inquiry: field investigations bridging the natural curiosity of the learner with the disciplinary...
TRANSCRIPT
Inquiry: Field InvestigationsBridging the natural curiosity of the learner
with the disciplinary pursuits of science
Agenda1) Systems Understanding
2) Types of Investigation Questions
3) Comparative Investigation
4) Planning Investigations
5) Sharing Session and Looking Forward
6) Evaluations
Science Notebooks
Content background (systems
understanding) is crucial to asking good
questions
Content background (systems
understanding) is crucial to asking good
questionsWhat is a system?
What is a System?
What is a System? An assemblage of inter-related parts or
conditions through which matter, energy and information flow. (WA EALR’s)
An organized group of related objects or components that form a whole. (NRC)
A collection of things and processes that interact to perform some function. The scientific idea of a system implies detailed attention to inputs and outputs and interactions among system components. (AAAS)
(Field Investigation Guide, pg 1 and pg 77.)
Go outside and observe the local system:
Draw and label parts of the system.
Local System
What were the parts of the local system?
Local System
Tree (conifer)
Bush
Sidewalk Bare Ground
Car
Building
Air
Decaying leaves
Tree (deciduous)
Urban Ecosystem
Types of Questions
Investigation Questions
Essential Questions
Systems Questions
Look in a book-
Questions
Life-Pondering QuestionsWhy
Questions
We want to ask students systems question: Function of parts Energy forms and transfers Roles of parts in ecosystem Interconnections in ecosystem Lifecycles Adaptations Inputs and outputs Subsystems
Systems Questions
Big picture questions
Cannot be answered with one investigation
Connect various investigations
Essential Questions
Types of Questions
Investigation Questions
Essential Questions
Systems Questions
Look in a book-
Questions
Life-Pondering QuestionsWhy
Questions
Types of Questions
Investigation Questions
Essential Questions
Systems Questions
Look in a book-
Questions
Life-Pondering QuestionsWhy
Questions
Three Types:
Investigation Questions
Descriptive Questions
Comparative Questions
Correlative Questions
Field Investigation Guide, page 11.
How many ___ are there in a given area? How frequently does ___ happen in a
given period? What is the (temp., speed, height, mass
density, force, pH, etc.) of ___? When does ___ happen during the year?
(flowering, fruit, babies born, etc) Where does ___ occur over time? (What is
an animal’s range?)
Descriptive Questions
Is there a difference in ____ between group (or condition) A and group B?
Is there a difference in ___ between or among different locations?
Is there a difference in ___ at different times (seasons)?
Comparative Questions
What is the relationship between variable #1 and variable #2?
Does ___ go up when ___ goes down?
How does ___ change as ___ changes?
Correlation Questions
Sort Questions as to whether Descriptive, Comparative, or Correlative
Investigation Questions
Descriptive
Comparative
Correlative
State Standards:
State Standards:
Today’s Investigation Focus:
Temperature
Familiar measurement.
Can do on the school campus.
Creates a common reference point.
We want to limit our investigation to one measurement/environmental factor.
Temperature Investigation
Our essential question for this investigation is:
Temperature Investigation
Our essential question for this investigation is:
How does temperature vary in different microclimates?
Temperature Investigation
Comparative Investigation Question
Which location on our school campus: in the grass, under the
bushes, or on the sidewalk has the highest surface temperature °__(C
or F)?
What is the manipulated (independent, changed) variable?
What will we measure? (measured, responding, dependent variable)
Temperature Investigation
What is the manipulated (independent, changed) variable? Underline the manipulated variable in the question.
What will we measure? (measured, responding, dependent variable)
Temperature Investigation
What is the manipulated (independent, changed) variable? Underline the manipulated variable in the question.
What will we measure? (measured, responding, dependent variable) Double underline what we will measure in the question.
Temperature Investigation
What should we keep the same (controlled variables) in this investigation?
How should we make sure our samples are random and representative of the area? (validity measures)
Random Sampling Example in the Field Investigation Guide, pg. 26
Constant Variables
Write an hypothesis with reason
Address one condition of the manipulated (changed) variable.
What do you predict you will observe or measure with this condition?
Give a reason.
HypothesisPrediction
Thermometers Stopwatch Rulers Paper 3 locations: on top of the grass,
under a bush or on the sidewalk.
List Materials
DATE
TIME
PLACE
Data table: Clear title that describes what is to
observed/measured
Manipulated (changed) variable: on the left side
Measured variable: Space for observations/measurements clearly labeled and with proper units when applicable across the top
Multiple trials clearly labeled and space for averages or calculations if applicable across the top
Temperature Investigation
Teams of 2 (or 3).
Each team will go to all 3 locations.
At each location take 3 temperature measurements (repeated trials).
Remember to write a description of the study site and record date, time, and
place!
Temperature Investigation
Temperature Investigation
Calculate your averages.
Write each average on a different sticky note (fill up the space). Yellow = Grass Pink = Bushes Blue = Sidewalk
Place your sticky notes on the number line: yellow above, pink on the line, blue below.
Temperature Investigation
What was the highest temperature anyone recorded?
What was the lowest temperature?
Initially does it appear your prediction was correct?
Anything you would want to do differently next time?
Temperature Investigation
Temperature Investigation
Write up the procedure for our investigation.
(what we just did)
Look at your Field Investigation Format flap, as needed.
And…
Remember when writing your investigation to include:
The manipulated (independent or changed) variable
The responding (dependent or measured) variable
The controlled variables
Temperature Investigation
Remember when writing your investigation to include:
The manipulated (independent or changed) variable
The responding (dependent or measured) variable
The controlled variables
Temperature Investigation
Pg 27
1.Record date time and place.
2.Describe study site.
3.Go to the first location on the grass.
4.Place the thermometer # in. above the ground.
5.Shade thermometer with sheet of paper at # in. above the thermometer.
6.Wait # minutes and record the temperature.
7.Repeat steps 4-6 two more times at this location.
8.Go through steps 4-7 for the other 2 locations on in the bushes and on the sidewalk.
Investigation Procedurepgs. 28 & 82
1.Record date time and place.
2.Describe study site.
3.Go to the first location on the grass.
4.Place the thermometer # in. above the ground.
5.Shade thermometer with sheet of paper at # in. above the thermometer.
6.Wait # minutes and record the temperature.
7.Repeat steps 4-6 two more times at this location.
8.Go through steps 4-7 for the other 2 locations on in the bushes and on the sidewalk.
Investigation Procedurepgs. 28 & 82
1.Record date time and place.
2.Describe study site.
3.Go to the first location on the grass.
4.Place the thermometer # in. above the ground.
5.Shade thermometer with sheet of paper at # in. above the thermometer.
6.Wait # minutes and record the temperature.
7.Repeat steps 4-6 two more times at this location.
8.Go through steps 4-7 for the other 2 locations on in the bushes and on the sidewalk.
Investigation Procedurepgs. 28 & 82
1.Record date time and place.
2.Describe study site.
3.Go to the first location on the grass.
4.Place the thermometer # in. above the ground.
5.Shade thermometer with sheet of paper at # in. above the thermometer.
6.Wait # minutes and record the temperature.
7.Repeat steps 4-6 two more times at this location.
8.Go through steps 4-7 for the other 2 locations on in the bushes and on the sidewalk.
Investigation Procedurepgs. 28 & 82
1.Record date time and place.
2.Describe study site.
3.Go to the first location on the grass.
4.Place the thermometer # in. above the ground.
5.Shade thermometer with sheet of paper at # in. above the thermometer.
6.Wait # minutes and record the temperature.
7.Repeat steps 4-6 two more times at this location.
8.Go through steps 4-7 for the other 2 locations on in the bushes and on the sidewalk.
Investigation Procedurepgs. 28 & 82
Analyzing (and Displaying) Data
Locatio
n
Surface Temperature °F
Trial 1
Trial 2 Trial 3
Trial 4
Ave°F
Under a
bush
51 54 50 50 51
On the
Black top
65 68 59 59 63
On the
open Grass
50 51 49 48 50
0
10
20
30
40
50
60
70
under bush
on the blacktopon the opengrass
51 °F
63 °F
50 °F
xxx
Graphs
MapsCharts
Dearborn Park Elementary, March 18, 2005 2:30 pmAverage Temperature °F on top of the Ground at 3 Locations
Location vs. Surface Temperature °F
Location
Surface Temperature °F
Group1
Group 2
Group3
Group 4
Group 5
Group6
Group 7
Group 8
Group 9
Group 10
Avg Surface Temp
°_ In the Grass
Under the Bushes
On the Sidewalk
Calculate the average temperatures for the class:
Analyzing (and Displaying) Data
August 22, 2012; Time…Washington-Hoyt Elementary School, Tacoma, Washington
Weather …
Graphing in Excel
Analyzing (and Displaying) Data
Write a conclusion for our temperature data.
Betsy-Fulwiler sheet
Writing Conclusions
1.Limits conclusion to place, date, and time of investigation
2.A conclusive statement clearly answers the investigation question Or answers the prediction
3.Lowest supporting data
4.Highest supporting data or trend data
5.Explanatory Language
FI-Scoring Your Conclusion
Score your conclusion using rubric on Page 84
Tumwater DataDecember 7, 2005 11:00amTumwater District Office, Tumwater, WashingtonCloudy, cold morning
Location vs. Temperature °F on top of the Ground
Location Temperature °F at Ground Level
Trial 1 Trial 2 Trail 3 Trial 4 Average°F
Under a bush
43 47 44 46 45
On the Black top
46 45 45 44 45
On the open Grass
47 43 45 45 45
Conclusion
At Tumwater District Office Campus on December 7, 2005 at 11:00am there was no difference in surface temperature for the 3 locations-under a bush, on the black top, and on the open grass. All 3 locations had an average surface temperature of 45°F.
Dearborn Park Data
March 18, 2005, 2:30 pmDearborn Park Elementary, Seattle, WashingtonSunny afternoon
Location vs. Surface Temperature °C
Location Surface Temperature °C
Trial 1 Trial 2 Trial 3 Trial 4 Average°C
On the open Grass
10 11 9 10 10
Under a bush
11 12 11 10 11
On the Black top
18 19 16 15 17
Page 31
Conclusion
At Dearborn Park Elementary on March 18, 2005 on the black top had the highest surface temperature. On the black top had the highest average surface temperature of 17 °C. On the open grass had the lowest average surface temperature of 10 °C. Our prediction that the black top would have the highest temperature was correct.
Page 32
Discuss factors that may have influenced data.
Discuss improvements to the procedure to control some of those factors.
Explain any inconsistent data. Explain how this information might be
important in the real world. Explain how this information should
inform actions or decisions. Cite further questions for investigation.
Discussion
How does the temperature investigation help me understand the ecosystem?
What are other abiotic factors we could measure on this site?
Microclimates
Discussion
Choose one descriptive and comparative investigation to do with classroom:
1) Determine and write down a descriptive question.
2) Determine and write down a comparative question.
3) Create a data table for a question you will investigate with your classroom.
Planning a New Investigation
Sharing out
Planning a New Investigation
Wrap-Up and Looking Forward
