1 / 22

The Mystery Tube

How do scientists employ imagination and creativity in developing hypothesis through observations and drawing conclusions?. The Mystery Tube. Check your Materials. For thi s lesson, e ach student will need a copy of: T he article “How Creativity Powers Science”

creola
Download Presentation

The Mystery Tube

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. How do scientists employ imagination and creativity in developing hypothesis through observations and drawing conclusions? The Mystery Tube

  2. Check your Materials For this lesson, each student will need a copy of: • The article “How Creativity Powers Science” • The Steps to Inquiry Student Worksheet

  3. Einstein Quote Einstein once remarked that “…imagination is more important than knowledge for that is where novelty arises”. He claimed that his ideas regarding relativity emerged from his imagining what riding on a beam of light would be like. What does this quote mean to you? (record on your student worksheet)

  4. Use the Student Worksheet Diagram/Draw Document your observations Cite evidence for your observations

  5. Student Discourse/Discussion • Students will share their observations and diagrams AND • Verbally explain their reasoning WHILE • Citing their observations as evidence for their explanation

  6. Guiding Questions • You were not allowed to open your Mystery Tube and do not know for sure what is inside. • How is this like a scientist who is investigating the natural world? • How is it different?

  7. Guiding Questions • In what ways did other classmates affect the way you investigated your Mystery Tube and the conclusions you reached? • What does this imply about the value of collaboration when doing science?

  8. Guiding Questions • Considering that many of you approached the problem (of hypothesizing how the tube is constructed) in different ways, what might we conclude about the existence of one scientific method?

  9. Guiding Questions How might technology have helped your investigation?

  10. Guiding Questions • Some of you claimed that sound helped you determine how the inside of the tube is constructed. How was sound useful? • How might your conclusions have been different had you never heard sound before? • What does that imply about how prior knowledge and experience impacts your investigation and data analysis?

  11. Guiding Questions • In what way did you have to make meaning of the data you collected? • How is this different than data telling you what to think?

  12. Guiding Questions • How did you use different pieces of evidence to support your conclusions?

  13. Guiding Questions • How might your ideas change if you had more time or made new observations?

  14. Guiding Questions • Several of you asked to make your own model of the mystery tube. How do scientists use this as a strategy when investigating the natural world?

  15. How is the Tube related to Einstein’s Quote? Students will… • Think-Pair-Share/Collaborate with their table mates • Record their thoughts on the Steps to Inquiry Student Worksheet

  16. Find Evidence in the Text Teacher Modeling • The teacher reads the passage aloud a second time bringing students’ attention to the points that were marked and narrows them down to the 2 pieces of evidence from the section that supports how creative thought and/or scientific thinking powers science.

  17. Jig-Saw Activity • Teacher will assign student groups a section of the text. • Students will read their section, marking pieces of evidence from the section that supports how creative thought and/or scientific thinking powers science. • Students record 2 pieces of evidence on their Steps to Inquiry Student Worksheet (top of page 2)

  18. Jig-Saw Groups Create a Poster • Student groups will create a poster identifying the two most powerful pieces of evidence from their section which supports the prompt. • Student groups will share their findings with the entire class. • While each group presents, individual students will mark the evidence on their text as the evidence is being presented.

  19. Read the Entire Article Students will … • Read the article in its entirety • Mark quotes that they feel best support how creative thought and/or scientific thinking powers science • Students record their evidence on their Steps to Inquiry Student Worksheet (bottom of page 2)

  20. Bridge to Writing students complete an entrance slip Students will… • Refer to the 3 pieces of evidence they recorded and their diagrams of the mystery tube , To… • Explain how their conclusion of the construction of the mystery tube combined with evidence from the article model how creative thought and/or scientific thinking powers science.

  21. Write an Article Students will… • Complete their “Published” diagram. • Write an article to show how they acted like a scientist to creatively explain the mystery tube.

  22. Revisit the Article Teachers may choose to have students revisit the article to make improvements and/or share it with the class

More Related