Differentiating Scientific Practices through Inquiry-based Instruction Jennifer L. Maeng, Ph.D. University of Virginia, Curry School of Education Brooke A. Whitworth, Ph.D. Northern Arizona University

Session Overview What is scientific inquiry? What is differentiation? Example lessons Changes to Oceanic and Atmospheric Systems Exploring Density Differentiating your own inquiry lesson Final thoughts Resources to differentiate inquiry

What is scientific inquiry? The ways in which scientists study the natural world and propose explanations based on evidence derived from their work. The activities of students in which they develop knowledge and understanding of scientific ideas, as well as an understanding of how scientists study the natural world. (NRC, 1996, p. 23)

What is an inquiry activity? Two primary criteria to consider in determining if an activity supports inquiry learning: Are the students answering a research question? Are the students answering the research question through the analysis of data? (Bell, Smetana, & Binns, 2005)

What Scientific Practices support Inquiry? Asking questions Developing and using models Planning and carrying out investigations Analyzing and interpreting data Using mathematics, information, and computer technology, computational thinking Constructing explanations Engaging in argument from evidence Obtaining, evaluating, and communicating information

What is Differentiated Instruction? Addresses student needs Learning preference Interest Readiness (prior knowledge and experience) through instructional variations in Content Process Product Ensures all students have appropriate access to content Supports all students having the opportunity to be successful learners

Changes to Oceanic & Atmospheric Systems Investigative question: How will global climate change affect atmospheric and oceanic systems? Content Area: Earth Science (Meteorology/Oceanography) Differentiated by: Student interest, Learning preference, Product Scientific Practices: Analyzing and interpreting data Engaging in argument from evidence

Directions Choose one of the three available areas in which CO2 will likely have an impact. Analyze the provided data. Use the data to construct an argument predicting the changes this area could experience in the future.

Debrief What ideas do you have about presenting your arguments? How could you adapt this lesson for your classes? Any Questions?

What is tiered instruction? Instruction differentiated based upon readiness Readiness is assessed beforehand Best accomplished in 2 to 4 tiers Provides different levels of scaffolding so all students reach similar objectives

Exploring Density Investigative question: Does the density of an element change? Content area: Chemistry/Physical science

Exploring Density Directions: Look at the three tiers you’ve been given. What is the objective for all of the tiers? What are the differences in each tier? For what student needs would each activity be appropriate?

Conclusion Density Scientific Practices Ocean/ Atmosphere Asking questions Designing Investigations Readiness Analyzing data Interest Engaging in argument from evidence Learning Preference Constructing explanations Communicating information

Designing your own activities In groups, complete the questions on the hand out. Share with the group.

Resources Resources available through NSTA Learning Center: PowerPoint Example Lessons Inquiry Resources Resource List For more information please contact: jlc7d@virginia.edu or Brooke.Whitworth@nau.edu

Questions?

Lesson Development Acknowledgements: Catherine Cho, Gregory Dorsey, Mary Duff, Conor Gannon, Jennifer Maeng, Amelia Nystrom, Davis Tran, Nathan Weiss, Lindsay Wheeler, & Brooke Whitworth

Differentiating Scientific Practices through Inquiry-based Instruction Jennifer L. Maeng, Ph.D. University of Virginia, Curry School of Education Brooke A. Whitworth, Ph.D. Northern Arizona University