1. Science is organized knowledge.
Herbert Spencer
Science is the desire to know causes William Hazlett
Science is not belief, but the will to find out. Anonymous
Science is the never-ending search for an intelligent understanding of the world we live in. Cornelius Van Neil
Science is the search for what is, not for what should be. Albert Einstein

2. What do you think is the point of science?? Why do it at all?
Examples of student responses

3. Science is about figuring things out…
So let’s get started!
1. Introduce yourself to everyone at your lab table.
2. For 5 minutes: Play with the 2 objects in your tray (but please do not do anything that would damage them! Including peeling away the tape to look inside).
3. At the signal (Bell ringing, hand raised) please stop everything and listen for instructions.
After 1st day of school business is completed.
Ask them to stack playing cards on end of table once they get there.

4. What are we trying to figure out about the tubes
What are we trying to figure out about the tubes? Think of a question we want to answer.
Is there one question that we could answer whose answer would include answers to all of the other question?
This is our Driving Question

5. Driving Question:
Play with tube more if you need to investigate this question. On the scratch paper please jot down your ideas about the answer to the question. Include a diagram. Do not talk to others - yet! (5mins.)
Copy and paste the “Driving Question” from previous slide into space above

6. In a minute you will work with your group to figure out what might be happening in your tubes, but first…
Da rulz…
Much of our work this year will be done in groups.
It will be more productive - and fun! - if we have some guidelines for how to conduct ourselves (AKA “Norms”) that we all understand and agree upon.

7. Group Work Norms 5 P’s
1. Participate - Everyone contributes; every contribution is valued. Learning requires thinking!
2. Positive – Stay positive and assume positive intentions in others. We are making sense of things not trying to find the “right answer”. Be ok with not “knowing” everything. 
3. Pause - One voice at a time. Pay respectful attention to what your group members say. Allow quiet time.
4. Paraphrase - Seek first to understand others before being understood. State what you hear from the speaker before “taking your turn”.
5. Probe - Ask respectfully for clarity when you need it. Be specific about what you need to understand better.
Check for understanding on each Norm using thumbs up, down.

8. Talking Sticks Each person place his/her pencil (or pen) on the table.
Take turns making a comment (to take a turn pick up your pen). Others are silent (practice pausing!).
After you comment, keep your pen. Put it back down and go again only after all group members have had a turn.
After everyone has commented* (all pencils are picked up) put them back on the table. Repeat.
Sample comment starters:
“I agree with…”
“I agree with Joe but I would add…” or “I would change…”
“I’m interested in hearing more
about…”
“I’m still confused about…”
“Just like Joe I think…”
“I disagree with Joe because I think that…”
“One thing I thought about is…
*Everyone comments! If you have
nothing new to add you may comment
on what someone else has said.

9. Share and discuss your ideas about cylinders
Share and discuss your ideas about cylinders. Work to develop an explanation you all agree on.
Use “Talking Sticks”
Round 1 share what you think is going on in the tubes
Round 2 comment on what others have shared.
Practice GROUP NORMS!
Come up with an explanation that you all agree is the best. It may be a combination of several peoples’ ideas.
Develop an explanation that accounts for what you observe.
Use the large white boards to record the explanation the group decides on. Include a diagram.
Sample comment starters:
“I agree with…”
“I agree with Joe but I would add…” or “I would change…”
“I’m interested in hearing more
about…”
“I’m still confused about…”
“Just like Joe I think…”
“I disagree with Joe because I think that…”
“One thing I thought about is…
Students create models prior to establishing what a model is.

10. What qualities does a good explanation have
What qualities does a good explanation have? How could you check to see if an explanation is good?
Collect share sheets. Have groups discuss this and come up w. list. Here we will give some examples of inadequate models to guide them. Examples: there is a spring that makes the car roll. There is a tiny hamster inside the car that runs on a treadmill to make the car go. There is a gear the moves the car forward and backward. Write their ideas on the board. Hopefully they come to these! After this, share what groups came up with.

11. MODELS in SCIENCE
In science “MODELS” are sets of ideas that explain natural phenomena.
For example, we have a model that explains why the sun appears to move across the sky each day.
Before showing students the model, give them a chance to come up with it themselves.
AXIS
SUN
Model: The sun is stationary relative to Earth. Earth rotates continually on its axis, completing one revolution every 24 hrs.

12. Models in Science must be:
consistent with and explains ALL observations (in science, we refer to collected observations as data).
consistent with our other ideas about the world and all natural laws - in other words, is realistic.
Can be used to make accurate predictions.

13. Characteristics of models:
Explain observed phenomena.
Are used to make predictions.
Often include diagrams.
Are changed when new evidence contradicts them.
SUN
First ask if they know what the “old” model was. Ask “Why do we not use this model today?”
Early model: why the sun
appears to move across the sky.
Earth does not move.The sun orbits
around Earth once every 24 hours.

14. So whose mystery tube model is correct?
Why won’t we know?
How is this like real science?
How is this example different?
We can’t know because we can’t break the cars open and see for ourselves. In science the mechanisms behind phenomena usually cannot be seen directly. Examples: matter is made of particles. Earth orbits the sun. The universe was formed when the Big Bang occurred.