1. Differentiating Science Practices
Dr. Ellen Schiller
Grand Valley State University
Ms. Jacque Melin

2. GRANT - Science Teacher Education and Development – Part 3 (STEAD–3)

3. Other Differentiated Strategies www.formativedifferentiated.com
Choice Boards
Station 1- Tic Tac Toe
Station 2 – Triarchic – “Trimind”
Station 3 - RAFT
Station 4 - Show and Tell
Station 5 - Profiler
Tiering
Station 6 - Thinkdots or Cubes
Sara Schuemann (4th grade) and Lindsey Lantz (7th grade) examples
BLUE GREEN

4. Llewellyn Seven Segments of Scientific Inquiry
The Question
1. Exploring a Phenomenon
2. Focusing on a Question
The Procedure
3. Planning the Investigation
4. Conducting the Investigation
The Results
5. Analyzing the Data and Evidence
6. Construction New Knowledge
7. Communicating the Knowledge

5. Llewellyn Approaches to Inquiry
Demonstrated Inquiry
Structured Inquiry
Guided Inquiry
Self-Directed Inquiry
Students formulate the question
Students plan and carry out the procedure
Students analyze the results
Students communicate what was learned (this could also be differentiated)

6. Levels of Inquiry (Llewellyn)
Demonstrated Inquiry or Discrepant Event
Structured Inquiry
Guided Inquiry or Teacher-Initiated Inquiry
Self-Directed Inquiry or Student-Initiated Inquiry
Posing the question
Teacher
Student
Planning the procedure
Analyzing the results

7. QPOE Investigation Organizer2 Q
uestion
Application
Knowledge Probe E E P
xplanation
valuation
rediction
Data Analysis
Investigative Plan O
bservation

8. Habits of Mind Goal: Self-Direction

9. Differentiation and Choice
While some students may need more direction and guidance from an adult, others are ready to move on to an open, self-directed science inquiry.
Three C’s
Helping students feel capable, connected and in control…
Capable – held to high expectations, provided with appropriate support, given task-specific feedback, focus is on students’ academic progress
Connected – teach cooperation, encourage collaboration, transfer responsibility to working groups
Control – offer choices, teach decision making, make curriculum relevant and interesting, show the value of learning.

10. Explain a Structured Investigation with M&M’s
Can you predict the number of each color of M&M’s in this king-sized bag?
Explain a Guided Investigation with M&M’s
What would happen if you placed an M&M in a container of water?
As students are working on planning the procedure and organizing the results, are students…
Using qualitative and quantitative observations?
Stating claim/evidence (reasoning)?

11. Learning about collecting data
Qualitative Observations:
Data I collect using by five senses (feeling, seeing, hearing, smelling, or tasting). I check with my teacher about tasting.
Record by writing descriptions, making sketches, taking photos, using video/audio, samples
Quantitative Observations:
Data I collect by taking measurements and by counting. Recorded using numbers. Need to be labeled.

12. CER Graphic
This is how we explain things in science. We don’t always have the opportunity to perform experiments. For example, Plate Tectonics…..we can’t just crash continents into one another.

13. What would happen if you placed an M&M in a container of water?
Claim: (answers the question): The outside colored coating dissolves into the water and the “m” floats to the top of the water.
Evidence: (how do you know that happened): We put a blue plain M&M with the “M” facing up in a paper bowl filled with room temperature water. We observed the colored shell dissolving into the water, then the “m” floated to the top. This took 3 minutes to happen.
Reasoning: (why?): The “m” on M&Ms are printed in edible white ink. The ink won't dissolve in water. When the candy shell dissolves, the letters peel off and float to the top.

14. Do Self-Directed Inquiry with M&M’s

15. Self-Directed Investigation with M&M’s (differentiated)
Explanation of …….(Question)
Do plain M&M’s dissolve at the same rate as peanut M&M’s?
Claim (Using sentences, answer your original Question):
Evidence (Summarize how the data you gathered is used to support your claim, include specific examples):
Reasoning:
How does your data support or challenge your personal knowledge?

16. Students present findings
Lab report
Video
Speech/presentation
Blog
Pictures
Website
Etc.

17. Your Questions?????