 11 middle school teachers

and 176 students who the authors tracked from sixth grade through graduation. Educator data

included observations and interviews, and student data were collected using the Discovery

Inquiry Test and the Ohio Graduation Test (OGT). Johnson, Zhang, and Kahle (2012) used the

Local Systemic Change (LSC) classroom observation protocol to qualitatively evaluate teachers

as either effective or ineffective. Statistical analysis of quantitative student data was conducted

using the R language for statistical computing. The authors found that all students who

experienced one or more effective middle school science teachers passed the science portion of

the OGT on the first attempt. Johnson, Zhang, and Kahle (2012) demonstrated that students from

all ethnic and racial backgrounds benefited equally from effective teachers and that “students

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who were exposed to more student-centered environments that contextualized science in the real

world outperformed the other students” (p. 10).

The recent focus on high-stakes testing results to gauge teacher and student performance

might discourage educators from modernizing their teaching styles. Educators can utilize the

results of this study to make a research-backed, informed decision to move from a traditional

teaching style to an inquiry-based methodology. The results demonstrated that inquiry teaching

in a student-centered environment is a more effective teaching method even when singularly

measured by high-stakes testing scores.

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Kawalkar, A., & Vijapurkar, J. (2013). Scaffolding science talk: The role of teachers' questions

in the inquiry classroom. International Journal of Science Education, 35(12), 2004-2027.

doi 10.1080/09500693.2011.604684

Kawalkar and Vijapurkar (2013) studied how teachers’ questions shape inquiry

classrooms to explore the strategies teachers employ when establishing environments conducive

to inquiry learning. The authors (Kawalkar & Vijapurkar, 2011) empirically researched three

aspects of questioning: (a) What roles do teachers’ questions play in the scaffolding of student

talk, (b) how are teachers’ questions in an inquiry classroom different from those asked in a

traditional setting, and (c) what strategies guide the framing of teachers’ questions (Kawalkar &

Vijapurkar, 2013). This explicit case study is part of a larger, ongoing study on the effects of

inquiry science teaching.

Approximately 50 students voluntarily participated in four after school science classes

taught by four science teachers. Two teachers taught with a traditional direct-instruction method

and the other two used an inquiry-based method. The data sample included videotaped sessions,

lesson plans, observation notes, and discussions with self-reports by the teachers. Data were

analyzed qualitatively. Questions were sorted into five categories, and questions from the

traditional teachers were compared to those from the inquiry teachers. The results indicate that

questions asked in the inquiry classes had a clear progression from initial ideas to observations

and new questions, to the forming of a concept. An average of 90 percent of questions from

inquiry teachers were open-ended compared to 17 percent in the direct instruction classes

(Kawalkar & Vijapurkar, 2013). Questions in the traditional classroom did not have a

progression, probe students to think more deeply, nor encourage further questioning.

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This research is important for education professionals because it demonstrates that, while

questioning is a useful strategy, the manner of its implementation is critical. When teachers

question to elicit simple recitation answers, students gain very little through the exercise.

Conversely, teachers can encourage students to construct their own knowledge by planning

open-ended questions into flexible, inquiry-based lesson plans (Kawalkar & Vijapurkar, 2013).

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Longo, C. M. (2011). Designing inquiry-oriented science lab activities. Middle School Journal,

43(1), 6-15. Retrieved from http://web.b.ebscohost.com.sierranev.idm. oclc.orb/ehost

Christopher Longo (2011) explored the difference between traditional and inquiry

teaching of science experiments. The purpose of this theoretical study was to contrast the two

distinct teaching methods and describe in detail the manner in which inquiry laboratory

experiments were implemented. Longo (2011) emphasized the value of inquiry teaching over a

traditional, prescribed methodology that many educators still practice. The research design was

case study.

Throughout the research article, Longo (2011) refers to two teachers, Mr. Smith and Ms.

D’Amico. Mr. Smith teaches a prescribed, systematic procedure for experiments in his classroom

whereas Ms. D’Amico uses an inquiry-oriented approach. Longo (2011) described six steps that

teachers should use to implement inquiry science labs based on his observations:

1. Provide an inquiry lab rubric to guide students as they formulate questions.

2. Allow students to generate their own hypotheses.

3. Encourage metacognition through reflective writing.

4. Direct students to create their own laboratory procedures.

5. Instruct students to choose the best method for data presentation.

6. Provide opportunities for students to communicate their findings.

Longo (2011) concluded that time and resources are needed to create a meaningful, inquiry-

oriented learning experience for students, but inquiry teaching can better prepare students for

new standardized tests compared to traditional teaching methods.

This theoretical article is applicable to teachers because it elucidates the theory that

inquiry-based teaching prepares students better for standardized tests that traditional, direct-

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instruction. Longo’s (2011) enumerated steps for implementing inquiry-based experiments are a

resource that can be applied to a variety of science domains across all grade levels.

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Lord, T. & Orkwiszewski, T. (2006). Moving from didactic to inquiry-based instruction in a

science laboratory. American Biology Teacher, 68(6), 342-345. Retrieved from

http://web.ebscohost.com.sierranev.idm.oclc.org/ehost

Lord and Orkwiszewski (2006) researched two distinct teaching methods in the setting of

an undergraduate biology laboratory. The purpose of this empirical research was to determine if

there is a statistically significant difference in student learning outcomes between teaching

methods. The authors investigated the question: Do “students from inquiry taught labs learn

more biology than students with step-by-step directions?” (Lord & Orkwiszewski, 2006, p. 345).

The authors used an experimental design and correctly predicted, citing previous research, that

students from inquiry-taught labs would learn more than students following systematic labs.

One hundred introductory biology students from non-science majors participated in this study at

Indiana University of Pennsylvania. Lord and Orkwiszewski (2006) collected data over the

course of two semesters. All participants attended the same lecture each week, but the

participants were separated into one of four lab sections—two control, and two experimental.

The control group was taught with a traditional step-by-step methodology, while the

experimental group was taught with an inquiry-based approach. The authors quantitatively

analyzed the data: experimental group participants scored an average of five percentage points

higher on weekly quizzes, and made significant gains in science attitude and processing skills

compared to the control group.

This study is meaningful for science teachers because it demonstrates that non-traditional,

inquiry instruction provides students with more enjoyable and significant learning experiences.

This research provides teachers reassurance that students, even those previously apathetic

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towards science education, can become enthusiastic learners when science instruction is inquiry-

based rather than teacher-centered.

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Maskiewicz, A.C., & Winters, V.A. (2012). Understanding the co-construction of inquiry

practices: A case study of a responsive teaching environment. Journal of Research in

Science Teaching, 49(4), 429-464. doi: 10.1002/tea.21007

Maskiewicz and Winters (2012) undertook an empirical study to determine who is

responsible for changing activities and norms within a classroom setting. The researchers

hypothesized that, when studies are focused solely on teachers implementing inquiry-based

learning, the contribution of students and the complex dynamics within a classroom are

neglected. In their longitudinal case-study, Maskiewicz and Winters (2012) addressed this

methodological concern.

Mrs. Charles, a fifth grade teacher at a public elementary school in Southern California,

was the subject of this two year case study. She taught 32 science students in the first year of the

study and 38 in the second. Data were collected using ethnographic methods and analyzed

qualitatively. Sources included classroom video recordings, audio recordings of all teacher-

student interactions, field notes by the authors, and debriefing interviews with Mrs. Charles. The

research showed that students had a significant influence on the development and use of both

experimental and theoretical inquiry practices within the classroom. Maskiewicz and Winters

(2012) stress that “teachers must recognize the productive scientific foundations present in the

resources their students bring to the classroom, and that should be considered the starting point”

(p. 458). They concluded that, when educators are flexible in adapting to the needs of each class

(responsive facilitation), students are able shape the inquiry rather than the teacher.

These findings provide a useful perspective for teachers and administrators who are

considering integrating inquiry-based teaching practices into science curriculum. The results

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demonstrate that consideration of the experiences and resources each group of students brings to

class is critical in establishing an effective inquiry-based learning environment.

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Meyer, D. Z., Kubarek-Sandor, J., Kedvesh, J., Heitzman, C., Yaozhen, P., & Faik, S. (2012).

Eight ways to do inquiry. Science Teacher, 79(6), 40-44. Retrieved from

http://web.b.ebscohost.com.sierranev.idm. oclc.orb/ehost

In their theoretical article, Meyer, Kubarek-Sandor, Kedvesh, Heitzman, Yaozhen, and

Faik (2012) provided direction to help teachers with the difficult assignment of creating inquiry

activities. The authors reviewed over 300 inquiry tasks from a variety of resources and identified

eight models for conducting inquiry activities. The research design was meta-analysis.

Meyer, et al. (2012) encouraged teachers to use the following eight strategies to

implement an inquiry method suitable for their individual students, noting that some inquiry

activities might overlap or be combined. The first strategy is to teach students a protocol that

introduces a new way of looking at the natural world. Secondly, teachers can create a design

challenge for students with tension and no clear-cut resolution. The third strategy is product

testing in which students must “devise and implement ways to consistently compare items…and

to quantify those comparisons” (Meyer, et al., 2012, p. 41). Fourthly, black box activities

challenge students to determine the nature of things hidden from view by utilizing multiple

senses and making predictions. Strategy five is to generate an intrinsic data space that poses a

natural challenge. The sixth strategy is a discrepant event that is non-intuitive and encourages

students to question a phenomenon. Taxonomy is the seventh strategy; it provides students with

a wide variety of samples from which they can create a meaningful organization. The final

strategy is modeling, where students construct functioning models of natural phenomenon.

The strategies and models outlined in this article are important to educators who are

considering, or in the process of, implementing inquiry-based science instruction. Meyer, et al.

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(2012) acknowledged the existence of a “cookbook form of inquiry” (p.44) which educators can

avoid by utilizing the research-based inquiry strategies from this article.

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Ruiz-Primo, M. A., & Furtak, E. M. (2006). Informal formative assessment and scientific

inquiry: Exploring teachers' practices and student learning. Educational Assessment,

11(3/4), 205-235. doi:10.1207/s15326977ea1103&4_4

Ruiz-Primo and Furtak (2006) investigated how science teachers use questions as a

method of informal formative assessment in comparison to measures of student learning. Their

empirical research focused on the following three questions: (a) What does informal formative

assessment look like in the context of scientific inquiry teaching? (b) Is it possible to identify

different levels of informal assessment practices? and (c) Can different levels of informal

assessment practices be related to levels of student learning? (Ruiz-Primo & Furtak, 2006, p.

205). The research design was experimental.

Ruiz-Primo and Furtak (2006) outlined two different frameworks for teacher questioning

techniques. In the first, the teacher initiates, a student responds, and his answer is evaluated

(IRE). In the second method, the teacher asks a question to elicit student thinking, a student

responds, the teacher recognizes the response, and then uses it to support student learning

(ESRU). The authors applied the two frameworks to analyze four practicing middle-school

teachers during four physical science investigations. Videotaped class sessions and student

assessment data were analyzed quantitatively using ANOVA (a statistical tool that analyzes

variance), the authors’ questioning framework, and a coding system for classroom discussions.

The results clearly indicated that students whose teachers promoted deeper thinking with the

ESRU framework made more significant content gains than students whose teachers questioned

in a narrow, conceptual manner. Ruiz-Primo and Furtak (2006) concluded that the teacher whose

students performed highest “held the most discussions, asked the most concept-eliciting

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questions, and employed the greatest diversity of strategies that used information she had gained

about student understanding” (p. 213).

This research offers an important strategy for teachers who desire to move toward

inquiry-based instruction from a direct instruction background. Formative assessment

questioning that elicits more in-depth discussions and relates to prior knowledge is an effective

way to increase students’ content understanding while gauging how much one should explicitly

guide student learning.

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Sampson, V., Grooms, J., & Walker, J. (2009). Argument-driven inquiry. Science Teacher,

76(8), 42-47. Retrieved from http://web.a.ebscohost.com.sierranev.idm.oclc.org

In their theoretical article, Sampson, Grooms, and Walker (2009) detail Argument-Driven

Inquiry (ADI), an instructional model that “enables science teachers to transform a traditional

laboratory activity into a short integrated instructional unit” (p. 42). They propose ADI in

response to the following National Research Council recommendations: make laboratory

activities more practical and inquiry-based, provide opportunities to students to read, write, and

discuss critically, and encourage students to construct arguments (as cited in NRC, 2007).

Sampson, Grooms, and Walker (2009) describe the ADI instructional model as consisting

of the following steps:

- identification of tasks that create a need for students to make sense of a phenomenon

or solve a problem;

- student generation and analysis of data in small groups using their own methods;

- a production of a tentative argument that articulates and justifies an explanation;

- an argumentation, critique, and refining of each group’s explanations;

- an investigation report by individual students describing the method and goal of their

group’s work;

- a double-blind peer review to generate high-quality feedback;

- revision of the report based on the peer review; and

- an explicit and reflective class discussion about the inquiry.

The authors conclude that ADI helps students to develop scientific literacy, scientific habits of

mind, data-driven explanations of phenomenon, and critical thinking skills while teachers

promote reading and writing throughout the process (Sampson, Grooms, & Walker, 2009).

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ADI moves beyond a shift in science teaching methodology to a usable model that

enables teachers to transform a single activity into an integrated, cross-curricular instructional

unit. As educational standards increasingly focus on the need for integration of reading and

writing across all subject areas, ADI provides a model that promotes scientific content

acquisition and cultivates student interest in science while developing critical student

communication skills.

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Wolf, S.J., Fraser, B.J. (2007). Learning environment, attitudes and achievement among middle-

school science students using inquiry-based laboratory activities. Research in Science

Education, 38(3), 321-341. doi: 10.1007/s11165-007-9052-y

Wolf and Frasier (2007) studied the difference between inquiry and non-inquiry

laboratory teaching in middle school physical science classes. The purpose of this empirical

study was to evaluate the effectiveness of inquiry-based laboratory activities in terms of the

classroom learning environment, student attitudes, and student achievement in physical science.

The researchers investigated three questions: In what ways is inquiry-based laboratory teaching

effective; is it differentially effective for males and females; and are there associations between

the learning environment, student attitudes, and achievement. The research design was

experimental.

The study participants included 1,434 seventh grade physical science students in 71

classes. Of the sample population, a subsample of 165 students in eight classes participated in an

in-depth inquiry learning analysis for eight weeks. Wolf and Frasier (2007) collected quantitative

data using the What Is Happening In this Class (WIHIC) questionnaire, and a physical science

concept assessment. Qualitative data sources included the Test of Science-Related Attitudes

(TOSRA), as well as teacher and student interviews. Data were analyzed using a one-way

multivariate analysis of variance (MANOVA). Inquiry-taught students scored higher in student

cohesiveness, involvement, task orientation, and cooperation. Attitude scores between the

inquiry and non-inquiry groups were similar, and there was not a significant difference in

achievement between the groups. The results did not demonstrate a statistically significant

association between achievement and learning environment, yet revealed significant gender

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differences: males in the inquiry group improved in a majority of categories, but females scored

higher in most categories when participating in non-inquiry labs.

This study provides a statistical basis for introducing inquiry laboratories into middle

school science classes while cautioning teachers who are considering implementing only inquiry-

based laboratory experiments. According to the study (Wolf & Frasier, 2007), female students

are at risk of lower achievement if not offered the opportunity to participate in traditional

experiments as well as inquiry-based labs.

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Yager, R. E., & Akcay, H. (2010). The advantages of an inquiry approach for science instruction

in middle grades. School Science and Mathematics, 110(1), 5-12.

doi 10.1111/j.1949-8594.2009.00002.x

Yager and Akcay (2010) undertook an empirical research study to determine the

effectiveness of an inquiry-instruction staff development workshop (for current teachers) called

the Iowa Chautauqua Professional Development program. To analyze program goal attainment,

the researchers collected student assessment data from control and experimental groups. Yager

and Akcay (2010) answered the question: Does inquiry teaching increase student achievement in:

(a) concept mastery, (b) process skills, (c) creativity, (d) attitude, (e) application, and (f)

worldview? The authors used a “quasi-experimental” design (Yager & Akcay, 2010, p. 7).

The study involved 724 students from 12 school districts taught by 12 different teachers.

Each teacher led one section with direct instruction and a second section with an inquiry-based

teaching model. Data was collected with pre- and post-assessments and analyzed quantitatively

using t-tests. The results indicated similar gains in student concept mastery between the inquiry

and traditional sections, but inquiry-taught students showed significant growth in five additional

areas: ability to apply concepts in new situations, creativity skills, science process skills, and

attitude toward science, understanding of the nature of science. Yager and Akcay (2010)

conclude that all teachers should “work toward the use of full and/or open inquiry” (p. 11).

Results of this study are applicable for science teachers who are seeking to improve

students’ engagement, 21st century skills, and attitude toward science. The research provides

valuable data that should increase teachers’ confidence if they decide to implement inquiry-based

teaching.

inquiry-based teaching: an instructional guide for middle school

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