Achieving Authentic Inquiry in Your

Classroom

Presented byEric Garber

My Career as a TeacherClassroom teacher for 3rd and 5th grade in

West CovinaScience and English teacher for Elementary

Students in BerlinCurrently teaching science to 6th-8th grade

students at West Sacramento Early College Prep.

Have utilized the Next Generation Science Standards of Practice the past three years in a project based environment.

Next Generation Science StandardsThis seminar will focus on the practices of a

scientist and an engineer.

They are the same eight for all grades K-12 but with increasing depth and sophistication

Why the change?Students cannot fully understandscientific and engineering ideas without engaging in the practices of inquiry and the discourses by which such ideas are developed and refinedA focus on the act of “doing” science or

engineer can tap into a student’s curiosities, interests and internal motivation

The Main GoalHelp students to investigate, model and explain the world as scientists and create elegant solutions to problems as engineers

In other words, create young scientists and engineers not just study science

and engineering

Science or Engineering?Often, if the purpose is to answer a

question then it is science.

If the purpose is to define and solve a problem then it most likely is

engineering.

The Eight Practices1. Asking questions (for science) and defining

problems (for engineering) 2. Developing and using models 3. Planning and carrying out investigations 4. Analyzing and interpreting data 5. Using mathematics and computational thinking 6. Constructing explanations (for science) and

designing solutions (for engineering) 7. Engaging in argument from evidence 8. Obtaining, evaluating, and communicating

information

The Eight Practices are not separateThey overlap with each other

One practice may connect to another

They may not progressin order

Creating InquiryStart by helping students identify what they

are curious aboutDevelop questions around their curiosities

that are researchable and testable (Science)Or, Define the problem that needs to be

solved (engineering)Avoid using Google to answer your questions.

Focus on the process not just the solution or claim.

Robotics VisitWhat did you observe?What practices do you think occurred?How could a teacher capture those moments?

Example Activity

The Gear Challenge:

Create the best gear combination possible to yield the highest speed of the wheel by turning the drive lever

Identifying the PracticesIt is important to help the students identify

each of the eight practices in their work and emphasize the relevance of each practice

Your assessment and insight on each of the practices that they exhibit (or don’t exhibit) will help them grow as young scientists and engineers

1. Asking Questions and Defining ProblemsDid the student:

ask a question that arose from careful observation of phenomena, models or unexpected results, to clarify and/or seek additional information?

pose a question that is testable?form a hypothesis that is based on observations

and scientific principles?define a problem that can be solved through

the development of an object, tool, process, or system? (Engineering)

2. Using ModelsThis is a practice in both science and

engineering to use and construct models as tools for representing ideas, concepts or their explanations

Models can be a diagram, drawing, or physical replica.

Did they use observations and measurements to develop their model?

Did they use the model to predict or explain behaviors of a system?

3. Planning and Carrying out InvestigationsDid the Students:

make a systematic plan and outline the steps to their procedures

identify what counts as data and identify variables or parameters

conduct an investigation and evaluate the experiment or design to meet the their predetermined goals

4. Analyzing and Interpreting DataDid the Students:

use tables, graphs, spreadsheets, etc. to display and analyze data

recognize patterns in data and see relationships between variables

revise my initial hypothesis when the data doesn’t support it

analyze performance of a design under a range of conditions

5. Using Mathematical and Computational ThinkingDid the students:

use mathematics and statistics to analyze dataexpress relationships between variables by

writing mathematical models or equationsuse mathematical models and computer

simulations to test my predictions and designs

6. Construct Explanations and Design SolutionsDid the students

evaluate information and form hypothesesconstruct explanations or models of

phenomenadesign a variety of solutions to a problem

7. Engage in an Argument from EvidenceDid the student:

defend their explanation with evidenceformulate evidence based on solid dataexamine their own understanding in light of

the evidencecollaborate with peers in searching for the best

explanation

8. Obtain, Evaluate and Communicate InformationDid the student:

communicate findings clearly and persuasivelyderive meaning from scientific text and their

own research resultsengage in discussions with scientific peersevaluate the validity of the findings of othersSelect the most appropriate methods for

communicating their ideas (table, graph, science paper, model, etc.)

Getting StartedFree or Inexpensive Investigations to get your

young scientists and engineers going:

Biodiversity: Organisms that live on your campus

Dichotomous Keys: Collect, Sort and Group anything

Animal Behaviors: Crickets, Ants or Earthworms

Buoyancy: Tinfoil boatsBuilding Structures: Paper BridgeSolar System: Make your own Sundial