DIFFERENTIATING SCIENCE PRACTICES Dr. Ellen Schiller Grand Valley State University Ms. Jacque Melin...
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Transcript of DIFFERENTIATING SCIENCE PRACTICES Dr. Ellen Schiller Grand Valley State University Ms. Jacque Melin...
![Page 1: DIFFERENTIATING SCIENCE PRACTICES Dr. Ellen Schiller Grand Valley State University Ms. Jacque Melin Grand Valley State University.](https://reader035.fdocuments.in/reader035/viewer/2022062423/56649f515503460f94c743e0/html5/thumbnails/1.jpg)
DIFFERENTIATING SCIENCE PRACTICES
Dr. Ellen Schiller
Grand Valley State University
Ms. Jacque Melin
Grand Valley State University
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GRANT - Science Teacher Education and Development – Part 3 (STEAD–3)
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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
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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
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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)
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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
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uestion
xplanation
bservation
valuation rediction
Q
O
E E P
Knowledge Probe
Investigative Plan
Application
Data Analysis
QPOE Investigation Organizer2
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Habits of Mind Goal:Self-Direction
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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.
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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?
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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.
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CER Graphic
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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.
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Do Self-Directed Inquiry with M&M’s
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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?
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Students present findings• Lab report• Video• Speech/presentation• Blog• Pictures• Website• Etc.
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Your Questions?????