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Elementary Science: Inquiry and Matter

Elementary Science: Inquiry and Matter. Bethel Summer Institute 2010 Kirk Robbins krobbins@psesd.org. Kirk Robbins. Molecular Biologist Elementary Teacher K-6 Science Specialist Science Assessment Leadership Team (SALT) Educational Consultant Research Coordinator Part-time Lecturer UWT

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Elementary Science: Inquiry and Matter

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  1. Elementary Science: Inquiry and Matter Bethel Summer Institute 2010 Kirk Robbins krobbins@psesd.org

  2. Kirk Robbins • Molecular Biologist • Elementary Teacher • K-6 Science Specialist • Science Assessment Leadership Team (SALT) • Educational Consultant • Research Coordinator • Part-time Lecturer UWT • Science Standards Revision Team member • Science Coordinator • South Sound LASER Alliance Co-Director • Blogger

  3. Blog & Wiki

  4. Today’s Objectives Participants will: • Gain a deeper understanding of the multiple facets of Inquiry • Gain a deeper understanding of concepts related to Matter • Add to their toolbox of science instructional strategies

  5. Effective Science Instruction Name Grade Building Quality of Effective Science Instruction

  6. WORDLE

  7. EALRs 2003 Standards 2009 Standards Systems Inquiry Application Domains of Science • Systems • Inquiry • Application

  8. Cross Cutting Concepts and Abilities(EALRS 1 – 3) Physical Science Life Science Domains (EALR 4) EALR 1: Systems EALR 2: Inquiry EALR 3: Application Earth & Space Science

  9. Inquiry Complete the Frayer Model with a group Inquiry

  10. Why Does Inquiry Matter? • Silently read the statements • Each group member shares one phrase from the text with reason • Each group member shares one word from the text with reason • Open conversation • Add any new learning to your Frayer Model

  11. The 3 Inquiries • Inquiry as skills and knowledge (how to DO science) • Inquiry as pedagogy (how to TEACH science) • Inquiry as The Nature of Science (knowledge ABOUT science & scientists)

  12. Inquiry as Skills and Knowledge Making observations Writing conclusions Planning a Field Investigation OUR SCIENCE STANDARDS FOCUS ON INQUIRY SKILLS AND KNOWLEDGE

  13. Inquiry as Pedagogy Inquiry Instruction Continuum 5 Elements of Effective Science Instruction

  14. Inquiry as The Nature of Science Knowledge about what scientists do Science is a social enterprise Scientific knowledge is flexible Science is creative There is no ONE WAY to do science

  15. LEVELS OF INQUIRY • CONFIRMATION INQUIRY • STRUCTURED INQUIRY • GUIDED INQUIRY • OPEN INQUIRY

  16. OPEN INQUIRY Student is not given either the QUESTION or the PROCEDURE. The student generates their own investigation.

  17. Open Inquiry Learn something new about energy or matter using the Fortune Teller Fish

  18. GUIDED INQUIRY • Student is given either the QUESTION OR the PROCEDURE, and they must complete the investigation before they can analyze the results.

  19. Guided Inquiry What causes the Fortune Teller Fish to “react”?

  20. STRUCTURED INQUIRY Student is given the QUESTION and the PROCEDURE, but they must analyze the results in order to learn the content

  21. Structured Inquiry What is the effect of heat, water, and light on the Fortune Teller Fish?

  22. CONFIRMATION INQUIRY Student is given the QUESTION, PROCEDURE, and RESULTS of the investigation prior to doing the activity. Used to verify prior learning

  23. Confirmation Inquiry • Watch the demonstration and reason the Fortune Teller Fish “works” • Verify that moisture and not heat is the cause of the change

  24. OPEN ACTIVITY • Plan your own controlled investigation • Science Fair • Use Inquiry Boards to teach the process

  25. 5 Qualities of Effective Science Instruction • Jigsaw: • Motivation • Eliciting Students’ Prior Knowledge • Intellectual Engagement • Use of Evidence to Critique Claims • Sense-Making

  26. Matter

  27. Is It Matter? • Shadow • Earth • Fire • Love • Air • School • Heat

  28. Student Thinking: Elementary 2 Video Clips • Classroom Discussion • Interviews

  29. Ice Cubes in a Bag • Individually answer the probe

  30. Student Thinking 1 • 5 minutes: read each sample • Group talk: what misconceptions are evident? • Identify some High, Medium, and Low responses 2 4 3

  31. Particles and Collisions

  32. Particles

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