Nov 11.2509.Smarter Science Inquiry Framework in Biology
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Inquiry Framework in Senior Biology Terry Brown TVDSB
Transcript of Nov 11.2509.Smarter Science Inquiry Framework in Biology
Inquiry Framework in Senior Biology
Terry Brown TVDSB
Spending countless hours preparing to ensure the lab works perfectly for your students?
Tired of reading 30 versions of the same lab
report?
“What did you DO in this investigation?”
Students not engaged in textbook recipe?
Inquiry Framework in Senior Biology
What Kind of Inquiry?
Question Sorting
Demonstra*on Ac*vity or Cookbook Inquiry
S P A R K S Ideas • As a result of this session, what classroom activity
comes to mind? Briefly describe a favourite activity, demo, lab, problem, challenge, case, etc.
• How could this favourite be “SHIFTED” to make it more student centered?
Predict
Explain
Observe
Explain
If yeast is mixed with sugar and water
then …
If sand is mixed with water then ……
If two black mice mate then …..
Explain: This happens because …..
Back to the yeast If yeast is mixed
with sugar and water
then …
Alcoholic Fermentation Investigation
© Youth Science Canada 2011, Some Rights Reserved. Except where otherwise noted, this work is licensed under http://creativecommons.org/licenses/by-nc-sa/3.0/Smarter Science and Éducasciences are registered trademarks of Youth Science Canada.Adapted with permission from Thames Valley District School Board
TU
I
TU
I
IU
TIV DV
IU
T
IU
T
IU
T
CV CV
CV CV Legend I = Instrument U = Unit T = Technique
Step 3: Fishbone – Experiment Organizer
INITIATE& PLAN
Experiment Design and Perform
3 of 3Level: 3
Assessment • Exit cards • Lab Performance Test • Lab Test • Lab Report
Lab performance test
Names:
Variables Op/mum Condi/on
Labeled Diagram of Experimental Setup
Temperature
pH
etc.
Lab Test 1. Summarize in a well organized paragraph your
findings from this investigation. Did this investigation support your hypothesis?
2. Use your lab notes to complete the following table. Be specific (eg. pH 3, T=27oC,..).
Constant(s) Independent Variable(s)
Dependent Variable(s)
3. What was the control in this experiment? Why is it considered a control?
4. What was the most difficult part of this lab. How did you deal with this problem?
5. What did you specifically learn from your background research? How did this help in your investigation?
Grade 12 Biology (SBI 4U) • Biochemistry
– Enzyme Ac*vity – Catalase & hydrogen peroxide – Osmosis
• Metabolic Processes – Alcoholic Fermenta*on in yeast
• Homeostasis – Response of an Invertebrate to S*muli – Heart Rate of Daphnia
• Grade 11 Biology (SBI 3C & SBI 3U) • Gene5cs
– Mouse gene*cs Gizmo (monohybrid and dihybrid)
• Evolu5on – Processes of natural selec*on and ar*ficial selec*on
• Plants: Anatomy, Growth & Func5on or In the Natural Environment
– Growth Condi*ons (Light, Nutrients, Water, Temperature) – Adapta*ons (Seedlings vs. bedding plants)
Wrap up o Booth # 409,508 o Next Steps Suite (Room 1230) o Thursday: 6:00-8:30pm o Friday: 12:00-8:30pm o Saturday: 12:00-2:00pm o o Draw for giveaways o Collect Sparks and Feedback
Wrap Up
...Scan this QR code to give us feedback on today's workshop and suggest SPARKS...
Contact information – [email protected]
• Electronic resources available – SmarterScience.ca
• Terry Brown – [email protected]
