1. What is Inquiry in Science?

2. Goals 1. To understand nature of science as inquiry 2. To learn about inquiry as a model of teaching 3. To compare inquiry science and hands on science. 4. To compare teaching science using science kits and using kits with scientist notebooks. 5. To improve the use of scientist notebooks with FOSS science modules.

3. Inquiry in Science Inquiry is a way of investigating. Inquiry is driven by curiosity, a desire for knowledge, and a sense of wonder about the natural world. How did rocks come into How did rocks come into existence? existence? How did Pangaea form? How did Pangaea form? Grade 4 Kiernan student (F08) Observed by Kaleigh Force

4. Inquiry in Science Inquiry often begins with a question, problem, an informal exploration or observation. What will happen if….? What will happen if….? How does it work? How does it work? I’ve observed the number of pendulum swings in 15 seconds. What will happen if I change the length of the line?

5. Inquiry in Science Inquiry is a way of getting at the truth. Inquiry is a way of getting at what’s real about the natural world and how it works. *Truth in science consists of facts, concepts, and theories about the natural world.

6. Inquiry in Science Getting at the truth requires... -a systematic use of interrelated scientific thinking processes -collecting evidence using one’s senses -the scientific attitude of using evidence to explain * For a list of scientific thinking process and attitudes, Bass et. al. text!

7. Science Process Skills Asking Questions PredictingHypothesizing Planning Investigations InferringObserving/MeasuringClassifyingExplainingCommunicating

8. What the Standards Say About Inquiry “Inquiry into authentic questions generated from student experiences is the central strategy for teaching science." Teaching Standard A Teaching Standard A National Science Education Standards, p. 31 Focus Question-FOSS Earth Materials “Mock Rocks” How do geologists identify rocks? How do geologists identify rocks? Focus Question-FOSS Variables “Swingers” What variables affect the movement of a pendulum? What variables affect the movement of a pendulum?

9. What the Standards Say About Inquiry What Children Should Know and Be Able to Do See Content Standard A Content Standard AContent Standard A What Teachers Should Know and Be Able to Do See Teaching Standard B Teaching Standard BTeaching Standard B National Science Education Standards National Science Education Standards

10. Compare: Inquiry and Hands-on Science SameDifferent Inquiry Hands on BOTH

11. Inquiry and Hands-on Science  Inquiry is the preferred model of teaching.  Hands on is the preferred approach to learning.  When teachers apply the inquiry model, they select different approaches: Hands-on, multi-sensory (manipulating materials; using more than one sense) Hands-on, multi-sensory (manipulating materials; using more than one sense) Pictorial (viewing images) Pictorial (viewing images) Symbolic (reading text) Symbolic (reading text)

12. What the Standards Say About Inquiry "Scientific inquiry refers to the diverse ways in which scientists study the natural world and propose explanations based on the evidence derived from their work. Inquiry also refers to 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." Principles and Definitions Principles and Definitions National Science Education Standards, p. 23 National Science Education Standards, p. 23

13. Two Effective Methods of Teaching Science Using an Inquiry Model 1. Using FOSS modules or other science modules only 2. Modifying science modules by using scientist notebooks Both methods are effective! And, much more effective than teaching science by ONLY lecturing, reading and developing vocabulary without hands on.

14. Comparing the Method: Modules Only and Modules with Scientist Notebooks SameDifferent Modules Modules with Notebooks BOTH

15. Benefits of Using Science Modules 1. Inquiry-based learning 2. Hands on, multi-sensory approach 3. Teachers scaffold thinking. Learners construct knowledge from smaller ideas to larger ideas. 4. Easier for beginning teachers to use. Lessons and materials are prepared and ”ready to go.” Lessons and materials are prepared and ”ready to go.” Excellent assessments Excellent assessments Able to integrate reading and extend learning using FOSS Science Stories Able to integrate reading and extend learning using FOSS Science Stories

16. Benefits of Using Modules and Scientist Notebooks 1. Notebooks serve two purposes: Historical account of investigations. A place where learners think scientifically. Historical account of investigations. A place where learners think scientifically. A source of assessment information A source of assessment information 2. Learners learn more about science as inquiry. It’s more authentic. Learners think like scientists think. It’s more authentic. Learners think like scientists think. Learners apply more of the interrelated science process skills while investigating Learners apply more of the interrelated science process skills while investigating 3. Learners improve their ability to communicate scientifically. They write, draw, graph, and chart. They write, draw, graph, and chart.

17. Improving science learning with scientist notebooks 1. The scientist notebook is a draft, not a final product. It’s a place where they do their scientific thinking. 2. All learners can use scientist notebooks. However, you need to modify the notebooks according to the abilities of the learners. 3. Make use of the notebook during each class. Start the class by having students link to prior learning by reviewing the previous entry. 4. Use the scientist notebook approach some of the time, NOT ALL of the time. Vary your approach to teaching science. Use the science module as prescribed some of the time. 5. Learners do not need to write all of the components in their notebook. Facilitate some components as a “whole class” experience.

18. Modifying the Use of Scientist Notebooks 1. Accommodate Diverse Learners Grades K-2 learners can record Focus Question and Data/Observation only. Grades K-2 learners can record Focus Question and Data/Observation only. Upper elementary SPED can record Focus Question and Data/Observation only with some additional modifications e.g., an adult serves as a “scribe.” Upper elementary SPED can record Focus Question and Data/Observation only with some additional modifications e.g., an adult serves as a “scribe.” Use graphic images with science terms. Use graphic images with science terms. Use digital photography. Record observations and have them explain what they see. Use digital photography. Record observations and have them explain what they see. 2. If Time is a Factor... If time is a factor, the most important components for learners to record in their notebooks is the Class Focus Question, Prediction, and Data/Observations. If time is a factor, the most important components for learners to record in their notebooks is the Class Focus Question, Prediction, and Data/Observations.

19. Modifying the Use of Scientist Notebooks 3. Facilitate a component as a “whole class experience” - discussion and recording. For example: FOSS Variables “Swingers” Claims and Evidence Claims and Evidence Introduce writing prompts: Introduce writing prompts: I know this to be true. Here is the evidence… I know this to be true. Here is the evidence… Facilitate a discussion using effective questioning and recording on chart paper or Tablet PC. Facilitate a discussion using effective questioning and recording on chart paper or Tablet PC. What is true about the pendulum when you shorten the line? What’s the evidence? Look at the Data/Observations. What is true about the pendulum when you shorten the line? What’s the evidence? Look at the Data/Observations. Record on chart/Tablet PC Record on chart/Tablet PC If needed, guide the students’ thinking by offering “CLOZE” statements. If needed, guide the students’ thinking by offering “CLOZE” statements. Claim: The longer line pendulum swings (more/fewer) cycles than the 38 cm line. Claim: The longer line pendulum swings (more/fewer) cycles than the 38 cm line. Evidence: I observed the 50 cm line swing ___ cycles. Evidence: I observed the 50 cm line swing ___ cycles.

20. Modifying the Use of Scientist Notebooks 4. Guide thinking by suggesting writing prompts or providing “CLOZE” statements. For example, FOSS Earth Materials “Scratch Test” Claims and Evidence: Claims and Evidence: Claim: Rock # _____ is the hardest of the four rocks. Evidence: I observed that it can not scratch the _______. 4. If learners cannot achieve the criteria for a component, provide feedback. Present examples that achieve the criteria. Predictions That Meet the Criteria. (Improvement Needed: Include a reason when you predict.) (Improvement Needed: Include a reason when you predict.) I think Rock #3 is the hardest because it feels heaviest. I think Rock #3 is the hardest because it feels heaviest. I think Rock #1 is the softest because it feels the lightest. I think Rock #1 is the softest because it feels the lightest.