1. Labs for the Next Generation Inquiry in Action Michael Ralph Shannon Ralph biologyrocks.org

2. Shannon Ralph General, Honors, and AP Biology Dodge City High School  Enrollment – 1802 o ELL – 40% o At-Risk – 74% o College Bound – 81%

3. Michael Ralph General, AP Biology, and Biotechnology Olathe East High School (Olathe, KS)  Enrollment – 2050  ELL – 4 students  F/R Lunch – 21.2%  College Bound – 91%

4. Structured Framework Matter Cycling: – Elements and compounds move through an ecosystem in a known patterns. 1.Define steps of known cycles 2.Identify major human impact (Climate change/carbon cycle)

5. Developed with input from 26 states and multiple national professional organizations to provide an internationally benchmarked science education. Adopted by 11 states so far: California, Delaware, Illinois, Kansas, Kentucky, Maryland, Nevada, Oregon, Rhode Island, Vermont, and Washington.

6. Unpack the Content What do we want to know? – Central Lab Question Where will we figure it out? – Study System or Model Organism How will we go about testing it? – Variable Manipulation

8. Inquiry Spectrum Structured Experiment – Teacher-given all CSV nodes Guided Inquiry – Student-derived Variables node Open Inquiry – Teacher-given either C or S node Fully Open Inquiry – Student-derive all CSV nodes

9. 8 Science Practices 1.Asking questions (for science) and defining problems (for engineering) 2.Developing and using models 3.Planning and carrying out investigations 4.Analyzing and interpreting data 5.Using mathematics and computational thinking 6.Constructing explanations (for science) and designing solutions (for engineering) 7.Engaging in argument from evidence 8.Obtaining, evaluating, and communicating information from NGSS Release April 2013

10. Variables Material Availability – Predict student needs or empower students to obtain their own materials. Controls – Positive and/or negative controls are critical to troubleshoot procedures.

11. Variables Time Investment: Data Collection – Parameter identification and refinement, as well as failed trials.

12. Variables Given: – Question: How does human behavior impact how nitrogen cycles through the environment? – System: Fertilizer run-off and aquatic algae

14. Central Question Testable – in our lab Measurable – avoid qualitative results Make a Comparison (for a clear control)

15. Central Question Time Investment: Context – Developing a strong question Analysis – Linking work back to question

16. Study System Manageable – Remember safety! End-Game – Have a plan for disposal The Internet is a great resource to find others that work in the space.

17. Study System Time Investment: Experimental Design – Background research for ideas and apparatus fabrication.

18. Node Mapping Inquiry Decision – Time v. Skill Development Plan from April 7 th

19. Calendar (CSVs)

20. Calendar (Full Map)

21. Build It  Break It Inquiry’s Workflow: – Choose your content (Matter Cycling) – Build your scaffold (CSV Triangle) – Allocate your time (Calendar & Nodes) – Build the lab (Algae Lab) – Troubleshoot (Logistics & Safety)

22. Common Barriers The unexpected… really. Requests for structure: – Is this right? – What do you want us to do? – Just tell us the answer! Failure – Things will break. And it will be okay. Learning still happens.