2. Using Inquiry to Think Like a Scientist Mary Jeanne Dicker Todd Hilgendorff Farnsworth Middle School Guilderland, NY

3. Science Rules! “There is nothing I find more exciting than picking a question that I don’t know the answer to and embarking on a quest for answers. It’s deeply satisfying to climb into the boat, like Lewis and Clark, and head west, saying we don’t know what we’ll find when we get there, but we’ll be sure to let you know when we get back.” »Jim Collins

4. Unified Research Model Research Steps Models Real- world Research Secondary vs. Primary

5. Unified Research Model 1.Choose a topic 2.Develop questions 3.Define audience 4.Find and evaluate resources 5.Gather information 6.Create a product 7.Present the product 8.Evaluate

6. Unified Research Model Stresses how research is done in the real world. Often, what students in the middle grades are doing, is secondary research. In the adult world, this is called the review of the literature.

7. Inquiry (Harada, Yoshina) Active, engaged learners Student-oriented. Teacher as facilitator Flexible Collaborative. Standards-driven Assessment is ongoing Expands the resources beyond school Technology – tool for learning

8. Scientific Method Problem or Question Develop Hypothesis Set Up Research –Methods- what you’re going to do –Variables –Controls Conduct Research –Observations –Collect Data Analyze Data Conclusions Future Research –Create More Questions

9. Mr. H’s Hair! What hair product creates the best and longest lasting fohawk for Mr. H? Our Own Class Research

10. Choosing a Topic List things you are interested in; This can be anything- cars, computers, dogs, video games, make-up, etc. Write a question for 3 of your topics. Your question has to be something you can collect data on. For example, for my topic running, my question would be “Will listening to music affect the distance I can run?”.

11. Questioning Process Questions need to:  be testable  not be answered with a yes/no  not be answered by looking on the internet  doable in a school setting

12. Examples of Student Questions…. What type of gum creates the most saliva? How does music affect your mood? How many licks DOES it take to get to the center of a tootsie pop? Are handwriting analyses accurate? Which brand of soda goes flat the fastest? Does better posture mean more endurance? Which type of camera takes the most appealing picture?

13. Review of the Literature What has already been written about your topic? What do you already know? What information should you search for?

14. Watch Out!! What to NOT include in Literature Reviews Opinion “I” Non-scientific information Project plan Students want to talk about what they already know

15. Gathering Information Review of databases Develop keywords from a scientific, rather than a popular, point of view. Wiki pathfinder

16. Wiki Pathfinder

19. Procedure/Materials/Hypothesis Procedure: write a step-by-step (numbered!) set of instructions that explains how you are going to carry out your experiment. Be clear and give only 1 direction per step. Materials: create a list of what you need to do your experiment Hypothesis: Write an “If…then…because…” statement that explains what you think will happen in your experiment **This is a time when we start peer conferencing and teacher conferencing**

20. Analysis and Conclusion ANALYSIS In paragraph form, write out your data. DO NOT draw conclusions, just state your findings. For example: “The plant in the closet grew 0cm for the first 7 days, 2 cm the 8th day, and 1 cm the 9th day”. CONCLUSION Use paragraphs (NOT numbered sentences) to answer the following key ideas. More information may be included but the following must be included. –What did you find out? –Did your findings agree or disagree with your hypothesis? Explain. –Did anything not work and/or did anything interesting happen? Explain. –If you repeated your experiment, what would you do differently and why? –Is there any further research that you think could be done or that you would like to do based on what you found out? Explain. **Peer conferencing and teacher conferencing continues**

22. Differentiation This project allows for differentiation just by its nature. In choosing their own topics and designing their own research, students work at their own level. We have had students build and test computers, build and test catapaults, and we have had students test the stickiness of bubble gum and test which shoes have the most traction when running.

23. What do we like about this project? It’s based on student interest Student’s take ownership in the process It’s year long It isn’t “your parent’s” science project!

24. Contact Information Todd Hilgendorff hilgendorfft@guilderlandschools.org hilgendorfft@guilderlandschools.org Mary Jeanne Dicker dickermj@guilderlandschools.org dickermj@guilderlandschools.org