Hubbard Brook Experimental Forest1955

Hubbard Brook Ecosystem Study1963

Hubbard Brook Ecosystem Study1971

Hubbard Brook Ecosystem Study2013

Hubbard Brook Research Foundation1993

What is Scientific INQUIRY?

“Inquiry is an approach to learning that involves a process of exploring the natural or material world, and that leads to asking questions, making discoveries, and testing those discoveries in the search for new understanding.

Inquiry, as it relates to science education, should mirror as closely as possible the enterprise of doing real science.”

http://www.exploratorium.edu/ifi/about/philosophy.html

Essential Features of Inquiry

The learner:• engages in scientifically oriented questions,• gives priority to evidence in responding to question,• formulates explanations based on evidence,• connects explanations to scientific knowledge, and• communicates and justifies explanations.

From Inquiry and the National Science Education Standards: A Guide for Teaching and Learning (NRC 2000).

NH Science FrameworksScience Process Skills

Strand1. Scientific Inquiry and Critical Thinking Skills

2. Unifying Concepts of Science

3. Personal, Social, and Technological Perspectives

4. Science Skills for Information, Communication and Media Literacy

Students will apply skills from previous grades and…Rephrase questions…

Ask questions about relationships…

Identify manipulating, responding and controlled variables…

Identify flaws or omissions…

Use appropriate tools to gather data…

Collect, organize, represent, analyze and explain data…

Draw appropriate conclusions based on the data collected…

Determine if the results of an experiment support or refute…

Determine what additional information would be helpful …

NH Science FrameworksScience Process Skills

Scientific Inquiry and Critical Thinking Skills

• Asking questions (for science) and defining problems (for engineering)

• Developing and using models • Planning and carrying out investigations • Analyzing and interpreting data • Using mathematics and computational thinking • Constructing explanations (for science) and designing

solutions (for engineering) • Engaging in argument from evidence • Obtaining, evaluating, and communicating

information

Science and Engineering Practices in the NGSS

Common Core State StandardsReading Standards for Literacy in Science and Technical Subjects

Integration of Knowledge and IdeasGrades 6–8 students:Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph or table).

Grades 11-12 students:Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information.

Common Core State StandardsWriting Standards for Literacy in Science and Technical Subjects

Text Types and PurposesGrades 6–8 and Grades 11- 12 students:Write arguments focused on discipline-specific content. Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.

Provide a concluding statement or section that follows from and supports the argument presented.

Common Core State StandardsWriting Standards for Literacy in Science and Technical Subjects

Research to Build and Present KnowledgeGrades 6–8 students and Grades 11-12 students:Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues for exploration.

Draw evidence from informational texts to support analysis, reflection, and research.