differentiating science practices
DESCRIPTION
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 - PowerPoint PPT PresentationTRANSCRIPT
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 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
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
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)
Levels of Inquiry (Llewellyn)Demonstrated Inquiry or Discrepant Event
Structured Inquiry
Guided Inquiry or Teacher-Initiated Inquiry
Self-Directed Inquiry or Student-Initiated Inquiry
Posing the question
Teacher Teacher Teacher Student
Planning the procedure
Teacher Teacher Student Student
Analyzing the results
Teacher Student Student Student
uestion
xplanation
bservation
valuation rediction
Q
O
E E P
Knowledge Probe
Investigative Plan
Application
Data Analysis
QPOE Investigation Organizer2
Habits of Mind Goal:Self-Direction
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.
Explain a Structured Investigation with M&M’s
• 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
Can you predict the number of each color of M&M’s in this king-sized bag?
Learning about collecting dataQualitative 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.
CER Graphic
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.
Do Self-Directed Inquiry with M&M’s
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?
Students present findings• Lab report• Video• Speech/presentation• Blog• Pictures• Website• Etc.
Your Questions?????