Grade 2 Science InquiryHale Kula Elementary,

May 11, 2010

By Rampal SinghCentral District Science Resource

DESIRED OUTCOMES

•Review existing IDUs/curriculum

•To incorporate a variety of learning materials and resources to enhance the Science curriculum

•To develop deeper content knowledge of the scientific inquiry and process skills

Objectives/Guiding Questions

1. start a resource binder/self teaching.1. Learn (and apply) 5-E model of Science

Instruction2. What processes of Science are used in schools3. What activities are useful in teaching students

how to apply specific process of science?

PROCESSES of Science • Observing• Classifying (sort…based on common properties)

• Inferring (based on obs. & prior knowledge)

• Measuring (quantify variables using Metric System)

• Communicating (report, displays- data table, graphs etc)

• Hypothesizing (If…then….because… to guide an investigation of a question)

• Predicting (based on results, patterns – extra, intrapolation)• Experimenting (A controlled Investigation, Variables)

Observing(gathering info using 5 senses and instruments that

extend the senses).• Pre- and K: start making use of these senses; see

differences but may miss similarities• How will you teach Observing to K-3? OBSERVE FOR DETAILS (examples of objects: candies, coins).

Two type of observations: • A. Qualitative• B. Quantitative (measurable)

What makes a good scientific observing? ---- A Checklist

1. Senses- use all (safely)2. Measurements- quantitative3. Questions- --- lead to new investigations4. Changes- alter the object to answer new

questions5. Communication (recording it may help you compare)

(Use this checklist with Skittles/M & Ms)

Classifying

• Sorting according to common attributes- based on observations, relationships among the properties.

A.Binary Classification: divide up in to 2 groups

B.Multistage Classification (organisms) (Discussion: How will you teach this process of Science? )

Note: Focus on similar (common) properties and ask questions….What, Why?

e.g. Life Cycles

Inferring• Observation is a statement through use of 5 senses

• Inference is interpretation of observations (and prior knowledge). Inference looks backward…explanation of what has already happened.

• Students must make observations and interpretations explicit in their work.

How can you help students achieve this? • Observation statement- which senses did you use?• Inference statement - what is your evidence? How do

you know? Why do you think so? Ex: Black Box (Brown bag) activity

Predicting

• Forecast based on knowledge of patterns and relationships in a data. Prediction looks forward to what might happen!

• Ex: On a cloudless sunny day,

• Intrapolation• Extrapolation

TIME (a.m.) AIR TEMPERATURE (0C)

8:00 18

9:00 19

10:00 21

11:00 23

Hypothesizing• A statement about a possible answer to a

question that might be found through investigating- it is an educated guess about WHY an outcome occurred

• PREDICTIONS: AN EDUCATED GUESS about the expected outcome of a specific test.

• Theory: broad explanation based on several hypotheses tested over time.

• (Practice: handout hypothesis vs. prediction)

Measuring• Founded on ‘observing’ & ‘comparing’• 1st grade – design measuring lessons to teach: Comparing (similarities, differences)Comparing by matchingCommon starting line is needed to make FAIR

comparisons. Use beginning and end point; placing units end to

end are two important factorsCan use non standard units (arm length, shoe, pencil)

Standard units give more consistent results than non-standard units.

By second grade:

Use of standard units• Students should know to make use of marks

on Rulers (centimeters)balance scale (grams) thermometers (degrees in F or C)

CommunicatingEQ: what makes a good data table/graph?• Data Table (well-labeled)• Bar Graph (well-labeled)• Line Graph (well-labeled)

DRY MIX (for graphing)DRYD: dependent or R: Responding variable; Y: Y-axisMIXM: Manipulated or I: Independent variable; X: X-axis

Experimenting/Investigating

• In a controlled experiment : 1.Test one variable at a time (Manipulated/Independent Variable)

2. Observe the effect on another Variable (Responding/ Dependent Variable)

3. Keep all other variables constant (Controlled Variables)

Mnemonic Aid: which variable goes where on a graph?

(DRY MIX)

Scientific Inquiry- 5 tasks

1. Asking a question (from observations etc.) about objects, organisms, events

2. Plan and conduct an investigation3. Gather and interpret data using appropriate

tools/techniques….. Examples..ruler, thermo m., measuring

4. Use this evidence to develop explanations (answer the question)…. to support thinking

5. Communicate findings to others…How? (speaking, writing, drawing)

Learning Science w/ Understading Chapter

3

True understanding means one can-Interpret questions and express in own wordsInterpret what you learnedRelate concepts to real-worldPlan and conduct investigationsInterpret dataApply knowledge to infer, predict, explain

and solve problems

How can you help Enhance Understanding?Provide for access to prior knowledge How? - Recall, Rehearse (frequent review)

If none exists: Create Instant prior knowledge!Transfer of knowledge: use it in a new situation!Organize knowledge: Use of graphic organizers like

outlines, spider maps, webs, Venn diagram, concept map.

Provide Scaffolding : varying degrees of teacher and peer assistance.

Build Learning Communities

Alternate/Mis- conceptions

• Strategies to remove: Identify misconceptionsPromote student dissatisfaction with themIntroduce scientific conceptionsProvide for application and Integration of new

conceptions

5E Model of Science Instruction

• Engage• Explore• Explain• Elaborate• Evaluate