Inquiry


 * Process of Inquiry leads to scientific understanding **



= = = Qualitative and Quantitative Observations = a. Make qualitative observations using the five senses. b. Determine the appropriate tools and techniques to collect data. c. Use a variety of tools and equipment to gather data (e.g., microscopes, thermometers, analog and digital meters, computers, spring scales, balances, metric rulers, graduated cylinders, stopwatches). d. Measure length to the nearest millimeter, mass to the nearest gram, volume to the nearest milliliter, force (weight) to the nearest Newton, temperature to the nearest degree Celsius, time to the nearest second. e. Compare amounts/measurements. f. Judge whether measurements and computation of quantities are reasonable. g. Calculate the range and average/mean of a set of data. = =
 * 7.1.8.B. **** Scientific inquiry relies upon gathering evidence from qualitative and quantitative observations. **

can be used for students to examine and make observations and/or inferences || || good review of units and procedures || || Assessment || Sharp || Short assessment over making inference and observations || || cylinder, and a balance || || texture, smell and staple shut. Students fill out sheet one section at a time touching only when necessary. || || senses to identify cookie cutter shape || Sock it to me! ||
 * =Topic= || =Shared by= || =Description of lesson= || =Attachments= ||
 * Making Observations and Inferences || Sharp || Powerpoint contains a variety of pictures that
 * Measurement and Tools || Sharp || Powerpoint shows each type of tool;
 * Observation and Inference
 * Measurement Assessment || Sharp || Short assessment using a ruler, graduated
 * Brown Bag Observations ||  || Fill a brown lunch bag with items that have sound,
 * Flavored Balloons ||  ||   ||   ||
 * Cookie Cutter Observations || Siebern || Sensory activity that helps students use their
 * Edible Candle ||  ||   ||   ||
 * Think-Tube ||  ||   ||   ||
 * Interactive Triple Beam Balance || Sharp || Interactive tutorial on using triple beam balance

Practice Sheet || http://www.wisc-online.com/objects /ViewObject.aspx?ID=GCH202

[|Ohaus Online Triple Beam Balance Practice] ||
 * Video on Metric System || Sipes || Explanation on how to use the metric system. || http://www.youtube.com/watch?v=hCxDEB2t5Hc ||
 * Dichotomous Keys || Chambers || Practice reading dichotomous keys - qualitative observation || [[file:Dichot Key Practice WS.doc]] ||
 * Dichotomous Keys || Chambers || Practice reading dichotomous keys - qualitative observation || [[file:Dichotomous Key 2.pdf]] ||
 * Sample Assessment Items || Sharp || Attached is a few sample BM assessment items over tools including microscope || [[file:Tools practice.docx]] ||
 * Dichotomous Key Sample Assessment Items || Sharp || Attached are a few sample BM assessment items with Dichotomous Keys || [[file:Dichotomous Key Practice .docx]] ||
 * Online Key for Microorganisms in Pond Water || Sharp || Link to site that helps kids ID organisms in pond water || [|Link to Interactive Key] ||

= Linking Question: How can you use your observations to design an experiment? =

= Experimental Design = a. Formulate testable questions and hypotheses. b. Identify and describe the importance of the independent variable, dependent variables, control of constants, and multiple trials to the design of a valid experiment. c. Design and conduct a valid experiment. d. Evaluate the design of an experiment and make suggestions for reasonable improvements or extensions of an experiment. e. Recognize that different kinds of questions suggest different kinds of scientific investigations (e.g., some involve observing and describing objects organisms, or events; some involve collecting specimens; some involve experiments;  some involve making observations in nature; some involve discovery of new objects and phenomena; some involve  making models). f. Acknowledge there is no fixed procedure called “the scientific method”, but some investigations involve systematic observations, carefully collected and relevant evidence, http://www.wisc-online.com/objects/ViewObject.aspx?ID=GCH202 reasoning, and imagination in developing hypotheses and other explanations. Animal Gel Capsules || Sharp and Siebern || Students worked through a 4Q using sponge animal capsules || || for identifying variables || || graphing data || || Probes Page 101 (orange book) ||
 * 7.1.8.A. Scientific inquiry includes the ability of students to formulate a testable question and explanation, and to select appropriate investigative methods in order to obtain evidence relevant to the explanation. **
 * =**Topic**= || =**Shared by**= || =**Description of lesson**= || =**Attachments**= ||
 * 4 Question:
 * Identifying Variables || Sharp || Practice worksheet with four scenarios
 * EDD Practice || Sharp || Practice identifying variables and
 * EDD Student Example || Sharp || Example of a completed EDD || [[file:sample EDD class size example.doc]] ||
 * Gobstopper Inquiry || Pasley ||  || [[file:Gobbstoppers.doc]] ||
 * Foil Boat Inquiry || Pasley ||  || [[file:Foil Boat Lab.doc]] ||
 * Bouncy Balls Inquiry ||  ||   ||   ||
 * Memory Inquiry ||  ||   ||   ||
 * Hypothesis **FA** || Hope || Helps students determine what makes a good hypothesis || Volume 3 Formative Assessment
 * Sample Assessment items || Sharp || Practice BM items over EDD concepts (conclusions) || [[file:EDD practice items.docx]] ||
 * ||  ||   || [[file:Data analysis practice.docx]] ||

= Linking Question: How can you communicate the results of your experiment? = = Scientific Explanation = a. Use quantitative and qualitative data as support for reasonable explanations (conclusions). b. Use data as support for observed patterns and relationships, and to make predictions to be tested. c. Determine the possible effects of errors in observations, measurements, and calculations on the formulation of explanations (conclusions). d. Evaluate the reasonableness of an explanation (conclusion). e. Analyze whether evidence (data) and scientific principles support proposed explanations (hypotheses, laws, theories).
 * 7.1.8.D Scientific inquiry includes evaluation of explanations (laws/principles, theories/models) in light of evidence (data) and scientific principles (understandings) **

a. Communicate the procedures and results of investigations and explanations through: ⇛ oral presentations ⇛ drawings and maps ⇛ data tables (allowing for the recording and analysis of data relevant to the experiment, such as independent and dependent variables, multiple trials, beginning and ending times or temperatures, derived quantities) ⇛ graphs (bar, single line, pictograph) ⇛ equations and writings
 * 7.1.8.E The nature of science relies upon communication of results and justification of explanations **

Reasoning Model ||  ||   ||  || checklist for group posters || mccabe ||  ||  || = = = Linking Question: What further study of initial observations would strengthen your explanation? = = Bridge to Cells: Using Microscopes to Observe =
 * =Topic= || =Shared by= || =Description of lesson= || =Attachments= ||
 * Claim, Evidence
 * Claim, Evidence
 * scientific process student


 * =**Topic**= || =**Shared by**= || =**Description of lesson**= || =**Attachments**= ||
 * Fruit and Vegetable Dissection ||  ||   ||   ||
 * Pond Organisms || Pasley || microscopic view of organisms || BioMEDIA ||
 * Microscope Slide Preparation || Hope ||  || [[file:wet mount slide prep.doc]] ||
 * General Microscope Use || Hope ||  || [[file:General Microscope Procedures.doc]] ||
 * Microscope Quiz || Hope ||  || [|MIcroscope Quiz] ||
 * Daphnia (water flea) || Pasley || close up view || Microscopy ||
 * Pond Life Identification || Pasley || list of key features and microscope links || [|Microscopy] ||
 * Virtual Pond Dip || Pasley || Jar of pond organisms-click on to learn more || [|Microscopy] ||
 * Virtual Electron Microscope || Pasley || put specimens under the microscope and ||  ||
 * Microscope Probe || Sharp || Keely-like probe to assess understanding of microscope || [[file:Microscopeprobe.docx]] ||
 * Sample Assessment Items || Sharp || Sample BM items for using microscope (and other tools) || [[file:Tools practice.docx]] ||
 * Onion Slide Prep || Sharp || Online lesson that details prep for an onion slide || [[file:blooming onion lab t pages.pdf]] ||