ParachutesParachutes

An experience in inquiry learningAn experience in inquiry learning

What type of parachute would What type of parachute would you like attached to your back? you like attached to your back?

Workshop StrandsWorkshop Strands

Understanding by Design Supporting Inquiry

– How can I facilitate and assess inquiry investigations in a K-8 classroom and achieve a standards-based curriculum?

– How can I plan an inquiry to ensure that students demonstrate critical learning of content and process skills?

Literature Inquiry Next Steps & Collaboration

AgendaAgenda

Inquiry Investigation (integrate break) – Inquiry Investigation (integrate break) – approx 2.5 hours approx 2.5 hours – Phase 1 Phase 1 – Phase 2 Phase 2 – Lunch @ 12:00 – 1:00Lunch @ 12:00 – 1:00– Phase 3Phase 3

Debrief and share strategies to support Debrief and share strategies to support inquiry in the classroom inquiry in the classroom @ 1:45@ 1:45

Share Inquiry Template Share Inquiry Template

PurposePurposeProvide a quick, intensive Provide a quick, intensive

experience of experience of inquiryinquiry to to create acreate a

feelfeel for inquiry and for inquiry and

visionvision of the process. of the process.

Parachute Inquiry Parachute Inquiry

Based on the Exploratorium’s Based on the Exploratorium’s workwork– Model structure of inquiry (see Model structure of inquiry (see

map)map)

Focused on middle school but Focused on middle school but could be modified for could be modified for elementaryelementary

This experience includesThis experience includes

Science content Science content associated with associated with parachutes.parachutes.

Use of process skills to Use of process skills to learn content.learn content.

Process of doing inquiry.Process of doing inquiry.

Become the learner.Become the learner.

Mess around and exploreMess around and explore

Inquiry Structure for Learning Science Content

Inquiry Starters – Inquiry Starters – Phase 1Phase 1

The inquiry experience is The inquiry experience is introduced.introduced.

Explore engaging materials and Explore engaging materials and phenomena.phenomena.

Raise and record questions.Raise and record questions.

Inquiry StarterInquiry Starter

Build parachute according to the Build parachute according to the directionsdirections

Explore how your parachute works Explore how your parachute works Record observations (front) and

questions (back) you have on index cards

Types of QuestionsTypes of Questions

Investigable (testable)Investigable (testable)

Non-investigable questions Non-investigable questions

What is the difference?What is the difference?Sort your index cards & discuss Sort your index cards & discuss

Investigable Investigable or or Non-investigable?Non-investigable?

Will a round parachute work Will a round parachute work better than a square parachute?better than a square parachute?

How do you steer a parachute?How do you steer a parachute?

Variable ScanVariable Scan

Independent Independent VariablesVariables

Dependent Dependent VariablesVariables

Variable ScanVariable Scan

½ room – “What effects heart rate”½ room – “What effects heart rate” ½ room – “What effects the speed of the ½ room – “What effects the speed of the

car?”car?”

Your task:Your task:

1.1. Brainstorm possible independent Brainstorm possible independent variablesvariables

2.2. dependent variablesdependent variables

3.3. Variables that are kept constantVariables that are kept constant

Variable ScanVariable Scan

½ room – plant experiment½ room – plant experiment ½ room – paper towel testing½ room – paper towel testing

Your task:Your task:

1.1. Brainstorm possible variables that you Brainstorm possible variables that you could change (Independent variable)could change (Independent variable)

2.2. Variables that you could measure/observe Variables that you could measure/observe (dependent variables)(dependent variables)

3.3. Variables that are kept constant for a fair Variables that are kept constant for a fair testtest

Question Format Question Format

How does the _______IV_____ How does the _______IV_____ affect the _____DV_____?affect the _____DV_____?

Does not always work – Does not always work – sometimes more “lose” sometimes more “lose” questions are more valuable questions are more valuable

Fair Test / Controlled ExperimentFair Test / Controlled Experiment

What is a fair test? What is a fair test?

How do you get your students to How do you get your students to understand what a fair test is?understand what a fair test is?

Gallery Walk Gallery Walk

Post about 6 questions on wallPost about 6 questions on wallRead questionsRead questionsForm groups of approximately 3Form groups of approximately 3Use planning templateUse planning template

Inquiry Structure for Learning Science Content

Investigate – Investigate – Phase 2Phase 2

Figure something outFigure something out Receive help from facilitatorsReceive help from facilitators Share information with other Share information with other

groupsgroups Raise new questionsRaise new questions Revise your planRevise your plan

Inquiry Structure for Learning Science Content

Sharing Understanding – Sharing Understanding – Phase 3Phase 3

Process for meaningProcess for meaningShare results of investigationsShare results of investigationsFacilitator synthesizes these Facilitator synthesizes these

resultsresults

2-3 minutes2-3 minutes Template as a guideTemplate as a guide Chart paper & markers availableChart paper & markers available

ParachuteParachute SynthesisSynthesis

We learned…We learned…

Different forces were influencing Different forces were influencing motion.motion.

Air exists as a substance and can act Air exists as a substance and can act against objects (can exert a force).against objects (can exert a force).

The force of air against objects is The force of air against objects is called air resistance or drag. called air resistance or drag.

The force acting on a parachute are The force acting on a parachute are gravity pulling down and drag pulling gravity pulling down and drag pulling it up. it up.

The greater the surface area of an The greater the surface area of an object the greater the drag.object the greater the drag.

MORE…MORE…

Different materials and/or designs Different materials and/or designs have benefits / drawbacks such as:have benefits / drawbacks such as: Groups found that flexible materials Groups found that flexible materials

make better parachutes because make better parachutes because they unfold into a parachute shape they unfold into a parachute shape easily.easily.

Groups found that larger parachutes Groups found that larger parachutes work better than smaller parachutes work better than smaller parachutes because they catch more air, as long because they catch more air, as long as they are not too heavy.as they are not too heavy.

MORE…MORE…

If emphasized…If emphasized…

Calculate the average speed of a Calculate the average speed of a moving object.moving object.

Inquiry SkillsInquiry Skills Investigable (testable) questions can be Investigable (testable) questions can be

answered in the here and now. Non-answered in the here and now. Non-investigable questions need to be investigable questions need to be answered using print resources.answered using print resources.

To help ensure reliable data, the To help ensure reliable data, the experimental design should have only experimental design should have only one independent variable, the rest of the one independent variable, the rest of the variables should be held constant. variables should be held constant. (controlled experiment / fair test)(controlled experiment / fair test)

Rich inquiry investigations lead to more Rich inquiry investigations lead to more questions. questions.

MORE..MORE..

Inquiry Structure for Learning Science Content

Chart Talk Chart Talk

Identify strategies that help support Identify strategies that help support these critical elements of inquirythese critical elements of inquiry

Debrief Debrief

Inquiry Template Inquiry Template

Common structure to communicate Common structure to communicate grade level inquires to teachersgrade level inquires to teachers

Structure to design new inquiries Structure to design new inquiries 3 phases3 phases Apply to unit of choice on Saturday. Apply to unit of choice on Saturday.

Exploratorium’s work is focused on Exploratorium’s work is focused on professional developmentprofessional development

Essential Questions for the PathwayEssential Questions for the Pathway

Supporting Inquiry– How can I facilitate and assess

inquiry investigations in a K-8 classroom and achieve a standards-based curriculum?

– How can I plan an inquiry to ensure that students demonstrate critical learning of content and process skills?

Turn and Talk Turn and Talk

Are there any topics that Are there any topics that don’t lend them selves to a don’t lend them selves to a hands-on inquiry?hands-on inquiry?