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Differentiating Science Practices

Differentiating Science Practices. Dr. Ellen Schiller Grand Valley State University Ms. Jacque Melin Grand Valley State University. GRANT - Science Teacher Education and Development – Part 3 (STEAD–3). Other Differentiated Strategies www.formativedifferentiated.com. Choice Boards

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Differentiating Science Practices

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

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

  3. Other Differentiated Strategieswww.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)

  7. QPOE Investigation Organizer 2 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? • 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)? Explain a Guided Investigation with M&M’s

  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

  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?????

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