What is Inquiry What is Inquiry Learning?Learning?

Is All Inquiry Learning the Is All Inquiry Learning the Same?Same?

Is Inquiry the Only Approach Is Inquiry the Only Approach to Learning Science?to Learning Science?

Inquiry-Inquiry-An Approach to LearningAn Approach to Learning

1.1. Inquiry teaching is a central Inquiry teaching is a central feature of the national science feature of the national science standards.standards.

2.2. Science teaching should include a Science teaching should include a wide spectrum of approaches to wide spectrum of approaches to learning science.learning science.

3.3. Inquiry is one approach to Inquiry is one approach to teaching.teaching.

• All hands on is not inquiry.All hands on is not inquiry.• Not all inquiry is hands on.Not all inquiry is hands on.Rankin, Lynn. Lessons Learned: Addressing Common Misconceptions About Inquiry . In National

Science Foundation. (1999). Inquiry thoughts, views and strategies for the K-5 Classroom. Arlington VA: NSF. http://www.nsf.gov/pubs/2000/nsf99148/pdf/nsf99148.pdf

Inquiry teaching is a way Inquiry teaching is a way of of

1.1. Developing facts, concepts, and Developing facts, concepts, and generalizations. generalizations.

2.2. Applying inter-related science Applying inter-related science process skills while developing process skills while developing science ideas.science ideas.

3.3. Solving problems and answering Solving problems and answering questions. questions.

4.4. Developing curiosity, understanding Developing curiosity, understanding the natural world, and solving the natural world, and solving problems.problems.

Rankin, Lynn. Lessons Learned: Addressing Common Misconceptions About Inquiry . In National Science Foundation. (1999). Inquiry thoughts, views and strategies for the K-5 Classroom. Arlington VA: NSF. http://www.nsf.gov/pubs/2000/nsf99148/pdf/nsf99148.pdf

Inquiry Learning Inquiry Learning ExperienceExperience

RI GSEs in ScienceRI GSEs in Science5-8 Assessment Targets5-8 Assessment Targets

PS1 (5-8) INQ-1PS1 (5-8) INQ-1

Investigate the relationships among mass, volume and density.Investigate the relationships among mass, volume and density.

PS1 (5-8) INQ+POC –2PS1 (5-8) INQ+POC –2

Given data about characteristic properties of matter (e.g., Given data about characteristic properties of matter (e.g., melting and boiling points, density, solubility) identify, compare, melting and boiling points, density, solubility) identify, compare, or classify different substances.or classify different substances.

Set up your NotebookSet up your Notebook

Go to next blank page.Go to next blank page. Add Today’s DateAdd Today’s Date Add Title to Table of Contents: The Add Title to Table of Contents: The

Cartesian DiverCartesian Diver

(Engaging (Engaging ScenarioScenario

or or Set Set

Induction)Induction)

QuickTime™ and aTIFF (Uncompressed) decompressor

are needed to see this picture.

Focus QuestionFocus Question

In your own words, In your own words, what question are what question are you trying to you trying to answer?answer?

Use Use HowHow or or WhatWhat as as a starter word.a starter word.

QuickTime™ and aTIFF (Uncompressed) decompressor

are needed to see this picture.

Class Focus QuestionClass Focus Question

How do scuba divers How do scuba divers

sink or float?sink or float?QuickTime™ and a

TIFF (Uncompressed) decompressorare needed to see this picture.

PredictionPrediction

I think this will happen when I I think this will happen when I squeeze the bottle….because…..squeeze the bottle….because…..

PlanningPlanning Glue “Planning/Procedure sheet into Glue “Planning/Procedure sheet into

notebooknotebook.. Gather materials: 2-liter plastic bottle with cap, Gather materials: 2-liter plastic bottle with cap,

water in bottle, and eye dropperwater in bottle, and eye dropper Set up data organizer. Set up data organizer. Gently squeeze the sides of the plastic soda bottle. Gently squeeze the sides of the plastic soda bottle.

Notice what happens.Notice what happens. Squeeze and release the bottle several times and Squeeze and release the bottle several times and

notice what happens. notice what happens. Draw and write what you observe in data organizer.Draw and write what you observe in data organizer.

Observation GuideObservation Guide

List things you might observe:List things you might observe:1.1.2.2.3.3.4.4.5.5.

Set up a Data OrganizerSet up a Data Organizer

Eye Dropper Sinks Eye Dropper

Does Not Sink

Draw bottle dropper and write what you observe.Draw bottle dropper and write what you observe.

CONTENT BLAST!CONTENT BLAST!

The Cartesian diver demonstrates not only The Cartesian diver demonstrates not only buoyancybuoyancy, but the implications of the , but the implications of the ideal gas lawideal gas law and and Pascal's principlePascal's principle as well. as well.

Squeezing on the top of the sealed two-liter bottle Squeezing on the top of the sealed two-liter bottle decreases the volume and therefore increases air decreases the volume and therefore increases air pressure above the water. By Pascal's principle, pressure above the water. By Pascal's principle, that pressure is transmitted to all parts of the that pressure is transmitted to all parts of the container. container.

This increases the pressure inside the dropper. The This increases the pressure inside the dropper. The increased pressure decreases the volume of air at increased pressure decreases the volume of air at the top of the vial, and in so doing, decreases the the top of the vial, and in so doing, decreases the amount of water displaced by the dropper. The amount of water displaced by the dropper. The dropper is more dense.dropper is more dense.

This decreases the buoyant force on it enough to This decreases the buoyant force on it enough to

cause it to sinkcause it to sink. .

Source: http://hyperphysics.phy-Source: http://hyperphysics.phy-astr.gsu.edu/hbase/pbuoy3m.html#c1astr.gsu.edu/hbase/pbuoy3m.html#c1

CONTENT BLAST!CONTENT BLAST! Scuba divers have to control Scuba divers have to control

their depth in the water. their depth in the water. Since the human body is less Since the human body is less

dense than water, people float. dense than water, people float. A diver wears two pieces of A diver wears two pieces of

equipment: a weigh belt and a equipment: a weigh belt and a buoyancy compensator. buoyancy compensator.

The heavy metal weights on the The heavy metal weights on the belt enable the diver to sink. belt enable the diver to sink.

The buoyancy compensator can The buoyancy compensator can be inflated with air to increase be inflated with air to increase buoyancy or deflated to reduce buoyancy or deflated to reduce it.it.

QuickTime™ and aTIFF (Uncompressed) decompressor

are needed to see this picture.

Claim Evidence

The object (dropper) sinks

when………..

The object (dropper) doesn’t sink

when………

CLAIMS AND EVIDENCECLAIMS AND EVIDENCERestate your focus question as a statement.

Restate your prediction.

ConclusionConclusion

Read your prediction.Read your prediction. Will you accept or revise your Will you accept or revise your

prediction?prediction? Write a conclusion by revising or Write a conclusion by revising or

restating your prediction. restating your prediction. What did you learn?What did you learn?

I used to think (prediction), I used to think (prediction),

Now I think . . . Now I think . . .

Next Step - New Next Step - New QuestionsQuestions

I would like to find out ….I would like to find out …. I would like to investigate…I would like to investigate…

What Can Be Controlled?What Can Be Controlled?

• TopicTopic• QuestionsQuestions• MaterialsMaterials• Procedures/DesignProcedures/Design• Results/AnalysisResults/Analysis• ConclusionsConclusions

Inquiry ContinuumInquiry ContinuumTraditional

StructuredInquiry

GuidedInquiry

Student-DirectedInquiry

StudentResearch

Inquiry

Teacher Controlled Student Controlled

Topic Teac her Teac her Teac her Teac her Teac her/Student

Quest ion Teac her Teac her Teac her Teac her/Student

Student

Mate rials Teac her Teac her Teac her Teac her/Student

Student

Proc edures/Des ign * Teac her Teac her Teac her/

StudentStudent Student

Res ults/Analysi s * Teac her Teac her/

StudentStudent Student Student

Conc lusio ns Teac her Teac her Student Student Student

*Studen ts mus t app ly scien ce pr oce ss s kills, t he tools of inquiry

Adop ted from Inqu iry: Learning from the Past with an Eye on th e FutureBy Ro n Bonn stetterElec tronic Jou rna l of Science Educ ation Vo l.3 No. 1 1998 h ttp://unr.edu /homep age /jcan non /e jse /bonns te tter.html

In what kind of inquiry In what kind of inquiry learning were we learning were we engaged?engaged?

Where on the continuum would Where on the continuum would you place the learning from you place the learning from FOSS, STC, and Insights science FOSS, STC, and Insights science kits?kits?

National Science National Science Education StandardsEducation Standards

advocatesadvocates“student directed “student directed

research”research” as an expectation for as an expectation for science teaching and science teaching and

learning.learning.

Inquiry Learning is Not Inquiry Learning is Not Chaotic.Chaotic.

1.1. Inquiry learning is carefully Inquiry learning is carefully orchestrated. It is planned. It’s orchestrated. It is planned. It’s purposeful.purposeful.

2.2. Inquiry is defined by the amount of Inquiry is defined by the amount of flexibilityflexibility a teacher allows for a teacher allows for controlling what and how students controlling what and how students learn.learn.

3.3. As teachers gain an understanding As teachers gain an understanding of inquiry, they can become more of inquiry, they can become more flexible in what they control.flexible in what they control.

Rankin, Lynn. Lessons Learned: Addressing Common Misconceptions About Inquiry . In National Science Foundation. (1999). Inquiry thoughts, views and strategies for the K-5 Classroom. Arlington VA: NSF. http://www.nsf.gov/pubs/2000/nsf99148/pdf/nsf99148.pdf

Link to Link to National Science National Science Teaching StandardsTeaching Standards

STANDARD A:STANDARD A:

Teachers of science plan an Teachers of science plan an inquiryinquiry-based science program -based science program for their students.for their students.

National Science Education Standards http://www.nap.edu/readingroom/books/nses/html/3.html

Link to Link to National Science National Science Teaching StandardsTeaching Standards

STANDARD B:STANDARD B:Teachers of science guide Teachers of science guide and facilitate learning.and facilitate learning. In doing this, teachers . . .In doing this, teachers . . .

• Focus and support iFocus and support inquiriesnquiries while interacting while interacting with students.with students.

• Encourage and model the skills of Encourage and model the skills of scientific scientific inquiryinquiry, as well as the curiosity, openness to new , as well as the curiosity, openness to new ideas and data, and skepticism that characterize ideas and data, and skepticism that characterize science.science.

http://www.nap.edu/readingroom/books/nses/html/3.html

Rhode Island Beginning Rhode Island Beginning Teacher StandardsTeacher Standards

Standard 5: Standard 5: Critical Thinking and Problem-Critical Thinking and Problem-

SolvingSolvingTeachersTeachers-Engage students in generating knowledge, -Engage students in generating knowledge, testing hypotheses, and exploring methods of testing hypotheses, and exploring methods of inquiryinquiry and standards of evidence. (5.4) and standards of evidence. (5.4)

Physical Science and Physical Science and Technology ResourcesTechnology Resources

FOSS Web FOSS Web FOSS and STC Modules in Rhode IslandFOSS and STC Modules in Rhode Island

Marbles, Tracks, and Ramps (K)Marbles, Tracks, and Ramps (K) FOSS Balance and Motion (Grade 1)FOSS Balance and Motion (Grade 1) DACTA Simple Machines (Grade 2)DACTA Simple Machines (Grade 2) STC Sound (Grade 3)STC Sound (Grade 3) STC Electric Circuits (Grade 4)STC Electric Circuits (Grade 4) STC Floating and Sinking (Grade 5)STC Floating and Sinking (Grade 5)

Physical Science and Physical Science and Technology Technology Community ResourcesCommunity Resources Boston Museum of ScienceBoston Museum of Science Providence Children’s MuseumProvidence Children’s Museum Rhode Island School of the FutureRhode Island School of the Future DOD DOD StarbaseStarbase in Newport, RI Click in Newport, RI Click

on Location-Click on RI.on Location-Click on RI.