Differentiating Science Practices Dr. Ellen Schiller Grand Valley State University Ms. Jacque Melin

GRANT - Science Teacher Education and Development – Part 3 (STEAD–3)

Other Differentiated Strategies www.formativedifferentiated.com Choice Boards Station 1- Tic Tac Toe Station 2 – Triarchic – “Trimind” Station 3 - RAFT Station 4 - Show and Tell Station 5 - Profiler Tiering Station 6 - Thinkdots or Cubes Sara Schuemann (4th grade) and Lindsey Lantz (7th grade) examples BLUE GREEN

Llewellyn Seven Segments of Scientific Inquiry The Question 1. Exploring a Phenomenon 2. Focusing on a Question The Procedure 3. Planning the Investigation 4. Conducting the Investigation The Results 5. Analyzing the Data and Evidence 6. Construction New Knowledge 7. Communicating the Knowledge

Llewellyn Approaches to Inquiry Demonstrated Inquiry Structured Inquiry Guided Inquiry Self-Directed Inquiry Students formulate the question Students plan and carry out the procedure Students analyze the results Students communicate what was learned (this could also be differentiated)

Levels of Inquiry (Llewellyn) Demonstrated Inquiry or Discrepant Event Structured Inquiry Guided Inquiry or Teacher-Initiated Inquiry Self-Directed Inquiry or Student-Initiated Inquiry Posing the question Teacher Student Planning the procedure Analyzing the results

QPOE Investigation Organizer 2 Q uestion Application Knowledge Probe E E P xplanation valuation rediction Data Analysis Investigative Plan O bservation

Habits of Mind Goal: Self-Direction

Differentiation and Choice While some students may need more direction and guidance from an adult, others are ready to move on to an open, self-directed science inquiry. Three C’s Helping students feel capable, connected and in control… Capable – held to high expectations, provided with appropriate support, given task-specific feedback, focus is on students’ academic progress Connected – teach cooperation, encourage collaboration, transfer responsibility to working groups Control – offer choices, teach decision making, make curriculum relevant and interesting, show the value of learning.

Explain a Structured Investigation with M&M’s Can you predict the number of each color of M&M’s in this king-sized bag? Explain a Guided Investigation with M&M’s What would happen if you placed an M&M in a container of water? As students are working on planning the procedure and organizing the results, are students… Using qualitative and quantitative observations? Stating claim/evidence (reasoning)?

Learning about collecting data Qualitative Observations: Data I collect using by five senses (feeling, seeing, hearing, smelling, or tasting). I check with my teacher about tasting. Record by writing descriptions, making sketches, taking photos, using video/audio, samples Quantitative Observations: Data I collect by taking measurements and by counting. Recorded using numbers. Need to be labeled.

CER Graphic This is how we explain things in science. We don’t always have the opportunity to perform experiments. For example, Plate Tectonics…..we can’t just crash continents into one another.

What would happen if you placed an M&M in a container of water? Claim: (answers the question): The outside colored coating dissolves into the water and the “m” floats to the top of the water. Evidence: (how do you know that happened): We put a blue plain M&M with the “M” facing up in a paper bowl filled with room temperature water. We observed the colored shell dissolving into the water, then the “m” floated to the top. This took 3 minutes to happen. Reasoning: (why?): The “m” on M&Ms are printed in edible white ink. The ink won't dissolve in water. When the candy shell dissolves, the letters peel off and float to the top.

Do Self-Directed Inquiry with M&M’s

Self-Directed Investigation with M&M’s (differentiated) Explanation of …….(Question) Do plain M&M’s dissolve at the same rate as peanut M&M’s? Claim (Using sentences, answer your original Question):   Evidence (Summarize how the data you gathered is used to support your claim, include specific examples): Reasoning: How does your data support or challenge your personal knowledge?

Students present findings Lab report Video Speech/presentation Blog Pictures Website Etc.

Your Questions?????