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Hubbard Brook Experimental Forest 1955

Hubbard Brook Experimental Forest 1955. Hubbard Brook Ecosystem Study 1963. Hubbard Brook Ecosystem Study 1971. Hubbard Brook Ecosystem Study 2013. Hubbard Brook Research Foundation 1993. What is Scientific INQUIRY?.

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Hubbard Brook Experimental Forest 1955

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  1. Hubbard Brook Experimental Forest 1955

  2. Hubbard Brook Ecosystem Study 1963

  3. Hubbard Brook Ecosystem Study 1971

  4. Hubbard Brook Ecosystem Study 2013

  5. Hubbard Brook Research Foundation 1993

  6. What is Scientific INQUIRY? “Inquiry is an approach to learning that involves a process of exploring the natural or material world, and that leads to asking questions, making discoveries, and testing those discoveries in the search for new understanding. Inquiry, as it relates to science education, should mirror as closely as possible the enterprise of doing real science.” http://www.exploratorium.edu/ifi/about/philosophy.html

  7. Essential Features of Inquiry • The learner: • engages in scientifically oriented questions, • gives priority to evidence in responding to question, • formulates explanations based on evidence, • connects explanations to scientific knowledge, and • communicates and justifies explanations. From Inquiry and the National Science Education Standards: A Guide for Teaching and Learning (NRC 2000).

  8. Students will apply skills from previous grades and… Rephrase questions… Ask questions about relationships… Identify manipulating, responding and controlled variables… Identify flaws or omissions… Use appropriate tools to gather data… Collect, organize, represent, analyze and explain data… Draw appropriate conclusions based on the data collected… Determine if the results of an experiment support or refute… Determine what additional information would be helpful …

  9. Science and Engineering Practices in the NGSS • Asking questions (for science) and defining problems (for engineering) • Developing and using models • Planning and carrying out investigations • Analyzing and interpreting data • Using mathematics and computational thinking • Constructing explanations (for science) and designing solutions (for engineering) • Engaging in argument from evidence • Obtaining, evaluating, and communicating information

  10. Common Core State Standards Reading Standards for Literacy in Science and Technical Subjects Integration of Knowledge and Ideas Grades 6–8 students: Integratequantitative or technicalinformation expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph or table). Grades 11-12 students: Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information.

  11. Common Core State Standards Writing Standards for Literacy in Science and Technical Subjects Text Types and Purposes Grades 6–8 and Grades 11- 12 students: Write arguments focused on discipline-specific content. Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources. Provide a concluding statement or section that follows from and supports the argument presented.

  12. Common Core State Standards Writing Standards for Literacy in Science and Technical Subjects Research to Build and Present Knowledge Grades 6–8 students and Grades 11-12 students: Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues for exploration. Draw evidence from informational texts to support analysis, reflection, and research.

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