1. 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

2. 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

3. 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)

4. 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)

5. 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

6. 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

7. 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

8. 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.

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

10. 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

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

12. 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?

13. 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

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

15. Resources Resources available through NSTA Learning Center: PowerPoint
Example Lessons
Inquiry Resources
Resource List
For more information please contact: or

16. Questions?

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

18. 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